Giáo án môn tiếng anh lớp 2 bộ sách kết nối tri thức với cuộc sống mẫu mới

GIÁO ÁN MÔN TIẾNG ANH LƯỚP 2 BỘ SÁCH KẾT NỐI TRI THỨC VỚI CUỘC SỐNG Biên soạn theo mẫu mới nhất, đầy đủ cả năm. ..............................................................................................................................................

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TIẾNG ANH 2 LESSON PLAN

School:

School year:

I OBJECTIVES By the end of the lesson, pupils will be able to:

- correctly pronounce the name of the letter P/p (/piː/)

- correctly pronounce the sound of the letter P/p (/p/) in

isolation and in the words pasta, popcorn and pizza.

- Flashcards for Unit 1

- Flashcards/ pictures of the food items

- Flashcards/ pictures of different categories for Fun Corner,

e.g (1) school objects: book, pen, pencil; (2) food: cake,apple, mango; (3) toys: ball, car, top; (4) animals: monkey,tiger, goat; (5) body parts; hand, hair, head, …

- Poster for Unit 1

- Computer, projector III.

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Warm-up 5 minutes

Option 1

- Write on the board Hello, I’m _! Say

“Hello, I’m _!” Walk around the class,

greeting pupils Encourage them to answer

“Hello, I’m _!”

- Introduce the topic of the new unit by playing

the song “Happy Birthday!” and encouraging

pupils to sing along

Whole class

Option 2

- Ask some pupils to talk about the food theylike

- Get some pairs of pupils to practise talking

about their favourite food, using I like _

Whole classIndividual work

Option 3

- Show pupils some pictures/ slides of popularfood items (cake, pizza, noodles, chicken, chips,

…)

- Ask pupils some questions about food items (in

Vietnamese), e.g Have you ever eaten …? Do you like …? What food do you often eat at a birthday party?

Whole class

1 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 (Four children are sitting at atable On the table, there is a birthday cake, aplate of pasta, a bowl of popcorn and a pizza

Peter is blowing out seven candles on the birthday

cake Pasta, popcorn and pizza are labelled, with the letter p in red)

Whole class

Step 2: Have pupils point to the letter P/p (say “Point to

the letter P.”) Explain that the name of the letter P/

p is different to its sound (say “Listen /piː/ /p/.”).

Individual work

Step 3: Play the recording of the name and sound of the

letter P/p and encourage pupils to repeat (say

“Listen and repeat.”) Do this several times, with

pupils repeating both individually and in chorus

Correct their pronunciation if necessary, andpraise them when their pronunciation is good

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Step 4: Have pupils look at the pasta (say “Look at the

pasta.”) Then have them point to the word pasta (say “Point to the word pasta.”) Draw their attention to the colour of the letter p (say “Look

at the colour of the letter p It is red.”).

Whole class

Step 5: Play the recording of pasta and encourage pupils

to repeat (say “Listen and repeat.”) Do this

several times, with pupils repeating bothindividually and in chorus Correct theirpronunciation if necessary, and praise them whentheir pronunciation is good

Step 6: Repeat Steps 4 and 5 for popcorn and pizza. Whole class

Individual workStep 7: Play the recording in full and encourage pupils to

repeat the name and sound of the letter P/p, pasta, popcorn and pizza both individually and in chorus.

Individual work

Extension: For better pupils, use the new and learnt

vocabulary about food (cake, fish and chips, apple, chicken, noodles, banana, pizza, popcorn, pasta) to make simple sentences, e.g I like _.; I can see .; I’m having _.

Individual work

2 Point and say 7 minutes

Step 1: Have pupils point to the letter P/p and correctly

pronounce its name and sound (say “Point to the letter P Say /piː/ Now say /p/.”) Go around the

class to offer help or correct pupils’ pronunciation,

if necessary

Whole class

Step 2: Have pupils point to and correctly pronounce the

word pasta (say “Point to the pasta Say pasta.”).

Do this several times, with pupils repeating bothindividually and in chorus Correct theirpronunciation if necessary, and praise them whentheir pronunciation is good

Step 3: Repeat Step 2 for popcorn and pizza. Whole class

Individual workStep 4: Put pupils into pairs or groups for further practice

of Steps 1 to 3 Go around the class to offer help

or correct pupils’ pronunciation, if necessary

Group/

Pair work

Fun corner:Kim’s Game 8 minutes

Step 1: Divide the class into two teams Say “You are going to

play a memory game.”

