Giáo án Tiếng Anh lớp 2 - Unit 4: In the countryside

Giáo án Tiếng Anh lớp 2 - Unit 4: In the countryside được biên soạn với mục tiêu nhằm giúp các em học sinh phát âm chính xác tên của chữ cái R/r (/ɑː(r)/); phát âm đúng âm của chữ cái R/r (/r/) trong cô lập và trong các từ rainbow, river và road,... Mời quý thầy cô và các em học sinh cùng tham khảo chi tiết nội dung giáo án!

TIENG ANH 2 LESSON PLAN

Unit 4 In the countryside

Lesson 1 —- Period 1

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

OBJECTIVES

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

- correctly pronounce the sound of the letter R/r (/r/ in

isolation and in the words rainbow, river and road.

II INPUT Language:

- Sound /r/

- Vocabulary: rainbow, river and road

Resources/Material:

- Student’s book, Page 17

- Teacher’s guide, pp 31 - 33

- sachmem.vn

- Flashcards for Unit 4

- Flashcards/ pictures for Fun Corner

- Poster for Unit 4

- Computer, projector

Warm-up —- Listen and repeat — Point and say - Fun PROCEDURE corner - Wrap-up

Procedur

e Teaching and learning activities

Classroom managemen

t

Warm-up 5 minutes

Option 1

- Refresh pupils’ memory of the previous unit by playing a short vocabulary game such as Matching game or Slap the board

- Introduce the topic of the new unit by showing a picture of the countryside Find out if pupils live or have been to the countryside What did they do? What did they see?

Whole class

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

Group work

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 (The picture shows the countryside There is a rainbow, a river and a road 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 rin 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 different to its sound (say

“Listen /q:(r)/ /r/”

Individual work

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

the 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, and praise them when their pronunciation is good

Whole class Individual work

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 this several times, with pupils repeating both individually and in chorus

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

Whole class Individual work

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

Individual work

Step 7: | Play the recording in full and encourage Whole class

pupils to repeat the name and sound of the | Individual letter R/r, rainbow, river and road both work individually and in chorus

Extension | For better pupils, use the new and learnt | Individual

: | vocabulary in Unit 3 (sea, sail, sand) and | work

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

2 Point and say 7

minutes

Step 1: | Have pupils point to the letter R/r and Whole class

correctly pronounce its name and sound (say “Point to the letter R Say /a.(1)/ Now say /t/.”)

Step 2:| Have pupils point to and_ correctly | Whole class

pronounce the word rainbow (say “Point to | individual the rainbow Say rainbow.”) Do this several | work times, with pupils repeating both individually

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

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

Individual work Step 4: | Put pupils into pairs or groups for further | Group/

practice of Steps 1 to 3 Go around the | Pair work class to offer help or correct pupils’

pronunciation, if necessary

Fun corner: Board race 8 minutes

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

teams will depend on the number of words, as each pupil should be holding a different beginning or ending) Give each team a set

of flashcards and tell them to share them out so that each pupil has one card Say

“You are going to play Board race.”

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

up their flashcards, so that they can all see

what is written on them

Group work

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

rainbow, the two pupils who are holding the beginning and ending of the word must find each other, run to the board and stick the flashcards in the correct order The fastest pair wins one point

Whole class

Step 4: Play the game The team with the most

Wrap-up: 5 minutes

Revise the main teaching point of the

lesson: the 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 the recording

Whole class

Option 2 Using Poster for Unit 4, 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 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 from the previous units Individual

work

TIENG ANH 2 LESSON PLAN

Unit 4 In the countryside

Lesson 2 — Period 2

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

OBJECTIVES

- say the letter R/r, the sound of the letter R/ (7), the words road, river, rainbow and say the sentence structure There’s a Ina chant;

- listen and recognise the target words and the structure There’s a

- write the letter R/r and complete the words _ oad, _ IVer, _ ainbow

ll INPUT Language:

- Sound /r/

- Vocabulary: road, river, rainbow

- Phrases/sentences with the sound // and the words road, river, rainbow

Resources/Material:

- Student’s book, page 18

- sachmem.vn

- Teacher’s guide, pp 33 - 35

- Workbook, pp 13-14

- Flashcards to play games in Warm-up

- Computer, projector Warm-up — Listen and chant - Listen and circle - PROCEDURE Look and write - Wrap-up

Procedur Teaching and learning activities Classroom

Warm-up 5 minutes

Option 1

- Ask pupils what letter and sound they | Whole class

learnt in Lesson 1 (R/r, /r/)

- Show pictures of the words that pupils learnt in Lesson 1 (rainbow, river, road) and encourage them to say the words in chorus

More advanced classes can add other words beginning with the letter R/r

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 Get pupils to play What's Missing? Game, 3

using the pictures and flashcards with the incompleted words _ainbow, _iver and _oad Pupils should guess the missing letters and say the words correctly Group work

3 Listen and chant 10 minutes

Step 1: Draw pupils’ attention to the picture and

have them point to the road (say “Look at the picture Point to the road.”)

Whole class

Step 2: Say “There’s a road.” and encourage pupils

Step 3: Repeat Steps 1 and 2 for river and rainbow Whole class

Step 4: Play the recording of the chant to familiarize

pupils with the words and = rhythm (say “Listen.”)

Whole class

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

(say “Listen and chant.”) Individual

work Whole class

10

Step 6: | Play the recording in full and encourage | Whole class

pupils to chant (say “Listen and chant.”)

