TA lớp 2 G2 selective lessonplan unit4

Family and Friends Special Edition Grade 2– Unit 4 He’s a hero © Oxford University Press 2015 Lesson One Words Objectives  To identify different jobs  To understand a short story Language  Language focus listening, reading  Vocabulary teacher, student, firefighter, pilot  Extra vocabulary Grandma, Grandpa, hero Resources and Materials  Student Book p 28  Workbook p 28  Audio Tracks 37, 43–45  Story poster 4  Flashcards 43–46  A reader of your choice Introduction Weather report Ask th.

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Lesson One Words

Objectives

 To identify different jobs

 To understand a short story

Language

 Language focus: listening, reading

 Vocabulary: teacher, student, firefighter, pilot

 Extra vocabulary: Grandma, Grandpa, hero

Resources and Materials

 Student Book p 28

 Workbook p 28

 Audio Tracks 37, 43–45

 Story poster 4

 Flashcards 43–46

 A reader of your choice

Introduction

Weather report: Ask the class about today’s weather

Song: Play a warm-up song

Warmer

 Sing Ten fingers on my hands from page 22 (Track 37) to warm up the class

Lead-in

 Use Flashcards 43–46 to introduce the vocabulary Hold up each card one at a time and say the words Say the words again so that children can repeat after you

 Hold up each card again Ask Who’s this? for children to say the word

Presentation

Listen, point, and repeat (Exercise 1)

 Ask children to open their Student Books and look at the job pictures

 Play the first part of the recording (Track 43, Listen and point) for children to listen and point to the appropriate

picture

 Play the second part of the recording (Track 43, 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

 Hold up flashcards 43–46 one at a time and ask individual children to say the words

Transcript (Track 43)

Listen and point

teacher, student, firefighter, pilot, pilot, firefighter, student, teacher

Listen and repeat

teacher, student, firefighter, pilot

Listen and chant (Exercise 2)

 Play the recording (Track 44) for children to listen to the chant

 Place flashcards 43–46 on the board Play the chant a second time for children to say the words Repeat (more than once if necessary) This time they can point to the correct flashcard as they hear it

teacher, student, firefighter, pilot

Speed it up!

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 Ask children to close their books Encourage the class to say the chant from memory Help if necessary Control the tempo so that children speak slowly from beginning to end

 Begin the chant again, slightly faster than before

 Continue in this way until the chant is so fast that children can’t keep up

Listen and read (Exercise 3)

 Use Story poster 4 to present the story Point to different characters and ask Who’s this? Ask students if they can find any job words in the story (teacher, student, firefighter)

 Talk about each frame one at a time with the class Ask What’s happening?

 Ask children to look at the poster while you play the recording (Track 45) for them to listen Point to each speech

bubble as you hear the text Ask comprehension questions, e.g., Is Tim a pilot? (No) Is Grandma a student? (No) Who’s a hero? (Grandpa)

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

recording again

 Ask children to find and point to the words from Exercise 1 that appear in the story

Development

That’s my word!

 Assign each child a job word from the story, so that there are several teachers, students, and firefighters in the class

 Play the recording Each time children hear their word, they clap

 Change the children’s words Say Now teachers are students, students are firefighters, and firefighters are teachers

Play the story again for children to clap when they hear their new word

Snap!

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

 Put Flashcards 43–46 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 firefighter, they shout Snap!

 Repeat with the rest of the words in the set

Consolidation

Draw and write

 To record the new vocabulary, children take out their notebooks, write down the job words and draw pictures next to them

Exercises: Workbook page 28

Story time: A reader of your choice

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Lesson Two Grammar

Objectives

 To say what people’s jobs are

 To choose between he and she for describing people

 To act out a story

Language

 Language focus: listening, speaking, reading, writing

 Vocabulary: Job vocabulary

He’s / She’s a teacher

Is he / she a teacher?

