Giáo án Tiếng Anh lớp 2 - Unit 2: In the backyard

Giáo án Tiếng Anh lớp 2 - Unit 2: In the backyard được biên soạn với mục tiêu nhằm giúp các em học sinh phát âm đúng tên chữ cái K/k (/keɪ/); phát âm đúng âm chữ cái ghép âm K/k (/k/) và trong các từ kite, bike và kitten,... Mời quý thầy cô và các em học sinh cùng tham khảo chi tiết nội dung giáo án!

TIENG ANH 2 LESSON PLAN

— by: _—

Unit 2 In the backyard

Lesson 1 —- Period 1

R By the end of the lesson, pupils will be able to:

OBJECTIVES

- correctly pronounce the name of the letter K/k (/ker/)

- correctly pronounce the sound of the letter K/k (/k/) in isolation and in the words kite, bike and kitten

ll INPUT Language:

- Sound /k/

- Vocabulary: kite, bike, kitten

Resources/Material:

- Student’s book, page 9

- Teacher’s guide, pp 14 - 16

- sachmem.vn

- Flashcards for Unit 2

- Flashcards for Warm-up and Fun Corner

- Poster for Unit 2

- Computer, projector

ll Warm-up —- Listen and repeat — Point and say - Fun PROCEDURE _ corner —- Wrap-up

Procedur e Teaching and learning activities management Classroom Warm-up 5 minutes

Option 1

- Ask pupils to sing the song in Unit 1, | Whole class

Lesson 3, Activity 8 Encourage pupils to

do actions or clap in time while singing

Option 2

- Ask one pupil to come to the board, give

him or her a picture of the pizza (or | Whole class

- The pupil mimes the action of eating pizza | work

(or popcorn/pasta) and the class guess what he or she Is eating by saying “He/She

is having "

Have pupils play The Matching Game | |ndividual Stick the picture flashcards on the board | work

Write the words popcorn, pizza, pasta on the board Call on some pupils to go to the board and draw lines to match the words and the pictures

1 Listen and repeat

10 minutes

Step 1: | Have pupils look at the picture (say “Look | Whole class

at the picture.”) Ask questions to help them

identify the context (Three children playing

in the backyard A girl is flying a kite A boy

is riding a bike A girl is playing with a kitten Kite, bike and kitten are labelled,

with the letter k in red)

Step 2: | Have pupils point to the letter K/k (say | Individual

“Point to the letter K.”) Explain that the | work

name of the letter K/k is different to its sound (say “Listen /ket//k/.”)

Step 3: | Play the recording of the name and sound | Whole class

of the letter K/k and encourage pupils to | Individual

repeat (say “Listen and repeat.”) Do this | work several times for pupils to repeat

individually and in chorus Correct their

pronunciation if necessary Praise them

when their pronunciation is good (say

“Excellent! | Great job!”)

Step 4: | Have pupils look at the kite (say “Look at | Whole class

the kite.”) Then have them point to the

word kite (say “Point to the word kite.”)

Draw their attention to the colour of the letter k (say “Look at the colour of the letter

k It is red.”)

Step 5: | Play the recording of kite and encourage | Whole class

pupils to repeat (say “Listen and repeat.”) | jmdividual

Do this several times for pupils to repeat | work

individually and in chorus Correct their

pronunciation if necessary

Step 6: | Repeat Steps 4 and 5 for bike and kitten Whole class

Individual work Step 7: | Play the recording in full and encourage | Individual

pupils to repeat the name and sound of the | work letter K/k, the words kite, bike and kitten

both individually and in chorus

Extension | For better pupils, use the flashcards of kite, | Individual

: | kitten and bike and have pupils make labels | work for them Ask pupils to match the cards with

the corresponding words and _ practise

2 Point and say 7

minutes

Step 1:| Have pupils point to the letter K/k and | Whole class

correctly pronounce its name and sound (say “Point to the letter K Say /ke1/ Now say /k/.”) Go around the class to offer help

or correct pupils’ pronunciation, — if

necessary

Step 2:| Have pupils point to and_ correctly | Whole class

pronounce the word kite (say “Point to the | individual kite Say kite.”) Do this several times for | work

pupils to repeat both individually and in chorus Correct their pronunciation — if necessary, and praise them when their

pronunciation is good

Step 3: | Repeat Step 2 for kitten and bike Whole class

Individual work Step 4: | Put pupils into pairs or groups for further | Group/

practice of Steps 1 to 3 Go around the | Pair work class to give support to those pupils who

find it difficult to do the task

Fun corner: Word Game 8 minutes

Step 1: | Divide the class into teams Give each | Whole class

team one pack of flashcards Say “You are

going to play a word game.”

