Giáo án Tiếng Anh Lớp 2 (Sách Kết nối tri thức với cuộc sống) - Unit 11: In the playground

TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 11. In the playground
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 I/i (/aɪ/);
- correctly pronounce the sound of the letter I/i (/aɪ/) in isolation and in the words sliding, riding and driving.
II. INPUT
Language: 
- Sound /aɪ/
- Vocabulary: sliding, riding, driving
Resources/Material: 
- Student’s book, p. 48
- Teacher’s guide, pp. 95-97
- sachmem.vn 
- Flashcards for Unit 11 
- Flashcards for Warm-up (a set of large flashcards showing target words in verb + –ing form (including sliding, riding and driving)
- Poster for Unit 11
- 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
Refresh pupils’ memory of the previous unit by having them sing the song from Unit 10, Lesson 3. 
Whole class
Option 2
Refresh pupils’ memory of the previous unit by showing pictures of different animals you can see at the zoo (e.g. zebu, zebra, monkey, tiger, snake). Encourage them to identify each animal by saying “That’s a _____.” Say “Do you like the ____?” and encourage them to answer with “Yes, I do./ No, I don’t.”
Whole class
Option 3
Introduce the topic of the new unit by showing a picture of a playground. Ask pupils what they like to do in the playground.
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 (The picture shows a playground. A girl is driving a toy car. A boy is riding a bike. Some other children are sliding. Sliding, riding and driving are labelled, with the letter i in red).
Whole class
Step 2:
Have pupils point to the letter I/i (say “Point to the letter I.”). Explain that the name of the letter I/i is the same as its sound (say “Listen. /aɪ/ /aɪ/.”). 
Individual work
Step 3:
Play the recording of the name and sound of the letter I/i 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 some children sliding (say “Look at the children sliding.”). Then have them point to the word sliding (say “Point to the word sliding.”). Draw their attention to the colour of the letter i (say “Look at the colour of the letter i. It is red.”). 
Individual work
Step 5:
Play the recording of sliding 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 riding and driving. 
Whole class
Individual work
Step 7:
Play the recording in full and encourage pupils to repeat the name and sound of the letter I/i, sliding, riding and driving both individually and in chorus.
Whole class
Individual work
Extension:
Have pupils play Chinese whisper.
- Place pupils in 3 rows/groups.
Hand out picture/cards of sliding, riding, driving to the first pupil in each row.
Have pupils in each row name the activity on each picture/card to the classmate behind them.
Group work
2. Point and say. 7 minutes
Step 1:
Have pupils point to the letter I/i and correctly pronounce its name and sound (say “Point to the letter I. Say /aɪ/. Now say /aɪ/.”) 
Whole class
Step 2:
Have pupils point to and correctly pronounce the word sliding (say “Point to the word sliding. Say sliding.”). 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 riding and driving. 
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:	Action race 8 minutes
Step 1:
Divide the class into two teams. Tell pupils to stand together in their teams. 
Group work
Step 2:
Explain that when you show pupils a flashcard, teams race to mime the action. The first team to correctly mime the action wins one point. 
Group work
Step 3:
Play the game. The team with the most points wins.
Group work
Wrap-up: 5 minutes
Revise the main teaching point of the lesson: the sound of the letter i and the words sliding, riding, driving
Whole class
Option 1
Using sachmem.vn, have pupils look at the activities in the picture and repeat the words after the recording.
Whole class
Option 2
Using Poster for Unit 11, ask pupils to point to the activities in the picture and say the words. For better pupils, teacher may cover the words and ask them to point to the activities and say the words aloud.
Individual work
Option 3
Using pictures and flashcards, get some pupils to match the words sliding, riding, driving and the pictures. Then ask the class to say the words aloud. For better class, teacher may use the verbs that pupils have learnt, e.g. washing, running.
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 11. In the playground
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
- correctly pronounce the sound of the letter I/i (/aɪ/), the words riding, driving, sliding and say the sentence structure He’s/She’s/They’re _____ (verb + –ing). in a chant;
- recognize target words and sentence structure while listening;
- complete the words r_ding, dr_ving and sl_ding.
II. INPUT
Language: 
- Sound /aɪ/
- Vocabulary: riding, driving, sliding
- Phrases/sentences with the sound /aɪ/, the words riding, driving, sliding, the sentence structure He’s/She’s/They’re _____ (verb + –ing).
Resources/Material: 
- Student’s book, p. 49
- sachmem.vn
- Teacher’s guide, pp. 97-99
- Workbook, pp. 34-35
- Computer, projector
III. PROCEDURE
Warm-up – Listen and chant – Listen and tick – Write and say – 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 (I/i, /aɪ/). 
- Show pictures of the words that pupils learnt in Lesson 1 (sliding, riding, driving) and encourage them to say the words in chorus. More advanced classes can add other words that contain the letter I/i. 
