Giáo án Tiếng Anh Lớp 2 (Sách Kết nối tri thức với cuộc sống) - Unit 12: At the café

TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 12. At the café
Lesson 1 – Period 1
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
pronounce the sound of the letter A/a in isolation;
- say the words grapes, cake and table.
II. INPUT
Language: 
Sound /eɪ/
Vocabulary: grapes, cake, table
Resources/Material: 
Student’s book, p. 51
Teacher’s guide, pp. 101 - 103 
sachmem.vn 
Flashcards for Unit 12
Flashcards/pictures of food and fruit 
Flashcards/pictures of different categories for Fun Corner, e.g. (1) object: table; (2) food: cake; (3) fruit: grapes; 
Poster for Unit 12
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
- Ask pupils to sing the song in Unit 11, 
Lesson 3 and make the gesture (e.g. expressing what you are doing while singing).
Have some pupils demonstrate the song in front of the class, the rest of the class listen to them and clap hands.
Option 2
Ask some pupils to talk about the position of things.
Get some pairs of pupils to practise talking about the position of things, using The ___ is/are on the table.
Option 3
Show pupils some pictures/slides of things/ food/ fruit (grapes, cake, yogurt, jam, jelly, pizza, popcorn, table, box ).
Ask pupils some questions about the animals (in Vietnamese), e.g. Do you like ? 
What food/ fruit do you like? Where is the cake?
Whole class
Whole class
Pair work
Whole class
1. Listen and repeat. 10 minutes
Step 1:
Have pupils look at the picture, saying “Look at the picture, please!” and describe the picture. Draw pupils’ attention to the letter A/a, the words next to the thing/ food/ fruit and the colour of the letter A/a. 
Explain that the name of the letter A/a is sometimes different to its sound (say “Listen. /eɪ/ /æ/.”). Encourage pupils to say words containing the sound /æ/, which they learnt in Tieng Anh 1. Check comprehension.
Whole class
Step 2:
Ask pupils to point to the letter A/a. Have them listen and repeat the sound of the letter A/a more than once, if necessary (say “Point to the letter A/a, listen and repeat, please!”). 
Explain that the name of the letter A/a is sometimes the same as its sound (say “Listen. /eɪ/ /eɪ/.”)
Individual work
Step 3:
Tell pupils to point to the word grapes (say “Point to the word grapes”). Ask them to listen and repeat the word (say “Listen and repeat, please!”). Then play the recording again, if necessary, for them to repeat individually and in chorus. Correct pronunciation, if necessary. If they repeat well, praise them, saying “Well done!”.
Whole class
Step 4:
Repeat the same procedure with the cake and the table. Correct pronunciation, if necessary. 
Whole class
Step 5:
Play the recording again and have them listen, point to the letter A/a and the words grapes, cake and table and repeat until they feel confident. Give further support to those pupils who find it difficult to do the task, if necessary. 
Whole class
Step 6:
Play the recording again and call a few pupils to say the sound of the letter A/a and the words grapes, cake and table in front of the class, saying “Excellent!” when they performed well.
Individual work
Extension:
For better pupils, use the new and learnt vocabulary about food and fruit (grapes, apples, cake, yogurt, jam, jelly, pizza, popcorn, ). Show half hidden part of the flashcard for students and ask "What's this?”.
Have students guess and answer the name of the food and fruit.
Individual work
2. Point and say. 7 minutes
Step 1:
Have pupils look at the picture again. Ask them to describe the picture. Draw their attention to the letter A/a, the thing/food/ fruit, if necessary. 
Whole class
Step 2:
Get them to point to the letter A/a and say it (say “Point to the letter A/a and say, please!”). 
Whole class 
Step 3:
Let them point to the grapes in the picture and say the word grapes as a model (say “Point to the grapes and say “grapes”, please!”). Remind them of the sound of the letter a in the word grapes.
Individual work
Step 4:
Follow the same procedure with the food/ thing. Go around and correct pronunciation, if necessary. Give further support to those pupils who find it difficult to do the task.
Whole class
Step 5:
Have pupils work in pairs or in groups to look at the picture, point to the letter A/a, the thing/food/ fruit, say the sound of the letter and the words (say “Point to the picture and say, please!”). Go around and offer help or correct pronunciation, if necessary.
