Giáo án Tiếng Anh Lớp 2 (Sách Kết nối tri thức với cuộc sống) - Unit 1: At my birthday party

TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 1. At my birthday party
Lesson 1 – Period 1
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
- correctly pronounce the name of the letter P/p (/piː/).
- correctly pronounce the sound of the letter P/p (/p/) in isolation and in the words pasta, popcorn and pizza.
II. INPUT
Language: 
Sound /p/
Vocabulary: pasta, popcorn, pizza
Resources/Material: 
Student’s book, page 6
Teacher’s guide, pp. 7 - 9 
sachmem.vn 
Flashcards for Unit 1
Flashcards/ pictures of the food items 
Flashcards/ pictures of different categories for Fun Corner, e.g. (1) school objects: book, pen, pencil; (2) food: cake, apple, mango; (3) toys: ball, car, top; (4) animals: monkey, tiger, goat; (5) body parts; hand, hair, head, 
Poster for Unit 1
Computer, projector
III. PROCEDURE
Warm-up – Listen and repeat – Point and say – Fun corner – Wrap-up
Procedure
Teaching and learning activities
Classroom management
Warm-up
5 minutes
Option 1
- Write on the board Hello, I’m _____! Say “Hello, I’m _____!” Walk around the class, greeting pupils. Encourage them to answer “Hello, I’m _____!” 
- Introduce the topic of the new unit by playing the song “Happy Birthday!” and encouraging pupils to sing along. 
Whole class
Option 2
- Ask some pupils to talk about the food they like.
- Get some pairs of pupils to practise talking about their favourite food, using I like _____. 
Whole class
Individual work
Option 3
- Show pupils some pictures/ slides of popular food items (cake, pizza, noodles, chicken, chips, ).
- Ask pupils some questions about food items (in Vietnamese), e.g. Have you ever eaten ? Do you like ? What food do you often eat at a birthday party?
Whole class
1. Listen and repeat. 10 minutes
Step 1:
Draw pupils’ attention to the picture (say “Look at the picture.”). Ask questions to help them identify the context (Four children are sitting at a table. On the table, there is a birthday cake, a plate of pasta, a bowl of popcorn and a pizza. Peter is blowing out seven candles on the birthday cake. Pasta, popcorn and pizza are labelled, with the letter p in red). 
Whole class
Step 2:
Have pupils point to the letter P/p (say “Point to the letter P.”). Explain that the name of the letter P/p is different to its sound (say “Listen. /piː/ /p/.”).
Individual work
Step 3:
Play the recording of the name and sound of the letter P/p 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. 
Whole class
Individual work
Step 4:
Have pupils look at the pasta (say “Look at the pasta.”). Then have them point to the word pasta (say “Point to the word pasta.”). Draw their attention to the colour of the letter p (say “Look at the colour of the letter p. It is red.”).
Whole class
Step 5:
Play the recording of pasta 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. 
Whole class
Individual work
Step 6:
Repeat Steps 4 and 5 for popcorn and pizza.
Whole class
Individual work
Step 7:
Play the recording in full and encourage pupils to repeat the name and sound of the letter P/p, pasta, popcorn and pizza both individually and in chorus.
Individual work
Extension:
For better pupils, use the new and learnt vocabulary about food (cake, fish and chips, apple, chicken, noodles, banana, pizza, popcorn, pasta) to make simple sentences, e.g. I like _____.; I can see ____.; I’m having _____.
Individual work
2. Point and say. 7 minutes
Step 1:
Have pupils point to the letter P/p and correctly pronounce its name and sound (say “Point to the letter P. Say /piː/. Now say /p/.”). Go around the class to offer help or correct pupils’ pronunciation, if necessary.
Whole class
Step 2:
Have pupils point to and correctly pronounce the word pasta (say “Point to the pasta. Say pasta.”). 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. 
Whole class
Individual work 
Step 3:
Repeat Step 2 for popcorn and pizza.
Whole class
Individual work
Step 4:
Put pupils into pairs or groups for further practice of Steps 1 to 3. Go around the class to offer help or correct pupils’ pronunciation, if necessary.
Group/
Pair work
Fun corner:	Kim’s Game 8 minutes
Step 1:
Divide the class into two teams. Say “You are going to play a memory game.” 
Whole class
Step 2:
Display both sets of cards face up on the board. Give pupils two minutes to memorize their set.
Group work
Step 3:
Turn the cards face down on the board. Explain that when you say a word, a nominated pupil from each team must run to their set, try to remember which card shows the relevant picture and turn it over to show to their team. A correct card scores one point. When the pupils’ turn is over, they must put the cards back on the board and return to their seats.
Group work
Step 4:
Play the game. Remember to nominate a pupil from each team before saying the word.
Group work
Step 5:
Count the points for each team and announce the winner. The team with the most points wins. The winning team must then correctly pronounce all of the words.
