Giáo án Tiếng Anh lớp 2 - Unit 7: In the kitchen được biên soạn với mục tiêu nhằm giúp các em học sinh phát âm chính xác tên của chữ cái J/j ((/dʒeɪ/); phát âm chính xác âm của chữ cái J/j (/dʒ/) trong cô lập và trong các từ juice, jelly và jam,... 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 In the kitchen Lesson —- Period Date: R By the end of the lesson, pupils will be able to: ll INPUT - correctly pronounce the name of the letter J/j ((/d3er/) - correctly pronounce the sound of the letter J/j (/d3/) in isolation and in the words juice, jelly and jam Language: OBJECTIVES - Sound /d3/ - Vocabulary: juice, jelly, jam Resources/Material: - Student’s book, page 31 - Teacher’s guide, pp 59 - 61 - sachmem.vn - Flashcards for Unit - Flashcards/pictures for Fun Corner - Poster for Unit - Computer, projector ll PROCEDURE Warm-up —- Listen and repeat — Point and say - Fun corner - Wrap-up Procedur nà, Teaching and learning activities e Warm-up Classroom management minutes Option - Refresh pupils’ memory of the previous | Whole class unit by writing the letter X/x on the board | Group work Have pupils say the name and sound of the letter - Put pupils into teams and have them think of as many words containing the letter X/x as possible Option - Ask some pupils to talk about the food they | Whole class like Individual - Get some pairs of pupils to practise talking | work about their or The favourite food, using / like is yummy Option - Introduce the next unit by showing a picture of a kitchen and asking pupils questions about it (in Vietnamese), e.g Where are they? What are they doing? What can you see in the kitchen? What you in the kitchen? Listen and repeat 10 minutes Whole class Step 1: Draw pupils’ attention to the picture (say “Look at the picture.”) ASk questions to help them identify the context (The picture shows a kitchen There is a mother, son and daughter sitting at the table On the table, there is a jug of juice, a plate of jelly anda jar of jam Juice, jelly and jam are labelled, with the letter/ in red) Whole Step 2: Have pupils point to the letter J/ (say “Point to the letter J.”) Explain that the name of the letter JV Is different to its sound (say “Listen /d3et//d3/.”) Individual work Play the recording of the name Whole Step 3: of the repeat several and sound letter J/ and encourage pupils to (say “Listen and repeat.”) Do this times, with pupils repeating both class class Individual work individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Step 4: Have pupils look at the jug of juice (say “Look at the jug of juice.”) Then have them point to the word juice (say “Point to the Whole class Play the recording of juice 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 Whole class Step 6: Repeat Steps and Whole class Individual work Step 7: Play the word juice.”) Draw their attention to the colour of the letter / (Say “Look at the colour of the letter j It is red.”) Step 5: Individual work when their pronunciation is good recording for jelly and jam in full and encourage pupils to repeat the name and sound of the letter J⁄, juice, jelly and jam _ both individually and in chorus Individual work Extensio | For better pupils, use the new and learnt | Individual n: | vocabulary about food (popcorn, pizza, | work pasta, noodles, milk, jam, juice, jelly) to make simple sentences, e.g / like can see J sl I’m having Point and say minutes Step 1:| Have pupils point to the letter J and | Whole class correctly pronounce its name and sound (say “Point to the letter J Say /d3e1/, Now say /d3/.”) Step 2:| Have pupils point to and_ correctly | Whole class pronounce the word juice (say “Point to the | individual Juice Say juice.”) Do this several times, | work with pupils repeating both individually and in chorus necessary, Correct and their praise pronunciation is good pronunciation — if them when their Step 3: | Repeat Step for jelly and jam Whole class Individual work Step 4: | Put pupils into pairs or groups for further | Group/ practice of Steps to Go around the | Pair work class to offer helo or correct pupils’ pronunciation, if necessary Fun corner: Slap the Board minutes Step 1: | Stick the flashcards on the board Whole class Step 2: | Divide the class into three teams and have | Group work each team board stand in a line in front of the Step 3: Explain to pupils that when you say one of Whole class the words, the pupil at the front of each line must run to the board and slap the correct flashcard as quickly as possible The first pupil to slap the correct flashcard scores one point Step 4: | Play the game The points wins team with the most | Group work Wrap-up: minutes Revise the main teaching lesson: the sound of the words juice, jelly, jam point of letter | and