Lớp 2 từ tuần 15-18

Hold up phonics cards 33-35 one at a time, saying the words for the class to repeat hold them up in a different Sing a songLook at and sound... - Play the recording all the way through s

- Students can pronounce the sound /θ/

- To differentiate between the sound /θ/ , /t/ and / h/

-Asks Ss which pair of letters they looked at in the

previous phonics lesson(ch) and which sound these

letters represent (ch)

-Asks Ss if they can remember the words from the

lesson that contained the sound ( chair, teacher, chick,

Charlie, chirp)

-Play the CD and say the chant from page 57 to review

the sound / t∫/

*Phonics matching: ( chair, teacher, chick)

-Display the phonics sound cards on the board

-Place the phonics picture cards on the table Call Ss to

come to the front of the class to match the cards to the

correct sounds on the board

DEVELOPMENT

*Lead in:

- Tell children that today they will be looking at the

letters th that represent the sound /θ/.

- Write th on the board in large letters Model the sound

for children to repeat

Hold up phonics cards 33-35 one at a time, saying the

words for the class to repeat hold them up in a different

Sing a songLook at and sound

order and repeat.

*Listen, point and repeat – track 102:

-Asks Ss to look at the words that contain the letters th

on page 63 in their class book

- Play the recording all the way through several times

for Ss to listen, point and repeat

*Listen and chant –track 103:

- Ask Ss to look at the picture of the baby Explain that

the baby’s name is Theo Ask where Theo is

-Play the recording for Ss to listen to the chant

-Put the three phonics cards in different places around

the room

-Play the recording again for Ss to point to the cards as

they hear the words

-Repeat the chant line by line and ask Ss to repeat after

the teacher Then play the chant again and pause after

each line for them to repeat

-Play the chant twice more for Ss to follow in their

books

-Asks some groups of Ss come to the front to practice

the chant

*Read the chant again Circle the th sound:

- Ask Ss to look at the chant in Exercise 2 again Ss

find and circle th at the beginning or ending of the

words

*Look at the picture and circle the correct sound:

-Point to the first picture Asks Ss “ What’s the

sound?” to elicit the sound / θ/ Show Ss how the / θ/

sound is circle

- Ask Ss to look at the rest of the picture and circle the

sounds that the words begin with

CONSOLIDATION

 th Blend vocabulary Wheel:

-Sing the “mingle chant” to make Ss in group of 4 or 5

-Ss take turns to spin the wheel and read aloud the

words

*Story time: “ I love you, Mother”

*Homework: Workbook, Do exercise on p.63.

look at the words, listen

look at the picture of the baby

listen, point and repeat

practice the chant

Look at and circle th

look at the rest of the picture and circle the sounds

Singlisten

- Students can understand descriptions of lunch boxes.

- Students can match lunch boxes with their descriptions

- Gives each Ss a pile of picture cards of food They

can be different cards, but the amount of cards should

be the same for each student

-Says “go!”

- They shout out the word on the card-or for a more

challenging version, they make up a sentence that

features that word

( I have…/ I don’t have… ) They put the card on the

desk after shouting out

-The first Ss to finish shouting out the word or making

up a sentence of their piles of cards win!

DEVELOPMENT

*Lead in:

-Ask Ss to look at the pictures and try to predict what

the text is about

*Point to the food Say the words.

- Ask Ss to look at the pictures again Point to the

different types of food for Ss to say the words

*Listen and read:

-Explain that each of the three children is going to

describe what thay have in their lunchbox today They

Sing a songWork in pair

Pick up the top card

look at the pictureslook again and point listen and then practice

are going to describe one of the lunchbox A,B,C.

-Play the recording for Ss to listen and follow the text

in their books

-Play the recording the second time, stopping after each

person

-Ask some comprehension questions: “Does he have a

banana?”; Does he have a drink?

-Talk about the lunchboxes with the class Ask some

questions : “ What’s your favorite food in lunchbox

A,B,C?

*Read again, write A,B,C

-Ask Ss to look at the picture 1 and read the sentence: “

Her lunchbox is A”

-Ask them to look at the lunchbox A and tell what they

can see Ss read the girl’s description of her lunchbox

CONSOLIDATION

* Guessing game:

-Stick three pictures of lunchboxes with different kinds

of food

-Invites one student to come to the front; he/she tells

the class about what she/he has in his/her lunchbox and

other student will guess which lunchbox is his /hers

*Story time: “ I love you, Mother”

*Homework: Workbook, Do exercise on p.64.

look at the picture 1 and read

read the girl’s description of her lunchbox

Use the Mingle game to put the students into groups of

4 or 5 Each group forms a circle and they hold hands

Give each group a balloon

-As a group they have to keep the balloon in the air, but

when it touches a part of someone’s body, they have to

shout out an English word of food

-See if they can make it all the way without letting the

balloon fall

-Which group can keep the balloon in the air for a long

time is the winner

DEVELOPMENT

*Lead in:

