Tiếng Anh lớp 2 G2 selective lessonplan unit2

Family and Friends Special Edition Grade 2– Unit 2 Playtime © Oxford University Press 2015 1 Lesson One Words Objectives  To identify common toys  To understand a short story Language  Language focus speaking, reading  Vocabulary doll, ball, teddy bear, car Resources and materials  Student Book p 14  Workbook p 14  Audio Tracks 15, 21–23  Realia A pencil case, a school bag (students’ items can be used)  Flashcards 29–32  Story poster 2  One set of student picture cards per group, cut.

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Lesson One Words

Objectives

 To identify common toys

 To understand a short story

Language

 Language focus: speaking, reading

 Vocabulary: doll, ball, teddy bear, car

Resources and materials

 One set of student picture cards per group, cut up

 Worksheet 1: Tidy up! (one copy per student)

 A reader of your choice

Introduction

Weather report: Ask the class about today's weather

Song: Play a warm-up song

Warmer

 To energize the class and review vocabulary from the last unit, ask children to turn to page 10 in their Student Books

and sing Open the book! (Track 15)

Lead-in

 Use Flashcards 29–32 to elicit the vocabulary for this lesson Hold them up one at a time and ask What’s this? Model

any words that children don’t know

 Give Flashcards 29–32 to four different children Ask them to stand up, one at a time They show their card for the class to shout out the word

Presentation

Listen, point, and repeat (Exercise 1)

 Ask children to open their Student Books and look at the pictures of the different possessions

 Play the first part of the recording (Track 21, Listen and point) for children to listen and point to the appropriate

picture Repeat if necessary

 Play the second part of the recording (Track 21, Listen and repeat) for children to repeat

 Play the recording all the way through for children to listen and point and then repeat the words in chorus

Transcript (Track 21)

Listen and point

doll, ball, teddy bear, car

ball, teddy bear, doll, car

Listen and repeat

Listen, point, and say

 Place Flashcards 29–32 around the classroom

 Call out a vocabulary word, e.g., ball The children point to the correct flashcard

 Now point to the flashcard The children say the word

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 Option: Describe the location of the card, e.g., It’s next to the door What is it? The children then say the word

What do I have?

 Hold up one card so that the class can only see the back of it

 Ask What’s this? for children to make guesses

 When the card has been guessed correctly, put it on the board

 Hold up a second card and repeat the procedure

 Continue until all the cards are on the board

Variation: To make the game more exciting, limit children to three guesses If they name the card within three

guesses, the class wins the card If they don’t, the teacher wins the card Put the cards the class has won and the cards the teacher has won on opposite sides of the board At the end of the game add up the scores with the class

Listen and chant (Exercise 2)

 Play the recording (Track 22) for children to listen to the chant

 Place Flashcards 29–32 on the board Play the chant a second time for children to point to say and the words This time they can point to the correct flashcard when they hear it Repeat (more than once if necessary)

Listen and read (Exercise 3)

 Use Story poster 2 to present the story Point to Rosy and ask Who’s this? Do the same for Tim Ask children to name

as many things in the picture as they can

 Hold up a pencil case so that the class can see it Ask What’s this? Do the same with a student’s bag Ask the students

to point to the pencil case and the bag in the picture

 Talk about each frame with the class Ask What’s happening? Encourage predictions from different members of the

class

 Ask children to look at the poster while you play the recording (Track 23) for them to listen Point to each speech bubble as you hear the text

 Play the recording again as children listen and point to the pictures

 Ask comprehension questions, e.g., What is lost? Where’s the teddy bear? Who finds the teddy bear?

 Ask children to open their Student Books Tell them to listen and follow the words in the story as you play the

 Put children into small groups Give each group a set of the student picture cards and place them face up on the desk

 Call out a word, e.g., doll The first child in each group who slaps the correct card and says the word takes it

 Repeat with a different word

 Continue calling out the words in a random order until you have said each of the four words three times

 The child in each pair holding the most cards is the winner

 If a number of groups have a tie, play again

Quick word

 Divide the class into small groups Give each group a set of student picture cards Each group shuffles their cards and places them in a pile face down on the desk

 Children take turns to turn over cards one at a time

 As each card is shown, children say what it is, e.g., teddy bear

 The child who says the word first wins the card

 The winner is the child with the most cards at the end

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Consolidation

Worksheet 1: Tidy up!