Group/Pair work
Step 6:
Invite a few pupils to point to the picture and say the sound of the letter and the words in front of the class. If they performed well, praise them, saying “Good work!”.
Individual work
Fun corner:	Spell it! 8 minutes
Step 1:
Divide the class into two teams. Say “You are going to play Spell it game.".
Whole class
Step 2:
Display three sets of flashcards showing the letters to spell the words cake (C -A - K - E), table (T - A - B - L - E) and grapes (G - R - A - P - E - S) Give pupils two minutes to prepare.
Group work
Step 3:
Divide the class into three teams. Give each team a set of flashcards.
Explain that all teams must spell a word using their flashcards. A correct word scores one point.
Group work
Step 4:
Play the game. Remember to nominate a pupil from each team before spelling 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 a and the words grapes, cake, table.
Option 1
Using sachmem.vn, have pupils look at the things in the picture and repeat the words after the recording.
Option 2
Using Poster for Unit 12, 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.
Option 3
Using pictures and flashcards, get some pupils to match the words grapes, cake, table and the pictures. Then ask the class to say the words aloud.	
Whole class
Whole class
Individual work
Individual work
 TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 12. At the café
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
say the letter A/a, the words grapes, cake, table and the phrases/sentences containing /a/ and grapes, cake, table in a chant;
listen and identify the words grapes, cake, table;
write the letter A/a and complete the words _rapes, _ake, _able. 
II. INPUT
Language: 
Sound /eɪ/
Vocabulary: grapes, cake, table
Phrases/sentences with the sound /eɪ/ and the words grapes, cake, table
Resources/Material: 
Student’s book, p. 52
sachmem.vn
Teacher’s guide, pp. 103- 105
Workbook, pp. 37-38
Flashcards to play games in Warm-up
Computer, projector
III. PROCEDURE
Warm-up – Listen and chant – Listen and circle – Write and say – Wrap-up
Procedure
Teaching and learning activities
Classroom management
Warm-up
5 minutes
Option 1
Ask two or three pupils to look at the picture in Lesson 1 (Student’s book or sachmem.vn) and say the sound of the letter A/a and the words grapes, cake and table.
Option 2
Ask the class to play Spell it! game again, using the words in Lesson 1, Unit 12 and those in the previous units, saying “Now let us play Spell it! game!”
Option 3
Get pupils to play What’s Missing Game, using the pictures and flashcards with the incompleted words _rapes, _ake and _able. Pupils should guess the missing letters and say the words correctly.
Whole class
Whole class
Whole class
3. Listen and chant. 10 minutes
Step 1:
Have pupils look at the chant, saying “Look at the chant, please!” Draw pupils’ attention to the first verse and explain its meaning. Ask them to pay attention to the letter A/a and the words grapes, cake, table. Check comprehension. 
Whole class
Step 2:
Play the recording of the first verse for pupils to listen and to get familiarized with the rhythm, saying “Listen to the first verse, please!” Then play the recording for them to listen and repeat until they feel confident, saying “Listen again and repeat, please!”.
Whole class
Step 3:
Follow the same procedure with the second verse. Correct pronunciation, if necessary. 
Whole class
Step 4:
Play the recording all the way through. Ask pupils to listen and repeat the chant individually and in chorus, saying Listen, chant and clap your hands, please! Go around and offer help, if necessary. 
Whole class
Individual work
Step 5:
Select some pupils to the front of the class to chant and clap their hands. The rest of the class may sing the chant and clap their hands along. If they sing the chant well, praise them, saying “Great work!”.
Individual work
Whole class
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:
A, a, ____.
A, a, ____.
He’s having a ___.
A, a, ______.
A, a, ______.
She’s having ______.
Individual work
Whole class
4. Listen and circle 7 minutes
Step 1:
Have pupils look at the pictures in Question 1 and say “What they can see?” Draw pupils’ attention to the letters a and b. Check comprehension. Invite some pupils to point to the pictures in Question 1 and say the words in front of the class. Say “Point to the pictures and say the words, please!” E.g. 1a: A boy is having a cake, 1b: A boy is having apples. 
