Giáo án Tiếng Anh lớp 2 - Unit 15: In the clothes shop được biên soạn với mục tiêu nhằm giúp các em học sinh phát âm đúng tên tổ hợp chữ cái Sh/sh (/ʃ/); phát âm chính xác âm của tổ hợp chữ cái sh (/ʃ/) trong cô lập và trong các từ shirts, shoes và shorts,... 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: _— Unit 15 In the clothes shop Lesson - Period Date: R OBJECTIVES By the end of the lesson, pupils will be able to: - correctly pronounce the name of the letter correctly pronounce the sound of the _ letter combination Sh/sh (/f/); combination sh (/f/) in isolation shirts, shoes and shorts ll INPUT and in the words Language: - Sound /{/ - Vocabulary: shirts, shoes, shorts Resources/Material: - Student’s book, p 65 - Teacher’s guide, pp 127-129 - sachmem.vn - Flashcards for Unit 15 - Poster for Unit 15 - Flashcards/Pictures for Warm-up and Fun Corner - Computer, projector Warm-up - Listen and repeat - Point and say — Fun corner - Wrap-up PROCEDURE Procedur Teaching and learning activities e Warm-up Classroom managemen t minutes Option Whole class Whole class Whole class Whole class - Refresh pupils’ memory of the previous unit by showing pictures of a brother, sister and grandmother on the board - Underneath each picture, write the person’s age Say “How old is your brother/ sister/ grandmother?” and encourage pupils to answer using “He’s/ She’s the full Sentence ` structure Option Refresh pupils’ memory of the previous unit by having them sing the song from Unit 14, Lesson Option3 Introduce showing some what the topic of the pictures of clothes new unit by or by bringing items of clothing to class Discuss the clothes are (e.g T-shirt, skirt, trousers) and where you might buy them 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 (The picture shows a clothes shop Shirts, shoes and shorts are labelled, red) with the letter combination sh in Step 2: | Have pupils point to the letter combination | Individual sh (say “Point to the letter combination sh.”) | work and listen to its sound /// (say “Listen /f!’.) Step 3: | Play the recording of the sound combination sh and encourage of the letter | Whole class pupils to | Individual repeat (say “Listen and repeat.”) Do this | work several times, with pupils repeating both individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Step 4: | Have pupils look at the shirts (Say “Look at | Individual the shirts.”) Then have them point to the | work word shirts (say “Point to the word shirts.”) Draw their attention to the colour of the letter combination sh (say “Look at the colour of the letter combination sh It is red.”) Step 5: | Play the recording of shirts and encourage | Whole class pupils to repeat (say “Listen and repeat.”) | Individual Do this several times, with pupils repeating | work both individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Step 6: | Repeat Steps and for shoes and shorts | Whole class Individual work Step 7: | Play the recording in full and encourage | Whole class pupils to repeat the name and sound of the | Individual letter combination sh, shirts, shoes and | work shorts both individually and in chorus Extensio | !n group, have pupils draw shirts, shoes, | Group work n: | shorts and make labels for the pictures The ask them show the pictures to the class and say the words 2.Pointand say minutes Step 1: | Have pupils point to the letter combination | Whole class sh and correctly pronounce its sound (say “Point to the letter combination sh Say /{/’) Step 2: | Have pupils point to and correctly pronounce | Whole class the word shirts (say “Point to the shirts Say | |ndividual shirts.”) Do this several times, with pupils | work repeating both individually and in chorus Correct their pronunciation if necessary, and praise good them when their pronunciation is Step 3: | Repeat Step for shoes and shorts Whole class Individual work Step 4: | Put pupils into pairs or groups for further | Group/ practice of Steps to Go around the class | Pair work to offer help or correct pupils’ pronunciation, if necessary Fun corner: What’s missing? minutes Step 1: | Divide the class into two teams: Team A and | Group work Team B Step 2: | Write Team A and Team B side by side at the | Group work top of the board Underneath each heading, stick a different set of flashcards Step 3: | Point to each flashcard and say the word | Group work Encourage pupils in the relevant team to repeat Step 4: | Tell pupils to look carefully at the flashcards | Group work and remember their team’s words Explain that when you say “Close your eyes!”, pupils should close their eyes You will then remove one of the flashcards from the board When you say “Open your eyes!”, pupils should open their eyes Step 5: | Encourage each team to call out the missing | Group work word from their set A correct answer one point scores Step 6: | Play the game points wins Wrap-up: The team with the most | Group work minutes Revise the