Yes, he is / No, she isn’t

 Pronunciation tip: Make sure children pronounce /z/ in He’s and She’s

Resources and Materials

 Workbook p.29

 Audio Tracks 45–46

 Story poster 4

 Pictures of men and women with different jobs students know (optional)

 One set of Student Picture cards and one set of Phrase cards per pair of children

 One large piece of paper per group

 A set of colored pencils per group

Introduction

Warmer

 Play a miming game with the class to review job words Pretend that you are putting out a fire with a hose Ask the class to guess your job

 Invite a child to come to the front of the class Give him/her one of the job flashcards He/She mimes for the class to guess the job

 Repeat with other children

Lead-in

 Hold up Story poster 4 and ask What happened in the story? Can you remember the jobs?

Presentation

Listen to the story and repeat Act (Exercise 1)

 Ask children to turn to the story on page 28 of their Student Books

 Play the recording (Track 45), pausing for children to repeat

 Divide the class into groups of five Each child chooses a different role: Billy, Tim, Rosy, Grandma, or Grandpa If your class doesn’t divide equally into groups of five, children in some groups could have more than one role: Tim doesn’t have a speaking part, so could double up with another character

 Ask children to look at the pictures again As a class, decide on the actions for each part of the story (see suggestions below)

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

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

Story actions

Picture 1: Rosy points to Billy, who is writing on the board Tim puts up his hand

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Picture 2: Billy points to Grandma Grandma adds salt to the pan

Picture 3: Rosy and Billy point to the pan, horrified Grandma walks away

Picture 4: Grandpa puts out the fire with the extinguisher Billy holds up his hands and cheers Grandma looks shocked

Listen and say (Exercise 2)

 Look at each picture on page 29 one at a time and ask children what they can see

 Play the recording (Track 46) all the way through for students to listen

 Play the recording again, pausing for students to repeat each line

 Draw attention to the grammar box Show children how we make the contracted forms She’s and He’s by writing the words first in the full form (He is) and then in the contracted form (He’s) on the board

Development

Listen and mime

 Divide the class so that boys are standing on one side of the room, and girls are standing on the other

 Say He’s a teacher The boys mime being a teacher, and the girls do nothing

 Say She’s a firefighter The girls mime being a firefighter, and the boys do nothing

 Continue, using a variety of pronouns and jobs

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

Who’s who?

 Ask children to turn back to the story on page 28 of their Student Books

 They take turns describing the characters for their partners to guess, e.g., Child 1: He’s a teacher Child 2: Billy!

Concentration game

 Give each pair a set of Student picture cards and a set of Phrase cards

 Children place all the cards face down on their table, with all the Picture cards on the left and all the Phrase cards on the right

 The first child turns over one Picture card and one Phrase card If the two cards match, the child keeps them If they

do not match, he/she must turn the cards back over

 The second child then takes a turn

 Continue playing until all the cards are gone The winner is the child with the most cards

Write (Exercise 4)

 Write the words He and She on the board Point to each word and then to boys and girls in the class as appropriate Then point to children and the class says either He or She If the class isn’t mixed, show children pictures of a boy and

girl and do the same exercise

 Use pictures of men and women with the jobs student know Show a picture of a female firefighter and say He or she? Children reply with the correct pronoun Say He’s a firefighter Yes or no? The class responds with No, then corrects the sentence to She’s a firefighter

 Ask a child to read the example answer in the Student Book Children write He’s or She’s at the beginning of the other

sentences

 Go over the answers Ask children to say the sentences in chorus

 Ask individual children to read the sentences aloud to the class

Answers

1 He’s a teacher

2 She’s a pilot

3 He’s a firefighter

Consolidation

Let’s Practice!