Whole class

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Step 2: Display both sets of cards face up on the board Give

pupils two minutes to memorize their set

Group workStep 3: Turn the cards face down on the board Explain that

when you say a word, a nominated pupil from eachteam must run to their set, try to remember which cardshows the relevant picture and turn it over to show totheir team A correct card scores one point When thepupils’ turn is over, they must put the cards back on theboard and return to their seats

Group work

Step 4: Play the game Remember to nominate a pupil from

each team before saying the word

Group workStep 5: Count the points for each team and announce the

winner The team with the most points wins Thewinning team must then correctly pronounce all of thewords

Group work

Wrap-up: 5 minutes

Revise the main teaching point of the lesson: the sound

of the letter p and the words pasta, popcorn, pizza.

Whole class

Option 1

Using sachmem.vn, have pupils look at the things in the

picture and repeat the words after the recording

Whole class

Option 2

Using Poster for Unit 1, ask pupils to point to the things

in the picture and say the words For better pupils,teacher may cover the words and ask them to point tothe things and say the words aloud

Individual work

Option 3

Using pictures and flashcards, get some pupils to match

the words pasta, popcorn, pizza and the pictures Then

ask the class to say the words aloud

Individual work

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School:

School year:

Unit 1 At my birthday party Lesson 2 – Period 2

Date: _

I.

OBJECTIVE

S

By the end of the lesson, pupils will be able to:

- say the letter P/p, the words pasta, popcorn, pizza, the phrases/sentences containing /p/ and pasta, pizza, popcorn, the sentence structure I like .

- Vocabulary: pasta, popcorn, pizza

- Phrases/sentences with the sound /p/ and the words

pasta, pizza, popcorn

PROCEDURE

Warm-up – Listen and chant – Listen and tick – Look and write – Wrap-up

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Procedure Teaching and learning activities Classroom

management Warm-up 5 minutes

Option 1

- Ask pupils what letter and sound they learnt in

Lesson 1 (P/p, /p/)

- Show pictures of the words that pupils learnt in

Lesson 1 (pasta, pizza, popcorn) and encourage

them to say the words in chorus More advancedclasses can add other words beginning with the

Group work

Option 3

Get pupils to play What’s Missing? Game, using

the pictures and flashcards with the incompleted

words _asta, _opcorn and _izza Pupils should

guess the missing letters and say the wordscorrectly

Group/

Pair work

3 Listen and chant 10 minutes

Step 1: Draw pupils’ attention to the picture and have

them point to the pasta (say “Look at the picture.

Point to the pasta.”)

Whole class

Step 2: Say “I like pasta.” and encourage pupils to repeat.

To reinforce their understanding, use gestures ordraw a smiley face on the board

Step 5: Have pupils point to each line of the chant

(e.g say “Point to line one.”) Play the recording

of each line and encourage pupils to chant (say

“Listen and chant.”)

Individual workWhole class

Step 6: Play the recording in full and encourage pupils to

chant (say “Listen and chant.”) Pupils can clap

along or do other actions to help them keep therhythm

Whole class

Step 7: Divide the class into two teams Teams take it in

turns to chant a line The whole class can clap

Group work

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along or do other actions.

Extension: For better pupils, cover or omit some

letters/words in the chant and have them guessand say all the lines aloud For example:

4 Listen and tick 7 minutes

Step 1: Have pupils look at the pictures (say “Point and

say.”) When pupils answer correctly, c o n f i r m by saying “popcorn/ noodles/ pasta/ pizza”

Whole class

Step 2: Step 2: Play the recording and allow pupils time to

complete the activity (say “Listen and tick.”)

Individual work

Step 3: Play the recording again, if necessary (say “Listen

again.”).

Individual work

Step 4: Check the answers by asking “a or b?” When

pupils answer correctly, confirm by saying

“1a I like popcorn.”/“2a I like pasta.” and

encourage them to repeat

Audio script: 1 I like popcorn 2 I like pasta.

Answers: 1 a 2 a

5 Look and write 8 minutes

Step 1: Write the letter P (upper case) on the board and say

“P” (/piː/)

Whole class

Step 2: Write the letter P (upper case) on the board again,

but this time more slowly Invite a few pupils to

come to the front of the class and write the letter P

(upper case) on the board

Individual work

Step 3: Repeat Steps 1 and 2 for p (lower case) Whole class

Individual work

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Step 4: Have pupils look at the writing grids (say “Look

and write.”) Allow pupils time to complete the

activity Go around the class to offer support andfeedback

Whole class

Step 5: Have pupils look at the picture and labels (say

“Look and write.”) Allow pupils time to complete

the activity Go around the class to offer supportand feedback

Individual work

Extension: - For weaker pupils, have them do Activity 3, Unit

1 in their workbooks.

- For better pupils, have them do Activity 4, Unit 1 in their workbooks.

and circle and say about them, e.g popcorn,

noodles, Encourage better pupils to use learnt structures e.g I like popcorn.; I can see noodles.;

Whole class

Option 3

To reinforce the vocabulary, get pupils to do

Activity 1, Unit 1 in their workbooks.

