Giáo án Tiếng Anh lớp 2 - Unit 6: On the farm được biên soạn với mục tiêu nhằm giúp các em học sinh nói chữ cái X/x, các từ box, fox, ox và các cụm từ/câu có chứa /x/ và box, fox, ox trong một câu hát; nghe và xác định các từ box, fox, ox; viết chữ cái X/x và hoàn thành các từ bo_, fo_, o_,... 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: Week: Teacher: Approved — by: — _— Unit On the farm Lesson —- Period Date: R OBJECTIVES By the end of the lesson, pupils will be able to: - pronounce the sound of the letter X/x in isolation - say the words box, fox and ox ll INPUT Language: - Sound /x/ - Vocabulary: box, fox, ox Resources/Material: - Student’s book, page 26 - Teacher’s guide, pp 50 - 52 - sachmem.vn - Flashcards for Unit - Flashcards/pictures of farm animals - Vocabularies for Fun Corner, e.g box, fox, ox - Poster for Unit - Computer, projector PROCEDURE Warm-up - Listen and repeat - Point and say — Fun corner - Wrap-up Classro Procedur e Warm-up Teaching and learning activities om manage ment minutes Option -Ask pupils to sing the song in Unit 5, | Whole Lesson and make the gesture (e.g expressing | lass what you are doing 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 - Ask some pupils to talk about the progressive actions in the classroom - Get some present pairs of pupils to practise asking and Whole answering about their friends’ miming actions, | Class using What IS he/she doing? — He's / She’s + V-ing Pair work Option - Show pupils some pictures/slides of farm animals (kitten, chicken, fox, ox, goat, cow, dog, cat, ) - Ask pupils some questions about the farm or the farm animals (in Vietnamese), e.g Have you ever | Whole been to ? Have you ever seen ? Do you like | class .? What animals can you see on the farm? Listen and repeat 10 minutes Step 1: | Have pupils look at the picture, saying Look at the | Whole picture, please! and describe the picture Draw | class pupils’ attention to the letter X/x, the words next to the thing/animals and the colour of the letter X/x Check comprehension Step 2: | Ask pupils to point to the letter X/x Have them | Individua listen and repeat the sound of the letter X/x, saying | | work Point to the letter xX/x, listen and repeat, please! more than once, if necessary Step 3: | Tell pupils to point to the word box, saying Point to | Whole the word “box” Ask them to listen and repeat the | class 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 fox and the | Whole ox Correct pronunciation, if necessary class Step 5:| Play the recording again and have them listen, | Whole point to the letter X/x and the words box, fox and | class ox and repeat until they feel confident Give further support to those pupils who find it difficult to the task, if necessary Step 6; | Play the recording in full and encourage pupils to | |ndividua repeat the name and sound of the letter X/x, box, | | work fox and ox both individually and in chorus, saying Excellent! when they performed well Extensio | For better pupils, use the new n: | vocabulary about animals (fox, ox, horse, kitten ) Show half hidden and_ learnt | jndividua duck, goat, | | work part of the flashcard for students and ask: "“What’s Have students guess and answer the name animals this?” of the Point and say minutes Step 1: | Have pupils look at the picture again Ask them to | Whole describe the picture Draw their attention to the | class letter X/x, the thing/ animals, if necessary Step 2: | Get them to point to the letter X/x and say it, saying | Whole Point to the letter X/x and say, please! Step 3: | Let them word box say “box”, letter x in class point to the box in the picture and say the | Individua as a model, saying Point to the box and | | work please! Remind them of the sound of the the word box Step 4: | Follow the same procedure with the animals Go | Whole around and correct pronunciation, if necessary | class Give further support to those pupils who find it difficult to the task Step 5: | Have pupils work in pairs or in groups to look at the | Group/ picture, point to the letter X/x, the thing/animals, | Pair work say the sound of the letter and the words Say Point to the picture and say, please! Go around and offer necessary help or correct pronunciation, 1í Step 6: | Invite a few pupils to point to the picture and say | Individua the sound of the letter and the words in front of the | | work class If they performed well, praise them, saying Good work! Fun corner: Whispers (race version) minutes Step 1: | Divide the class into two teams Say You are going | Whole to play Whispers game class Step 2: | Tell each team to form a line Pupils should be | Group spaced far enough apart that they won't overhear | work the word when it isn't their turn Step 3: | Explain that when you whisper a word to the first | Group pupil in each line, he/she