the | Whole class the Option Using sachmem.vn, have pupils look at the | Whole class things in the picture and after the recording repeat the words Option2 Using Poster for Unit 7, ask pupils to point | Individual to the things in the picture and say the | work words For better 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 words juice, jelly, jam and the pictures Then ask the class to say the words aloud For better pupils, teacher may use the food vocabulary learnt in the previous units HN QUỔI WOF TIENG ANH LESSON PLAN School: _ School year: Grade: Week: Teacher: Approved by: Unit In the kitchen Lesson — Period Date: F OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter J/j, the sound of the letter J/ (/d3/), the words jam, juice and jelly and the sentence structure I like ina chant; - listen and recognise the words jelly, juice and the structure / like - write the letter J/ and complete the words _ elly, _uice, _am ll INPUT Language: - Sound /d3z/ - Vocabulary: jelly, juice, jam - Phrases/sentences with the sound /đz/ and the words jelly, juice, jam Resources/Material: - Student's book, page 32 - sachmem.vn - Teacher’s guide, pp 61 - 63 - Workbook, pp 22-23 - Flashcards to play games in Warm-up - Computer, projector ll PROCEDURE Warm-up — Listen and chant - Listen and tick Look and write —- Wrap-up Procedur Classroom Teaching and learning activities managemen t Warm-up minutes Option Whole class - Ask pupils what letter and sound they learnt in Lesson (J/j, /d3/) - Show pictures of the words that pupils learnt in Lesson (juice, jelly, jam) and encourage them to say the words in chorus More advanced classes can add other words beginning with the letter J/ Option Group work Ask the class to play Slap the Board again, using the words in Lesson 1, Unit and those in the previous units, saying Now let us play Slap the Board! Option3 Get pupils to play What’s Missing? Game, | Group/Pair using the pictures and flashcards with the | work incompleted words _uice, _elly and _am 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 jam (say “Look at the picture Point to the jam.”) Step 2: | Say “/ like jam.” and encourage pupils to | Whole class repeat To reinforce their understanding, lick your lips or smile and rub your stomach Step 3: | Repeat Steps and for juice and jelly 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 three teams The teams | Group work take it in turns to chant a line The whole class can clap along or other actions 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: J, J, jam I like J, j, juice I like Listen and tick minutes Step 1: Step 2: Step 3: Step 4: Have pupils look at the pictures and say the Whole Play the recording and allow pupils time to Individual work Play the recording again, if necessary (say Individual work Check the answers by asking “a or b?” When pupils answer correctly, confirm by saying “la | like jelly.’/*2b ! like juice.” and encourage them to repeat Whole words (say “Point and say.”) When answer correctly, confirm by saying cake/ jam/ juice” pupils “/elly/ complete the activity (Say “Listen and tick.”) “Listen again.”) class class Individual work Audio script: | like jelly | like juice Answers: Look and write 1.a 2.b minutes Step 1: Step 1: Write the letter J (upper case) on the board and say “ 7" (/dzeri) Whole class Step 2: Write the letter J (upper case) on the board Whole class again, but this time more slowly Invite a few pupils to come to the front of the class and write the letter J (upper case) on the board Step 3: Repeat Steps and for / (lower case) Individual work Whole class Individual work 10 Step 4: | Have “Look pupils and look at the writing write.”) Allow pupils grids time (say | Individual to | work complete the activity Go around the class to offer support and feedback Step 5: | Draw pupils’ attention to the pictures and | Individual labels (say “Look and write.”) Allow pupils | work time to complete the activity Go around the class to offer support and feedback Extensio | - For weaker pupils, have them Activity 3, | Individual n: Unit in their workbooks work - For better pupils, have them Activity 4, 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 | Individual Listen and circle and say to use learnt structures e.g .; l like oun e.g jelly, cake, Encourage about them, better pupils | work I’m having Option3 To reinforce the vocabulary, get pupils to Activity 1, Unit in their workbooks TIENG ANH LESSON PLAN 11 HN QUỔI WOF School: School year: Grade: Teacher: _ Week: Approved — by: _— Unit At my birthday party Lesson —- Period Date: l OBJECTIVES 12 By the end of the lesson, pupils will be able to: - use the sentence structures Pass me the ; please and Here you are to make and respond to a