Individual work

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School:

School year:

I OBJECTIVES By the end of the lesson, pupils will be able to:

- use “The is yummy.” to express this feeling about a

particular food

- sing a song with the structure “The _ is yummy.”

Option 1

- Have pupils listen to the recording, then sing thechant on Page 7

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- Select some better pupils to sing the chant in front

of class The class listens to them and claps handsalong

Option 2

- Invite one or two pupils to write the letter P/p on

the board

- Get pupils to say words that contain the sound of

the letter P/p (from Lessons 1 & 2 and the learnt

units)

Individual work

Option 3

- Show pupils pictures/ slides of some food anddrinks they have learnt

- Ask them to recall and name the food and drink items

(e.g apple, chips, fish, chicken, milk, ) Encourage

better pupils say more words if they can

Individual work

Step 1: Draw pupils’ attention to the picture (say “Look at

the picture.”) Say “The boy likes popcorn The popcorn is yummy.”

Whole class

Step 2: Have pupils point to the sentence (say “Point to the

sentence.”) Play the recording and encourage pupils to repeat (say “Listen and repeat.”)

Whole class

Step 3: Ask pupils to repeat the sentence both individually

and in chorus several times Correct theirpronunciation if necessary, and praise them whentheir pronunciation is good

Step 4: Ask pupils to work in pairs, point to and repeat the

sentence “The popcorn is yummy.” Go around and

correct pronunciation to make sure pupils can repeat the sentence correctly

Pair work

7 Let’s talk 10 minutes

Step 1: Write The popcorn is yummy on the board and

underline the word popcorn Say “The popcorn is yummy.”

Whole class

Step 2: Erase popcorn and replace it with pasta

Say “The pasta is yummy.”

Whole class

Step 4: Erase pizza and leave the sentence structure

The _ is yummy on the board

Whole class

Step 5: Draw pupils’ attention to Picture a (say “Look at Whole class

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Picture a.”) Say “The pasta is yummy.” and

encourage them to say the full sentence structure

Do this several times, with pupils repeating bothindividually and in chorus Correct theirpronunciation if necessary, and praise them whentheir pronunciation is good

Individual work

Step 6: Repeat Step 5 for Pictures b and c. Whole class

Individual work

Extension

:

Ask pupils to talk about their feeling about

food/drinks they like using The _ is yummy

Encourage them to say as much as they can, e.g

Hi, I’m _ I Iike The _ is yummy.

Individual work

8 Let’s sing 10 minutes

Step 1: Draw pupils’ attention to the picture (say “Look at

the picture.”) Say “It’s a birthday party.”

Whole class

Step 2: Play the recording of the song to familiarize pupils

with the rhythm and melody (say “Listen.”)

Whole class

Step 3: Read the song line by line and encourage pupils to

repeat (say “Listen and repeat.”) Do this several

times, with pupils repeating both individually and inchorus Correct their pronunciation if necessary,and praise them when their pronunciation is good

Step 4: Say “Let’s sing!” Play the recording line by line

and encourage pupils to sing along

Group work

Step 5: Have pupils work in groups to make up actions for

the song Invite a few groups to perform the songfor the class

Group work

Wrap–up 5 minutes

Revise the main teaching point of the lesson: the

structure “The _ is yummy.” to express one’s

feeling about a favourite food

Whole class

Option 1: Ask pupils to draw a food/drink item,

show them to the class and say about the

food/drink, using The is yummy.

Individual work

Option 2: Have pupils do Activity 6, Unit 1 in

their workbooks

Individual work

Option 3: Show pupils the lyrics of the song with

some missing words, e.g.:

It’s my birthday party.

I like _.

Individual work

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The _ is yummy.

Then ask some advanced pupils to guess themissing words and sing the complete song aloud

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School:

School year:

- correctly pronounce the name of the letter K/k (/keɪ/)

- correctly pronounce the sound of the letter K/k (/k/) in

isolation and in the words kite, bike and kitten.

- Flashcards for Warm-up and Fun Corner

Option 1

- Ask pupils to sing the song in Unit 1, Lesson 3, Activity 8 Encourage pupils to do actions or clap

Whole class

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in time while singing

Option 2

- Ask one pupil to come to the board, give him

or her a picture of the pizza (or popcorn/pasta)

- The pupil mimes the action of eating pizza (orpopcorn/pasta) and the class guess what he or she

is eating by saying “He/She is having ”

Option 3

Have pupils play The Matching Game Stick the

picture flashcards on the board Write the words

popcorn, pizza, pasta on the board Call on some

pupils to go to the board and draw lines to matchthe words and the pictures

Step 1: Have pupils look at the picture (say “Look at the

picture.”) Ask questions to help them identify

the context (Three children playing in thebackyard A girl is ﬂying a kite A boy is riding a

bike A girl is playing with a kitten Kite, bike and kitten are labelled, with the letter k in red)

Whole class

Step 2: Have pupils point to the letter K/k (say “Point to

the letter K.”) Explain that the name of the letter K/k is different to its sound (say “Listen /keɪ/

/k/.”).

