Giáo án Tiếng Anh Lớp 2 (Sách Kết nối tri thức với cuộc sống) - Unit 15: In the clothes shop

TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 15. In the clothes shop
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 combination Sh/sh (/ʃ/);
- correctly pronounce the sound of the letter combination sh (/ʃ/) in isolation and in the words shirts, shoes and shorts.
II. INPUT
Language: 
Sound /ʃ/
Vocabulary: shirts, shoes, shorts
Resources/Material: 
Student’s book, p. 65
Teacher’s guide, pp. 127-129
sachmem.vn
Flashcards for Unit 15 
Poster for Unit 15
Flashcards/Pictures for Warm-up and Fun Corner
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 showing pictures of a brother, sister and grandmother on the board. 
- Underneath each picture, write the person’s age. Say “How old is your brother/ sister/ grandmother?” and encourage pupils to answer using the full sentence structure “He’s/ She’s _____.” 
Whole class
Option 2
Refresh pupils’ memory of the previous unit by having them sing the song from Unit 14, 
Lesson 3. 
Whole class
Option 3
Introduce the topic of the new unit by showing pictures of clothes or by bringing some items of clothing to class. Discuss what the clothes are (e.g. T-shirt, skirt, trousers) and where you might buy them.
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 clothes shop. Shirts, shoes and shorts are labelled, with the letter combination sh in red). 
Whole class
Step 2:
Have pupils point to the letter combination sh (say “Point to the letter combination sh.”) and listen to its sound /ʃ/ (say “Listen /ʃ/”.) 
Individual work
Step 3:
Play the recording of the sound of the letter combination sh 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 shirts (say “Look at the shirts.”). Then have them point to the word shirts (say “Point to the word shirts.”). Draw their attention to the colour of the letter combination sh (say “Look at the colour of the letter combination sh. It is red.”). 
Individual work
Step 5:
Play the recording of shirts 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 shoes and shorts. 
Whole class
Individual work
Step 7:
Play the recording in full and encourage pupils to repeat the name and sound of the letter combination sh, shirts, shoes and shorts both individually and in chorus.
Whole class
Individual work
Extension:
In group, have pupils draw shirts, shoes, shorts and make labels for the pictures. The ask them show the pictures to the class and say the words.
Group work
2. Point and say. 7 minutes
Step 1:
Have pupils point to the letter combination sh and correctly pronounce its sound (say “Point to the letter combination sh. Say /ʃ/”).
Whole class
Step 2:
Have pupils point to and correctly pronounce the word shirts (say “Point to the shirts. Say shirts.”). 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 shoes and shorts. 
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:	What’s missing? 8 minutes
Step 1:
Divide the class into two teams: Team A and Team B. 
Group work
Step 2:
Write Team A and Team B side by side at the top of the board. Underneath each heading, stick a different set of flashcards. 
Group work
Step 3:
Point to each flashcard and say the word. Encourage pupils in the relevant team to repeat. 
Group work
Step 4:
Tell pupils to look carefully at the flashcards and remember their team’s words. Explain that when you say “Close your eyes!”, pupils should close their eyes. You will then remove one of the flashcards from the board. When you say “Open your eyes!”, pupils should open their eyes. 
Group work
Step 5:
Encourage each team to call out the missing word from their set. A correct answer scores one point. 
Group work
Step 6:
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 combination sh and the words shirts, shoes, shorts.
Whole class
Option 1
Using sachmem.vn, have pupils look at the clothes items in the picture and repeat the words after the recording.
Whole class
Option 2
Using Poster for Unit 15, 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 clothes items and say the words aloud.
Whole class
Individual work
Option 3
For better pupils, using the new and learnt in the previous units vocabulary and have the pupils make labels for the clothes items. Ask them to attach the cards to the corresponding items and practise saying the words.
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 15. In the clothes shop
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 combination sh (/ʃ/) and the words shoes, shirts and shorts in a chant; 
- recognize target words while listening;
- write the letter combination sh and complete the words 
_ _irts, _ _oes and _ _orts.
