Giáo án Tiếng Anh lớp 2 - Unit 1: At my birthday party

Giáo án Tiếng Anh lớp 2 - Unit 1: At my birthday party được biên soạn với mục tiêu nhằm giúp các em học sinh phát âm đúng tên chữ cái P/p (/piː/); phát âm chính xác âm của chữ cái P/p (/p/) trong cô lập và trong các từ pasta, popcorn và pizza,... 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: ZZ Approved — by: _— Unit At my birthday party Lesson —- Period Date: R By the end of the lesson, pupils will be able to: ll INPUT - correctly pronounce the name of the letter P/p (/pi:/) - correctly pronounce the sound of the letter P/p (/p/) in isolation and in the words pasta, popcorn and pizza Language: OBJECTIVE S - Sound /p/ - Vocabulary: pasta, popcorn, pizza Resources/Material: - Student's book, page - Teacher’s guide, pp - - sachmem.vn - Flashcards for Unit - Flashcards/ pictures of the food items -Flashcards/ pictures of different categories for Fun Corner, e.g (1) school objects: book, pen, pencil; (2) food: cake, apple, mango; (3) toys: ball, car, top; (4) animals: monkey, tiger, goat; (5) body parts; hand, hair, head, - Poster for Unit - Computer, projector Warm-up - Listen and repeat — Point and say -— Fun corner - -Wrap-up PROCEDURE Procedur e Classroo m manage ae Teaching and learning activities ment Warm-up minutes Option - Write on the board Hello, I’m I'm ! Say “Hello, | Whole !” Walk around the class, greeting pupils | Class Encourage them to answer “Hello, I’m - lntroduce the topic of the new unit by playing the song “Happy Birthday!” and encouraging pupils to sing along Option - Ask some pupils to talk about the food they like | Whole - Get some pairs of pupils to practise talking about their favourite food, using | like class Individual work Option - Show pupils some pictures/ slides of popular food items (cake, pizza, noodles, chicken, chips, ) - Ask pupils some questions about food items (in Vietnamese), e.g Have you ever eaten ? Do you like ? What food you often eat at a birthday party? wnole class Listen and repeat 10 minutes Step 1: Draw pupils’ attention to the picture (Say “Look at the picture.”) Ask questions to help them identify the context (Four children are sitting at a table On the table, there is a birthday cake, a a bowl of popcorn and a pizza Peter seven candies on the birthday popcorn and pizza are labelled, with red) Step 2: Step 3: Whole class plate of pasta, is blowing out cake Pasta, the letter p in Have pupils point to the letter P/o (say “Point to the Individual work Play the recording of the name Whole class letter P.”) Explain that the name of the letter P/p is different to its sound (say “Listen /p1://p/.”) letter P/o and encourage “Listen and repeat.”) and sound of the pupils to repeat (say Do this several times, with pupils repeating both individually and in chorus Correct their pronunciation if necessary, and praise Individual work them when their pronunciation is good Step 4: Have pupils look at the pasta (say “Look at the pasta.”) Then have them point to the word pasta (say “Point to the word pasta.”) Draw their Whole class Play the recording of pasta and encourage pupils to repeat (Say “Listen and repeat.”) Do this several times, with pupils repeating both individually and in Whole class attention to the colour of the letter p (Say “Look at the colour of the letter p It is red.”) Step 5: chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Step 6: Repeat Steps and for popcorn and pizza Individual work Whole class Individual work Step 7: Play the recording in full and encourage pupils to repeat the name and sound of the letter P/p, pasta, popcorn and pizza both individually and in chorus Individual work Extensio n: For better pupils, use the new and _ learnt popcorn, pasta) vocabulary about food (cake, fish and chips, apple, chicken, noodles, banana, pizza, to make simple sentences, e.g / like see .;,m having Individual work ¡ Í can Point and say minutes Step 1: Step 2: Have pupils point to the letter P/o and correctly pronounce its name and sound (say “Point to the letter P Say /oi/ Now say /p/.”) Go around the class to offer help or correct pupils’ pronunciation, if necessary Have pupils point to and correctly pronounce the word pasta (say “Point to the pasta Say pasta.”) Do this several times, with pupils repeating both individually and ¡n chorus Correct their pronunciation if necessary, and praise them when Whole class Whole class Individual work their pronunciation is good Step 3: Repeat Step for popcorn and pizza Whole class Individual work Step 4: Fun corner: Put pupils into pairs or groups for further practice of Steps to Go around the class to offer help or correct pupils’ pronunciation, if necessary Kim’s Game Group/ Pair work minutes Step 1: Divide the class into two teams going to play a memory game.” Say “You are Whole class Step 2: Display both sets of cards face up on the board Give pupils two minutes to memorize their set Group work Step 3:| Turn the cards face down on the board Explain | Group that when you say a word, a nominated pupil from | Work each team must run to their set, try to remember which card shows the relevant picture and turn it over to show to their team A correct card scores one point When the pupils’ turn is over, they must put the cards back on the board and return to their seats Step 4: | Play the game Remember to nominate