main teaching point of the lesson: | Whole class the sound of the letter combination the words shirts, shoes, shorts sh and Option Whole class Using sachmem.vn, have pupils look at the clothes items in the picture and repeat the words after the recording Option Whole class Using Poster for Unit 15, 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 clothes items and say the words aloud Option Individual For better pupils, using the new and learnt in | work the previous units vocabulary and have the pupils make labels for the clothes items Ask them to attach the cards to the corresponding items and practise saying the words TIENG ANH LESSON PLAN School: School —_ year: Grade: Week: Teacher: Approved — by: a _— Unit 15 In the clothes shop Lesson — Period Date: l By the end of the lesson, pupils will be able to: OBJECTIVES = - correctly pronounce the sound of the letter combination sh (/) and the words shoes, shirts and Shorts in a chant; - recognize target words while listening; - write the letter combination sh and complete the words irts, _ oes and ortfs II INPUT Language: - Sound /// - Vocabulary: shirts, shoes, shorts - Phrases/sentences with the sound ///, the words shirts, shoes, shorts Resources/Material: - Student’s book, p 66 sachmem.vn Teacher’s guide, pp 129-131 Pictures/flashcards for Warm-up Workbook, pp 46-47 Computer, projector PROCEDURE Warm-up — Listen and chant - Listen and tick Write and say — Wrap-up Procedur e Teaching and learning activities Warm-up minutes Option1 Classroom management Whole class - Ask pupils what letter combination and sound they learnt in Lesson (Sh/sh, /f/) - Show pictures of the words that pupils learnt in Lesson (shirts, shoes, shorts) and encourage them to say the words in chorus More advanced classes can add other words with the letter combination sh Option Group work Ask the class to play What’s missing? again, using the numbers in Lesson 1, Unit 13 and the numbers learnt in Tieng Anh 1, saying Now let us play Number race! Option3 Whole class Get pupils to play What’s Missing? Game, using the pictures and flashcards with the words learnt in Lesson and the previous units Pupils should guess the missing cards and say the words correctly Listen and chant 10 minutes Step 1: | Draw pupils’ attention to the picture and | Whole class have them point to the shoes (say “Look at the picture Point to the shoes.”) Step 2:| Say Step 4:| Play “shoes” and encourage pupils to | Whole class chant to | Whole class repeat Step 3: | Repeat Steps and for shirts and shorts | Whole class the recording of the familiarize pupils with the words and rhythm (say “Listen.”) Step 5: | Have pupils point to each line of the chant | Individual (say e g “Point to line one.”) Play the recording of each line and encourage pupils to chant (say “Listen and chant.”) Step 6: | Play the recording in full and encourage pupils to chant (Say “Listen and chant.”) Pupils can clap along or other actions to help them keep the rhythm work Whole class Whole class Step 7: | Divide the class into two teams Teams | Group work take it in turns to chant a line The whole class can clap along or other actions Extensio | For better pupils, n: letters/words in the guess and say all example: Sh, sh, shoes Sh, sh, shirts Sh, sh Shoes, and Are in the shop Are in the cover or omit some _ | Individual chant and have them | work the lines aloud For shorts Listen and tick Step 1: | Have minutes pupils look at the pictures and say | Whole class the words (say “Point and say.”) When pupils answer correctly, confirm by saying “shirts/ shorts/shoes/shorts” Step 2: | Play the recording and allow pupils time to | Individual complete the activity (say “Listen and | work tick.”) Step 3: | Play the recording again, if necessary (say _ | Individual “Listen again.”) work Step 4: | Check the answers by asking “a or b?”.| When pupils answer correctly, confirm by saying “1a Look at the shirts.’/‘2b Look at the shorts.” and encourage them to repeat Whole class Audio script: Look at the shirts the shorts Answers: Write and say 1.a Look at 2.b minutes Step 1: | Write the letter combination sh (lower case) | Whole class on the board and say “sh” (/es/ /ertf/) Step 2: | Write the letter combination sh (lower case) | Individual on the board again, but this time is more | work slowly Invite a few pupils to come to the front of the class and write the letter combination sh (lower case) on the board Step 3: | Draw pupils’ attention to the picture and | Whole class labels (say “Look and write.”) Allow pupils | |ndividual time to complete the activity Go around the | work class to offer support and feedback Step 4: | Have pupils say the words (say “Say the | Whole class words.”) Extensio | - For weaker pupils, have them Activity | Individual n: 3, Unit 15 in their workbooks work - For better pupils, have them Activity 4, 10 Unit 15 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 4, | Whole