Whole class
Option 2
Ask the class to play Action race again, using the words in Lesson 1, Unit 11 and those in the previous units, saying “Now let us play Action race!”
Group work
Option 3
Ask the class to play Find the odd one out, using the words in Lesson 1, Unit 11 and those in the previous units, saying “Now let us play Find the odd one out!”
Whole class
3. Listen and chant. 10 minutes
Step 1:
Draw pupils’ attention to the picture and have them point to the bike (say “Look at the picture. Point to the bike.”). 
Whole class
Step 2:
Say “She’s riding a bike.” and encourage pupils to repeat. To reinforce their understanding, mime riding a bike. 
Whole class
Step 3:
Repeat Steps 1 and 2 for driving and sliding.
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 three 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:
I, I, riding.
She’s ______ a bike.
I, I, driving.
He’s ______ a car.
Individual work
4. Listen and tick. 7 minutes
Step 1:
Have pupils look at the pictures and say what the children are doing (say “Point and say. What are they doing?”). When pupils answer correctly, confirm by saying “sliding/playing football/riding a bike/ driving a car”. 
Whole class 
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. They’re sliding.”/“2a. She’s riding a bike.” and encourage them to repeat.
Whole class
Audio script: 1. They’re sliding. 2. She’s riding a bike.
Answers: 1. a 2. a
5. Write and say. 8 minutes
Step 1:
Write the letter i (lower case) on the board and say “i” (/aɪ/). 
Whole class
Step 2:
Write the letter i (lower case) on the board again, but this time is more slowly. Invite a few pupils to come to the front of the class and write the letter i (lower case) on the board. 
Individual work
Step 3:
Draw pupils’ attention to the picture and labels (say “Look and write.”). Allow pupils time to complete the activity. Go around the class to offer support and feedback. 
Whole class
Individual work
Step 4:
Have pupils say the words (say “Say the words.”).
Whole class
Extension:
- For weaker pupils, have them do Activity 3, 
Unit 11 in their workbooks.
- For better pupils, have them do Activity 4, 
Unit 11 in their workbooks.
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. sliding, playing football, ... Encourage better pupils to use learnt structures e.g. They’re sliding.; The boys are playing football.; ...
Whole class
Option 3
To reinforce the vocabulary, get pupils to do Activity 1, Unit 11 in their workbooks.
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 11. In the playground
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
- use the sentence structure They’re _____ (verb + –ing). 
to say what other people are doing.
- sing a song with the sentence structure They’re _____ (verb + –ing).
II. INPUT
Language: 
- They’re _____ (verb + –ing).
Resources/Material: 
- Student’s book, p. 50
- sachmem.vn
- Teacher’s guide, pp. 99-101
- Workbook, p. 36
- 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 49.
- 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 I/i on the board.
- Get pupils to say words that contain the sound of the letter I/i (from Lessons 1 & 2 and the learnt units).
Individual work
Option 3
- Draw or show pictures of activities sliding, riding, driving. Say “He’s/ She’s/ They’re _____.” and encourage pupils to complete the sentence with sliding, riding, driving.
Individual work
6. Listen and repeat. 5 minutes
Step 1:
Draw pupils’ attention to the picture (say “Look at the picture.”). Say “They’re driving cars.” 
Whole class
Step 2:
Have pupils point to the sentence (say “Point to the sentence.”).
Individual work
Step 3:
Play the recording and encourage pupils to repeat (say “Listen and repeat.”).
Whole class
Step 4:
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
7. Let’s talk. 10 minutes
Step 1:
Write They’re driving. on the board and underline the word driving. Say “They’re driving.”
Whole class
Step 2:
Erase driving and replace it with sliding. Say “They’re sliding.” 
Whole class
Step 3:
Repeat Step 2 for riding. 
Whole class
Step 4:
Erase riding and leave the sentence structure They’re _____. on the board. 
Whole class
Step 5:
Draw pupils’ attention to Picture a (say “Look at Picture a.”). Say “What are they doing?” and encourage pupils to answer using 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:
Invite some pupils to play Charade in front of class, miming actions of sliding, riding, driving.
Whole class
8. Let’s sing. 10 minutes
Step 1:
Draw pupils’ attention to the picture (say “Look at the picture.”). Say “What are they doing?” and encourage pupils to answer using the full sentence structure. 
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. 
Whole class
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 They’re _____ (verb + –ing). to say what other people are doing.
Whole class
Option 1: Get pupils to play Listen and clap. In groups, ask them to stand up and clap when they hear “i” sound.
Group work
Option 2: Have pupils do Activity 6, Unit 11 in their workbooks.
Individual work
Option 3: Show pupils the lyrics of the song with some missing words, e.g.:
 Riding bikes, _____ bikes.
 They’re _____ bikes.
 Driving cars, _____ cars.
 They’re _____ cars.
 Then ask some advanced pupils to guess the missing words and sing the complete song aloud.
Individual work