Giáo án Tiếng Anh Lớp 2 (Sách Kết nối tri thức với cuộc sống) - Unit 14: At home

TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 14. At home
Lesson 1 – Period 1
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
pronounce the sound of the letter combination er (/ə(r)/) in isolation;
- say the word brother, sister and grandmother
II. INPUT
Language: 
Sound (/ə(r)/) 
Vocabulary: brother, sister and grandmother
Resources/Material: 
Student’s book, p. 60
Teacher’s guide, pp. 118-123
Website sachmem.vn
Flashcards/ pictures of family members
Poster (Unit 14: At home)
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: Singing the song in Unit 13, Lesson 3.
- Ask pupils to sing the song in Unit 13, Lesson 3 and point to the numbers (flashcards 11-15) when 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: Drawing.
Show pupils some pictures/slides of popular toys/animals or fruit with the quantity from 11-15.
Have pupils count them, then write the number on the board and say it out loud.
Option 3: Game: Number race.
Draw on the board numbers from 1 - 15 (each number on a square).
Divide the class into 4 groups. A pupil from each group comes, throws a dice and move. Continue playing one by one, then who gets the number 15 first will be the winner.
Whole class
Individual work
Whole class
Group work
1. Listen and repeat. 10 minutes
Step 1:
Have pupils look at the picture, saying Look at the picture, please! and describe it. Draw pupils’ attention to “er” (/ə(r)/). The picture shows a family at home. Brother, sister and grandmother, with the letter combination “er” in red.
Check comprehension. 
Whole class
Step 2:
Have pupils point to the letter combination er (say “Point to the letter combination er.”) and listen to its sound (say “Listen. /ə(r)/.”).
Individual work
Step 3:
Play the recording of the sound of the letter combination er 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. Play the recording. Have the pupils listen and repeat.
Whole class
Step 4:
Have pupils look at the brother (say “Look at the brother.”) and point to the word brother (say “Point to the word brother.”). “Look at the colour of the letter combination er. It is red.” Do the same with the other words.
Individual work
Step 5:
Play the recording again and have them listen, point to the letters “er” and the words then repeat until they feel confident. Give further support to those pupils who find it difficult to do the task. 
Individual work
Step 6:
Play the recording in full and encourage pupils to repeat the sound of the letter combination er, brother, sister and grandmother both individually and in chorus. Saying Well done! when they perform well.
Whole class
Extension:
For higher level of pupils, using pictures/slides of family members in, have the pupils make labels for them (mom, dad, brother, sister, grandma, grandpa ). Ask them to match the words to the pictures and practise saying the words.
Individual work
2. Point and say. 7 minutes
Step 1:
Step 2:
Step 3:
 Step 4:
Step 5:
Have pupils look at the picture again (say “Look at the picture on Page 60, please!”). Ask them to describe it. Draw their attention to the “er”, and the family members. 
Get them to point to the “er” and say it (say “Point to the “er” and say, please!”. 
Ask pupils to point to the family members and say the words. Give further support to those pupils who find it difficult to do the task. 
Ask pupils to work in pairs or in groups to point to the picture in their books and say. Go around, offer help and correct pronunciation, if necessary. 
Invite some pupils to point to the picture and say the sound of the letter and the words in front of the class. If they performes well, praise them, saying Well done! or Very good! 
Whole class 
Whole class
Individual work
Group/Pair work
Individual work
Extension:
- For lower level of pupils, have them do Activity 1,3, page 43 in their workbooks.
- For at or higher level of pupils, have them do Activity 1-3, page 43 in their workbooks.
Whole class/ Individual work
Fun corner:
Game: What is it? 8 minutes
Step 1:
 Step 2:
 Step 3:
Step 4:
Tell pupils how the game is played. Have all pupils stand at one end of the classroom. 
Hold a flashcard for the pupils to come forward and whisper the word to you. If word is correct, the pupil stands on the other side. If not, he/she must go back and wait for another turn.
When all pupils are standing on the other side of the classroom, have them shout out the word.
Play the game.
Continue to play the game until the last word.
Whole class
Individual work
Whole class
Whole class
Wrap-up
5 minutes
Revise the main teaching point of the lesson: the sound and the words.
Whole class
Option 1:
Using sachmem.vn, have pupils look at the words in the picture and repeat after the recording.
Option 2:
Using poster of the unit, ask pupils to point to the words and say out. For better pupils, teacher may cover the words and ask them to point to the things and say the words aloud.
Option 3: Matching game
Using pictures and flashcards, get 3 pupils hold the pictures and 3 more hold the words. Ask them to find and match the the picture with the word correctly. Praise the ones who finish the matching. Then ask the class to look and say the words aloud.