Individual work

letter K/k and encourage pupils to repeat (say

“Listen and repeat.”) Do this several times for

pupils to repeat individually and in chorus

Correct their pronunciation if necessary Praisethem when their pronunciation is good (say

“Excellent! / Great job!”)

Step 4: Have pupils look at the kite (say “Look at the

kite.”) Then have them point to the word kite (say “Point to the word kite.”) Draw their attention to the colour of the letter k (say “Look

at the colour of the letter k It is red.”).

Whole class

Step 5: Play the recording of kite and encourage pupils to

times for pupils to repeat individually and inchorus Correct their pronunciation if necessary

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Step 6: Repeat Steps 4 and 5 for bike and kitten Whole class

repeat the name and sound of the letter K/k, the words kite, bike and kitten both individually and

in chorus

Individual work

Extension: For better pupils, use the flashcards of kite, kitten

and bike and have pupils make labels for them.

Ask pupils to match the cards with thecorresponding words and practise saying thewords

Individual work

Step 1: Have pupils point to the letter K/k and correctly

pronounce its name and sound (say “Point to the letter K Say /keɪ/ Now say /k/.”) Go around the

class to offer help or correct pupils’

pronunciation, if necessary

Whole class

word kite (say “Point to the kite Say kite.”) Do

this several times for pupils to repeat bothindividually and in chorus Correct theirpronunciation if necessary, and praise them whentheir pronunciation is good

Step 3: Repeat Step 2 for kitten and bike. Whole class

of Steps 1 to 3 Go around the class to givesupport to those pupils who find it difficult to dothe task

Group/Pair work

Fun corner:Word Game 8 minutes

Step 1: Divide the class into teams Give each team one

pack of ﬂashcards Say “You are going to play a word game.”

Whole class

Step 2: Explain the game: when the teacher pronounces

the sound of a letter, e.g /k/, pupils should look

through their pack of ﬂashcards to find a word

or words containing that sound, e.g kite, bike.

When they have found the correct word(s), theyshould stick the ﬂashcard(s) on the board A

Group work

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correct word scores one point The team havingthe most points at the end of the game is thewinner.

Step 4: Count the points for each team and announce the

winner

Group work

sound of the letter k and the words kite, kitten and bike.

Whole class

Option 1

Using sachmem.vn, have pupils look at the

things in the picture and repeat the words afterthe recording

Whole class

Option 2

Using Poster for Unit 2, ask pupils to point to

the things in the picture and say the words

For better pupils, teacher may cover the wordsand ask them to point to the things and say thewords aloud

Individual work

School: School

year:

Grade: Week: Teacher: Approved

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- say the letter K/k, the words kite, bike, kitten, the phrases/sentences containing /k/ and kite, bike, kitten, the sentence structure He’s/She’s _ (verb + –ing) in a chant.

- listen and recognise the words kite, bite, kitten and the sentence structure He’s/She’s _ (verb + –ing).

- write the letter K/k and complete the words ite, bi e, itten.

- Sound /k/

- Vocabulary: kite, bike, kitten

- Phrases/sentences with the sound /k/ and the words kite,

Option 1

Lesson 1.

Lesson 1 (kite, bike, kitten) and encourage them to

say the words aloud

- For more advanced classes, ask pupils to find

other words having the letter K/k (book, cake, duck, …)

Whole class

Option 2

Ask two groups of three to play Red words, green Group work

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words with the target vocabulary they have learnt.

Option 3

Ask two groups of three to play Pelmanism with the words kite, bike, kitten in front of the class

Group work

them point to the kite (say “Look at the picture.

Point to the kite.”)

Whole class

Step 2: Say “He’s ﬂying a kite.” and encourage pupils to

repeat (say “Repeat, please!”).

Whole class

Step 3: Repeat Steps 1 and 2 for He’s riding a bike and

She’s playing with a kitten

Whole class

Step 4: Play the recording of the chant to familiarize

pupils with the words and rhythm

(say “Listen.”)

Whole class

Step 7: Divide the class into two teams Teams take it in

turns to chant a line The whole class can clapalong or do other actions

Group work

Extension: With better classes, help pupils change some line

in the chant and sing it in front of the class E.g

4 Listen and circle 7 minutes

Step 1: Have pupils look at the pictures and say the words

(say “Point and say.”) When pupils answercorrectly, confirm by saying “kite/ bike/ kitten/

puppy”

Whole class

Step 2: Play the recording and allow pupils time to

complete the activity (say “Listen and circle.”)