Step 2: | Explain the game: when the teacher | Group work

pronounces the sound of a letter, e.g /k/, pupils should look through their pack of flashcards to find a word or words

containing that sound, e.g kite, bike When

they have found the correct word(s), they should stick the flashcard(s) on the board

A correct word scores one point The team

having the most points at the end of the

game is the winner

Step 4:| Count the points for each team and | Group work

announce the winner

Wrap-up: 5 minutes

Revise the main teaching point of the | Whole class

lesson: the sound of the letter k and the words kite, kitten and bike

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 2, ask pupils to point

to the things in the picture and say the | Individual

For better pupils, teacher may cover the

words and ask them to point to the things

and say the words aloud

Option 3

Whole class

- Show half hidden part of the flashcards

kite, bike, kitten and ask: "What's this?”

- Have pupils guess and say out the word

TIENG ANH 2 LESSON PLAN

— by: _—

Unit 2 In the backyard

Lesson 2 — Period 2

R By the end of the lesson, pupils will be able to:

OBJECTIVES

- say the letter K/k, the words kite, bike, kitten, the phrases/sentences containing /k/ and kite, bike, kitten,

the sentence structure He’s/She’s (verb + —-ing)

in a chant

- listen and recognise the words kite, bite, kitten and

the sentence structure He’s/She’s (verb + — ing)

- write the letter K/k and complete the words ite, bi e, itten

II INPUT Language:

- Sound /k/

- Vocabulary: kite, bike, kitten

- Phrases/sentences with the sound /k/ and the words kite, bike, kitten

Resources/Material:

- Student's book, page 10

- sachmem.vn

- Teacher’s guide, pp 16- 18

- Workbook, pp 7-8

- Flashcards to play games in Warm-up

- Computer, projector

Warm-up — Listen and chant - Listen and circle -

PROCEDURE Look and write - Wrap-up

Procedur Teaching and learning activities Classroom

Warm-up 5 minutes

Option 1

- Ask pupils what letter and sound they | Whole class

learnt in Lesson 1

- Show pictures of the words that pupils

learnt in Lesson 1 (kite, bike, kitten) and encourage them to say the words aloud

- For more advanced classes, ask pupils to find other words having the letter K/k (book,

cake, duck, .)

Option 2 Ask two groups of three to play Red words, green words with the target vocabulary they have learnt

Group work

Option 3

Ask two groups of three to play Pelmanism with the words kite, bike, kitten in front of

3 Listen and chant 10 minutes

Step 1: Draw pupils’ attention to the picture and

have them point to the kite (Say “Look at the

picture Point to the kite.”)

Whole class

Step 2: Say “He’s flying a kite.” and encourage

pupils to repeat (Say “Repeat, please!”’) Whole class

Step 3: Repeat Steps 1 and 2 for He’s riding a bike

and She’s playing with a kitten Whole class

Step 4: Play the recording of the chant to familiarize

pupils with the words and = rhythm (say “Listen.”)

Whole class

Step 5: Have pupils point to each line of the chant

(e.g say “Point to line one.”) Play the

recording of each line and encourage pupils

to chant (say “Listen and chant.”)

Individual work Whole class

Step 6: Play the recording in full and encourage

pupils to chant (say “Listen and chant.”)

Pupils can clap along or do other actions to

help them keep the rhythm Whole class

Step 7: | Divide the class into two teams Teams take | Group work

it in turns to chant a line The whole class can clap along or do other actions

Extensio | With better classes, help pupils change | Individual n: some line in the chant and sing it in front of | work

the class E.g

K, k, kite

A kite, a kite

He’s flying a kite

K, k, bike

A bike, a bike

She’s riding a bike

4 Listen and circle 7 minutes

Step | Have pupils look at the pictures and say the | Whole class 1: words (say “Point and say.”) When pupils

answer correctly, confirm by saying “kite/

bike/ kitten/ puppy”

Step 2: | Play the recording and allow pupils time to | Individual

complete the activity (say “Listen and | work

circle.”)

