Giáo án Tiếng Anh Lớp 2 i-Learn Smart Start - Period 2, Unit 7: Clothes - Lesson 3

Tiếng Anh 2 i-Learn Smart Start 
Week: Date of teaching:	
Period: 2 
UNIT 7: CLOTHES 
Lesson 3
Objectives:
By the end of this lesson, students will be able to gain the following:
Knowledge
Vocabulary: 
pants, shorts, shoes, socks 
Structures:
These are my (pants).
Yes, please.
No, thank you
Language skills
To be able to accept or refuse an offer.
Practice language skills – the structure “These are ”
Core competencies & Personal qualities
Raising interests and good habits in learning English
Practicing communicative and collaborative skills through learning activities
Building up good habits and responsive, independent-working characteristics to be a life-long learner
Demonstrating team-working and problem-solving skills through learning activities
Teaching aids:
	Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB software, projector / interactive whiteboard / TV.
	Students’ aids: Student’s book, notebook, workbook.
Procedures:
Time
Steps/Activities
Organization
 How 5’
Warm-up
Have students prepare some pictures of clothes. Then have them take their pictures This sentence is confusing. How can students take their pictures? 
Consider to change to “have them bring the pictures to the front of the class”
in front of the class and make sentences about these pictures.
E.g. These are my pants.
Teacher – whole class
Option 1: 
“Hangman” game
Divide the class into four teams. 
Draw the hangman board and draw blank spaces for the word the teacher wants them to guess. (E.g., _ _ _ _ _ - pants)Rewrite
Choose a word teacher wants students to guess, then draw a short line for each letter in the word. (E.g., _ _ _ _ _ - pants)
Have each team guess a letter. 
If students guess it correctly, they get one point for each letter in the word. If students get it wrong, then teacher draws a head, body, 2 legs and, 2 arms. Rewrite 
When the students guess a letter that is in the word, they earn 1 point. If they fail to do it, teacher draws new parts of a hangman with every wrong answer. 
When the teacher draws all the parts of the body the game is over, and the teacher starts a new game. Rewrite 
When all parts of the hangman are entirely displayed, the game is over. Teacher resets the game.
The winner is the one with the most points at the end of the last puzzleRewrite
The team wins if they get every letter of the word before the hangman figure is wholly drawn or earn the most points at the end of the game. 
.
Teacher – Whole class/ groupwork
Option 2:
“Throwing” game 
Divide the class into four teams.
Have each team stand in a line.How many students in a team? It makes no sense if this is a public school environment. 
Teacher prepares some cards/pictures and sticks them on the board, and a ball. 
When the teacher says “Go”, each pair runs to the board.
The student throws a ball to the card/picture then says a sentence matching with that word. (This is my (dress).)Why pairs? Class is divided in teams 
Consider to change
+ “Invite 1 student from each team line up in front of the class and face the board”
+ When teacher says “Go”, students run up and throw a ball to the correct picture then say a sentence. 
For example: This is my (dress).
If he/she says correctly, he/she will get that card/picture.If a student says the word and the sentence correctly, he/she will get the picture/card. 
Continue with the other students.
The team that gets the most cards/pictures wins.
Teacher – Whole class/ groupwork
New lesson
Estimated time is not allotted 
25’
DInconsistent alphabetical bullet point. 
. 1. Listen and read (CD2 – Track 26)
Introduce the situation.
Have students call out the things they see. 
Play audio and have students listen and read. 
2. Listen and repeat. (CD2 – Track 27)
Have students look at the useful language box.
Play audio. Have students listen to the useful language.
Have students practice the useful language
Teacher – Whole class/ individuals
Teacher – Whole class/ individuals
EInconsistent alphabetical bullet point. 
. Role-play
Divide the class into pairs.
Have students practice the dialogue.
Swap roles and repeat.
Afterwards, have some pairs demonstrate the activity in front of the class.
Teacher – Whole class/ pair work
Workbook – page 49
Have students open the Workbook – page 49
CInconsistent alphabetical bullet point 
. Listen and number. (Track 28)
Have students identify the pictures in part C.
Instruct them how to do the text.
Play audio. Have students listen and write a number in each box.
Play audio again. Have students listen and check. 
Check understanding and correct mistake as a whole class. 
“Who is faster?” game (For exercise D and E)
D. Look and write.
Divide the class into four groups.
Arrange the picture cards, write sentences with some blanks on the board.
Invite one student from each group to run to the board and write the words. Give one point for each correct word.Invite one student from each group to participate in the game. Student runs to the board and write the words in the blanks. 
E. Look, read and circle.
Have students continue to work in groups.
Arrange the picture cards, write the questions and the answers on the board. 
Invite one student from each group to run to the board and circle the correct answers. Give one point for each correct answer.
Teacher – Whole class/ individuals
Teacher – Whole class/ groupwork
5’
Wrap up
Option 1:Consider to delete. Option 1 and option 2 are the same 
“Mingle” game
Teacher prepares some flashcards or pictures and sticks them on the board.
Play some music and encourage students to dance or walk around.
Stop the music suddenly. When the music stops, each student finds a partner.
Student A: Bananas?
Student B: Yes, please!I don’t understand the whole instruction. This game makes no sense. 
1/ What are the flashcards used for? 
2/ How does the game work? 
Have students swap roles.
Play the music and continue in this way.
Teacher – Whole class/ pairwork
Option 2:The activity is not applicable for public school environment
Suggested activity: “Speaking in pairs”
1/ Work in pairs
2/ One student draws a picture of an object on the mini board. Another student guesses. 
Practicing conversation: 
Student A (Guess): Banana?
Student B (draw): Yes, please! 
3/ Swap roles and repeat the game with different objects. 
“Musical chairs” game
Have students sit on their seats.
Play music and ask them to move around.
Take away two chairs and suddenly stop music. 
Have students sit on any chairs. 
The two students who have no chairs to sit on will make questions and answers.
E.g. 
Student A: Bananas?
Student B: Yes, please!
Swap roles and continue the game in the same way.
Teacher – pairs work