Individual work

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Step 3: Play the recording again, if necessary (say “Listen

again.”).

Individual work

“1b I have a bike.”/“2a I have a kitten.” and

encourage them to repeat

Audio script: 1 I have a bike 2 I have a kitten

Answers: 1 b 2 a

Step 1: Write the letter K (upper case) on the board and

say “K” (/keɪ/)

Whole class

Step 2: Write the letter K (upper case) on the board again,

but this time more slowly Invite a few pupils tocome to the front of the class and write the letter

K (upper case) on the board

Individual work

Step 3: Repeat Steps 1 and 2 for k (lower case) Whole class

Individual work

Step 4: Have pupils look at the writing grids (say “Look

and write.”) Allow pupils time to complete the

Whole class

Step 5: Have pupils look at the picture and labels (say

“Look and write.”) Allow pupils time to complete

Individual work

Extension: For better pupils, have them do Activity 4,

Unit 2 in their workbooks.

circle and say about them, e.g kite, kitten, .

Encourage better pupils to use learnt structure

He’s/She’s _ (verb + –ing).

Whole class

Option 3

Individual work

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School:

School year:

- use the sentence structures Is he/ she _ (verb + -ing)? and Yes, he/ she is /No, he/ she isn’t to ask and answer

about actions in progress

- sing a song with the sentence structures Is he/she _ (verb + -ing)? and Yes, he/ she is /No, he/ she isn’t

- Is he/ she _ (verb + -ing)?

- Yes, he/ she is /No, he/ she isn’t

Option 1

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- Have pupils listen to the recording, then sing thechant on Page 10.

- Select some better pupils to sing the chant infront of class The class listens to them and claps

hands along.

Option 2

Let two or three pupils point to the pictures in

Listen and circle (Page 10) and say the sentences,

e.g 1a: I have a kite 1b: I have a bike

Individual work

Option 3

words _ite, _itten and bi_e Have pupils guess the

missing letters and say the words correctly

Group work

at the picture.”)

Whole class

Step 2: Have pupils point to the sentence (say “Point to the

sentence.”) Play the recording and encourage pupils to repeat (say “Listen and repeat.”)

Whole class

Step 3: Ask pupils to repeat the sentence both

individually and in chorus several times Correcttheir pronunciation if necessary, and praise themwhen their pronunciation is good

Step 4: Ask pupils to work in pairs, repeat the questions

and answers of the boy and the girl in thepictures Go around and correct pronunciation tomake sure pupils can repeat the sentencecorrectly

Pair work

Step 1: Write Is he/she _? on the board Underneath

the question, write Yes, he/ she is and No, he/ she isn’t

Whole class

Step 2: Draw pupils’ attention to Picture a Say “Is

he…?” and encourage them to complete the sentence with “ﬂying a kite”

Whole class

Step 3: Say “Is he ﬂying a kite?” Point to each of the

possible answers written on the board andencourage pupils to choose the correct one When

they answer correctly, confirm by saying “Yes,

he is.”

Whole class

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Step 4: Repeat Steps 2 and 3 for Pictures b and c Whole classStep 5: Have pupils work in pairs to look at each picture

and practice asking and answering questionsabout the actions in progress Go around the class

to o er support and feedback ﬀer support and feedback

Pair work

Extension: Show some pictures of action verbs (some

pictures in Tiếng Anh 1 such as the boy is

running, the girl is having noodles, .) Havepupils ask and answer about the actions in

progress, using the structures Is he/she _

(verb + -ing)? and Yes, he/she is /No, he/she isn’t

Whole classGroup work

at the picture.”) Say “Is she riding a bike?” and encourage pupils to answer “Yes, she is.” Say “Is

he riding a bike?” and encourage pupils to answer “No, he isn’t.”

Whole class

with the rhythm and melody (say “Listen.”)

Whole class

Step 3: Read the song line by line and encourage pupils

several times, with pupils repeating bothindividually and in chorus Correct theirpronunciation if necessary, and praise them whentheir pronunciation is good

Group work

Step 5: Have pupils work in groups to make up actions

for the song Invite a few groups to perform thesong for the class

Group work

structures Is he/she _ (verb + -ing)? and Yes, he/she is /No, he/she isn’t to talk about actions

in progress

Whole class

Option 1: Ask pupils to mime and talk about

actions in progress, using the structures

Is he/she _ (verb + -ing)? and Yes, he/she is.

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/No, he/she isn’t

their workbooks

Individual work

Where’s Kate?

She’s in the yard.

Is she a bike?

Yes, she is Yes, she is

Then ask some advanced pupils to guess the

missing words and sing the complete song aloud

Individual work

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School:

School year:

- correctly pronounce the name of the letter S/s (/es/)

- correctly pronounce the sound of the letter S/s (/s/) in

isolation and in the words sail, sand and sea.

