Giáo án Tiếng Anh lớp 2 - Unit 7: In the kitchen

Giáo án Tiếng Anh lớp 2 - Unit 7: In the kitchen được biên soạn với mục tiêu nhằm giúp các em học sinh phát âm chính xác tên của chữ cái J/j ((/dʒeɪ/); phát âm chính xác âm của chữ cái J/j (/dʒ/) trong cô lập và trong các từ juice, jelly và jam,... Mời quý thầy cô và các em học sinh cùng tham khảo chi tiết nội dung giáo án!

TIENG ANH 2 LESSON PLAN

Teacher: ZZ Approved 7

Unit 7 In the kitchen Lesson 1 —- Period 1

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

OBJECTIVES

- correctly pronounce the name of the letter J/j ((/d3er/)

- correctly pronounce the sound of the letter J/j (/d3/) in isolation and in the words juice, jelly and jam

ll INPUT Language:

- Sound /d3/

- Vocabulary: juice, jelly, jam

Resources/Material:

- Student’s book, page 31

- Teacher’s guide, pp 59 - 61

- sachmem.vn

- Flashcards for Unit 7

- Flashcards/pictures for Fun Corner

- Poster for Unit 7

- Computer, projector

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

Procedur Teaching and learning activities nà, Classroom

e management Warm-up 5 minutes

Option 1

- Refresh pupils’ memory of the previous | Whole class

unit by writing the letter X/x on the board | Group work Have pupils say the name and sound of the

letter

- Put pupils into teams and have them think of

as many words containing the letter X/x as

possible

Option 2

- Ask some pupils to talk about the food they | Whole class

like Individual

- Get some pairs of pupils to practise talking | work

about their favourite food, using / like

or The is yummy

Option 3

Whole class

- Introduce the next unit by showing a picture of a kitchen and asking pupils questions about it (in Vietnamese), e.g

Where are they? What are they doing?

What can you see in the kitchen? What do you do in the kitchen?

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

a kitchen There is a mother, son and daughter sitting at the table On the table, there is a jug of juice, a plate of jelly anda jar of jam Juice, jelly and jam are labelled, with the letter / in red)

Whole class

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

to the letter J.”) Explain that the name of the letter JV Is different to its sound (say

“Listen /d3et//d3/.”)

Individual work

Step 3: Play the recording of the name and sound

of the letter J/ 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 jug of juice (say

“Look at the jug of juice.”) Then have them point to the word juice (say “Point to the

word juice.”) Draw their attention to the

colour of the letter / (Say “Look at the colour

of the letter j It is red.”)

Whole class

Step 5: Play the recording of juice 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 jelly and jam Whole class

Individual work

Step 7: Play the recording in full and encourage

pupils to repeat the name and sound of the letter J⁄, juice, jelly and jam _ both

individually and in chorus Individual

work

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

n: | vocabulary about food (popcorn, pizza, | work

pasta, noodles, milk, jam, juice, jelly) to

make simple sentences, e.g / like sl can see J

I’m having

2 Point and say 7

minutes

Step 1:| Have pupils point to the letter J and | Whole class

correctly pronounce its name and sound (say “Point to the letter J Say /d3e1/, Now say /d3/.”)

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

pronounce the word juice (say “Point to the | individual Juice Say juice.”) Do this several times, | work

with pupils repeating both individually and in

chorus Correct their pronunciation — if

necessary, and praise them when their

pronunciation is good

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 helo or correct pupils’

pronunciation, if necessary

Fun corner: Slap the Board 8 minutes

Step 1: | Stick the flashcards on the board Whole class

Step 2: | Divide the class into three teams and have | Group work

each team stand in a line in front of the

Step 3: Explain to pupils that when you say one of

the words, the pupil at the front of each line must run to the board and slap the correct flashcard as quickly as possible The first pupil to slap the correct flashcard scores one point

Whole class

Step 4: | Play the game The team with the most | Group work

points wins

Wrap-up: 5 minutes

Revise the main teaching point of the | Whole class

lesson: the sound of the letter | and the words juice, jelly, jam

Option 1 Using sachmem.vn, have pupils look at the | Whole class

things in the picture and repeat the words after the recording

Option 2 Using Poster for Unit 7, ask pupils to point | Individual

to the things in the picture and say the | work words For better pupils, teacher may cover

the words and ask them to point to the

things and say the words aloud

Option 3

Using pictures and flashcards, get some HN QUỔI

WOF

pupils to match the words juice, jelly, jam

and the pictures Then ask the class to say

the words aloud For better pupils, teacher may use the food vocabulary learnt in the

TIENG ANH 2 LESSON PLAN

F

OBJECTIVES

ll INPUT

ll

PROCEDURE

Unit 7 In the kitchen Lesson 2 — Period 2

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

- say the letter J/j, the sound of the letter J/ (/d3/), the

words jam, juice and jelly and the sentence structure

I like ina chant;

- listen and recognise the words jelly, juice and the structure / like

- write the letter J/ and complete the words _ elly, _uice, _am

Language:

- Sound /d3z /

- Vocabulary: jelly, juice, jam

- Phrases/sentences with the sound /đz / and the words jelly, juice, jam

Resources/Material:

- Student's book, page 32

- sachmem.vn

- Teacher’s guide, pp 61 - 63

- Workbook, pp 22-23

- Flashcards to play games in Warm-up

- Computer, projector

Warm-up — Listen and chant - Listen and tick -

Look and write —- Wrap-up

Classroom

Procedur Teaching and learning activities managemen

t

Warm-up 5 minutes

- Ask pupils what letter and sound they learnt

in Lesson 1 (J/j, /d3/)

- Show pictures of the words that pupils

learnt in Lesson 1 (juice, jelly, jam) and encourage them to say the words in chorus

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

Option 2 Group work

Ask the class to play Slap the Board again, using the words in Lesson 1, Unit 1 and

those in the previous units, saying Now let

us play Slap the Board!