Whole class
Individual work
Individual work/ Whole class
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 14. At home
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
pronounce the sound of the letter combination er (/ə(r)/) correctly, the words sister, brother, grandmother;
say combination “er”, the words sister, brother, grandmother;
say the sentence structure He’s/She’s _____ (age) (16-19) in a chant;
listen and identify the words sister, brother, grandmother.
write the combination “er” and complete the words grandmoth__ __, broth__ __, sist__ __.
II. INPUT
Language: 
Sound combination “er” (/ə(r)/)
Vocabulary: sister, brother, grandmother.
Sentences with the sound “er” and the words sister, brother, grandmother.
Resources/Material: 
Student’s book, p. 61
sachmem.vn
Teacher’s guide, pp. 120-121
Workbook, p. 44
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 “er” and the family words.
Option 2: 
Have pupils play Chinese whisper game, using the words learnt in the previous lesson (Set a competition of 2 or 4 groups).
Option 3: 
Get each pupil to draw their family (or bring a photo of his/her family), then talk about the pictures/photo to their classmates.
Whole class
Group work.
Individual work
3. Listen and chant. 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Extension:
Have pupils look at the chant. Say “Look at the chant, please!” Draw pupils’ attention to the first verse and explain its meaning by looking at the picture. Ask them to pay attention to the combination “er” and the words sister, brother, sixteen, nineteen. Check comprehension. 
Play the recording of the first verse for pupils to listen and to get familiarized with the tune, saying “Listen to the first verse, please!”. Then play the recording again for them to listen and repeat until they feel confident, saying “Now listen and repeat, please!”.
Follow the same procedure with the second verse. Correct pronunciation, if necessary. Give further support to those pupils who find it difficult to do the task.
Play the recording all the way through. Ask pupils to listen and repeat the chant individually and in chorus, saying “Listen and chant, please!” Go around and offer help, if necessary. 
Select some pupils to the front of the class to chant and clap their hands. The rest of the class may sing the chant along and clap their hands. If they sang the chant well, praise them, saying “Good job!” or “Very good!”.
1. Ask pupils to look at the picture in Activity 3, work in pairs and take turns chanting together.
2. For better pupils, cover some letters/words in the chant and have them guess and say all the lines aloud. For example:
 Er, er, sister. 
 She’s my ________. 
 She’s ________. 
 Er, er, brother. 
 He’s my ________. 
 He’s ________.
Whole class
Whole class
Whole class
Group/
Individual work
Individual work
Pair work
Individual work
4. Listen and circle. 7 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Have pupils look at the pictures of Question 1 and say (say “Look at the pictures and say, please!”). Draw pupils’ attention to the pictures above the letters a and b. Check comprehension. 
Invite some pupils to point to the pictures and say the words in front of the class (say “Point to the pictures and say, please!”). Eg.: 1a: sixteen 1b: seventeen. 
Play the recording of the first sentence for pupils to listen and circle the correct letter (a or b). Say “Now listen and circle, please!”. Play the recording of the first sentence, several times if necessary, for pupils and check uderstanding. Ask “What did you hear?, We circle a, or b?”. 
If they answer correctly, praise them Very good! or “Well done!”
Follow the same procedure with the pictures in Question 2. Give further support to those pupils who find it difficult to do the task. 
Call a few pupils to the front of the class to point to the pictures and say what they have heard. 
Check answer:
Audio script: 1. My brother is seventeen. 
 2. My sister is twenty.
Answers: 1. b 2. b
Whole class 
Individual work
Individual work
Whole class
Pair work/ Whole class
5. Write and say. 8 minutes
 Step 1:
Have pupils look at the letters “er” (say “Look at this. What can you see? Yes, you can see the letters “er”. We say /(/ə(r)/).”). Check comprehension. 
Whole class
 Step 2:
Write the combination “er” on the board, saying “Look at the board. What can you see now? Yes, you can see the letters “er” - we say /(/ə(r)/)”. Check to make sure pupils understand the written letters. 
Whole class
 Step 3:
Tell pupils to write the letters “er” (say “Now, let’s write!”) You can demonstrate writing in the air. Then let pupils do the writing. Go around and offer help, if necessary. 
Individual work
 Step 4:
Check the results of pupils’ writing and give feedback. Ask pupils to work in pairs and swap their answers (say “Now work in pairs and check each other’s answer”). Give pupils time to work. Go around and offer help, if necessary. 
Pair work
Extension: 
- For lower level of pupils, have them do Activity 4,5, page 44 in their workbooks.
- For higher level of pupils, have them do Activity 4,5, page 44 in their workbooks, then say it oud loud.
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 Activity 4: Listen and circle, then talk about the pictures. Encourage higher level of pupils to use learnt structures e.g. He’s sixteen, He’s seventeen/She’s nineteen, She’s twenty.
Option 3: Game: Pass the ball. Ask pupils to pass the ball with the music. When the music stops, the one keeps the ball has to say the numbers from 16-20 writen randomly on the board. 