- Flashcards for Fun Corner

Option 1

Refresh pupils’ memory of the previous unit byhaving pupils work in pairs to look at the picture

Pair work

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in Unit 2, Lesson 3, Activity 8 and ask and

answer questions about the actions in progress

Option 2

- Introduce the topic of the new unit by showingsome pictures of the seaside

- Find out if pupils have been to the seaside and,

if so, what they did there and what they likedmost about it

Whole class

Step 1: Draw pupils’ attention to the picture

(say “Look at the picture.”) Ask questions to

help them identify the context (The pictureshows the seaside The sun is shining A father,son and daughter are sailing on the sea Thefather is controlling the sail The son is fishing

The daughter is looking at the sand on the beach

Sail, sand and sea are labelled, with the letter s

in red)

Whole class

Step 2: Have pupils point to the letter S/s (say “Point to

the letter S.”) Explain that the name of the letter S/s is different to its sound (say “Listen /es/

/s/.”)

Individual work

letter S/s and encourage pupils to repeat (say

“Listen and repeat.”) Do this several times,

with pupils repeating both individually and inchorus Correct their pronunciation if necessary,and praise them when their pronunciation isgood

Step 4: Have pupils look at the sail (say “Look at the

sail.”) Then have them point to the word sail (say “Point to the word sail.”) Draw their attention to the colour of the letter s (say “Look

at the colour of the letter s It is red.”)

Whole class

Step 5: Play the recording of sail and encourage pupils

several times, with pupils repeating bothindividually and in chorus Correct theirpronunciation if necessary, and praise themwhen their pronunciation is good

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Step 6: Repeat Steps 4 and 5 for sand and sea Whole class

repeat the name and sound of the letter S/s, sail, sand and sea both individually and in chorus.

Extension: For better pupils, let them play Jumbled letters

using the new vocabulary Then ask them say thewords aloud

Individual work

Step 1: Have pupils point to the letter S/s and correctly

pronounce its name and sound (say “Point to the letter S Say /es/ Now say /s/.”)

Whole class

word sail (say “Point to the sail Say sail.”) Do

this several times, with pupils repeating bothindividually and in chorus Correct theirpronunciation if necessary, and praise themwhen their pronunciation is good

Step 3: Repeat Step 2 for sand and sea Whole class

Individual workStep 4: Put pupils into pairs or groups for further

practice of Steps 1 to 3 Go around the class tooffer help or correct pupils’ pronunciation, ifnecessary

Group/

Pair work

Fun corner:Pelmanism 8 minutes

Step 1: Divide the class into small teams Give each

team two sets of flashcards Say “You are going

to play Pelmanism.”

Group work

Step 2: Instruct pupils to shuffle their flashcards and

then place them face down on the desk

Group work

Step 3: Explain that team members should take it in

turns to turn over two cards Do the word andthe picture match? If they do match, the teammember scores one point If they do not match,the team member should turn both cards facedown again

Group work

Step 4: Play the game! The first team to match all the

words and pictures wins

Group work

sound of the letter s and the words sail, sand,

Whole class

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Option 1

Using sachmem.vn, have pupils look at the

things in the picture and repeat the words afterthe recording

Whole class

Option 2

Using Poster for Unit 3, ask pupils to point to

the things in the picture and say the words Forbetter pupils, teacher may cover the words andask them to point to the things and say the wordsaloud

Individual work

Option 3

Pupils do the project on Page 12 in Workbook Individual work

School:

School year:

- say the letter S/s, the words sea, sail, sand, the phrases/sentences containing /s/ and sea, sail, sand, the sentence structure I can see the _ in a chant.

- listen and recognise the words sail, sand and the sentence structure I can see _.

- write the letter S/s and complete the words _ea, _ail, _and

- Sound /s/

- Vocabulary: sea, sail, sand

- Phrases/sentences with the sound /s/ and the words sea,

sail, sand

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Option 1

Lesson 1 (S/s, /s/)

Lesson 1 (sail, sand, sea) and encourage them to

say the words in chorus More advanced classescan add other words beginning with the letter S/

Group work

Option 3

words _ea, _ail and _and Pupils should guess the

missing letters and say the words correctly

Group/

Pair work

them point to the sail (say “Look at the picture.

Point to the sail.”)

Whole class

Step 2: Say “I can see the sail.” and encourage pupils to

repeat To reinforce their understanding, usegestures

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(say “Listen.”)

Step 5: Have pupils point to the each line of the chant

Whole class

Step 7: Divide the class into three teams Teams take it in

turns to chant a line The whole class can clapalong or do other actions

Group work

Extension: For better pupils, cover or omit some

letters/words in the chant and have them guessand say all the lines aloud For example:

S, s, sea.

