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

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Chỉ từ 200k mua trọn bộ Kế hoạch bài dạy (KHBD) hay Giáo án Tiếng Anh lớp 2 Global Success bản word chuẩn kiến thức, trình bày đẹp mắt, dễ dàng chỉnh sửa:

I. OBJECTIVES

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

1. Knowledge and skills

- correctly pronounce the name of the letter S/s (/es/).

- correctly pronounce the sound of the letter S/s (/s/) in isolation and in the words sail, sand and sea.

2. Competences

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

- Self-control and independent learning: perform pronunciation task.

3. Attributes

- Show their love for the beauty of nature and responsibility to protect it.

- Study hard.

II. MATERIALS

- Pupil’s book: Page 14

- Audio Track 12

- Teacher’s guide: Pages 22, 23, 24

- Website hoclieu.vn

- Flashcards/ pictures and posters (Unit 3)

- Computer, projector, …

III. PROCEDURES

1. WARM-UP & REVIEW (5 minutes)

a. Objectives

- To review singing and complete the song with the missing word correctly.

b. Content

- Game: Sing and complete

c. Expected outcomes

- Pupils can sing and complete the song with the missing words correctly.

d. Organisation:

TEACHER’S ACTIVITIES

PUPILS’ ACTIVITIES

CONTENT

Game: Sing and complete

- Show pupils the lyrics of the song with some missing words.

 

- Play the recording for pupils to listen to the song.

- Then play the recording for pupils to listen to the song again. Ask some advanced pupils to guess the missing words.

- Have pupils sing the complete song aloud.

- Play the recording again for pupils to sing and do the actions.

- Look at the lyrics of the song with some missing words.

- Listen to the song.

 

- Listen to the song again. Guess the missing words.

 

 


- Sing the complete song aloud.

- Sing and do the actions.

- The lyrics of the song with some missing words:

Where’s Kate?

She’s in the (1) ______.

Is she (2) ______ a bike?

Yes, she is. Yes, she is.

Where’s Ken?

He’s in the yard.

Is he riding a (3)___?

No, (4)__ isn’t. No, (5)__ isn’t.

 * Answer:

(1) yard

(2) riding

(3) bike

(4) he

(5) he

e. Assessment

- Performance products: Pupils’ answers

- Assessment tools: Observation; Questions & Answers

2. ACTIVITY 1: EXPLORATION (10 minutes)

a. Objectives

- To correctly pronounce the name of the letter S/s and the sound /s/, both in isolation and in the words sail, sand and sea.

b. Content

- Activity 1. Listen and repeat.

c. Expected outcomes

- Pupils can correctly pronounce the name of the letter S/s and the sound /s/, both in isolation and in the words sail, sand and sea.

d. Organisation

TEACHER’S ACTIVITIES

PUPILS’ ACTIVITIES

CONTENT

Activity 1. Listen and repeat. (Track 12)

Step 1: Draw pupils’ attention to the picture (say “Look at the picture.”). Ask questions to help them identify the context.

Step 2: Have pupils point to the letter S/s (say “Point to the letter S.”). Explain that the name of the letter S/s is different to its sound (say “Listen. /es/ /s/.”).

Step 3: Play the recording of the name and sound of the letter S/s 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: Have pupils look at the sail (say “Look at the sail.”). Then have them point to the word sail (say “Point to the word sail.”). Draw their attention to the colour of the letter s (say “Look at the colour of the letter s. It is red.”).

Step 5: Play the recording of sail 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 6: Repeat Steps 4 and 5 for sand and sea.

Step 7: Play the recording in full and encourage pupils to repeat the name and sound of the letter S/s, sail, sand and sea both individually and in chorus.

- Pupils look at the picture. Pupils answer the questions to identify the context.

 

- Pupils point to the letter S/s and listen to the teacher’s explanation.

 

 

- Pupils listen to the recording of the name and sound of the letter S/s and repeat.

 

 

 

 

 

 

- Pupils look at the sail. Then pupils point to the word sail. Pupils pay attention to the colour of the letter s.

 

 

 

- Pupils listen to the recording of sail and repeat.

 

 

 

- Pupils follow the teacher’s instructions.

- Pupils listen to the recording in full and repeat the name and sound of the letter S/s, sail, sand and sea both individually and in chorus.

- The picture shows the seaside. The sun is shining. A father, son and daughter are sailing on the sea. The father is controlling the sail. The son is fishing. The daughter is looking at the sand on the beach.

- Sail, sand and sea are labelled, with the letter s in red.

- The sound of the letter S/s (/s/) is the focus of Unit 3.

e. Assessment

- Performance products: Pupils’ answers and pronunciation

- Assessment tools: Observation; Questions & Answers

3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes)

a. Objectives

- To correctly identify and pronounce the words sail, sand and sea.

b. Content

- Activity 2. Point and say.

c. Expected outcomes

- Pupils can correctly identify and pronounce the words sail, sand and sea.

d. Organisation

TEACHER’S ACTIVITIES

PUPILS’ ACTIVITIES

CONTENT

Activity 2. Point and say.

Step 1: Have pupils point to the letter S/s and correctly pronounce its name and sound (say “Point to the letter S. Say /es/. Now say /s/.”).

Step 2: Have pupils point to and correctly pronounce the word sail (say “Point to the sail. Say sail.”). 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 3: Repeat Step 2 for sand and sea.

Step 4: Put pupils into pairs or teams for further practice of Steps 1 to 3. Go around the class to offer help or correct pupils’ pronunciation, if necessary.

- Pupils point to the letter S/s and correctly pronounce its name and sound.

 

 

- Pupils point to and correctly pronounce the word sail.

 

- Pupils follow the teacher’s instructions.

- Pupils work in pairs or teams for further practice of Steps 1 to 3.

Flashcards/ pictures (sail, sand, sea)

e. Assessment

- Performance products: Pupils’ interaction and practice

- Assessment tools: Observation; Questions & Answers

4. FUN CORNER AND WRAP-UP (10 minutes)

* Game: Pelmanism

- Divide the class into small teams. Give each team two sets of flashcards. Say “You are going to play Pelmanism.”

- Instruct pupils to shuffle their flashcards and then place them face down on the desk.

- Explain that team members should take it in turns to turn over two cards. Do the word and the picture match? If they do match, the team member scores one point. If they do not match, the team member should turn both cards face down again.

- Play the game. The first team to match all the words and pictures wins.

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