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 Ask students to look at the picture and speech bubble Ask What word goes in the blanks? (I’m)

 Have a student read the sentence (I’m a student)

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

Dream jobs poster

 Divide the class into small groups, mixing genders if possible Give each group a large piece of paper and a set of colored pencils

 Each child chooses one of the jobs

 Children create a poster showing themselves with their new jobs They write their names and the jobs they have

chosen E.g., This is Hue She’s a teacher They then draw pictures to illustrate the poster

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Lesson Three Song

Objectives

 To identify more job words

 To use different jobs words in the context of a song

Language

 Language focus: listening, speaking

 Vocabulary: doctor, police officer, farmer

 Extra vocabulary: kind, meet, lane, again

 Recycled: job words

Resources and materials

 Workbook p 30

 Audio Tracks 47–48

 One colored marker for each child

 Worksheet 1: Song pictures (one copy per child)

 Scissors (A pair per child), glues (one per small group of four to six)

 One large piece of paper for each group of four to six (optional)

Culture note: Family and work in the United States

In a typical American family, both parents work Some mothers with young children work part-time, but many work full-time A smaller number of mothers and a few fathers stay home with their children full-time

Employers must give women three months’ maternity leave After a woman has or adopts a baby, she can take three months off and then come back to her job The law does not require that women are paid during these three months, but many companies do offer paid maternity leave Many employers give six months maternity leave instead of three It is not required by law, but some companies give men a paternity leave for a few days or a few weeks This is usually unpaid

Introduction

Warmer

 Play Mime the word with Flashcards 43–46 to review the job words that children have learned so far

 Ask the children to stand at their desks

 Say a word, e.g., pilot The children repeat and perform a simple action, i.e., children say pilot and mime being pilots

for a few seconds

Lead-in

 Use Flashcards 47–49 to introduce the three new job words Hold up the cards one at a time and say the words for children to repeat

Presentation

 Ask children to look at the pictures Play the first part of the recording (Track 47, Listen and point) for children to

point to the words

 Play the second part of the recording (Track 47, 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

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 Hold up Flashcards 47–49 one at a time and ask individual children What’s this?

Listen and point

doctor, police officer, farmer, farmer, police officer, doctor

Listen and repeat

doctor, police officer, farmer

Listen and sing (Exercise 2)

 Ask children to look at the pictures Point to the different people and ask who they are Ask what they think the

people are doing (they are meeting and greeting each other)

 Explain the unfamiliar words or phrases (to meet in a lane)

 Play the recording (Track 48) for children to listen and point to the pictures when they hear the three new words Then play it again as they 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

Development

Sing and do (Exercise 3)

 Ask children to look at the pictures of the people Point to each one, one at a time, for children to tell you their jobs Then look at the boy to see what he’s doing

 Explain that to do the actions for the song children have to move their fingers up and down as if they were the

different people They start with their thumbs, which are the doctors, and move them rhythmically in time with the music They then move on to their forefingers, which are the police officers for the second verse, and continue in this way until the final verse in which they use their little fingers for the students

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

Worksheet 1: Song pictures

 Give each child a copy of Worksheet 1 and a pair of scissors

 Children cut out the pictures and place them in the order they appear in the song

 Play the song again Children listen and hold up the correct picture in each verse

 Option: To add challenge, ask children to shuffle their pictures into a random order Then play the song again and repeat

Consolidation

Sing and act

 Divide the class into groups of ten Assign each child in the group a role, so that there are two doctors, two police officers, two farmers, two teachers and two students

 Play the song again Children sing the song in their groups while taking turns to “greet” the child who has the same role as them during their verse

Poster making

 Divide the class into groups of four to six Children can turn their chairs around to work with the children behind them

 Give each group a large piece of paper and a job flashcard (use the flashcards from this lesson and from Lesson 1) and some colored markers

 The groups write a verse of the song for the job shown on their flashcard Children then illustrate their posters with a picture of the two people meeting

 Collect the posters and display them on the wall Use them to review the song in future lessons

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Lesson Four Phonics

Objectives

 To recognize the uppercase and lowercase forms of the letters m, n, o, and p and associate them with their

corresponding sounds

 To pronounce the sounds /m/, /n/, /ɒ/, and /p/ on their own and at the beginning of words