must in turn whisper it to | work the second pupil in the line The second pupil then whispers it to the third, reaches the last pupil in it The fastest team to call one point and so on When the word the line, he/she should call out out a correct word scores Step 4: | Play the game Remember to nominate from each team before saying the word Step 5: | Count the points for each winner team and a pupil | Group work announce the | Group work The team with the most points wins The winning team must then words correctly pronounce all the three Wrap-up: minutes Revise the main teaching point of the lesson: the | Whole sound of the letter x and the words box, fox, ox class Option Using sachmem.vn, in the picture recording and have pupils look at the things | Whole repeat the words after the | class Option Individua Using Poster for Unit 6, ask pupils to point to the | | work things in the picture and say the words For better pupils, teacher may cover the words and ask them to point to the things and say the words aloud Option paons | Using pictures and flashcards, get some pupils to match the words box, fox, ox and the pictures Then ask the class to say the words aloud | |Individua work TIENG ANH LESSON PLAN School: School —_ year: Grade: Week: Teacher: Approved — by: a _— Unit On the farm Lesson — Period Date: R OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter X/x, the words box, fox, ox and the phrases/sentences containing /x/ and box, fox, ox ina chant - listen and identify the words box, fox, ox write the letter X/x and complete the words bo_, fo_, O II INPUT Language: - Sound /x/ - Vocabulary: box, fox, ox - Phrases/sentences with the sound /x/ and the words box, fox, ox Resources/Material: - Student’s book, page 27 - sachmem.vn - Teacher’s guide, pp 52- 54 - Workbook, pp 19-20 - Flashcards to play games in Warm-up - Computer, projector PROCEDURE Warm-up — Listen and chant - Listen and tick Look and write - Wrap - up Procedur T Teaching and learning activities Warm-up minutes e Classroom management Option1 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 X/x and the words box, fox and ox Option Ask the class to play Whispers game again, | Whole class using the words in Lesson 1, Unit and those in the previous units, saying Now let us play Whispers game! Option Get pupils to play What’s Missing? Game, using the pictures and flashcards with the incompleted words bo _, fo ando_ Whole class Pupils should guess the missing letters and say the words correctly 10 minutes Listen and chant Step 1: Have pupils look at the chant, saying Look Whole class Whole class Follow the same procedure with the second and third verse Correct pronunciation, if Whole class Play the recording all the way through Ask pupils to listen and repeat the chant individually and in chorus, saying Listen, chant and clap your hands, please! Go Whole class Select some pupils to the front of the class to chant and clap their hands The rest of the class may sing the chant and clap their Individual work at the chant, please! Draw pupils’ attention to the first verse and explain its meaning Ask them to pay attention to the letter X/x and the words box, fox, ox Check comprehension Step 2: Play the recording of the first verse for pupils to listen and to get familiarized with the rhythm, saying Listen to the first verse, please! Then listen and Step 3: Step 4: Step 5: play the recording for them to repeat until they feel confident, saying Listen again and repeat, please! necessary around and offer help, if necessary hands If they sing the saying Great work! Extensio n: Individual work chant well, along praise them, For better pupils, cover or omit some letters/ words in the chant and have them guess and say all the lines aloud For example: X, X, a box Í can see a_—_ on the farm X, X, a fox Í can see a _ on the farm Whole class Individual work Whole class X, X, an ox | can see an Listen and circle Step 1: on the farm minutes Have pupils look at the pictures in Question and say What can you see? Draw pupils’ attention to the letters a and b Whole class Check comprehension Invite some pupils to point to the pictures in Question and say the words in front of the class Say Point to the pictures and say the words, please! E.g 1a: a fox, 1b: an ox Step 2: Play the recording of the first sentence for pupils to listen, saying Now listen, please! Ask pupils what they have heard and Individual work circled, saying What did you hear? Did you hear “I can see a fox.” or “I can see an ox.”? Yes, it said “I can see an ox.” You circle the letter b lf some pupils say “/ can see a fox.”, let them listen to the recording again, saying Now listen again, please! Play the recording and ask What did you hear? Did you hear “I Step 3: can see a fox.” or “I can see an ox.”