Whole class 
Step 2:
Play the recording of the first sentence for pupils to listen, saying “Now listen, please!” Ask pupils what they have heard and circled, saying “What did you hear? Did you hear “He’s having a cake.” or “He’s having apples.”? Yes, it said “He’s having a cake.”. You circle the letter a”. If some pupils say “He’s having apples.”, let them listen to the recording again, saying “Now listen again, please! Play the recording and ask “What did you hear? Did you hear “He’s having a cake.” or “He’s having apples.”? Yes, “He’s having a cake.”. Circle the letter a. So a is the correct answer.” 
Individual work
Step 3:
Follow the same procedure with the pictures in Question 2. Before playing the recording, say “Are you ready? OK, now listen, please!” Play the recording (several times if needed) for pupils to listen and circle the correct option. 
Individual work
Step 4:
Call a few pupils to the front of the class to point to the pictures and say what they have heard. If they said correct words, praise them, saying “Well done!” or “Very good!”.
Individual work
Step 5:
Audio script: 1. He’s having a cake. 
 2. She’s having grapes.
Answers: 1. a 2. a
Whole class
5. Look and write. 8 minutes
Step 1:
Have pupils look at the letter A (upper case) and a (lower case). Remind them how to write it. 
Whole class
Step 2:
Give pupils time to write the letter A/a independently, saying “Now write the letter A/a with your pencil”. You can demonstrate by air writing of the letter A/a or open sachmem.vn’s guide for writing. Then let pupils write the letter. Give further support to those pupils who find it difficult to do the task. 
Individual work
Step 3:
Check the results of pupils’ writing and give feedback. Ask pupils to work in pairs, swap and check their answers. Give pupils time to work. Go around and offer help, if necessary. 
Pair work
Step 4:
Then have pupils look at the three pictures in the activity. Ask some questions to help them identify the thing and animals in the pictures (e.g. What’s that? What can you see in the pictures?). Use the first picture as an example, ask pupils to look at it, guess what letter is missing and complete the word. 
Whole class
Step 5:
Give pupils time to complete the words independently, saying “Look at the pictures and complete the words, please!”. Go around and offer help, if necessary. 
Individual work
Step 6:
Ask some pupils to show what they have done. Praise them if they have done well, saying “You’ve done a good job!”.
Whole class
Individual work
Extension:
- For weaker pupils, have them do Activity 3, 
Unit 12 in their workbooks.
- For better pupils, have them do Activity 4, 
Unit 12 in their workbooks.
Whole class
Individual work
Wrap-up 5 minutes
Option 1
Have pupils listen to the recording, then say the chant again.
Option 2
Ask pupils to look at the pictures in 4. Listen and circle and say about them, e.g. grapes, cake, table. Encourage better pupils to use learnt structures e.g. He’s having a ____; 
She’s having____, ...
Option 3
To reinforce the vocabulary, get pupils to do Activity 1, Unit 12 in their workbooks.
Whole class
Whole class
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 12. At the café
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
use The _____ is/are on the table. to talk
about the position of things
sing a song with the structure The _____ is/are on the table.
II. INPUT
Language: 
The _____ is/are on the table.
Resources/Material: 
Student’s book, p. 53
sachmem.vn
Teacher’s guide, pp. 105 - 106
Workbook, p. 39
Pictures/ Slides of thing/ food/ fruit 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 53.
- Select some better pupils to sing the chant in front of class. The class listens to them and claps hands along.
Option 2
- Show pupils pictures/slides of some food they have learnt.
- Ask them to recall and name the food/ fruit (e.g. grapes, apples, cake, yogurt, jam, jelly, pizza, popcorn ). Encourage better pupils say more words of food/ fruit if they can.
Option 3
- Invite one or two pupils to write the letter A/a on the board.
- Get pupils to say words that contain the sound of the letter A/a (e.g. grapes, cake, table, ...)
Option 4
- Split class into 4 groups.
- Ask each group to nominate one pupil to join the writing competition.
- Say a word ( e.g. grapes, cake, table,... ) and the pupils write down.
- Check the mistakes of words then ask pupils to read aloud.
- Give the winner the stars.
