Giáo án Tiếng Anh 2 - Period 61+62, Unit 15: At the football match - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh 2 - Period 61+62, Unit 15: At the football match - Năm học 2022-2023

1. GIÁO ÁN DẠY TIẾNG ANH LỚP 2 TUẦN 32 Planning date: 3 / 5 /2023 Period 61- Lesson 2 Unit 15. At the football match I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter F/f, the words face, father, foot, football and the phrases/sentences containing /f/ and face, father, football in a chant. - listen and identify the words face, father, foot, football. - trace the letter F/f and complete the words ___ather, ___oot, ___ootball, ___ace. II. INPUT Language: - Sound /f/ - Vocabulary: face, father, foot, football - Phrases with the sound /f/ and the words face, father, foot, football III. PROCEDURE Warm-up – Listen and chant. – Listen and tick. Look, trace and write. – Homelink Classroom Procedure Teaching and learning activities management Warm-up 5 minutes Option 1: Ask two or three pupils to look at the picture Individual work in Lesson 1 (Student’s book or sachmem) and say the sound of the letter F/f and the words face, father, foot and football. Option 2: Whole class Have pupils play Missing flashcard again. Draw pupils’ attention to the words they have learnt in Lesson 1 or/and add more cards in the previous unit to the game. Group work Option 3: Get pupils to play Listen and clap. In groups, ask them to stand up and clap when they hear “f” sound. 3. Listen and chant. 10 minutes Step 1: Have pupils look at the chant and say Look Whole class at the chant and say, please!. Draw pupils’ attention to the first verse and explain its meaning. Check comprehension. Step 2: Let them look at the first verse of the chant. Whole class
2. Play the recording of the first verse for pupils to listen and to get familiarized with the rhythm, saying Listen, please! Then play the recording for them to listen again and repeat until they feel confident, saying Listen Step 3: again and repeat, please! Whole class Follow the same procedure with the second and third verses. Correct pronunciation, if necessary. Step 4: Group/ Individual work Play the recording all the way through. Ask pupils to listen and repeat the chant Step 5: individually and in chorus, saying Listen, Individual work chant and clap your hands, please! Go around and offer help, if necessary. Select some pupils to the front of the class to chant and clap their hands. The rest of the Extension: class may sing the chant and clap their hands along. If they sang the chant well, praise them, saying Great work! For better pupils, cover or omit some letters/words in the chant and have them guess and say all the lines aloud, e.g.: F, __, face. Bill has a lovely ______. 4. Listen and tick. 7 minutes Step 1: Have pupils look at the pictures, saying Look Whole class at Picture 1, please! and say what they can see. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Step 2: Invite some pupils to point to the pictures in Individual work Question 1 and say the words in front of the class, saying Point to the pictures and say the words, please! E.g. 1a: a face, 1b: a foot. Whole class Step 3: Play the recording of the first sentence for pupils to listen, saying Now listen, please! Say What did you hear? Did you hear “It’s a foot.” or “It’s a face.”? Yes, it said “It’s a foot.”. You tick the box near the foot. If some pupils say “It’s a face.”, let them listen to the recording again, saying Now listen again, please! and play the recording and ask What did you hear? Did you hear “It’s a
3. face.” or “It’s a foot.”? Yes, “It’s a foot.”. Tick the box b. So b is the correct answer. Whole class Step 4: Follow the same procedure with the pictures in Question 2. Before playing the recording, say Are you ready? OK, now listen to the recording please! Play the recording (several Individual work Step 5: times if needed) for pupils to listen and tick the box. 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/sentences, praise them, saying Well done! or Very good! Audio script: 1. It’s a foot. 2. That’s my father. Answers: 1. b 2. b 5. Look, trace and write. 8 minutes Step 1: Have pupils look at the letter F (upper case) Whole class and f (lower case). Point to the upper case F and say This is the upper case of the letter F. Then point to the lower case f and say And this is the lower case of the letter f. Make sure pupils recognize the two forms of the Step 2: letter. Whole class Write the letter upper case F and the lower case f in broken lines on the board, saying Look at the board. What can you see now? Yes, you can see the upper case F and the lower case f. Check to make sure pupils understand the letters written in solid lines and those in broken lines. You can Step 3: demonstrate by air tracing or tracing the Individual work broken line letter F/f. Give pupils time to use their pencils to trace Pair work Step 4: the letter F/f independently. Give further support to those pupils who find it difficult to do the task. Check the results of pupils’ tracing and give Whole class Step 5: 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 four pictures in the activity. Ask some questions to help them identify the person and things in the