S, s, sail.

S, s, _.

I can see the sea.

I can see the _.

At the seaside.

Individual work

4 Listen and tick 7 minutes

Step 1: Have pupils look at the pictures and say the

words (say “Point and say.”) When pupils answer correctly, confirm by saying “sail/ sun/

sea/ sand”

Whole class

Step 2: Play the recording and allow pupils time to

complete the activity (say “Listen and tick.”).

Individual work

Step 3: Play the recording again, if necessary

(say “Listen again.”).

Individual work

“1a I can see the sail.”/“2b I can see the sand.”

and encourage them to repeat

Audio script: 1 I can see the sail 2 I can see the sand.

Answers: 1 a 2 b

Step 1: Write the letter S (upper case) on the board and

say “S” (/es/)

Whole class

Step 2: Write the letter S (upper case) on the board again, Individual work

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but this time more slowly Invite a few pupils tocome to the front of the class and write the letter

S (upper case) on the board

Step 3: Repeat Steps 1 and 2 for s (lower case) Whole class

Individual work

Step 4: Have pupils look at the writing grids Say “Look

and write.” Allow pupils time to complete the

Whole class

Step 5: Have pupils look at the picture and labels Say

“Look and write.” Allow pupils time to complete

Individual work

Extension: - For weaker pupils, have them do Activity 3,

Unit 3 in their workbooks.

- For better pupils, have them do Activity 4, Unit 3 in their workbooks.

tick and say about them, e.g sail, sun, .

Encourage better pupils to use learnt structures

e.g I can see the sail.; That’s the sun.;

Whole class

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Option 3

Individual work

School:

School year:

-use “Let’s look at the !” to suggest doing something

-sing a song with the structure “Let’s look at the _!”

- Let’s look at the !

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Option 2

- Invite one or two pupils to write the letter S/s on

the board

- Get pupils to say words that contain the sound of

the letter P/p (from Lessons 1 & 2 and the learnt

units)

Individual work

Option 3

Have pupils make up a chant based on the chant in

Lesson 2 by completing the sentence “I can see the _ in the classroom.” Encourage them to

identify things in the classroom that begin with the

letter S/s.

Individual work

the picture.”) Say “I can see the sea Let’s look at the sea!”

Whole class

Step 2: Have pupils point to the sentence (say “Point to

the sentence.”).

Individual workStep 3: Play the recording and encourage pupils to repeat

the sentence (say “Listen and repeat.”).

Whole class

Step 4: Ask pupils to repeat the sentence both individually

and in chorus Correct their pronunciation ifnecessary, and praise them when theirpronunciation is good

Step 1: Write Let’s look at the sea! on the board and

underline the word sea Say “Let’s look at the sea!”

Whole class

Step 2: Erase sea and replace it with sail Say “Let’s look

at the sail!”

Whole class

Step 4: Erase sand and leave the sentence structure Let’s

look at the _! on the board

Whole class

Trang 33

Step 5: Draw pupils’ attention to Picture a (say “Look at

Picture a.”) Say “Let’s look at the sea!” and

encourage them to repeat the full sentencestructure Do this several times, with pupilsrepeating both individually and in chorus Correcttheir pronunciation if necessary, and praise themwhen their pronunciation is good

Step 6: Repeat Step 5 for Pictures b and c. Whole class

Individual work

Extension: Devide class into four groups Have pupils play

Simon says Game, using the commands “Let’s

look at the .”

Individual work

the picture.”) Say “I can see the _.” and

encourage them to complete the sentence with thethings they can see

Whole class

with the rhythm and melody (say “Listen.”).

Whole class

Step 3: Read the song line by line and encourage pupils to

times, with pupils repeating both individually and

in chorus Correct their pronunciation if necessary,and praise them when their pronunciation is good

Whole class

Step 5: Have pupils work in groups to make up actions for

the song Invite a few groups to perform the songfor the class

Group work

structure “Let’s look at the _!” to suggest

doing something

Whole class

Option 1: Ask pupils to draw a picture of the sea/

sail/ sand, show them to the class and suggest

doing something, using Let’s look at the !

Individual work

their workbooks

Individual work

Trang 34

It’s Saturday.

It’s a sunny day.

We’re at the _.

Let’s look at the _!

Then ask some advanced pupils to guess themissing words and sing the complete song aloud

Trang 35

School:

School year:

- correctly pronounce the name of the letter R/r (/ɑː(r)/).

- correctly pronounce the sound of the letter R/r (/r/) in isolation and in the words rainbow, river and road.

- Flashcards/ pictures for Fun Corner

Trang 36

- Refresh pupils’ memory of the previous unit byplaying a short vocabulary game such as

Matching game or Slap the board

- Introduce the topic of the new unit by showing apicture of the countryside Find out if pupils live

or have been to the countryside What did theydo? What did they see?