from each team before saying the word a pupil | Group work Step 5: | Count the points for each team and announce the | Group winner The team with the most points wins The | work winning team must then correctly pronounce all of the words Wrap-up: minutes Revise the main teaching point of the lesson: the | Whole sound of the letter p and the words pasta, popcorn, | class pizza Option Using sachmem.vn, have pupils look at the things | Whole in the picture and repeat the words after the | Class recording Option Using Poster for Unit 1, ask pupils to point to the | Individual things in the picture and say the words For better | work pupils, teacher may cover the words and ask them to point to the things and say the words aloud Option Using pictures and flashcards, get some pupils to match the pictures aloud words Then pasta, ask the popcorn, class pizza to say the and the words By Chi WOF TIENG ANH LESSON PLAN School: School —_ year: Grade: Week: Teacher: Approved — by: — _— Unit At my birthday party Lesson — Period Date: R OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter P/p, the words pasta, popcorn, pizza, the phrases/sentences containing /p/ and pasta, pizza, popcorn, the sentence structure / like in a chant - listen and recognise the words popcorn, pasta and the sentence structure / like - write the letter P/o _opcorn, _asta and complete the words _/zza, ll INPUT Language: - Sound /p/ - Vocabulary: pasta, popcorn, pizza - Phrases/sentences with the sound /p/ and the words pasta, pizza, popcorn Resources/Material: - Student’s book, page - sachmem.vn - Teacher’s guide, pp 9-11 - Workbook, pp 4-5 - Flashcards to play games in Warm-up - Computer, projector PROCEDURE Warm-up — Listen and chant - Listen and tick Look and write - Wrap-up Procedur e Teaching and learning activities Warm-up minutes Classroom managemen t Option1 - Ask pupils what letter and sound they learnt Whole class in Lesson (P/p, /p/) - Show pictures of the words that pupils learnt in Lesson (pasta, pizza, popcorn) and encourage them to say the words in chorus More advanced classes can add other words beginning with the letter P/p Option2 Ask using the the class words to play Kim’s in Lesson 1, game Unit again, and those in the previous units, saying Now let us play Kim’s game! Group work Option3 Get pupils to play What’s Missing? Game, | Group/ using the pictures and flashcards with the | Pair work incompleted words _asta, _opcorn and _izza Pupils should guess the missing letters and say the words correctly Listen and chant 10 minutes Step 1: | Draw pupils’ attention to the picture and have | Whole class them point to the pasta (say “Look at the picture Point to the pasta.”) Step 2: | Say “! like pasta.” and encourage pupils to | Whole class repeat To reinforce their understanding, use gestures or draw a smiley face on the board Step 3: | Repeat Steps and for pizza and popcorn | Whole class Step 4: | Play the recording of the chant to familiarize | Whole class pupils with “Listen.”) the words and rhythm (say Step 5: | Have pupils point to each line of the chant | Individual (e.g say “Point to line one.”) Play the | work recording of each line and encourage pupils | Whole class to chant (say “Listen and chant.”) Step 6: | Play the recording in full and encourage | Whole class pupils to chant (Say “Listen and chant.”) Pupils can clap along or other actions to help them keep the rhythm Step 7: | Divide the class into two teams Teams take | Group work it in turns to chant a line The whole can clap along or other actions class Extensio | For better pupils, cover or omit some _ | Individual n: letters/words in the chant and have them | work guess and say all the lines aloud For example: P, p, pasta P p, pizza P,P, I like pasta Ilike I like popcorn Yummy, `, Listen and tick minutes Step 1: | Have pupils look at the pictures (say “Point | Whole class and say.”) When pupils answer correctly, co nfirm pizza’ by saying “popcorn/ noodles/ pasta/ Step 2: | Step 2: Play the recording and allow pupils | Individual time to complete the activity (Say “Listen and | work tick.”) Step 3: | Play the recording “Listen again.”) again, if necessary (Say | Individual work Step 4: | Check the answers by asking “a or b?” When | Whole class pupils answer correctly, confirm by saying | |ndividual “1a | like popcorn “2a | like pasta.” and | work encourage them to repeat Audio pasta script: Answers: Look and write 1.a | like popcorn | like 2.a minutes Step 1: | Write the letter P (upper case) on the board | Whole class and say “P” (/pi./) Step 2: | Write the letter P (upper case) on the board | Individual again, but this time more slowly Invite a few | work pupils to come to the front of the class and write the letter P (upper case) on the board Step 3: | Repeat Steps and for p (lower case) Step 4: | Have “Look pupils and look at the writing write.”) Allow pupils grids time Individual work (say | Whole class to complete the activity Go around the class to 10 Whole class offer support and feedback Step 5: | Have pupils look at the picture and labels | Individual (say “Look and write.”) Allow pupils time to | Work complete the activity Go around the class to offer support and feedback Extensio | - For weaker pupils, have them Activity 3, n: Unit1 in their workbooks Whole class Individual - For better pupils, have them Activity 