Group work
Wrap-up: 5 minutes
Revise the main teaching point of the lesson: the sound of the letter p and the words pasta, popcorn, pizza.
Whole class
Option 1
Using sachmem.vn, have pupils look at the things in the picture and repeat the words after the recording.
Whole class
Option 2
Using Poster for Unit 1, ask pupils to point to the things in the picture and say the words. For better pupils, teacher may cover the words and ask them to point to the things and say the words aloud.
Individual work
Option 3
Using pictures and flashcards, get some pupils to match the words pasta, popcorn, pizza and the pictures. Then ask the class to say the words aloud.	
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 1. At my birthday party
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
say the letter P/p, the words pasta, popcorn, pizza, the phrases/sentences containing /p/ and pasta, pizza, popcorn, the sentence structure I like ____. in a chant.
listen and recognise the words popcorn, pasta and the sentence structure I like _____.
write the letter P/p and complete the words _izza, _opcorn, _asta. 
II. INPUT
Language: 
Sound /p/
Vocabulary: pasta, popcorn, pizza
Phrases/sentences with the sound /p/ and the words pasta, pizza, popcorn
Resources/Material: 
Student’s book, page 7
sachmem.vn
Teacher’s guide, pp. 9-11
Workbook, pp. 4-5
Flashcards to play games in Warm-up
Computer, projector
III. PROCEDURE
Warm-up – Listen and chant – Listen and tick – Look and write – Wrap-up
Procedure
Teaching and learning activities
Classroom management
Warm-up
5 minutes
Option 1
- Ask pupils what letter and sound they learnt in Lesson 1 (P/p, /p/). 
- Show pictures of the words that pupils learnt in Lesson 1 (pasta, pizza, popcorn) and encourage them to say the words in chorus. More advanced classes can add other words beginning with the letter P/p. 
Whole class
Option 2
Ask the class to play Kim’s game again, using the words in Lesson 1, Unit 1 and those in the previous units, saying Now let us play Kim’s game!
Group work
Option 3
Get pupils to play What’s Missing? Game, using the pictures and flashcards with the incompleted words _asta, _opcorn and _izza. Pupils should guess the missing letters and say the words correctly.
Group/
Pair work
3. Listen and chant. 10 minutes
Step 1:
Draw pupils’ attention to the picture and have them point to the pasta (say “Look at the picture. Point to the pasta.”). 
Whole class
Step 2:
Say “I like pasta.” and encourage pupils to repeat. To reinforce their understanding, use gestures or draw a smiley face on the board. 
Whole class
Step 3:
Repeat Steps 1 and 2 for pizza and popcorn.
Whole class
Step 4:
Play the recording of the chant to familiarize pupils with the words and rhythm (say “Listen.”). 
Whole class
Step 5:
Have pupils point to each line of the chant 
(e.g. say “Point to line one.”). Play the recording of each line and encourage pupils to chant (say “Listen and chant.”). 
Individual work
Whole class
Step 6:
Play the recording in full and encourage pupils to chant (say “Listen and chant.”). Pupils can clap along or do other actions to help them keep the rhythm. 
Whole class
Step 7:
Divide the class into two teams. Teams take it in turns to chant a line. The whole class can clap along or do other actions.
Group work
Extension:
For better pupils, cover or omit some letters/words in the chant and have them guess and say all the lines aloud. For example:
P, p, pasta.
P, p, pizza.
P, p, _____.
I like pasta.
I like _____.
I like popcorn.
Yummy, _____, _____.
Individual work
4. Listen and tick. 7 minutes
Step 1:
Have pupils look at the pictures (say “Point and say.”). When pupils answer correctly, c o n f i r m by saying “popcorn/ noodles/ pasta/ pizza”. 
Whole class 
Step 2:
Step 2: Play the recording and allow pupils time to complete the activity (say “Listen and tick.”). 
Individual work
Step 3:
Play the recording again, if necessary (say “Listen again.”).
Individual work
Step 4:
Check the answers by asking “a or b?” When pupils answer correctly, confirm by saying 
“1a. I like popcorn.”/“2a. I like pasta.” and encourage them to repeat.
Whole class
Individual work
Audio script: 1. I like popcorn. 2. I like pasta.
Answers: 1. a 2. a
5. Look and write. 8 minutes
Step 1:
Write the letter P (upper case) on the board and say “P” (/piː/). 
Whole class
Step 2:
Write the letter P (upper case) on the board again, but this time more slowly. Invite a few pupils to come to the front of the class and write the letter P (upper case) on the board. 
Individual work
Step 3:
Repeat Steps 1 and 2 for p (lower case). 
Whole class
Individual work
Step 4:
Have pupils look at the writing grids (say “Look and write.”) Allow pupils time to complete the activity. Go around the class to offer support and feedback. 
