Giáo án Tiếng Anh lớp 2: Bài Review 3

Giáo án Tiếng Anh lớp 2: Bài Review 3 được biên soạn với mục tiêu nhằm giúp các em học sinh sửa lại các âm và từ của các chủ đề đã học từ unit 9 đến unit 12, nhận ra những âm thanh, các từ đã học; lắng nghe âm thanh và từ ngữ cụ thể,... Mời quý thầy cô và các em học sinh cùng tham khảo chi tiết nội dung giáo án!

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TIENG ANH 2 LESSON PLAN

— by: _—

REVIEW 3

Phil and Sue - Period 1

Date:

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

OBJECTIVES

- repeat and understand a short story;

- identify and say the words they have learnt

ll INPUT Language:

- Vocabulary: yogurt, yams, yo-yos, zoo, zebu, zebra, Sliding, riding, driving, grapes, cake, table

- Structures:

Do you like the ? and Yes, | do./No, | don’t to

ask and answer questions about likes and dislikes They're (verb + -ing) to say what other people

The is/are on the table to talk about the

position of things

Resources/Material:

- Student’s book, p 54

- Teacher’s guide, pp 107 - 108

- sachmem.vn

- Flashcards/Poster

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- Computer, projector

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ll Warm-up — Listen and read — Look again and circle

PROCEDURE -

Wrap-up

Classroom Procedur e Teaching and learning activities oe managemen

t

Warm-up 5 minutes

-Revising the sounds and words of the | Whole class topics they have learnt from Unit 9 to Unit

12

Option 1

-Revise Units 9 to 12 topics by showing

pictures of a grocery store, a zoo, a

playground and a café Encourage pupils to

use the words and sentence structures that they learnt

- Say “Open your books at page 54 and look

at Review 3, Phil and Sue.”

Option 2 Have pupils play a game (e.g Slap the | Group work

board, Pelmanism) with the words they

have learnt in the previous units

Option 3

Hide a flashcard and have pupils say the missing one

1 Listen and read

15 minutes

Step 1: | Have pupils look at the pictures, ask some | Whole class

questions to help them identify the context

Draw pupils’ attention to Picture 1 (Saying

“Look at Picture 1, please!”) and describe the

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picture (Picture (1) shows Phil, Peter and Lucy at a table On the table, there is a

birthday cake, grapes, and yogurt Phil is saying “Today is Super Sue’s birthday.” Lucy

is saying “The cake is on the table.” Peter is

saying “And the grapes are on the table, too.”)

Step 2: Play the recording several times for pupils to

listen and repeat the sentences in the bubbles of picture 1, saying “Listen, point to

the sentence and repeat, please!”

Whole class

Step 3: Repeat the same procedure with Pictures 2,

3 and 4 Correct pronunciation, if necessary

Give further support to those pupils who find

it difficult to do the task

Whole class

Step 4: Play the recording of the whole story several

times and have pupils listen, point to the speech bubbles and repeat until they feel

confident Go around and offer help, if necessary

Individual work

Step 5: Have pupils work in pairs to act out the story

Go around the class to offer help and correct pupils’ pronunciation, if necessary

Pair work

Step 6: Invite a few pairs to act out the story for the

class Encourage them to use gestures, face expressions, Observe and support pupils when needed

Pair work

Extensio

n: For more advanced classes, have pupils

close their books and try to remember some

sentences that the characters say in the

work

2 Look again and

circle 8 minutes

Step 1:

Explain to pupils that they are going to look

at the four pictures and circle the words

Whole class

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Step 2: | Have pupils point to and say the word Whole class

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

Step 3: | Have pupils look again at the story and try to | Whole class

find grapes in one of the pictures (say “Look | |ndividual again Are there grapes in the story?”) | work

Check pupils’ answer Let them circle the word/picture of “grapes”

Step 4: | Ask pupils to look at the other pictures and Individual

circle the words in the chain, saying “Use work

your pencil to circle the words or pictures.”