Whole class
Whole class
Individual work
Group work
6. Listen and repeat. 5 minutes
Step 1:
Have pupils look at the picture showing a table with grapes and a cake on it. A girl and a boy are pointing at the table.
The girl is saying “The cake is on the table.”.
The boy is saying “The grapes are on the table.” Explain the meaning of the sentences and how they are used. Check comprehension. 
Whole class
Step 2:
Play the recording several times for pupils to listen and repeat the sentence (say “Now listen and repeat, please!”). 
Whole class
Step 3:
Invite a few pupils to listen and repeat the sentences The cake is on the table; The grapes are on the table. in front of the class. Correct their pronunciation, if necessary or praise them when they pronounced the sentence correctly, saying “You did very well!”. 
Individual work
Step 4:
Ask some pupils to point to and repeat the sentences The cake is on the table; The grapes are on the table. 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 apple is on the table. on the board and underline the word apple.”.Say “The apple is on the table”.
Have pupils look at the bubble to understand how the structure is used. Explain the meaning of the structure. 
Whole class
Step 2:
Have pupils look at the first picture (say “Look at Picture a, please!”). Point to the apple and say “The apple is on the table.” Tell them that if they want to talk about the position of something they can say “The ___ is/ are on the table.”.
Whole class
Step 3:
Ask pupils to use the structure “The ___ is/ are on the table.” in the bubble and Picture 1 (an apple) to talk about the position of things, e.g. “The ___ is/ are on the table.”. Get them to repeat the sentence several times individually and in chorus. Check comprehension. 
Pair work/ Whole class
Step 4:
Follow the same procedure with the other pictures. Make sure pupils understand the structure “Do you like the _____?” and say it with the right pronunciation and intonation. Give further support to those pupils who find it difficult to do the task, if necessary. 
Pair work/ Whole class
Step 5:
Ask pupils to work in pairs/ groups, using “The ___ is/ are on the table.” with the picture cues.
Group/
Pair work 
Step 6:
Select some pupils to practise the structure they have been learning in front of the class. Praise them, saying “That’s right!” or “Superb!” if they performed well.
Pair work
Extension:
Stick flashcards of food, animals, things... on the board or around the classroom. Have pupils point to and identify things/ food/ fruit in the classroom. Encourage them to say as much as they can, e.g. The ___ is/ are on the table.
Pair work
8. Let’s sing. 10 minutes
Step 1:
Have pupils look at the lyrics to get familiarized with the first verse of the song. Explain the meaning of the sentences Look at the cake; The cake is on the table. Say “Now look at the first verse, please!”. Play the recording several times for pupils to repeat line after line to make sure that they can sing the verse correctly. Check comprehension. 
Whole class
Step 2:
Follow the same procedure with the second and third verses. Correct pronunciation and the melody of the song, if necessary. 
Whole class
Step 3:
Have pupils listen to the whole song, drawing their attention to the pronunciation, the stress and the melody of the song (say “Now listen to the whole song.”). 
Whole class
Step 4:
Let pupils practise singing the song. Help them sing the song sentence by sentence first. Then help them to sing the whole song. If there is time, let them sing the song several times until they feel confident. 
Group work
Individual work
Step 5:
Select some groups to the front of the class to sing the song or ask some pupils to sing the song individually. The class may sing along and clap their hands. Praise them when they performed well, saying “Fantastic!” or “Excellent!”.
Group work
Extension:
Practise three-part singing. Divide the class into three groups and ask each group to sing one part of the song.
Group work
Wrap-up 5 minutes
- Revise the main teaching point of the lesson: the structure The ___ is/ are on the table. to talk about the position of things. 
Option 1
Ask pupils to draw a kind of food or fruit, show them to the class and tell their friends, using The ___ is/ are on the table. Revise the main teaching point of the lesson: the structure The ___ is/ are on the table. to talk about the position of things.
Option 2
Have pupils do Activity 6, Unit 12 in their workbooks.
Option 3
Show pupils the lyrics of the song with some missing words, e.g.:
Look at the ___.
The ____ is on the ______.
Look at the _______.
The ________ are on the ______.
We’re having a ____.
We’re having _______. 
Then ask some advanced pupils to guess the missing words and sing the complete song aloud.
Whole class
Individual/ pair/ group work
Individual work
Individual work
Group work