Giáo án Tiếng Anh lớp 2 Global Success Unit 1 Lesson 3

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I. OBJECTIVES

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

1. Knowledge and skills

- use the sentence structure “The _____ is yummy.” to express this feeling about a particular food.

- sing a song with the sentence structures “I like _____.” and “The _____ is yummy.”.

2. Competences

- Critical thinking and creativity: learn how to express their feelings about food correctly and fluently.

- Communication and collaboration: work in pairs or groups to complete the learning tasks.

- Self-control & independent learning: perform speaking tasks.

3. Attributes

- Show their love and interest in food.

- Show their knowledge about choosing healthy food.

- Willing to help friends.

II. MATERIALS

- Pupil’s book: Page 8

- Audio Tracks 5, 6

- Teacher’s guide: Pages 11, 12

- Website hoclieu.vn

- Flashcards/ pictures and posters (Unit 1)

- Computer, projector, …

III. PROCEDURES

1. WARM-UP & REVIEW (5 minutes)

a. Objectives

- To review the vocabulary about food (pizza, popcorn, pasta).

b. Content

- Game: What’s missing?

c. Expected outcomes

- Pupils can remember the vocabulary about food correctly.

d. Organisation:

TEACHER’S ACTIVITIES

PUPILS’ ACTIVITIES

CONTENT

Game: What’s missing?

- Tell pupils that they are going to memorize and find out what picture is disappearing.

- Stick the pictures (popcorn, pasta, pizza) on the board. Ask pupils to memorize them for one minute.

- Have pupils close their eyes and face down on the table. Remove one of the pictures and rearrange the order of the others.

- Ask pupils to identify and say the name of the missing picture.

- Continue the game until all the words are said.

- Listen to the teacher’s instructions. 

 

- Look at the pictures on the board. Memorize them for one minute.

 

 

- Close their eyes and face down on the table.

 

 

- Identify and say the name of the missing picture.

- Continue playing the game.

Pictures about food items (popcorn, pasta, pizza)

e. Assessment

- Performance products: Pupils’ answers and pronunciation

- Assessment tools: Observation; Questions & Answers

2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (10 minutes)

a. Objectives

- To use the sentence structure “The _____ is yummy.” to express feeling.

b. Content

- Activity 6. Listen and repeat.

c. Expected outcomes

- Pupils can use the sentence structure “The _____ is yummy.” to express feelings.

d. Organisation

TEACHER’S ACTIVITIES

PUPILS’ ACTIVITIES

CONTENT

Activity 6. Listen and repeat. (Track 5)

Step 1: Draw pupils’ attention to the picture (say “Look at the picture.”). Say “The boy likes popcorn. The popcorn is yummy.”

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.”). 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.

- Pupils follow the teacher demonstrating the activity.

 

 

- Pupils point to the sentence. Pupils listen to the recording and repeat.

 

- Speech bubble: The popcorn is yummy.

- The picture shows a boy eating popcorn. The boy is saying “The popcorn is yummy.”

e. Assessment

- Performance products: Pupils’ pronunciation

- Assessment tools: Observation; Questions & Answers

3. ACTIVITY 2: PRACTICE (8 minutes)

a. Objectives

- To use the sentence structure “The _____ is yummy.” to express the feeling about a particular food.

b. Content

- Activity 7. Let’s talk.

c. Expected outcomes

- Pupils can use the sentence structure “The _____ is yummy.” to express the feeling about a particular food.

d. Organisation

TEACHER’S ACTIVITIES

PUPILS’ ACTIVITIES

CONTENT

Activity 7. Let’s talk.

Step 1: Write “The popcorn is yummy.” on the board and underline the word popcorn. Say “The popcorn is yummy.”.
Step 2: Erase popcorn and replace it with pasta. Say “The pasta is yummy.”.

Step 3: Repeat Step 2 for pizza.

 

Step 4: Erase pizza and leave the incomplete sentence structure “The _____ is yummy.” on the board.

Step 5: Draw pupils’ attention to Picture a (say “Look at Picture a.”). Say “The pasta is yummy.” and encourage them to say the full sentence structure. 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.

- Pupils listen to the teacher carefully.

 

 

- Pupils follow the teacher demonstrating the activity.

 

- Pupils follow the teacher’s instructions.

- Pupils look at the incomplete sentence structure on the board.

 

- Pupils look at Picture a and say the full sentence structure.

- Pupils follow the teacher’s instructions.

There are three pictures showing (a) pasta, (b) pizza, and (c) popcorn, together with the incomplete sentence structure “The _____ is yummy.”.

e. Assessment

- Performance products: Pupils’ performance

- Assessment tools: Observation; Questions & Answers

4. ACTIVITY 3: PRACTICE (7 minutes)

a. Objectives

- To sing a song with the sentence structures “I like _____.” and “The _____ is yummy.”.

b. Content

- Activity 8. Let’s sing.

c. Expected outcomes

- Pupils can sing a song with the sentence structures “I like _____.” and “The _____ is yummy.”

d. Organisation

TEACHER’S ACTIVITIES

PUPILS’ ACTIVITIES

CONTENT

Activity 8. Let’s sing. (Track 6)

Step 1: Draw pupils’ attention to the picture (say “Look at the picture.”). Say “It’s a birthday party.”

Step 2: Play the recording of the song to familiarise pupils with the rhythm and melody (say “Listen.”).

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 in chorus. 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. Step 5: Have pupils work in groups to make up actions for the song. Invite a few groups to perform the song for the class.

- Pupils look at the picture.

 

 

 

- Pupils listen to the recording of the song to familiarise with the rhythm and melody.

- Pupils read the song line by line.

 

 

 

 

 

- Pupils listen to the recording line by line and sing along.

- Pupils work in groups to make up actions for the song. Pupils perform the song for the class.

- The lyrics and the recording of the song about a birthday party.

- The picture shows a birthday party. The people are singing.

e. Assessment

- Performance products: Pupils’ interaction and performance

- Assessment tools: Observation; Questions & Answers

5. FUN CORNER AND WRAP-UP (5 minutes)

* Option 1: Game: Pass the card

- Divide the class into two teams. Ask pupils from each team to stand in a line.

- Give the first pupil of each team a card and say “Go.”

- Ask pupils to pass the cards to another one.

- Have the last pupil race to hand their card to the teacher and say a sentence expressing
the feeling about the food on the card. Give the first team to name their card correctly one point.

- The team that gets the most points wins. Praise the winner.

* Option 2: Game: Moving time

- Divide the class into four teams.

- Ask each team to stand up, then sing and dance. The team that sings and dances the most beautifully will get points.

- Encourage pupils to join in this activity.

- Give points to the teams.

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