Option 3

Get pupils to play What’s Missing? Game, | Group/Pair

using the pictures and flashcards with the | work

incompleted words _uice, _elly and _am

Pupils should guess the missing letters and say the words correctly

3 Listen and chant 10 minutes

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

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

Step 2: | Say “/ like jam.” and encourage pupils to | Whole class

repeat To reinforce their understanding, lick

your lips or smile and rub your stomach

Step 3: | Repeat Steps 1 and 2 for juice and jelly Whole class

Step 4: | Play the recording of the chant to familiarize | Whole class

pupils with the words and rhythm (say

“Listen.”)

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

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

recording of each line and encourage pupils | Whole class

to chant (say “Listen and chant.”)

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 teams | Group work

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:

J, J, jam

I like

J, j, juice

I like

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 “/elly/

cake/ jam/ juice”

Whole class

Step 2: Play the recording and allow pupils time to

complete the activity (Say “Listen and tick.”) work Individual

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

“Listen again.”) work Individual

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

pupils answer correctly, confirm by saying

“la | like jelly.’/*2b ! like juice.” and encourage them to repeat

Whole class Individual work

Audio script: 1 | like jelly 2 | like juice

5 Look and write 8 minutes

Step 1: Step 1: Write the letter J (upper case) on the

board and say “ 7" (/dzeri) Whole class

Step 2: Write the letter J (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 J (upper case) on the board

Whole class Individual work

Step 3:

Repeat Steps 1 and 2 for / (lower case)

Whole class

Individual work

10

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 | Individual

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 3, | Individual n: Unit 7 in their workbooks work

- For better pupils, have them do Activity 4, Unit 7 in their workbooks

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 jelly, cake, Encourage better pupils

to use learnt structures e.g I’m having

.; l like oun

Option 3

To reinforce the vocabulary, get pupils to HN QUỔI

WOF

do Activity 1, Unit 7 in their workbooks

11

TIENG ANH 2 LESSON PLAN

School: School

year: _

Unit 7 At my birthday party

Lesson 3 —- Period 3

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

OBJECTIVES

12

- use the sentence structures Pass me the ; please and Here you are to make and respond to a

request;

- sing a song with the sentence structures Pass me the

and Here you are

- Pass me the , please

- Here you are

Resources/Material:

- Student’s book, page 33

- sachmem.vn

- Teacher’s guide, pp 63 - 65

- Workbook, page 24

- Picture cards for Let’s talk

- Computer, projector

13

Warm-up - Listen and repeat - Let's talk - Let's

PROCEDURE sing - Wrap-up

Procedur Teaching and learning activities Classroom

e managemen

t

Warm-up 5 minutes

- Have pupils listen to the recording, then Individual sing the chant on Page 32 work

- Select some better pupils to sing the chant

in front of class The class listens to them

and claps hands along

- Invite one or two pupils to write the letter J/ | work

on the board

- Get pupils to say words that contain the sound of the letter J (from Lessons 1 & 2

and the learnt units)

- Have pupils draw a kind of food/ drink Pair work

- Have pupils work in pairs to talk about the

food/drink they like using the sentence

structure | like

6 Listen and repeat 5 minutes

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

“Look at the picture.”)

Step 2: | Have pupils point to the sentences (say Whole class

“Point to the sentences.”)

Step 3; | Play the recording and encourage pupils to | Whole class

repeat (say “Listen and repeat.”)

Step 4: | Do this several times, with pupils repeating | Whole class

both individually and in chorus Correct their | |ndividual pronunciation if necessary, and praise them | work

when their pronunciation is good

14

7 Let’s talk 10 minutes

Step 1: Hand out three picture cards showing a Jar of

jam, a jug of juice and a plate of jelly (each card to a different pupil)

Whole class

Step 2: Write Pass me the jam, please on the board

and underline jam Say “Pass me the jam,

please.” Hold out your hand to indicate that

you would like the pupil holding the picture card of a jar of jam to pass it to you

Whole class Individual work

Step 3: Have the pupil repeat the request When he/

she says it correctly, respond “Here you are.”

and pass it back to him/her Write Here you

are on the board

Whole class Individual work

Step 4: Erase jam and replace it with juice Say

“Pass me the juice, please.” The pupil with

the picture card of a jug of juice should pass

it to you and say “Here you are.”

Whole class Individual work

Step 5: Repeat Step 4 for jelly Whole class

Individual work

Step 6: Erase jelly and leave the sentence structures

Pass me the , please and Here you are on the board

Whole class Individual work

Step 7: Hand out a picture card to every pupil in the

class Put pupils into pairs to practise making and responding to the request Go around

the class to offer help or correct pupils’

pronunciation, if necessary

Pair work

Extensio

n: Ask pupils to to work in pair, make and

respond to a request using Pass me the , please and Here you are Pupils may use things in the classroom (e.g pens, pencils, books, .) Pair work

8 Let’s sing 10 minutes

Step 1:

at the picture.”) Say “Pass me the jam.” and Draw pupils’ attention to the picture (Say “Look

Whole class

15