Whole class
Whole class
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 14. At home
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
 use the sentence structures How old is your _____? and He’s/She’s _____ (age).;
to ask and answer questions about someone’s age; 
sing a song with the sentence structures How old is _____? and He’s _____ (age).
II. INPUT
Language: 
How old is your _____? and He’s/She’s _____ (age).
Resources/Material: 
Student’s book, p. 62
sachmem.vn
Teacher’s guide, pp. 122-124
Workbook, p. 45
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/ read the chant in Lesson 2.
- Select some pupils to chant in front of class. The class listens to them and claps hands along.
Option 2: 
- Show pictures/ slides of family members/ numbers from 16-20 quickly and let the pupils guess/ say it out loud.
- Ask them to recall then encourage higher level of pupils say more words/ phrases if they can.
Option 3: 
Invite one or two pupils write the combination “er” and some words with these letters on the board. Make it become a competition between groups to be more interesting.
Whole class
Whole class/
Individual work
Group work
6. Listen and repeat. 5 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Have pupils look at the picture, point to the boys and the brother, then say “Who is it? (brother), How old is he? We ask: How old is your brother? (point to the sentence)”, saying “Look at the sentence, please!” Explain the meaning of the sentence and how it is used. Check comprehension. 
Play the recording several times for pupils to listen and repeat the sentences, saying “Now listen and repeat, please!” 
Play the recording and invite some students to repeat the sentences “How old is your brother?”, “He’s nineteen.”. Correct pronunciation to make sure pupils can repeat correctly the sentence. Give further support to those pupils who find it difficult to do the task. 
Invite some pupils to say the sentences in front of the class.
Whole class
Whole class
Individual work
Individual work
7. Let’s talk. 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
 Step 5:
Step 6:
Extension:
Have pupils look at the bubble to understand and practice structure “How old is _________?” to ask someone’s age). Explain the meaning of the sentence, if necessary. 
Have pupils look at the first picture. Point and say Look at this picture, please! Point to the cake and ask them “What is this?”. The pupils answer “a cake”. It’s this boy’s birthday. He’s a brother. How old is he? Tell them to ask in a whole sentence “How old is your brother?” then answer “He’s sixteen.”.
Point to Picture a and model, using the expression in the bubble and the picture. Write How old is your brother? and He’s _____. on the board.
Ask pupils to point to Picture a (say “Point to Picture a and say.”) and ask “How old is your brother?” then answer “He’s sixteen.”. Correct pronunciation, if necessary. 
Follow the same procedure with other pictures. Give further support to those pupils who find it difficult to do the task. 
Select some pairs of pupils to practise asking and answering in front of the class. Praise them, saying “Excellent!” if they perform well. 
Play Memory game. Divide the class in four groups. Show pictures of brothers/sisters with birthday cakes quickly. Students from 4 groups will raise their hands to answer the questions: “How old is your sister/ brother?” in their memory. Give points to the winner.
Whole class
Whole class
Whole class
Whole class
Whole class
Pair work
Whole class 
Group work
8. Let’s sing. 10 minutes
Step 1:
Have pupils read the lyrics to get familiarized themselves with the first verse of the song. Say “Now look at the first verse, please!” Check comprehension. 
Whole class
 Step 2:
Play the recording several times for pupils to repeat line after line to make sure that they can sing the first verse correctly. Say “Listen and repeat, please!”. 
Whole class
 Step 3:
Follow the same procedure with the second verse of the lyrics. Praise them when they perform well, saying “Excellent!”.
Whole class
Step 4:
Have pupils listen to the whole song and sing along. Draw their attention to the pronunciation, the stress and the melody of the song (say “Now listen to the whole song and sing, please!“). 
Let pupils practise singing the song. 
Whole class
Step 5:
If there is more time, let them sing the song several times or ask some pupils to sing the song individually. 
Individual work
Extension:
1. Practise two-part singing. Divide the class into two groups and ask each group to sing one part of the song.
2. - For lower level of pupils, have them do Activity 6,7, page 45 in their workbooks.
- For at or higher level of pupils, have them do Activity 6,7, page 45 in their workbooks then practice speaking with their friends.
Group work
Wrap-up
5 minutes
- Revise the main teaching point of the lesson: the structure How old is _____? and He’s _____ (age).
Option 1: Ask pupils to draw/ show pictures of their family members and talk about them, using How old is _____? and He’s _____ (age).
Whole class
Individual work
Option 2: Have pupils draw a phonics flowers with “er”. For example:
Stick the flowers on the classroom wall and let pupils go around to see and see others. 
Option 3: Show pupils the lyrics of the song with some missing words, e.g.:
That’s my ________. 
How old is he? He’s ________.
My ___________ is here. 
My ________ is here. 
We are all here. 
At his ________ party.
Then ask some advanced pupils to guess the missing words and sing the complete song aloud.
Group work
Individual work