Group work

Option 2

Put pupils into teams and have them think of as

many words beginning with the letter S/s as

possible

Group work

Option 3

Have one group of pupils sing the song on page

16 in front of the class The class claps theirhands

at the picture.”) Ask questions to help them

identify the context (The picture shows thecountryside There is a rainbow, a river and aroad On the road, there is a woman riding a

moped and a girl riding a bike Rainbow, river and road are labelled, with the letter r in red.)

Whole class

Step 2: Have pupils point to the letter R/r (say “Point to

the letter R.”) Explain that the name of the letter

R/r is di erent to its sound (say “ﬀer support and feedback Listen /ɑː(r)/

/r/.”

Individual work

letter R/r and encourage pupils to repeat (say

“Listen and repeat.”) Do this several times, with

pupils repeating both individually and in chorus

Correct their pronunciation if necessary, andpraise them when their pronunciation is good

Step 4: Have pupils look at the rainbow (say “Look at the

rainbow.”) Then have them point to the word rainbow (say “Point to the word rainbow.”).

Draw their attention to the colour of the letter R/r (say “Look at the colour of the letter r It is red.”).

Whole class

Step 5: Play the recording of rainbow and encourage

pupils to repeat (say “Listen and repeat.”) Do

Whole classIndividual

Trang 37

this several times, with pupils repeating bothindividually and in chorus Correct theirpronunciation if necessary, and praise them whentheir pronunciation is good

work

Step 6: Repeat Steps 4 and 5 for river and road Whole class

repeat the name and sound of the letter R/r, rainbow, river and road both individually and in

chorus

Extension: For better pupils, use the new and learnt

vocabulary in Unit 3 (sea, sail, sand) and Unit 4 (rainbow, river, road) to make simple sentences, using the structure learnt in Unit 3: Let’s look at the !

Individual work

Step 1: Have pupils point to the letter R/r and correctly

pronounce its name and sound (say “Point to the letter R Say /ɑː(r)/ Now say /r/.”)

Whole class

word rainbow (say “Point to the rainbow Say rainbow.”) Do this several times, with pupils

repeating both individually and in chorus Correcttheir pronunciation if necessary, and praise themwhen their pronunciation is good

Step 3: Repeat Step 2 for river and road Whole class

of Steps 1 to 3 Go around the class to offer help

or correct pupils’ pronunciation, if necessary

Group/Pair work

Fun corner:Board race 8 minutes

Step 1: Divide the class into teams (the number of teams

will depend on the number of words, as eachpupil should be holding a di erent beginning orﬀer support and feedback

ending) Give each team a set of ﬂashcards andtell them to share them out so that each pupil has

one card Say “You are going to play Board race.”

Whole class

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Step 2: Tell each team to stand in a circle and hold up

their ﬂashcards, so that they can all see what iswritten on them

Group work

Step 3: Explain that when you call out a word, e.g

rainbow, the two pupils who are holding thebeginning and ending of the word must find eachother, run to the board and stick the ﬂashcards inthe correct order The fastest pair wins one point

sound of the letter r and the words rainbow, river, road.

Whole class

Option 1

Using sachmem.vn, have pupils look at the things

in the picture and repeat the words after therecording

Whole class

Option 2

Using Poster for Unit 4, ask pupils to point to the

things in the picture and say the words For betterpupils, teacher may cover the words and ask them

to point to the things and say the words aloud

Individual work

Option 3

Have pupils play Slap the board For better

pupils, teacher may add some more words fromthe previous units

Individual work

Trang 39

School:

School year:

- say the letter R/r, the sound of the letter R/r (/r/), the words road, river, rainbow and say the sentence structure There’s a _ in a chant;

- listen and recognise the target words and the structure

- Vocabulary: road, river, rainbow

- Phrases/sentences with the sound /r/ and the words road,

Trang 40

Option 1

Lesson 1 (R/r, /r/)

Lesson 1 (rainbow, river, road) and encourage

them to say the words in chorus More advancedclasses can add other words beginning with the

letter R/r

Whole class

Option 2

Ask the class to play Board race again, using the

words in Lesson 1, Unit 4 and those in the previous units, saying Now let us play Board race!

Group work

Option 3

words _ainbow, _iver and _oad Pupils should

guess the missing letters and say the wordscorrectly

Group work

them point to the road (say “Look at the picture.

Point to the road.”)

of each line and encourage pupils to chant

(say “Listen and chant.”)

Whole class

Step 7: Divide the class into three teams The teams take

it in turns to chant a line The whole class can

Group work

Tiêu đề	Lesson Plan
Chuyên ngành	English
Thể loại	lesson plan

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