? Yes, “I can see an ox.” Circle the letter b So b ts the correct answer Follow the same procedure with the pictures in Question Before playing the recording, say Are you ready? OK, now listen, please! Play the recording (several times if needed) for pupils Step 4: option to listen and circle the correct Call a few pupils to the front of the class to point to the pictures and say what they have heard If they said correct words, praise Step 5: Individual work them, saying Well done! or Very good! Audio script: | can see an ox | can see a fox Answers: 10 Individual work 1.b 2.a Whole class Look and write Step 1: Step 2: minutes Have pupils look at the letter X (upper case) and x (lower case) write it Give pupils time Remind to write them the how to letter xX/x independently, saying Now write the letter X/x with your pencil You can demonstrate Whole class Individual work by air writing of the letter x/x or open sachmem.vn’s guide for writing Then let pupils write the letter Give further support to those Step 3: Step 4: task pupils who find it difficult to the Check the results of pupils’ writing and give feedback Ask pupils to work in pairs, Swap and check their answers Give pupils time to work Go around and offer help, if necessary Then have pupils look at the three pictures in the activity Ask some questions to help Pair work Whole class them identify the thing and animals in the pictures (e.g What's that? What can you Step 5: Step 6: Extensio n: Wrap -— up 11 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 Give pupils time to complete the words independently, saying Look at the pictures and complete the words, please! Go around and offer help, if necessary Ask some pupils to show done Praise them if they saying You’ve done a good - For weaker pupils, have 3, Unit in their workbooks what they have have done well, job! them Activity - For better pupils, have them Activity 4, Unit in their workbooks minutes Individual work Whole class Individual work Whole class Individual work Option1 Have pupils listen to the recording, say the chant again then Whole class Ask pupils to look at the pictures in Listen and circle and say about them, Whole class Option e.g box, fox, ox Encourage better pupils to use learnt structures e.g / can see an ox; | can see a fox, Option3 To reinforce the vocabulary, get pupils to Activity 1, Unit in their workbooks 12 Individual work TIENG ANH LESSON PLAN School: School —_ year: Grade: Week: Teacher: Approved by: — _— Unit On the farm Lesson —- Period Date: l OBJECTIVES By the end of the lesson, pupils will be able to: - use “Is there a/an ?” “Yes, there Is / No, there isn’t.” to identify someone's favourite things or animals - sing a song with the structure “/s there a/an 13 ?” II INPUT Language: - Is there a/an ? Resources/Material: - Student’s book, page 28 - sachmem.vn - Teacher’s guide, pp 54 - 55 - Workbook, page 21 - Pictures/ Slides of animals for Warm-up - Computer, projector 14 PROCEDURE Procedur e Warm-up Warm-up - Listen and repeat - Let's talk - Let's sing - Wrap-up Teaching and learning activities Classroom managemen t minutes Option1 - Have pupils listen to the sing the chant on Page 27 recording, then | Whole class - Select some better pupils to sing the chant in front of class The class listens to them and claps hands along Option - Show pupils pictures/slides animals they have learnt of some Whole cl ore Class - Ask them to recall and name the animals (e.g fox, ox, goat, Cow, ) Encourage better pupils say more words of animals if they can Option Individual - Invite one or two pupils to write the letter | work X/x on the board - Get pupils to say words that contain sound of the letter X/x (e.g box, fox, ox) the Group work Option4 - Split class into groups - Ask each group to nominate one pupil to join the writing competition - Say a word (e.g box, fox, ox, ) and the pupils write down - Check the mistakes of words then ask pupils to read aloud - Give the winner the stars Listen and repeat minutes Step 1: | Have pupils look at the pictures showing some | Whole class children are on the farm 15 In the first picture, one boy is saying fox?” The other boy is saying “Yes, In the second picture, the boy is there a fox?” The girl is saying “Is there a there Is.” saying “Is “No, there isn’t.” Explain the meaning of the sentences and how they comprehension Step 2: Step 3: are used Check Play the recording several times for pupils to listen and repeat the sentence, saying Now listen and repeat, please! Whole Invite a few pupils to listen and repeat the Individual work sentences “Is there a fox?” “Yes, there Is / No, there isn’t.” in front of the class Correct their pronunciation, if necessary or praise them when they pronounced class the sentence correctly, saying You did very well! Step 4: Ask some pupils to point to and repeat the sentences “Is there a fox?” “Yes, there is / No, there isn’t.” Go around and correct pronunciation to make sure pupils can repeat Pair work the sentence correctly Let’s tal k 10 minutes Step 1: Write Is there a/an ? on the board Underneath the question, write Yes, there is and No, there isn't Have pupils look at the the structure Explain the meaning of the structure and how it is used Whole class Step 2: Have Whole class Step 3: pupils look at the first picture Say Look at Picture 1, please! Point to the box and ask them, saying “ls there a box?” Tell them that if there is a box, the answer is “Yes, there is.”; If there is not a box, they can answer “No, there isn't.” Ask pupils to use the structure “/s there a/an ?