class Listen and circle e.g shirts, shorts, pupils to use learnt see shirts.; Look at and say about them, Encourage better structures e.g / can shorts.; Option3 To reinforce the vocabulary, get pupils to Activity 1, Unit 15 in their workbooks TIENG ANH LESSON PLAN School: School year: Grade: Week: Teacher: Approved by: _ Unit 15 In the clothes shop 11 Lesson —- Period HN QUỔI WOF Date: F OBJECTIVES By the end of the lesson, pupils will be able to: - use the sentence structures Where are the ? and Over there to ask and answer questions about where things are; - sing a song with the sentence structure Where are the ? and Over there to ask and answer questions about where things are ll INPUT Language: - Where are the ? Over there Resources/Material: - Student’s book, p 67 - sachmem.vn - Teacher’s guide, pp 131-133 - Workbook, p 48 - Computer, projector 12 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 Option1 - Have pupils listen to the recording, then | Whole class sing the chant on page 66 Individual - Select some better pupils to sing the chant | work in front of class The class listens to them and claps hands along Option - Invite one or two pupils to write the letter | Individual combination Sh/sh on the board work - Get pupils to say words that contain the sound of the letter combination Sh/sh from Lessons & and the learnt units Option3 Have pupils play Game Pass the Card Individual - Place pupils in rows -Hand out picture cards of shirts, shoes, shorts to the first pupil in each row - Have pupils in each row name the item on each card as they pass the card to the classmate behind them work Listen and repeat minutes Step 1: | Draw pupils’ attention “Look at the picture.”) shoes?” — “Over there.” to the picture Say “Where Step 2: | Have pupils point to the “Point to the sentences.”) sentences Step 3: | Play the recording and encourage repeat (say “Listen and repeat.”) 13 (say | Whole class are the (Say | |ndividual work pupils to | Whole class Step 4: 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 Let’s tal k 10 minutes Step 1: Where Write are the shoes? on the board and underline the word shoes Say “Where Whole class Individual work Whole class Whole class Whole class Whole class Whole class are the shoes?” Step 2: Step 3: Step 4: Step 5: Erase shoes and replace it with Say “Where are the shorts?” Repeat Step for shirts Erase shirts and leave structures Where are the there on the board Step 7: the sentence ? and Over Draw pupils’ attention to Picture a (say “Look at Picture a.”) Say “Where are the 2?” and encourage them to complete the sentence Step 6: shorts with “shorts” When they answer Individual work correctly, confirm by saying “Where are the shorts?” and encourage pupils to repeat the full sentence structure Write Over there on the board Say “Over there.” And encourage pupils to repeat Whole Divide the class into two groups Explain that when you show a picture, one group will say “Where are the shorts/ shirts/ shoes?” and the other group will say “Over there” Groups should take it in turns to ask and answer Correct pupils’ pronunciation if necessary, Group work class and praise them when their pronunciation is Extensio n: good Invite some pupils to point to the pictures and act out the exchanges in front of the class For better pupils, ask them to point to the things books, them 14 in the bags, using classroom .) to ask and Where are (pens, the answer pencils, ? about and Individual work Over there Let’s sing 10 minutes Step 1: | Draw pupils’ attention “Look at the picture.”) to the picture (say | Whole class 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.”) | Individual Do this several times, with pupils repeating | work both 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 sentence structure Where are the ? and Over there to ask and answer questions about where things are Option 1: Practise two-part singing the class into two groups and group to sing one part of the song Option 2: 15 in their Option 3: with some each Have pupils Activity 6, Unit Individual workbooks work Show pupils the lyrics of the song | Individual missing words, e.g.: work I like shoes Where are the Over there I like shirts Where are the 15 ask Divide | Group work ? ? Then ask some advanced pupils to guess the missing words and sing the complete song aloud 16 ... Unit 14, Lesson Option3 Introduce showing some what the topic of the pictures of clothes new unit by or by bringing items of clothing to class Discuss the clothes are (e.g T-shirt, skirt, trousers)... out the missing | Group work word from their set A correct answer one point scores Step 6: | Play the game points wins Wrap-up: The team with the most | Group work minutes Revise the main teaching... cover the words and ask them to point to the clothes items and say the words aloud Option Individual For better pupils, using the new and learnt in | work the previous units vocabulary and have the