Kế hoạch bài dạy Tiếng Anh Lớp 2 - Tuần 4 - Năm học 2022-2023 - Cao Văn Hùng

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 2 - Tuần 4 - Năm học 2022-2023 - Cao Văn Hùng

1. UNIT 1: FEELINGS Lesson 2: A-H STAGE 1: DESIRED OBJECTIVESA A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the letter /Nn/and /n/ sound. 2. identify the situations for introducing the word and sentence contained the sound. 3. Perform the song in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation when saying the letter and sound. B. LANGUAGE FOCUS Phonics/ Vocabulary /n/ , nut, nose Key grammatical structure(s)/ sentence patterns This is a nut C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 2. page 12 - Audios - pictures - a laptop and a TV - Song lyrics printed in textbook. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Listen and repeat, then trace the letter Observation actions 2. Answer the questions about the Observation situations to give the word and sentence Student’s answers Questions & answers contained the sound. 3. perform a song using appropriate tone Student’s Observation and gestures performance
2. 4. show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in saying letter/ interaction Questions & answers sound. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up: Play “Pass the balls” game (5’) - Give two different colored balls to two students, a red ball (ask the question) and a yellow ball (answer the question). - Have students listen to music and pass the balls. - Stop music suddenly. - Have the student with a red ball make a question for the child who has yellow ball. - E.g Student with the red ball will ask “How are you?” The child with the yellow ball will answer his/ her friend’s question “I’m happy.” Activity 2: Language input (Activity 1. Listen and repeat. Trace.) (8’) - Ask students to look at 2 pictures (page 12) and answer questions to identify the situation. - Elicit the letter and sound. - Tell students that they are going to practise saying the letter and sound. - Play the recording more than once, if necessary, ask students to listen, point and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. - Have students work in pairs, one points at the picture in the book and the other says the word. - Say the word and make the gesture. - Do the actions and students say the word accordingly. - Have students work in pairs, one would do the action, the other say the word. Trace: - Have students call out the letter sound. - Demonstrate the steps of tracing the letters with your finger. - Have students trace the letters with their fingers. - Have some students demonstrate the activity in front of the class. Activity 3: Language in put (Activity 2: Listen and repeat) (5’) - Have students look at the picture and introduce the situation. - Play audio and demonstrate the activity by pointing at the letter/sound and word.
3. - Play the audio again. Have students listen and repeat. - Point at the letter/sound and word.and have students call it out. - Call some students to read aloud in front of the class. Activity 4: Practice ( home work ) a. Activity 3. Sing (10’) - Show the lyrics on TV - Play the recording and have students listen. - Play the recording again, have students do actions along - Play the recoprding again, have students listen, sing along, and do the actions. (Give feedback). - Remind Ss to look at the lyrics if necessary. b. Activity 4. Listen and clap (5’) - Demonstrate the activity. - Have students stand up. - Have students clap when they hear the letter sound. Activity 5: Language input (Activity 1. Listen and repeat. Trace.) (8’) - Ask students to look at the letter (page 13) and answer questions to identify the situation. - Elicit the letter and sound. - Tell students that they are going to practise saying the letter and sound. - Play the recording more than once, if necessary, ask students to listen, point and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. - Have students work in pairs, one points at the picture in the book and the other says the word. - Say the word and make the gesture. - Do the actions and students say the word accordingly. - Have students work in pairs, one would do the action, the other say the word. Trace: - Have students call out the letter sound. - Demonstrate the steps of tracing the letters with your finger. - Have students trace the letters with their fingers. - Have some students demonstrate the activity in front of the class. Activity 6: Language in put (Activity 2: Listen and repeat. Write. (5’)
4. - Have students look at the pictures. - Demonstrate the activity. - Play audio. Have students point to the letter as they hear it. - Play audio again. Have students listen and repeat. - Have students trace and write the letters. - Have some students demonstrate the activity in front of the class. Activity 7: Practice ( home work ) a. Activity 7. Sing (10’) - Show the lyrics on TV - Play the recording and have students listen. - Play the recording again, have students do actions along - Play the recoprding again, have students listen, sing along, and do the actions. (Give feedback). - Remind Ss to look at the lyrics if necessary. b. Activity 7. Listen and hop (5’) - Demonstrate the activity. - Have students stand up. - Have students hop when they hear the sound. Activity 8: Wrap-up & Assignments/ home-link. (2’) 1. What have you learnt from the lesson today? (the letter /Nn/and /n/ sound). 2. What’re the core value of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying the letter and sound) D.ADJUSTMENT ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... WEEK 4 UNIT 1: FEELINGS. Lesson 3: A.B.C STAGE 1: DESIRED OBJECTIVES
5. A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify feelings from the recording and the given pictures (Cognition) 2. identify the situation for talking about how other people feel by using the sentence pattern (Minh)'s (thirsty). 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation when talking about how other people feel B. LANGUAGE FOCUS Vocabulary scared, bored, hungry, thirsty sentence pattern (Minh)'s (thirsty). C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 2, page 14 - Audios - pictures - a laptop and a TV - Song lyrics printed in textbook. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Listen and point to the words of Student’s answers/ Observation feelings. Then repeat actions 2. Answer the questions about the Observation situation such as setting, participants, Student’s answers Questions & answers topic.(Vinh and his friends) 3. Listen and point to the sentence patterns 4. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in talking about interaction Questions & answers how other people feel.) STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up “Who is faster?” game
6. Divide the class into groups. Arrange the flashcards on the board. (nut, nose, orange, octopus) Invite a student from each group to go to the board. Teacher says a word and the students run to tap the right card. Activity 1: Language input (Activity A- Listen and point. Repeat.) - Ask students to look at 2the pictures and answer questions to identify the situation. - Tell students that they are going to practise saying family members. - Play the recording more than once, if necessary, ask students to listen, point and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. - Have students work in pairs, one points at the picture in the book and the other says the word. - Say the word and make the gesture. - Do the actions and students say the word accordingly. - Have students work in pairs, one would do the action, the other say the word. Activity 2: Language in put Activity B: 1. Listen and point. . (CD1 – Track 24) - Introduce the situation.(Vinh and his friends) - Play audio and have students look at the picture. - Demonstrate the activity by pointing at the words. - Play the audio again. Have students listen and repeat. - Play audio again. Have students listen, repeat and point. - Point at each word and have students call it out. Activity B.: 2. Listen and repeat. (CD1 - Track 25) - Have students look at the useful language box. - Play audio. Have students listen to the useful language. - Have students practice the useful language. Activity 3: Practice (Activity C: Play the “Pretend” game) - Have students look at the example. - Have one student come to the front of the class. - Have that student show an emotion silently. - Have the other students try to guess the emotion. - Have students swap roles and repeat.
7. Activity 4: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? (Talking about how other people feel.) 2. What’re the core value of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in talking about how other people feel.)) D.ADJUSTMENT ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... .....................................................................................................................................