4, | work Unit in their workbooks Wrap-up minutes Option1 Have pupils listen to the recording, then say the chant again Whole class Option Ask pupils to look at the pictures in | Whole class Listen and circle and say about them, e.g popcorn, noodles, Encourage better pupils to use learnt structures popcorn.; | can see noodles., e.g / like Option3 To reinforce the vocabulary, get pupils to | Indwidual Activity 1, Unit1 in their workbooks work TIENG ANH LESSON PLAN School: _—— School year: Grade: Week: Teacher: Approved 11 — by: — Unit At my birthday party Lesson —- Period Date: F OBJECTIVES By the end of the lesson, pupils will be able to: - use “The is yummy.” to express this feeling about a particular food - sing a song with the structure “The ll INPUT 12 Language: is yummy.” - The is yummy Resources/Material: - Student's book, page - sachmem.vn - Teacher’s guide, pp 11 - 13 - Workbook, page - Pictures/ Slides of animals for Warm-up - Computer, projector 13 Warm-up — Listen and repeat - Let’s talk - Let’s PROCEDURE sing - Wrap-up Procedur e Warm-up Teaching and learning activities Classroom managemen t minutes Option Whole class - Have pupils listen to the recording, then sing | Individual the chant on Page work - Select some better pupils to sing the chant in front of class The class listens to them and claps hands along Option Individual - Invite one or two pupils to write the letter P/p | work on the board - Get pupils to say words that contain the sound of the letter P/p (from Lessons & and the learnt units) Option Individual - Show pupils pictures/ slides of some food | work and drinks they have learnt - Ask them to recall and name the food and drink items (e.g apple, chips, fish, chicken, milk, ) Encourage better pupils say more words if they can Listen and repeat minutes Step 1; | Draw pupils’ attention to the picture (say “Look | whole class at the picture.”) Say “The boy likes popcorn The popcorn is yummy.” Step 2; | Have pupils point to the sentence (say “Point Step 3:| 14 to the sentence.”) Play the recording and encourage pupils to repeat (say “Listen and repeat.”) ASK pupils to repeat the sentence | whole class both | whole class individually and in chorus several times Correct their pronunciation if necessary, and Individual work praise them when their pronunciation is good Step 4: | Ask pupils to work in pairs, point to and repeat the | Pair work sentence “The popcorn is yummy.” Go around and correct pronunciation to make sure pupils can repeat the sentence correctly Let’s talk 10 minutes Step 1: | Write The popcorn is yummy on and underline the word popcorn popcorn is yummy.” Step 2: | Erase popcorn and replace Say “The pasta is yummy.” the board | Whole class Say “The it with pasta | Whole class Step 3: | Repeat Step for pizza Whole class Step 4: | Erase pizza and leave the sentence structure | Whole class The is yummy on the board Step 5: | Draw pupils’ attention to Picture a (say “Look | Whole class at Picture a.”) Say “The pasta is yummy.” and | individual encourage them to say the full sentence | work structure Do this several times, with pupils repeating both individually Correct their pronunciation and in chorus if necessary, and praise them when their pronunciation is good Step 6: | Repeat Step for Pictures b and c Extensio | ASK pupils to talk about their feeling about n: food/drinks they like using The IS yummy Encourage them to say as much as they can, e.g Hi, ’m _ is yummy Let’s sing I like Whole class Individual work Individual work The 10 minutes Step 1: | Draw pupils’ attention to the picture (say “Look | Whole class at the picture.”) Say “It’s a birthday party.” Step 2: | Play the recording of the song to familiarize | Whole class pupils with “Listen.”) 15 the rhythm and melody (say Step 3:| Read the song line by line and encourage | Whole class pupils to repeat (say “Listen and repeat.”) Do | |ndividual this several individually times, and with in pupils chorus pronunciation if necessary, and when their pronunciation is good repeating Correct praise both | work their them Step 4: | Say “Let’s sing!” Play the recording line by line | Group work 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 minutes Revise the main teaching point of the lesson: | Whole class the structure “The is yummy.” to express one’s feeling about a favourite food Option 1: Ask pupils to draw a food/drink item, | Individual show them to the class and say about the | work food/drink, using The is yummy Option 2: Have pupils Activity 6, Unit in their workbooks Option 3: Show pupils the lyrics of the song with some missing words, e.g.: It’s my birthday party I like The is yummy Then ask some advanced pupils to guess the missing words and sing the complete song aloud 16 Individual work Individual work ... book, page - sachmem.vn - Teacher’s guide, pp 11 - 13 - Workbook, page - Pictures/ Slides of animals for Warm-up - Computer, projector 13 Warm-up — Listen and repeat - Let’s talk - Let’s PROCEDURE...head, - Poster for Unit - Computer, projector Warm-up - Listen and repeat — Point and say -? ?? Fun corner - -Wrap-up PROCEDURE Procedur e Classroo m manage... popcorn, pizza - Phrases/sentences with the sound /p/ and the words pasta, pizza, popcorn Resources/Material: - Student’s book, page - sachmem.vn - Teacher’s guide, pp 9-1 1 - Workbook, pp 4-5 - Flashcards