Whole class
Step 5:
Have pupils look at the picture and labels (say “Look and write.”). Allow pupils time to complete the activity. Go around the class to offer support and feedback.
Individual work
Extension:
- For weaker pupils, have them do Activity 3, Unit 1 in their workbooks.
- For better pupils, have them do Activity 4, 
Unit 1 in their workbooks.
Whole class
Individual work
Wrap–up 5 minutes
Option 1
Have pupils listen to the recording, then say the chant again.
Whole class
Option 2
Ask pupils to look at the pictures in 4. Listen and circle and say about them, e.g. popcorn, noodles, ... Encourage better pupils to use learnt structures e.g. I like popcorn.; I can see noodles.; ...
Whole class
Option 3
To reinforce the vocabulary, get pupils to do Activity 1, Unit 1 in their workbooks.
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 1. At my birthday party
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
use “The ____ is yummy.” to express this feeling about a particular food. 
sing a song with the structure “The _____ is yummy.”
II. INPUT
Language: 
The ____ is yummy.
Resources/Material: 
Student’s book, page 8
sachmem.vn
Teacher’s guide, pp. 11 - 13
Workbook, page 6
Pictures/ Slides of animals for Warm-up
Computer, projector
III. PROCEDURE
Warm-up – Listen and repeat – Let’s talk – Let’s sing – Wrap-up
Procedure
Teaching and learning activities
Classroom management
Warm-up
5 minutes
Option 1
- Have pupils listen to the recording, then sing the chant on Page 7.
- Select some better pupils to sing the chant in front of class. The class listens to them and claps hands along.
Whole class
Individual work
Option 2
- Invite one or two pupils to write the letter P/p on the board.
- Get pupils to say words that contain the sound of the letter P/p (from Lessons 1 & 2 and the learnt units).
Individual work
Option 3
- Show pupils pictures/ slides of some food and drinks they have learnt.
- Ask them to recall and name the food and drink items (e.g. apple, chips, fish, chicken, milk, ...). Encourage better pupils say more words if they can.
Individual work
6. Listen and repeat. 5 minutes
Step 1:
Draw pupils’ attention to the picture (say “Look at the picture.”). Say “The boy likes popcorn. The popcorn is yummy.” 
Whole class
Step 2:
Have pupils point to the sentence (say “Point to the sentence.”). Play the recording and encourage pupils to repeat (say “Listen and repeat.”). 
Whole class
Step 3:
Ask pupils to repeat the sentence both individually and in chorus several times. Correct their pronunciation if necessary, and praise them when their pronunciation is good. 
Whole class
Individual work
Step 4:
Ask pupils to work in pairs, point to and repeat the sentence “The popcorn is yummy.” Go around and correct pronunciation to make sure pupils can repeat the sentence correctly.
Pair work
7. Let’s talk. 10 minutes
Step 1:
Write The popcorn is yummy. on the board and underline the word popcorn. Say “The popcorn is yummy.” 
Whole class
Step 2:
Erase popcorn and replace it with pasta. 
Say “The pasta is yummy.”
Whole class
Step 3:
Repeat Step 2 for pizza. 
Whole class
Step 4:
Erase pizza and leave the sentence structure 
The _____ is yummy. on the board. 
Whole class
Step 5:
Draw pupils’ attention to Picture a (say “Look at Picture a.”). Say “The pasta is yummy.” and encourage them to say the full sentence structure. 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. 
Whole class
Individual work
Step 6:
Repeat Step 5 for Pictures b and c.
Whole class
Individual work
Extension:
Ask pupils to talk about their feeling about food/drinks they like using The _____ is yummy. Encourage them to say as much as they can, e.g. Hi, I’m ___. I Iike ____. The _____ is yummy.
Individual work
8. Let’s sing. 10 minutes
Step 1:
Draw pupils’ attention to the picture (say “Look at the picture.”). Say “It’s a birthday party.” 
Whole class
Step 2:
Play the recording of the song to familiarize pupils with the rhythm and melody (say “Listen.”). 
Whole class
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 their pronunciation is good. 
Whole class
Individual work
Step 4:
Say “Let’s sing!”. Play the recording line by line and encourage pupils to sing along. 
Group work
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.
Group work
Wrap–up 5 minutes
Revise the main teaching point of the lesson: the structure “The _____ is yummy.” to express one’s feeling about a favourite food.
Whole class
Option 1: Ask pupils to draw a food/drink item, show them to the class and say about the food/drink, using The ____ is yummy.
Individual work
Option 2: Have pupils do Activity 6, Unit 1 in their workbooks.
Individual work
Option 3: Show pupils the lyrics of the song with some missing words, e.g.:
 It’s my birthday party.
 I like _____.
 The _____ is yummy.
Then ask some advanced pupils to guess the missing words and sing the complete song aloud.
Individual work