Give pupils time to work Give further

support to those pupils who find it difficult to

do the task

Step 5: | Invite some pupils to show what they have | Whole class

done Praise them if they have done well | individual Have the class say all of the words they | work

have circled

Answers: grapes, yogurt, cake, riding

Wrap-up: 5 minutes

Revise the main teaching point of the lesson | Whole class

by asking pupils some questions about the

story

Using sachmem.vn, show the pictures of the

story without showing the text Have pupils tell the story from their memory

Show flashcards of the words that appear in | work the story and have pupils say the words

Have pupils play Slap the board with the | work

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year:

REVIEW 3

Self check — Period 2

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

OBJECTIVE

S

- recognise the sounds they have learnt;

- recognise the words they have learnt;

- listen for specific sounds and words

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II INPUT Language:

- Sounds: /J/ (letter Y/y), /z/ (letter Z/z), /at/ (letter I/i), and /et/ (letter A/a)

- Structures:

Do you like the _— — 2 and Yes, | do./ No, | don't to

ask and answer questions about likes and dislikes Theyre _ — (verb + —ng) to say what other people are

doing

The is/are on the table to talk about the position of things

What do you want? and | want some to ask and answer questions about what someone wants to buy

Resources/Material:

- sachmem.vn

- Flashcards

Warm-up — Listen and tick or cross — Listen and

PROCEDURE circle - Write and say — Wrap-up

t

Warm-up 5 minutes

Using sachmem, play the video of the story | Pair work in Lesson 1 Have pupils role play it

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Option 2

Have pupils play Hot seat to revise the words

they learnt in previous units

Group work

Option Have pupils play Pass the ball game Give 3

flashcards for pupils to pass with the music, then when the music stops, those who get the flashcards will say the words Whole class Group work

1 Listen and tick or cross 8 minutes

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

words (say “Point and Say.”) When pupils answer correctly, confirm by saying “yo-yos/

cake/ ox/ sliding”

Whole class Individual work

Step 2: Have pupils look at Picture 1 Play the

recording and ask pupils to listen and tick or cross the box Give further support to those pupils who find it difficult to do the task Play the

recording again, if necessary (say “Listen

again.”)

Step 3: Follow the same procedure with the pictures

of questions 2, 3 and 4 Go around and offer

help, if necessary

Step 4: Check the answers by asking “Tick or

cross?” When pupils answer correctly, confirm by saying “1 tick’/*2 tick’/ “3

cross’/“4 cross” and encourage them to

repeat

Audio script: 1 A: What do you want?

B: | want some yo-yos

Whole class

2 The cake is on the table

3 | like the zebra

4 They’re riding bikes

Answers: 1 2 3.X 4.X

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Extensio

n:

Put the flashcards of Units 9-12 at different

places in the class Have pupils play in

groups of four Say one word, for example,

ox, the pupils will try to run to the flashcard

“ox” as fast as he/ she could to slap on the

Group work

2 Listen and circle 7 minutes

Step 1: Have pupils look at the pairs of letters and

say the letter sounds in pairs (say “Point and say.”) Invite some pupils to say the letters and the sounds in front of the class (/er/,

Il, [2/, fat)

Whole class

Step 2: Play the recording, ask pupils to listen and

circle the letters of the sounds (say “Listen and circle.”) Allow pupils time to complete the activity Play the recording again, if

necessary (say “Listen again.”)

Individual work

Step 3: Check the answer to Question 1 by asking

“let/ or /at/?” Invite some pupils to say the

sounds they have heard When _ pupils answer correctly, confirm by saying “/e1/” and encourage them to repeat

Individual work

Step 4: Repeat Step 3 for Questions 2, 3 and 4 Individual

work

Audio script:1.a 2.y 3.z 4.1

Extensio

n: Divide pupils into groups Have them listen to

one sound, for example /e1/, and in one

minute, pupils try to find out the words

contaning the sound /et/ such as grapes, cake, table The group with the most

10

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3 Write and say 10 minutes

Step 1: Draw pupils’ attention to Picture 1, say “Look

at Picture 1” Have pupils point and say the

words (say “Point and say.”) When pupils

answer correctly, confirm by — saying

“grapes/yams/driving/zoo”

Whole class

Step 2: Have pupils write the letters to complete the

words (say “Look and write.”) Allow pupils

time to complete the activity Go around the class to offer support

Individual work

Step 3: Get pupils to check their answers in pairs

Then ask some pairs to give their answers

Give comments and confirm the correct

answers

Pair work

Step 4: Have pupils say the words (say “Now say.”) Whole class

Extensio

n:

Divide the class into two or four teams Call

on one pupil from each team to go to the

board Say out a word and the two/four pupils have to write them on the board Give

a point to each correct word Pupils from the

teams take turns to write the words The

team with most points wins Group work

Wrap-up 5 minutes

Option 1 Have pupils play Kim’s game Stick

flashcards on the board Have pupils look

at the cards for 30 seconds Then ask

them to close their eyes Have them open

their eyes again and say what words have

Whole class

Group work

11

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Stick some picture cards on the board Write | Individual the words on the board Have pupils match | work

Have pupils play Whispering game to

revise the words from Units 9-12 Divide the class into teams Pupils are going to listen to the word their friends whisper and then pass it to the next pupil The team wins if the last person in the team can

speak out the word he/ she _ heard

School:

Grade:

Teacher:

12

year:

REVIEW 3

Self check — Period 3

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F

OBJECTIVES

ll INPUT

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

- recognize the target words and sentence structures;

- write the learnt words

Language:

Structures:

Do you like the ? and Yes, | do./No, | don’t to

ask and answer questions about likes and dislikes They're (verb + —ing) to say what other people are doing

The is/are on the table to talk about the position of things

What do you want? and | want some to ask

and answer questions about what someone wants to buy

Resources/Material:

- sachmem.vn

- Flashcards

Warm-up — Read and tick — Draw a zebra or a zebu

PROCEDURE Then ask your friend — Write the words — Wrap-up

Procedur Teaching and learning activities Classroom

Warm-up 5 minutes

- Give some pupils the flashcards siding,

riding, driving, grapes, cake, table

- Ask the whole class to sing the songs in Unit 11 and Unit 12 together

- Have pupils holding the flashcards stand

up and show flashcards when they sing the words they are holding

13

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Option 2 Game Pass the ball Give flashcards for pupils to pass with the music, then when the music stops, those

who get the flashcards will say the words

Have pupils find and circle the words Group work /

¡|dl[t|blallly

dịi¡ilalz|kImio

¡iJn|b|lolelrl|s nịỊg | l|ol|nlbl|u g|z|el|bl|rl|alu

Answers: sliding, riding, zebra, zebu, zoo,

yams, yo-yos, cake, table

4, Read and tick 8 minutes

Step 1; | Have pupils read and say the sentence Whole class

structure in Question 1: They’re sliding! (Say

“Read and say.”)

Step 2; | Have pupils look at the pictures underneath | Whole class

the sentence

structure (saying “Look at the pictures in

Question 1, please!") and say what they can see When pupils answer

correctly, confirm by saying “riding/ sliding’

Step 3; | Have pupils read the sentence again and | jndividual

tick the correct box (say “Read and tick.”) | work Allow pupils time to complete the activity

Give further support to those pupils who find

it difficult to do the task

Step 4; | Check answers by saying “a or 6?” When | whole class

pupils answer correctly, confirm by saying

“1b They're sliding.” and encourage them to repeat

Step 5; | Repeat Steps 1 to 4 for the sentence | Whole class

structures in Questions 2 and 3 Individual

work

14

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Extensio | Say aloud some sentences and have pupilS | Group work

n: | Slap the suitable pictures

5 Draw a zebra or a zebu Then ask your friend 8 minutes

Step 1: | Have pupils draw a zebra or a zebu (say Individual

“Draw a zebra or a zebu.”) Give pupils time | work

to complete the activity

Step 2; | Write Do you like the ? on the board | whole class

quesfion, write Yes, and No,

Revise the sentence structures in front of the class

Step 3: | Have pupils work in pairs to look at the | pair work

drawings and_ practice asking and

answering questions about likes and

dislikes Go around the class to offer support and feedback

Extensio | Have pupils rearrange the words to make Group work

n: | Meaningful sentence E.g:

you / Do / the / zoo / like/ ? (Do you like the zoo?)

|/ Yes /do/ (Yes, | do.)

don’t/1/ No / (No, | don’t.)

6 Write the words 8 minutes

Step 1: | Have pupils look at and describe the picture | Whole class

using the words they have learnt

Step2:|Write s_ _ _-_-_- _- on the board and | Whole class

encourage pupils to complete the word

When they answer correctly, confirm by saying “sliding” and encouraging them to

repeat

Step 3: | Repeat Step 2 for riding (r_ ), zebra | Whole class

(z _ _),cake(c_ _ _), yogurt(y_ _—

_) and graDes(g _— )

Step 4: | Say “Write the words.” and allow pupils time | Individual

Step 5: | Check answers by inviting pupils to come to | Individual

the front and complete the words kite, sea, | work

pizza, pasta and road on the board

15

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