 Give each child a copy of Worksheet 1 Explain to children that Rosy’s toys are all over the floor in her room and that the children need to tidy it by putting the toys in Rosy’s toy box They do this by drawing lines from the toys to the words in the toy box

 Point to the picture of the teddy bear Ask What’s this? (teddy bear)

 Ask children to find the word teddy bear in Rosy’s bag Say Draw a line and demonstrate Prompt children to draw the

line

 Children complete the worksheet independently and then check with their peers

Exercises: Workbook page 14

Story time: A reader of your choice

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Lesson Two Grammar

Objectives

 To ask and answer questions with my and your

 To write answers to the question Is this your ?

 To act out a story

Language

 Language focus: listening, speaking, writing

 Vocabulary: common toys, my, your

Warmer

 Play Snap! with the class using Flashcards 29–32 to review the toys words from the previous lesson

 Write one of the items from the vocabulary set on the board, e.g., doll Say the word aloud

 Put the flashcards in a pile and hold them up so that the children can only see the facing card Reveal the cards one at

a time by putting the front card to the back When children see the doll, they shout Snap!

 Repeat with the rest of the words in the set

Lead-in

 Point to Story poster 2 and ask children what happened in the story

 Cover up the poster and ask children which toys and possessions appeared in the story Write their answers on the

board (a doll, a ball, a pencil case, a bag, a teddy bear, and a car)

Presentation

Listen to the story and repeat Act (Exercise 1)

 Ask children to turn to the story on page 14 of their Student Books Check how many objects they remembered in the lead-in activity and write a  next to them on the board

 Play the recording (Track 23) once through Play again, pausing for children to repeat

 Divide the class into pairs One child is Rosy and the other is Tim

 Ask children to look at the pictures and decide together on the actions for the story (see suggestions below)

 Children practice acting out the story Monitor the activity, checking for correct pronunciation

 Ask some of the pairs to come to the front of the class to act out the story

Story actions

Picture 1: Tim picks up two objects to give to Rosy

Picture 2: Tim passes Rosy a pencil case She unzips it

Picture 3: Tim picks up Rosy’s bag Rosy looks round

Picture 4: Rosy opens the bag

Listen and say (Exercise 2)

 Look at the pictures and say what’s happening in each one Copy the sentences and questions from the Student Book

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onto the board, leaving spaces where the toy words are

 Put different flashcards in the spaces to elicit sentences and questions with the same pattern, e.g., This is my doll, Is this your bag?

 Ask individual children to come to the front and substitute a flashcard to make a new sentence

 Play the recording (Track 24) all the way through Then play the recording again, pausing for children to repeat each line

 Point to yourself and ask children which word we use to show something belongs to me (my) Point to somebody else and ask which word we use to show that it belongs to the person we are talking to (your)

Read and find

 Ask children to reread the story on page 14 and find the sentences and questions from the Let’s learn! box

Development

Look and say (Exercise 3)

 Model the dialogue with a child Put children in pairs Ask one of the pairs to read the example for the class

 Describe another picture for the children to say the number

 Ask children to work with their partners, taking turns describing the pictures for their partners to guess the number Monitor and help where necessary

 Ask different children to describe pictures for the class to say the number

 Mime handing a ball to someone to elicit This is your ball

 Ask a child to come to the front of the class He/She mimes another picture from Exercise 3 If necessary, help the child by showing him/her one of the pictures

 The other children guess the sentence The first child to guess correctly comes to the front of the class and mimes another picture

 Continue to play in this way Once the three pictures have been used, children think of their own sentences to mime

Write (Exercise 4)

 Ask children to look again at the story on page 14 of their Student Books Point out the questions in pictures 2 and 3 Read them aloud for children to repeat

 Ask children to look at the pictures on page 15 of their books Ask a child to read the example answer to the class

 Children work individually and write answers to the questions, using the phrases in the word box as models

 Go through the exercise with the class Ask the questions for the class to say the answers in chorus

 Ask students to look at the picture and speech bubble

 Have a student demonstrate the sentence for the class

 Have students work in pairs to take turns saying the sentence Tell them to use other vocabulary words on the page

Shout Yes or No!

 Call one child to the front and give him/her the doll and ball flashcards to hold up Hold the teddy bear and car

flashcards yourself

 Say This is my teddy bear The class calls out Yes! Then indicate the child standing next to you and say This is your

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teddy bear The class calls out No!