4. pictures, e.g. What’s that?/Who’s that? What Individual work Step 6: can you see in the pictures?. Use the first picture as an example, ask pupils to look at it, guess what letter is missing and complete Individual work the word. Step 7: Give pupils time to complete the words Individual work independently, saying Look at the pictures and complete the words, please! Go around Extension: and offer help, if necessary. Ask some pupils to show what they have done. Praise them if they have done well, saying You’ve done a good job! or Great! - For weaker pupils, have them do Activity 3, Unit 15 in their workbooks. - For better pupils, have them do Activity 4, Unit 15 in their workbooks. Homelink 5 minutes Option 1: Have pupils listen to the Whole class recording, then say the chant again. Option 2: Ask pupils to look at the pictures Whole class in 4. Listen and tick. and say about them, e.g. a face, a foot, a mother, ... Encourage advanced pupils to use learnt structures e.g. It’s a face; I can see a foot., ... Individual work Option 3: To reinforce the vocabulary, get pupils to do Activity 1, Unit 15 in their workbooks. Period 62. Unit 15. At the football match- Lesson 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: - use “Point to your _____.” to express a command. - sing a song with the structure “Point to your _____.” II. INPUT Language: - Point to your _______. III. PROCEDURE Warm-up – Listen and repeat. – Let’s talk. – Let’s sing. – Homelink Classroom Procedure Teaching and learning activities management Warm-up 5 minutes Option 1:
5. - Have pupils listen to the recording, then sing Whole class the chant on Page 66. - Select some better pupils to sing the chant in front of class. The class listens to them and claps hands along. Option 2: - Show pupils pictures/slides of the Whole class things/person they have learnt in Lesson 1. - Ask them to recall and name the things/person, pointing to the pictures/slides. Option 3: - Invite one or two pupils to write the letter F/f Individual work on the board. - Get pupils to say words that contain the sound of the letter F/f. 6. Listen and repeat. 5 minutes Step 1: Have pupils look at the picture of a boy Whole class pointing to his hand, saying Point to your hand. Then have pupils look at the sentence “Point to your hand.” Explain the meaning of the sentence and how it is used. Check Step 2: comprehension. Whole class Play the recording several times for pupils to listen and repeat the sentence, saying Now Step 3: listen and repeat, please! Individual work Play the recording again and invite a few pupils to repeat the sentence Point to your hand. in front of the class. Correct pronunciation, if necessary or praise them Pair work Step 4: when they pronounced the sentence correctly, saying You did very well! Ask pupils to work in pairs, point to the picture and repeat the sentence Point to your hand. Go around and correct pronunciation to make sure pupils can repeat the sentence correctly. 7. Let’s talk. 10 minutes Step 1: Have pupils look at the bubble to understand Whole class how the structure “Point to your _____.” is used. Explain the meaning of the structure. Step 2: Have pupils look at Arrow a. Say Look at Whole class Arrow a, please! Point to the hand and ask them, saying What’s this? Tell them that it is a
6. hand, saying It’s a hand. Step 3: Ask pupils to use the structure in the bubble Pair/Group “Point to your _____.” and Picture 1 (a hand) work to express a command, e.g. Point to your hand. Get them to repeat the sentence several times individually and in chorus. Check Step 4: comprehension. Whole class Follow the same procedure with the other body parts in the picture. Make sure pupils understand the structure “Point to your ____.” and say it with the right pronunciation and intonation. Give further support to those pupils Step 5: who find it difficult to do the task, if Pair work necessary. Ask pupils to work in pairs and practise expressing a command, saying Now express a Step 6: command, please! Go around and offer help or Individual work correct pronunciation if necessary. Select some pupils to practise expressing a Group work Extension: command in front of the class. Praise them, saying That’s right! or Superb! if they performed well. Divide class into four groups. Have pupils play Simon says Game, using the commands “Point to your ____.” 8. Let’s sing. 10 minutes Step 1: Have pupils look at the lyrics to get Whole class familiarized themselves with the first verse of the song. Explain the meaning of the structures “That’s your ____.”, “Point to your ____.” Play the recording several times for pupils to repeat line after line to make sure that they can say the verse correctly. Check comprehension. Step 2: Follow the same procedure with the second verse. Correct pronunciation, if necessary. Whole class Step 3: Have pupils listen to the whole song, drawing their attention to the pronunciation, the stress, Whole class and the melody of the song. Say Now listen to the whole song, please! Step 4: Let pupils practise singing the song. Help Whole class them sing the song sentence by sentence first. Then help them sing the whole song. If there is time, let them sing the song several times until they feel confident. Group/
7. Step 5: Select some groups to the front of the class to Individual work sing the song or ask some pupils to sing the song individually. The class may sing along and clap their hands. Praise them when they Group work performed well, saying Fantastic! or Extension: Excellent! Practise two-part singing. Divide the class into two groups and ask each group to sing one part of the song. Encourage pupils to make gesture when singing. Homelink 5 minutes - Revise the main teaching point of the lesson: Whole class the structure Point to your ____. to express a command. Option 1: Individual work - Ask pupils to draw a picture of a girl or a boy and label some parts of the body that they Pair/Group have learnt. work - Have pupils to work in pairs/groups: one says a command using Point to your ______, the other(s) do the action. Option 2: Have pupils do Activity 6, Unit 15 Individual work in their workbooks. Individual work Option 3: Show pupils the lyrics of the song with some missing words, e.g.: That’s your face. That’s your ______. Point to your _______. Point to your foot. Then ask some advanced pupils to guess the missing words and sing the complete song aloud.