Kế hoạch bài dạy Tiếng Anh Lớp 2 - Tuần 9 - Năm học 2022-2023 - Cao Văn Hùng

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 2 - Tuần 9 - Năm học 2022-2023 - Cao Văn Hùng

1. WEEK 9 Unit 3: NUMBERS Lesson 1: D.E STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situations asking and answering about numbers by using the sentence patterns “How many..... are there? ” 2. ask and answer about numbers 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation when asking and answering about numbers. B. LANGUAGE FOCUS Key terms/ Vocabulary Eleven, twelve, thirteen, fourteen, fifteen Key grammatical structure(s)/ sentence patterns How many..... are there? C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 2. page 23 - pictures - a laptop and a projector STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Role-play, then say about numbers. Observation actions 2. Answer the questions about the Observation situations such as setting, participants, Student’s answers Questions & answers topic. 3. show positive attitudes and appropriate gestures and intonation in asking and Student’s talk and Observation, answering about numbers . interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
2. Activity 1: Warm up: "Guess the word" game - Divide the class into four teams. - Write a word on the board with several or all letters missing. (E.g. _ _ _ _ _ _ _ – fifteen) - Have each team take turns calling out a letter. - Add the missing letters to the word if correctly guessed. - Give that team one point if it’s a correct guess. - Continue until the students guess the word correctly. - The team that gets the most points wins. Activity 2: D. Point, ask, and answer. - Divide the class into pairs. - Have Student A point to a picture and ask, have Student B answer. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 3: E. Look at part D. Play the “Memory” game - Have students look at the example. - Divide the class into groups of four. - Have the students stand up. - Have Student A turn to Student B and ask the question, then have Student B answer. - Next, have Student B turn to Student C and ask the question, then have Student C answer. - Continue until all students have practiced. - Have some groups demonstrate the activity in front of the class. Activity 4: “Ball Circle” game - Divide the class into groups of five. Each group sits in a circle. Give each group a ball. - Prepares some pictures then give to each group. - Have one student points at the picture and asks “How many are there?” then this student throws the ball to another student who has to answer. The student then asks, “How many are there?” and throws the ball to another student. - Continue until every student has had a turn. Activity 5: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today?
3. (ask and answer about numbers) 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 asking and answering about numbers. D. ADJUSTMENT ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ............... _________________________________ WEEK 9 Unit 3: NUMBERS Lesson 2: A-D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. review the letter /N/, /n/ sound and the letter /O/ , /o/ 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 /o/ octopus Key grammatical structure(s)/ sentence patterns What is it? It’s a nut C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 2. page 24 - Audios - pictures - a laptop and projector.
4. - 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 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 many . are there?” The child with the yellow ball will answer his/ her friend’s question . Activity 2: Language input (Activity 1. Listen and repeat. Trace.) (8’) - Ask students to look at 2 pictures (page 24) 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.
5. - 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. - 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 a. Activity 3. Draw line (5’) - Have students look at the pictures and call out the things they can see. - Demonstrate the activity using the example. - Have students draw lines from the letters to the pictures. - Check answers as a whole class. b. Activity 4. * Play “Guess the picture”.(10’) - Have students look at the example. - Divide the class into two teams. - Have a student stand facing away from the board and stick a flashcard on the board behind them. - Have someone from the same team ask the student a question about the flashcard. - Have the student try to guess the answer without looking at the flashcard. - Give that team one point if it's a correct guess. - Have teams take turns.. Activity 5: Wrap-up & Assignments/ home-link. (2’) 1. What have you learnt from the lesson today? (the letter /Nn/and /n/ sound).
6. 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 ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ......................................................................................................................................