 Repeat with This is my doll The class calls out No! Then say This is your doll, indicating the child next to you, for the class to calls out Yes!

 Repeat the activity with other children

Detectives

 Choose two students to be detectives and ask them to leave the room

 Give four students in the class the four toy flashcards Tell them This is your doll, etc

 Collect the flashcards Call in the two “detectives” and give them all four flashcards

 Detectives walk around the class asking Is this your doll? etc., until they find the “owners” of the four toys

 Repeat with different students

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Lesson Three Song

Objectives

 To identify more words for toys and use words in the context of a song

 To help children develop their listening and singing skills

Language

 Language focus: listening, speaking

 Vocabulary: kite, bike, train, recycled toy words

 Extra vocabulary: big, love (v), toy

 Student Book p 16

 Workbook p 16

 Audio Track 22, 25–26

 Flashcards 33–35

 One set of picture cards per small group

 One counter per child (e.g., a plastic chip)

 One piece of paper per pair

 Coloring pens or pencils

Culture note: Toys

People in the US spent about $22 billion a year on toys in 2010 Computer games and video games are very popular toys Dolls, action figures, and cars are also favorites Toys that are related to movies and TV shows are very popular, especially with young children Many children still play with traditional toys, like board games and puzzles “The teddy bear craze” started in the United States in the early 1900s, and teddy bears are still popular today

Introduction

 Ask children to look at the pictures Play the first part of the recording (Track 25, Listen and point) for children to point

to the words

 Play the second part of the recording (Track 25, Listen and repeat) for children to repeat the words

 Play the recording all the way through for children to listen and point and then repeat

 Ask individual children to say the words for the class

 Hold up Flashcards 33–35 one at a time and ask individual children What’s this?

Listen and point

kite, bike, train

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bike, train, kite

Listen and repeat

kite, bike, train

Charades

 Mime riding a bike to elicit bike

 Ask a child to come to the front of the class He/She mimes an activity using a toy from this lesson or Lesson One If

necessary, help the child by showing him/her one of the flashcards

 The other children guess the word The first child to guess correctly comes to the front of the class and mimes

another activity

 Continue to play in this way until all of the vocabulary has been used

Listen and sing (Exercise 2)

 Ask children to look at the pictures for the song and see whether they can guess what the song is about (toys) Point

to the toys on the page one at a time and ask different children What’s this?

 Play the recording (Track 26) for children to listen and point to the pictures when they hear the three new words

Listen again and ask them to follow the words in their books

 Recite the words of the song with the class, without the music Say each line and ask children to repeat

 Play the recording again for children to sing along

Sing and do (Exercise 3)

 Ask children to look at the pictures and decide together on what the actions should be (see suggestions below)

 Practice the actions with the class

 Play the recording for children to sing the song and do the actions

Song actions

kite – arms in the air, holding a string

bike – move hands in a pedaling motion

train – use an arm to show a train moving along a track

Development

That’s my word!

 Assign each child a toy word from the song, so that there are several kites, bikes, and trains in the class

 Play the song Each time children hear their word, they jump up

 Change the children’s words Say Now bikes are trains, trains are kites, and kites are bikes Play the song again for

children to jump up when they hear their new word

This is my toy!

 Put children into small groups Give each child a counter and each group a set of Student Picture cards

 Children spread out the Student Picture cards, face down, in front of them

 Children take turns to try and throw the counter so it lands on one of the cards If they are successful, they turn over

the card and make a sentence, e.g., This is my kite They then pick up the card and keep it

 The winner is the child with the most cards at the end

(Student Picture cards: Cuttable worksheet with 15 squares with 15 pictures, kite (x5), bike (x5), train (x5))

Consolidation

Write your own verse

 Children work in pairs to create an original verse for the song by inserting different toy words Write different words

for toys and colors on the board for children to choose from Encourage children to illustrate their verse, and then

display it in the classroom

 Children sing the song again with the new verses

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Lesson Four Phonics

Objectives

 To recognize the uppercase and lowercase forms of the letter e, f, g, and h, and associate them with their

corresponding sounds

 To pronounce the sounds /ɛ/, /f/ /g/, and /h/ on their own and at the beginning of words