Pupils can clap along or do other actions to help them keep the rhythm

Step 7: | Divide the class into three teams The | Group work

teams take it in turns to chant a line The whole class can clap along or do other actions

Extensio | For better pupils, cover or omit some | Individual n: letters/words in the chant and have them | work

guess and say all the lines aloud For example:

R, r, road

There’s a _oad

R, 6, river

There’s a _iver

R, r, rainbow

There's a _ ainbow

4 Listen and circle 7 minutes

Step 1: | Have pupils look at the pictures and say the | Whole class

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

rainbow/ lake/ road”

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

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

Step 3: | Play the recording again, if necessary (Say | Individual

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Step 4: | Check the answers by asking “a or b?” | Whole class

When pupils answer correctly, confirm by | Individual

“1a There’s a river.’/ “2b There’s a road.”

and encourage them to repeat

Audio script: 1 There’s a river 2 There’s a road

Answers: 1.a 2.b

5 Look and write 8 minutes

Step 1: | Write the letter R (upper case) on the board | Whole class

and say “R” (/a.(n/)

Step 2: | Write the letter R (upper case) on the board | Whole class

again, but this time more slowly Invite a few | Individual pupils to come to the front of the class and | work write the letter R (upper case) on the board

Individual work Step 4: | Have pupils look at the writing grids (say | Individual

“Look and write.”) Allow pupils time to | work complete the activity Go around the class to

offer support and feedback

Step 5: | Draw pupils’ attention to the pictures and | !ndividual

labels (say “Look and write.”) Allow pupils | Work

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

Extensio | - For weaker pupils, have them do Activity | Individual n: 3, Unit 4 in their workbooks - For better pupils, have them do Activity 4, work

Unit 4 in their workbooks

12

Wrap-up 5 minutes

Option 1 Have pupils listen to the recording, then Whole class say the chant again

Option 2 Ask pupils to look at the pictures in 4, | Individual Listen and circle and say about them, work e.g river, rainbow, Encourage better

pupils to use learnt structure There’s a

., |can see are Option 3

To reinforce the vocabulary, get pupils to NI QUỔI

WOF

do Activity 1, Unit 4 in their workbooks

School:

Grade:

Teacher:

13

TIENG ANH 2 LESSON PLAN

School

year:

Week:

Approved

Unit 4 In the countryside

Lesson 3 —- Period 3

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

OBJECTIVES

- use the sentence structures What can you see? and [ can see a to describe features of a scene

- sing a song with the sentence structures What can you see? and / can see a

ll INPUT Language:

- What can you see?

- lcan seea_

Resources/Material:

- Student’s book, page 19

- sachmem.vn

- Teacher’s guide, pp 35 - 37

- Workbook, page 15

- Picture cards for Let’s talk

- Computer, projector

ll Warm-up — Listen and repeat - Let’s talk - Let’s PROCEDURE sing - Wrap-up

Procedure Teaching and learning activities Classroom

management

Warm-up 5 minutes

14

Option 1

- Have pupils listen to the recording, then sing the chant on Page 18

- Select some better pupils to sing the chant in front of class The class listens to them and claps hands along

Whole class

Individual work

Option 2

- Invite one or two pupils to write the letter R/r on the board

- Get pupils to say words that contain the sound of the letter R/r (from Lessons 1 &

2 and the learnt units: eg red, running, .)

Individual work

Option 3

- Divide the class into 3-4 groups

- Ask each group to nominate one pupil to join the writing competition

- Say aword ( e.g river, rainbow, road, ) and ask the pupils to write it down

- Check the mistakes (if any), then ask pupils to read the words aloud

- Give the winner(s) stickers or stars

Group work

6 Listen an d repeat 5 minutes

Step 1: Draw pupils’ attention to the picture

(say “Look at the picture.”) Say “There’s

a rainbow | can see a rainbow.”

Whole class

Step 2: Have pupils point to the sentences

(say “Point to the sentences.”) Whole class

Step 3: Play the recording and encourage pupils

to repeat (Say “Listen and repeat.”) Whole class

Step 4: Do this several times, with pupils

repeating both individually and in chorus

Correct their pronunciation if necessary, and praise them when their pronunciation

is good

Individual work

15

7 Let’s talk 10 minutes

Step 1: | Write What can you see? | can see a | Whole class

rainbow on the board and underline the word rainbow Have two pupils model the question and answer for the class

Step 2: | Erase rainbow and replace it with road | Whole class

Nominate another two pupils to model the | Pair work question and answer for the class

Pair work

Step 4:/ Erase river and leave the sentence | Whole class

structures What can you see? and í can

on the board

Step 5: | Draw pupils’ attention to Picture a (say | Whole class

Divide the class into two groups and | work encourage them to take turns asking and

answering What can you see? - | can see

a road Do this several times, with pupils repeating both individually and in chorus

Correct their pronunciation if necessary, and praise them when their pronunciation

iS good

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

Individual work Extension | Show the flashcards of Unit 2 and other Pair work

- learnt words Ask pupils to work in pairs,

make questions and answers using What can you see? - | can see a

8 Let’s sing 10 minutes

Step 1; | Draw pupils’ attention to the picture (say | Whole class

you see?” and encourage pupils to “Look at the picture.”) Say “What can

answer using the full sentence structure

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