“ in the bubble and Picture (a box) to ask and answer about whether or not something is present, e.g /s there a/ an 16 Pair work/ Whole class _? Yes, there is / No, there isn’t Get them to repeat the sentence several times individually Step 4: Step 5: Step 6: comprehension and in chorus Check Follow the same procedure with the other pictures Make sure pupils understand the structure “Is there a/an _?” “Yes, there Is / No, there isn’t.” and say it with the right pronunciation and intonation Give further support to those pupils who find it difficult to Pair work/ Whole class Ask pupils to work in pairs/ groups, using “Is there a/an _?” “Yes, there is / No, Group/ Select some Pair work the task, if necessary there isn’t.” with the picture cues pupils to practise the structure they have been learning in front of the class Praise them, saying That’s right! or Superb! if Pair work they performed well Extensio n: Stick flashcards of food, animals, things on the 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 “1s there a/an —_?” “Yes, there is / No, there isn't.” Let’s sing Step 1: Pair work 10 minutes Have pupils look at the lyrics to get familiarized with the first verse of the song Explain the meaning of the sentence “/s there a fox?” Say Now look at the first verse, Whole class Follow the same procedure with the second verse Correct pronunciation and the melody of the song, if necessary Whole class Have pupils listen to the whole song, drawing Whole class please! Play the recording several times for pupils to repeat line after line to make sure that they can sing the verse correctly Check comprehension Step 2: Step 3: their attention to the pronunciation, the stress 17 and the melody of the song Say Now listen Step 4: to the whole song Let pupils them sing practise singing the song Help the song sentence by sentence first Then help them to sing the whole song If there is time, let them sing the song several times until they feel confident Step 5: Select some groups to the front of the class to sing the song or ask some pupils to sing Group work Individual work Group work the song individually The class may sing along and clap their hands Praise them when they performed well, saying Fantastic! or Excellent! Extensio n: Practise two-part singing Devide the class into two groups and ask each group to sing Group work one part of the song Wrap -— up minutes Revise the main teaching point of the lesson: the structure “Is there a/an _?” “Yes, there IS /No, there isn't.” to identify someone’s favourite Option1 Ask pupils to draw an animal or a pet, show them to the class and ask their friends, using “Is there a/an ?” “Yes, there is / No, Whole class Individual/ Pair/ Group work there isn’t.” Revise the main teaching point of the lesson: the structure “ls there a/an “Yes, answer there is / No, questions something is present ?” there isn’t.” to ask and about whether or not Individual work Option Ask pupils to draw a hidden picture of an animal or a pet, show them to the class and ask their friends, using 18 “Is there a/an ?” Individual “Yes, there is / No, there isn’t.” work Option3 Have pupils workbooks Activity 6, Unit in their Option4 Show pupils the lyrics of the song with some missing words, e.g.: Is therea ? Is therea ? Yes, there is Yes, there is There’s a in the box Is therean _? Istherean _? No, there isn’t No, there isn’t There Isnt an _ — on the farm Then ask some advanced pupils the missing words and sing the song aloud 19 to guess complete Group work ... Step 2: Step 3: their attention to the pronunciation, the stress 17 and the melody of the song Say Now listen Step 4: to the whole song Let pupils them sing practise singing the song Help the song... first Then help them to sing the whole song If there is time, let them sing the song several times until they feel confident Step 5: Select some groups to the front of the class to sing the song... pupils the lyrics of the song with some missing words, e.g.: Is therea ? Is therea ? Yes, there is Yes, there is There’s a in the box Is therean _? Istherean _? No, there isn’t No, there isn’t There