 To learn the names of the letters e, f, g, and h

Language

 Language focus: listening, speaking, reading

 Vocabulary: egg, fig, goat, hat

 Student Book p 17

 Workbook p 17

 Audio Tracks 17, 27–29

 Phonics cards 5–8

 Worksheet 2: Chopsticks relay (one copy per group)

 One set of Missing letters per group, cut up

 One pair of chopsticks per group

Introduction

Warmer

 Ask children which letters from the alphabet they have already learned (a, b, c, d) Ask them to name any words they

know that begin with these sounds

 Play the recording and say the chant from page 11 (Track 17) of the Student Book to practice the sounds these letters make

Lead-in

 Write Ee, Ff, Gg, and Hh on the board Point to each one, one at a time, and say the letter name and then the sound

for both uppercase and lowercase letters for children to repeat

 Say the sounds again for children to draw the uppercase letters in the air Say the sounds several times for children to draw the lowercase letters

 Elicit the words on the phonics cards Say the letter names, sounds, and then the words for children to repeat

 Write the corresponding words egg, fig, goat, hat next to the letters on the board Circle the first letter of each word

Point to the words and say the beginning sound (not the whole word) for children to repeat

 Hold up Phonics cards 5–8, one at a time Say the words for children to repeat Hold up the cards in a different order and repeat

Presentation

 Ask children to look at the letters in their Student Books

 Play the first part of the recording (Track 27, Listen and point) for children to listen and point to the letters

 Play the second part of the recording (Track 27, Listen and repeat) for children to repeat the letter names, sounds,

and words in chorus Play the recording as many times as necessary

 Play the recording all the way through for children to point to the words and then repeat them

Listen and point

Letter Ee /ɛ/ egg, Letter Ff /f/ fig, Letter Gg /g/ goat, Letter Hh /h/ hat

Letter Hh /h/ hat, Letter Gg /g/ goat, Letter Ff /f/ fig, Letter Ee /ɛ/ egg

Listen and repeat

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Letter Ee /ɛ/ egg, Letter Ff /f/ fig, Letter Gg /g/ goat, Letter Hh /h/ hat

Development

Listen and chant (Exercise 2)

 Play the recording (Track 28) for children to listen to the chant

 Put Phonics cards 5–8 in different places around the room Play the recording again for children to point to the cards

as they hear the words

 Play the chant once more, stopping the recording after each line for children to repeat Repeat, and encourage children to follow the chant in their book

Your line, our line

 Divide the class into four groups: eggs, figs, goats, and hats

 Do the chant together

 Each group says their own lines

Listen to the sounds and connect the letters (Exercise 3)

 Elicit the names for the pictures in the activity (goat, fig, and hat) Ask What does the goat have? Tell children they

can find out the answer by listening Explain that they are going to hear different sounds and words from the lesson They have to follow the sounds in the maze and draw a line to connect the letters to find out what the goat has – a fig

or a hat

 Play the beginning of the recording (Track 29) and follow the blue line with your pencil to demonstrate

 Play the recording for children to listen and link the letters

 Play the recording again for children to check their answers Repeat

 Ask What does the goat have? (a fig) To check the answers, ask children to look at their mazes and say the letters

they heard as you write them on the board

/f/ fig, /ɛ/ egg, /h/ hat, /g/ goat, /g/ goat, /h/ hat, /f/ fig

Answer

The goat has a fig

Read and circle the sounds e, f, g, h at the start of the words (Exercise 4)

 Ask children to look at the pictures Ask What does the egg have? (a hat) What does the goat have? (a fig)

 Read the text for children to follow in their books Write the first line on the board

 Show children the circled e at the beginning of egg Draw a circle around the e on egg on the board

 Ask children to find and circle other examples of e, f, g, and h at the beginning of words in their books As they are

working, write the rest of the chant on the board

 Go over the answers with the class, asking them to come up and circle letters on the board

Answers

There’s an egg with a yellow hat

Look, the goat has a fig

The goat likes figs

Consolidation

Let’s Practice!

 Ask students to look at the picture and speech bubble Say I have a hat

 Have a student read the sentence

 Have students work in pairs and take turns saying the sentence Tell them to use other vocabulary words on the page

Read My Lips

 Say one of the sounds and words silently, only mouthing the sound and word e.g., Ff, fig Children try to guess the

sound and word

 The child who guesses correctly first mouths another word

 After doing a few demonstrations as a class, divide the children into small groups to continue

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