-Ask Ss to look at the chart and try to predict what they

are going to hear

-Have Ss look at the different kinds of food and name

them

*Listen and check:

- Explain that they are going to listen and have to

decide whether the speaker has the item of food in their

lunchbox

-Play the recording the whole way through for Ss to

listen Play the recording the second time, pausing after

the first item

- Play the recording for Ss to tick the words in the

second and third now

-Go over the answers with the class

*Look at the pictures again Ask and answer:

-Ask Ss to read the words in the box Ask them to read

the example and look at the chart again Explain the

way to ask and answer

-Ask Ss to work in pairs, take turns to ask and answer

similar questions, using the words in the box

-Ask some pairs to ask and answer the questions for the

class

*Write:

-Write five vowels on the one side of the board

-Write some singular nouns beginning with vowels that

Sing a songWork in group

look at the chart

listen and then practice

read the words

work in pairs, take turns to ask and answer similar questions

Ss have already known (apple, egg, ink, orange,

umbrella…)

-Write some singular nouns beginning with consonants

on the other side of the board, then explain the rule

- Write an before the nouns beginning with vowels, and

a before the nouns beginning with consonants.

- Read them aloud with their articles and ask Ss to

repeat in chorus Earase the articles Say the words and

ask Ss to say the articles a or an Ask Ss to look at the

exercise and write a or an in each of the blanks

CONSOLIDATION

* Find someone who game:

Gives each Ss a chart like Exercise 1 On the left side

of the paper Ss will write the names of the other people

in the class that they interview At the top of each

column , there will be different kinds of food Ss take

turns interviewing the other Ss what they have in their

lunchboxes and putting a check in the appropriate place

each time they hear a kind of food mentioned Teacher

asks some Ss to come to the front and describe the

lunchboxes of the other Ss that he/she interviewed

*Story time: “ I love you, Mother”

*Homework: Workbook, Do exercise on p.65.

look at and read

listen and write

Play game

Week : 15

Period: 7

MATHS Lesson : MORE TAKING AWAY

Sing a song: “ Ten little Indians”

Have students sing the song to review numbers from 1

to 10

*Lesson presentation:

+Frogs on the pond:

-Put up chart showing some frogs in the ponds and

some out of the pond Ask Ss to count the frogs

altogether Take away some frogs from the pond Ask

the students how many frogs are left

-Have students read the number story aloud then

change the number story

DEVELOPMENT-Have Ss to open their books Have them write the

answers Check the answers with the children

CONSOLIDATION

*Take away game:

-Each pair needs a game board, a dice Each child have

a set of 10-12 counters (different color for each

player) Ss take turns throwing dice Students see if the

number is the answer of one of the take away problems

on the board

-If children can find the answer to that problem They

put a counter on that number The winner is the first to

have four squares covered in a row

*Story time: “ I love you, Mother”

*Homework: Workbook.

Sing a song

count the frogs

write the answers

Play game

listen

Week : 15

Period: 8

SCIENCE Lesson : OUR BODIES HOW TO KEEP HEALTH

-Teacher to Ss “ Last week we learned about keeping

clean if we keep clean we will be HEALTHY “ Play a

game

*Lesson presentation:

+ Vocabulary:

- Use pictures to present the new words, try to

elicit the words from the students: eat healthy

food, do exercise, have good sleep

- Ask Ss to practice saying the words as the whole

class, in groups and individual

DEVELOPMENT

*Class survey:

-Put up the chart of different way we can keep healthy

Ask questions and students respond

-Students fill in the chart with approximate number of children who

do these things every day.

Ways we keep healthy Do you this everyday?

Eat healthy food

Do exercise

Have a good sleep

*Workbook activity make a mini poster-how to keep

healthy:

Sing a song

count the frogs

write the answers

Play game

Show students model of poster and explain the task to

students

CONSOLIDATION

*Paired discussion / survey:

-In pair, Ss take turns asking 3 key questions and

recording the answers with a tick in the correct box

*Story time: “ I love you, Mother”

Colored construction paper – Scissors – Glue- Markers or crayons

POP-UP FLOWER GARDEN CARD

1-Fold two recotangular pieces of construction paper in

half One piece will be the outside of the card and one

piece will be the inside

2-On the piece that will be the inside, cut two short

lines near the middle of the fold

3-Fold the two outside flaps that you just made Unfold

the flaps

* Project Based Activity: Merry Chirstmas

Supplies needed: Colored construction paper – Scissors

– Glue – Markers or crayons

4-Refold the card Cut two short lines through the

folded flaps on the sides

5-Fold the outside flaps that you just made Unfold the

flaps

6-Open the card Push the two flaps towards the inside

of the card-they will form 4 step-like protuberances

7-Cut some small lowers, stems and leaves from

construction paper

10-Decorate them with crayons or markers if you like

Sing a song

count the frogs

write the answers

Play game

Week : 16 + 17 - Period: 3-8 + Period: 1-2

EXTRA ACTIVITIES UNIT 3: WELCOME TO NEW ZEALAND

- Food and drink words

*Review sentence patterns:

UNIT 3: WELCOME TO NEW ZEALAND

*Read and write yes or no:

1 yes ; 2.no ; 3 No ; 4 Yes ; 5 Yes

*Find eight different types of food and drink Colour

and say:

1 banana ; 2 A mango ; 3 An ice cream ; 4.milk

5.a pineapple ; 6 An apple ; 7.grapes ; 8 A pear

*Sort and write :

-Fruits: grapes, bananas

-Vegetables: tomatoes; carrots, potatoes

-Drinks: juice, milk, tea, water

*Complete the sentences

1 sausages ; 2 Salad ; 3 Burgers ; 4 Carrots

5 cookies ; 6 Pea

*Listen and tick:

1 Tick a burger and water

2 Tick salad and chicken

3 Tick juice and pizza

4 Tick rice and sausage

5 Tick a cup of ginger tea

6 Tick a mango

Sing a song

Practice in pairFind and write write the answers

complete the sentence

Listen and tick

*Fill in the blank:

1 menu ; 2 Burger ; 3 Sausage ; 4 Juice ; 5 Water

6 ice cream

*Write the answer with one or two words

1 the zoo ; 2 Black,white ; 3 Three ; 4 Bananas ;5.no

* story time: “ I love you, Mother”

Complete the sentence

Listen and remember

*Food Chant: (Review Unit 9)

Apple Apple I like apples

Banana.Banana Banana are yellow

Pear.Pear Pear is green

Grapes.Grapes small purple grapes

Sandwich.Sandwich I want a sandwich

Cookies Cookes.Cookies are delicious

Tomato Tomato.Round red tomatoes

Drink Drinks More drinks, please

-Teacher uses the flashcards of the food and elicts Ss to

chant in chorus, and groups

DEVELOPMENT *sticky Fingers game: ( Review Unit 8)

-Teacher use one of the flashcards ( 69-77) to stick on

Sing a song

the board to make a key word.

-Teacher plays this game with 3 Ss at a time Teacher

reviews some vocabulary and structure: “where…?”,

clear space in the classroom

-Teacher assigns a special “keyword” – (bedroom)

-If on the way, the teacher “ tags” a student, he/she is

out

-If a student lets go when the teacher hasn’t said the

keyword ( if the keyword is “ bedroom” and the student

runs when the teacher says “ Dinosaur”) then he/she is

out

-Repeat unit only one student is left Started again with

3 more Ss

-When everyone has had a go, try it again with 3

winners Keep playing with the winners, just like a

champaionship, until teacher finds the ultimate winner

CONSOLIDATION

*Studentbook activity:

Ask Ss to do exercises 1 and 2 p.66

Go over the answer with the class

* story time: “ I love you, Mother”

* Homework: Workbook, Do exercise on p.66

each grab one of the teacher’sfingers, which are

outstretched as shown

-ask question (e.g where are you?) If the teacher answers with the keyword(I’m in the bedroom) Run to the far wall

do exercises 1 and 2 p.66

Week : 17

-Teacher make some dices for Ss to work in groups to

review the sounds /θ/ ,/ t/ , /h/

Some words: hat, three, tiger, teeth, T-shirt, bath

DEVELOPMENT *bat the ball game:

-teacher divides the class into 2 teams

-In turns one player from the first team selects a bat A

pitcher throws a ball to the player The player must hen

form a word by using the beginning sound-spelling on

the bat

- If the player can use all four vowel spellings to make

a word, he or she earns a home run If the player can

use three of the spellings, a tripe is earned If two are

used, a double is learned And if one is earn, a single is

earned If the player unable to form a word, an out is

earned

-The player moves that number of bases and the game

continues After three outs, the second team is up at bat

CONSOLIDATION

*Filling game:

Sing a songPlay game

Play other game

Teacher puts the frog cards on the board, draws the

arrows and a pond and asks the Ss to help the frog gets

to the pond by filling in the blanks with suitable letters

ch, sh, or th

* story time: “ I love you, Mother”

* Homework: Workbook, Do exercise on p.67

Play game

Week : 17

Period: 7

MATHS Lesson : COUNTING

-Ss count from 1-10 But the student who is supposed

to count 5 an 10 says BUZZ and then next child starts

at 1 Game continues until all students have had a turn

DEVELOPMENT *Counting babies:

-Put a chart on the board Model the activity in student

books

-Have students go to the board do an orally count ( the

Babies) when answering each question Record

responses on the board

*Open student books:

-Have students open their books, students record

answers in their notebooks

Sing a songPlay game

Go to the board and counting

open their books, students record answers