Giáo án Tiếng Anh lớp 2 Global Success Unit 16 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 structures “Is the _____ near _____?” and “No, it isn’t. It’s _____.” to ask and answer questions about the position of things.

- sing a song with the sentence structures “Is the _____ near _____?” and “No, it isn’t. It’s _____.”

2. Competences

- Critical thinking and creativity: learn how to ask and answer questions about the position of things.

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

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

3. Attributes

- Show their love and interest in joining in activities at the campsite.

- Raise their awareness of doing outdoor activities.

II. MATERIALS

- Pupil’s book: Page 70

- Audio Tracks 89, 90

- Teacher’s guide: Pages 123, 124, 125

- Website hoclieu.vn

- Flashcards/ pictures and posters (Unit 16)

- Computer, projector, …

III. PROCEDURES

1. WARM-UP & REVIEW (5 minutes)

a. Objectives

- To review the words tent, blanket and teapot and the sentence structure “The _____ is on/in/near the _____.”

b. Content

- Game: “Look and write”

c. Expected outcomes

- Pupils can remember and say the words tent, blanket and teapot and the sentence structure “The _____ is on/in/near the _____.”

d. Organisation:

TEACHER’S ACTIVITIES

PUPILS’ ACTIVITIES

CONTENT

Game: “Look and write”

- Stick pictures on the board. Have pupils look at the pictures and words carefully.

- Ask pupils to write the word with the sound of the letter T/t on their mini board.

- Check the answers as a class.

 

- Call some pupils to read all the words aloud.

- Look at the pictures and words carefully.

 

- Write the word with the sound of the letter T/t on their mini board.

- Check the answers as a class.

- Read all the words aloud.

Picture and word cards

1. brother, grapes, teapot, zebu

2. brother, cake, yogurt, zebu

3. yams, blanket, grapes, cake

4. zebu, table, brother, cake

 

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 structures “Is the _____ near _____?” and “No, it isn’t. It’s _____.” to ask and answer questions about the position of things.

b. Content

- Activity 6. Listen and repeat.

c. Expected outcomes

- Pupils can use the sentence structures “Is the _____ near _____?” and “No, it isn’t. It’s _____.” to ask and answer questions about the position of things.

d. Organisation

TEACHER’S ACTIVITIES

PUPILS’ ACTIVITIES

CONTENT

Activity 6. Listen and repeat. (Track 89)

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

Step 2: Have pupils point to the sentences (say “Point to the sentences.”). 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 it is good.

- Pupils look at the picture.

 

 

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

 

- Speech bubbles:

Is the blanket near the tent?

No, it isn’t. It’s in the tent.

- The picture shows a boy, a girl and a tent. There is a blanket in the tent.

- The girl is saying “Is the blanket near the tent?” The boy is saying “No, it isn’t. It’s in the tent.”

e. Assessment

- Performance products: Pupils’ answers and pronunciation

- Assessment tools: Observation; Questions & Answers

3. ACTIVITY 2: PRACTICE (8 minutes)

a. Objectives

- To use the sentence structures “Is the _____ near _____?” and “No, it isn’t. It’s _____.” to ask and answer questions about the position of things.

b. Content

- Activity 7. Let’s talk.

c. Expected outcomes

- Pupils can use the sentence structures “Is the _____ near _____?” and “No, it isn’t. It’s _____.” to ask and answer questions about the position of things.

d. Organisation

TEACHER’S ACTIVITIES

PUPILS’ ACTIVITIES

CONTENT

Activity 7. Let’s talk.

Step 1: Write Is the blanket near the tent? on the board and underline the words blanket and the tent.

Step 2: Draw pupils’ attention to Picture a (say “Look at Picture a.”). Say “Is the blanket near the tent?” and encourage pupils to answer “No.” (They do not need to use the full sentence structure at this stage; the important thing is that they have understood the question.)

Step 3: Write No, it isn’t. It’s in the tent. on the board and underline the words it isn’t and in the tent. Say “No, it isn’t. It’s in the tent.” and encourage pupils to repeat.

Step 4: Erase blanket and the tent and replace them with teapot and the table. Erase it isn’t and in the tent. Say “Is the teapot near the table?” and encourage pupils to answer using the full sentence structure.

Step 5: Draw pupils’ attention to Picture a (say “Look at Picture a.”). Say “Where _____?” and encourage them to complete the sentence with “are the shorts”. When they answer correctly, confirm by saying “Where are the shorts?” and encourage pupils to repeat the full sentence structure.

Step 6: Repeat Step 4 for Is the table near the tent?

Step 7: Have pupils work in pairs to look at each picture and practise asking and answering questions about the position of things. Go around the class to offer support and feedback.

- Pupils follow the teacher demonstrating the activity.

 

 

- Pupils look at the Picture a. Pupils listen to the question and answer “No”.

 

 

 

 

 

 

- Pupils follow the teacher demonstrating the activity.

 

 

 

- Pupils follow the teacher demonstrating the activity and answer the full sentence.

 

 

 

 

- Pupils look at the Picture a. Pupils complete the sentence with “are the shorts”. Pupils repeat the full sentence structure.

 

 

 

 

- Pupils follow the teacher’s instructions.

- Pupils work in two groups to practice asking and answering questions about the position of things.

There are three pictures showing (a) a blanket in a tent, (b) a teapot on a table, and (c) a table in a tent, together with the incomplete sentence structures “Is the _____ near _____?” and “No, _____. It’s _____.”

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 “Is the _____ near _____?” and “No, it isn’t. It’s _____.”

b. Content

- Activity 8. Let’s sing.

c. Expected outcomes

- Pupils can sing a song with the sentence structures “Is the _____ near _____?” and “No, it isn’t. It’s _____.”

d. Organisation

TEACHER’S ACTIVITIES

PUPILS’ ACTIVITIES

CONTENT

Activity 8. Let’s sing. (Track 85)

Step 1: Draw pupils’ attention to the picture (say “Look at the picture.”). Say “Is the blanket/table near the tent?; Is the teapot near the table?” and encourage pupils to answer using the full sentence structure.

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 it 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 answer using the full sentence structure.

 

 

 

 

- 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 campsite.

- The picture shows a father and a daughter camping.

e. Assessment

- Performance products: Pupils’ interaction and performance

- Assessment tools: Observation; Questions & Answers

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

* Option 1/ Game: “Who’s faster?”

- Tell pupils that they are going to play the game Who’s faster? in groups. Explain how the game is played: each group makes sentences using the words given and reads them aloud to the class.

- Write two words on the board (e.g. blanket, tent) and a question as an example: Is the blanket near the tent?

- Divide the class into groups of five. Ask groups to look at the words and the example on the board. Check comprehension.

- Give each group a piece of paper. Have groups make the questions and answers with the words, then read the sentences aloud to the class. The group that makes correct ones faster wins.

* Option 2/ Game: “Musical cards” (PPT)

- Stick the pictures (tent, teapot, blanket) on the board. Ask pupils to say the words related to the pictures.

- Hand out the pictures to different pupils around the class.

- Play the song of Unit 16. Ask pupils to pass the pictures to the pupils next to them while the music is playing.

- Stop the music suddenly. Invite a pupil to ask the question “Is the blanket near the tent?”. Ask the pupil who is holding the pictures to answer the question, e.g. Yes, it is. / No, it isn’t.

- Play the music again and repeat the activity.

- Ask pupils to check their friends’ pronunciation.

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