Step 3: | Play the recording again, if necessary (Say | Individual

Step 4: | Check the answers by asking “a or b?” | Whole class

When pupils answer correctly, confirm by | Individual

“1b | have a bike.’/‘2a | have a kitten.” and

encourage them to repeat

Audio script: 1 | have a bike 2 | have a kitten

5 Look and write 8 minutes

Step 1: | Write the letter K (upper case) on the board | Whole class

and say “k” (/ket/)

Step 2: | Write the letter K (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 K (upper case) on the board

Individual work

Step 4: | Have pupils look at the writing grids (say | Whole class

“Look and write.”) Allow pupils time to

complete the activity Go around the class to

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 better pupils, have them do Activity 4, | Individual

n: Unit 2 in their workbooks work

Wrap-up 5 minutes

10

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 | Whole class

Listen and circle and say about them, e.g

kite, kitten,

use learnt structure He’s/She’s (verb + —iNg)

Encourage better pupils to

To reinforce the vocabulary, get pupils to | Individual

do Activity 1, Unit 1 in their workbooks work

School:

Grade:

Teacher:

11

TIENG ANH 2 LESSON PLAN

School

year:

Week:

Approved

by: _

F

OBJECTIVES

Unit 2 In the backyard

Lesson 3 —- Period 3

By the end of the lesson, pupils will be able to:

- use the sentence structures Is he/ she (verb +

-ing)? and Yes, he/ she is /No, he/ she isn’t to ask and answer about actions in progress

- sing a song with the sentence structures /s he/she

(verb + -ing)? and Yes, he/ she ts /No, he/ she

isn’t

ll INPUT Language:

- Is he/she (verb + -ing)?

- Yes, he/ she ts /No, he/ she isn't

Resources/Material:

- Student’s book, page 11

- sachmem.vn

- Teacher’s guide, pp 18 — 20

- Pictures/ Flashcards for Warm-up and Extension

- Workbook, page 9

- Computer, projector

ll Warm-up — Listen and repeat - Let’s talk - Let’s

PROCEDURE sing - Wrap-up

Procedur Teaching and learning activities Classroom

Warm-up 5 minutes

Option 1

- Have pupils listen to the recording, then | Whole class

sing the chant on Page 10 Individual

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- Select some better pupils to sing the chant

in front of class The class listens to them

and claps hands along

work

Option 2 Let two or three pupils point to the pictures in Listen and circle (Page 10) and say the sentences, e.g 1a: / have a kite 1b: | have a bike

Individual work

Option 3

Get pupils to play What’s Missing? Game, using the pictures and flashcards with the incompleted words _ite, _itten and bi_e

Have pupils guess the missing letters and say the words correctly Group work

6 Listen and repeat 5 minutes

Step 1: Draw pupils’ attention to the picture (say

“Look at the picture.”) Whole class

Step 2: Have pupils point to the sentence (say “Point

to the sentence.”) Play the recording and encourage pupils to repeat (Say “Listen and repeat.”)

Whole class

Step 3: Ask pupils to repeat the sentence both

individually and in chorus several times

Correct their pronunciation if necessary, and

praise them when their pronunciation is good

Whole class Individual work

Step 4:

Ask pupils to work in pairs, repeat the

questions and answers of the boy and the girl in the pictures Go around and correct pronunciation to make sure pupils can

repeat the sentence correctly Pair work

7 Let’s talk 10 minutes

Step 1: Write Is he/she ? on the board

Underneath the question, write Yes, he/ she

is and No, he/ she isn't

Whole class

Step 2: Draw pupils’ attention to Picture a Say “/s Whole class

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he ?” and encourage them to complete the sentence with “flying a kite”

Step 3: Say “Is he flying a kite?” Point to each of

the possible answers written on the board

and encourage pupils to choose the correct one When they answer correctly, confirm

by saying “Yes, he Is.”

Whole class

Step 4: Repeat Steps 2 and 3 for Pictures b and c Whole class

Step 5: Have pupils work in pairs to look at each

picture and practice asking and answering questions about the actions in progress Go around the class to offer support and feedback

Pair work

Extensio

n:

Show some pictures of action verbs (some

pictures in Tiéng Anh 1 such as the boy is

running, the girl is having noodles, .) Have pupils ask and answer about the actions in progress, using the structures /s he/she

(verb + -ing)? and Yes, he/she Is

Group work

8 Let’s sing 10 minutes

Step 1: Draw pupils’ attention to the picture (say

“Look at the picture.”) Say “Is she riding a bike?” and encourage pupils to answer

“Yes, she is.” Say “Is he riding a bike?” and

encourage pupils to answer “No, he isn’t.”

Whole class

Step 2: Play the recording of the song to familiarize

pupils with the rhythm and melody (say

“Listen.”)

Whole class

Step 3:

Read the song line by line and encourage

pupils to repeat (say “Listen and repeat.”)

Do this several times, with pupils repeating

both individually and in chorus Correct their pronunciation if necessary, and praise them

when their pronunciation is good Whole class

Individual work

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