 To learn the names of the letters m, n, o, and p

Language

 Language focus: listening, speaking, reading

 Vocabulary: mom, nurse, orange (n), pen

 Extra vocabulary: eat, write

Resources and materials

 Student book p 31

 Workbook p 31

 Audio tracks 38, 49–51

 Phonics cards 9–12 (for review), 13–16

 One set of Student Picture cards per pair, cut up

 A piece of paper (one per group)

Introduction

Warmer

 Put Phonics cards 9–12 on the board and see whether children can remember the words which go with them

 Play the recording and say the chant from page 23 (Track 38) to review the sounds that i, j, k, and l make

Lead-in

 Write Mm, Nn, Oo, and Pp on the board Point to each one, one at a time, and say the letter name and then the

sound for children to repeat

 Say the sounds again as children draw the lowercase letters in the air

 Below the letters, write the corresponding words mom, nurse, orange, pen Circle the first letter of each word Point

to the words and say the beginning sound for children to repeat

 Hold up Phonics cards 13–16, one at a time Say the words

Presentation

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

 Play the first part of the recording (Track 49, Listen and point) for children to listen and point to the letters

 Play the second part of the recording (Track 49, Listen and repeat) for children to repeat the letter names, sounds,

and words in chorus

 Play the recording a final time for individual children to say the sounds and words for the class

Listen and point

Letter Mm /m/ mom, Letter Nn /n/ nurse, Letter Oo /ɒ/ orange, Letter Pp /p/ pen

Letter Pp /p/ pen, Letter Oo /ɒ/ orange, Letter Nn /n/ nurse, Letter Mm /m/ mom

Listen and repeat

Letter Mm /m/ mom, Letter Nn /n/ nurse, Letter Oo /ɒ/ orange, Letter Pp /p/ pen

Listen and chant (Exercise 2)

 Play the recording (Track 50) for children to listen to the chant

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 Put Phonics cards 13–16 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 for children to repeat each line Repeat, and encourage children to follow the chant in their books

Slap

 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., pen 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

Development

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

 Elicit the three images in the activity (nurse, pen, and orange) Ask What does the nurse have?

 Play the recording (Track 51) for children to listen and link the letters

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

 Ask What does the nurse have? (an orange) Then elicit the sounds children heard one by one, and write them on the

board so they can check their maze

/m/ mom /n/ nurse /ɒ/ orange /m/ mom /p/ pen /p/ pen /ɒ/ orange

Answers

The nurse has an orange

Read and circle the sounds m, n, o, p at the start of the words (Exercise 4)

 Ask children to look at the pictures and tell you what they see

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

 Ask children to look at the circled m at the beginning of My Draw a circle around the m in My on the board Ask them

to find and circle other examples of m, n, o, and p at the beginning of words in their books

 Children find and circle the starting letters for the rest of the chant in their books As they are working, write the rest

of the chant on the board Go through the answers, asking children to come up and circle letters on the board Hold

up the cards, one at a time, showing the sounds Say the sound for children to repeat

Answers

My mom is a nurse

She has an orange and a pen She can eat the orange

She can write with the pen

Table tap

 Tell children that you are going to say some sentences containing words beginning with the sounds from this lesson:

My dad is a pilot Is this an orange? What’s your name? This is my mom

 Read each sentence When they hear words beginning with /m/, /n/, /ɒ/, or /p/, they should tap the table They then say the sound and repeat the word

Consolidation

Let’s Practice!

 Ask students to look at the picture and speech bubble Say This is my pen

 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

Student book treasure hunt

 Put children into small groups and give each group a piece of paper

 Each group writes the letters they have learned so far (a, b, c, d, e, f, g, h, I, j, k, l, m, n, o, p) vertically on their piece of

paper

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 Groups then race to search through the book and find one word beginning with each letter (e.g., door for d) However,

they are not allowed to use words of the phonics pages

 Once one group has found a word for every letter, they are the winners They read their list aloud, pausing between each letter to see if other groups found any alternatives

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