request; - sing a song with the sentence structures Pass me the and Here you are II INPUT Language: - Pass me the , please - Here you are Resources/Material: - Student’s book, page 33 - sachmem.vn - Teacher’s guide, pp 63 - 65 - Workbook, page 24 - Picture cards for Let’s talk - Computer, projector 13 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 Option - Have pupils listen to the recording, then sing the chant on Page 32 - Select some better pupils to sing the chant in front of class The class listens to them Whole class Individual work and claps hands along Option Individual - Invite one or two pupils to write the letter J/ | work on the board - Get pupils to say words that contain the sound of the letter J (from Lessons & and the learnt units) Option - Have pupils draw a kind of food/ drink - Have pupils work in pairs to talk about the Individual/ Pair work food/drink they like using the sentence structure | like Listen and repeat minutes Step 1; | Draw pupils’ attention to the picture (say Whole class Step 2: | Have pupils point to the sentences (say Whole class “Look at the picture.”) “Point to the sentences.”) Step 3; | Play the recording and encourage pupils to repeat (say “Listen and repeat.”) Step 4: | Do this several times, with | Whole class pupils repeating | Whole class both individually and in chorus Correct their | |ndividual pronunciation if necessary, and praise them | work when their pronunciation is good 14 Let’s talk Step 1: Step 2: 10 minutes Hand out three picture cards showing a Jar of Whole class Write Pass me the jam, please on the board and underline jam Say “Pass me the jam, Whole class jam, a jug of juice and a plate of jelly (each card to a different pupil) please.” Hold out your hand to indicate that Step 3: Step 4: you would like the pupil holding the picture card of a jar of jam to pass it to you Have the pupil repeat the request When he/ she says it correctly, respond “Here you are.” Step 6: Erase Whole are on the board jam and replace it with juice Say the picture card of a jug of juice should pass it to you and say “Here you are.” Repeat Step for jelly Erase jelly and leave the sentence structures , please and Here you Hand out a picture card to every pupil in the class to offer help or correct Whole class Individual work Pair work pupils’ pronunciation, if necessary Ask pupils to to work in pair, make and respond to a request using Pass me the , please and Here you are Pupils may use things in the classroom (e.g pens, pencils, books, ) Let’s sing 15 class Individual work the Step 1: class Individual work Whole class Put pupils into pairs to practise making and responding to the request Go around Extensio n: class Individual work Pass me the are on the board Step 7: Whole and pass it back to him/her Write Here you “Pass me the juice, please.” The pupil with Step 5: Individual work Pair work 10 minutes Draw pupils’ attention to the picture (Say “Look at the picture.”) Say “Pass me the jam.” and Whole class encourage pupils to point to the picture of the jam and respond using the full sentence structure Step 2: | Play the recording of the song to familiarize | Whole class pupils with “Listen.”) 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 | Individual this several times, with pupils repeating both | work individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Step 4: | Say “Let’s sing!” Play the recording line by | Whole class line and encourage pupils to sing along Step 5: | Have pupils work in groups to make up | Group work actions 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 structures Pass me the , please and Here you are to make and respond to a request Option 1: Ask pupils to draw a food/drink | Individual item, show them to the class and make and | work respond to a request, using Pass me the , please and Here you are Option 2: Have pupils Activity 6, Unit Individual in their workbooks work Option 3: Show pupils the lyrics of the song | Individual with some missing words, e.g.: work Jam, juice, jelly Pass me the Pass me the Pass me the Then ask some advanced pupils the missing words and sing the song aloud 16 to guess complete ... at the | Whole class things in the picture and after the recording repeat the words Option2 Using Poster for Unit 7, ask pupils to point | Individual to the things in the picture and say the. .. Option - Introduce the next unit by showing a picture of a kitchen and asking pupils questions about it (in Vietnamese), e.g Where are they? What are they doing? What can you see in the kitchen? ... guide, pp 61 - 63 - Workbook, pp 22 -2 3 - Flashcards to play games in Warm-up - Computer, projector ll PROCEDURE Warm-up — Listen and chant - Listen and tick Look and write ? ?- Wrap-up Procedur