II. INPUT
Language: 
Sound /ʃ/
Vocabulary: shirts, shoes, shorts
Phrases/sentences with the sound /ʃ/, the words shirts, shoes, shorts
Resources/Material: 
Student’s book, p. 66
sachmem.vn
Teacher’s guide, pp. 129-131
Pictures/flashcards for Warm-up
Workbook, pp. 46-47
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 combination and sound they learnt in Lesson 1 (Sh/sh, /ʃ/). 
- Show pictures of the words that pupils learnt in Lesson 1 (shirts, shoes, shorts) and encourage them to say the words in chorus. More advanced classes can add other words with the letter combination sh. 
Whole class
Option 2
Ask the class to play What’s missing? again, using the numbers in Lesson 1, Unit 13 and the numbers learnt in Tieng Anh 1, saying Now let us play Number race!.
Group work
Option 3
Get pupils to play What’s Missing? Game, using the pictures and flashcards with the words learnt in Lesson 1 and the previous units. Pupils should guess the missing cards and say the words correctly.
Whole class
3. Listen and chant. 10 minutes
Step 1:
Draw pupils’ attention to the picture and have them point to the shoes (say “Look at the picture. Point to the shoes.”). 
Whole class
Step 2:
Say “shoes” and encourage pupils to repeat.
Whole class
Step 3:
Repeat Steps 1 and 2 for shirts and shorts. 
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 (say e. g. “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:
Sh, sh, shoes.
Sh, sh, shirts.
 Sh, sh _____.
Shoes, ______ and shorts
Are in the shop.
Are in the ______.
Individual work
4. Listen and tick. 7 minutes
Step 1:
Have pupils look at the pictures and say the words (say “Point and say.”). When pupils answer correctly, confirm by saying “shirts/ shorts/shoes/shorts”. 
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. Look at the shirts.”/“2b. Look at the shorts.” and encourage them to repeat.
Whole class
Audio script: 1. Look at the shirts. 2. Look at the shorts.
Answers: 1. a 2. b
5. Write and say. 8 minutes
Step 1:
Write the letter combination sh (lower case) on the board and say “sh” (/es/ /eɪtʃ/). 
Whole class
Step 2:
Write the letter combination sh (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 combination sh (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 15 in their workbooks.
- For better pupils, have them do Activity 4, Unit 15 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. shirts, shorts, ... Encourage better pupils to use learnt structures e.g. I can see shirts.; Look at shorts.; ...
Whole class
Option 3
To reinforce the vocabulary, get pupils to do Activity 1, Unit 15 in their workbooks.
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 15. In the clothes shop
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
- use the sentence structures Where are the _____? and Over there. to ask and answer questions about where things are; 
- sing a song with the sentence structure Where are the _____? and Over there. to ask and answer questions about where things are.
II. INPUT
Language: 
Where are the _____? Over there.
Resources/Material: 
Student’s book, p. 67
sachmem.vn
Teacher’s guide, pp. 131-133
Workbook, p. 48
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 66.
- 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 combination Sh/sh on the board.
- Get pupils to say words that contain the sound of the letter combination Sh/sh from Lessons 1 & 2 and the learnt units.
Individual work
Option 3
Have pupils play Game Pass the Card.
- Place pupils in 3 rows.
Hand out picture cards of shirts, shoes, shorts to the first pupil in each row.
Have pupils in each row name the item on each card as they pass the card to the classmate behind them.
Individual work
6. Listen and repeat. 5 minutes
Step 1:
Draw pupils’ attention to the picture (say “Look at the picture.”). Say “Where are the shoes?” 
– “Over there.” 
Whole class
Step 2:
Have pupils point to the sentences (say “Point to the sentences.”). 
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 Where are the shoes? on the board and underline the word shoes. Say “Where are the shoes?” 
Whole class
Step 2:
Erase shoes and replace it with shorts. 
Say “Where are the shorts?”. 
Whole class
Step 3:
Repeat Step 2 for shirts. 
Whole class
Step 4:
Erase shirts and leave the sentence structures Where are the _____? and Over there. on the board. 
Whole class
Step 5:
Draw pupils’ attention to Picture a (say “Look at Picture a.”). Say “Where are the _____?” and encourage them to complete the sentence with “shorts”. When they answer correctly, confirm by saying “Where are the shorts?” and encourage pupils to repeat the full sentence structure. 
Whole class
Individual work
Step 6:
Write Over there. on the board. Say “Over there.” And encourage pupils to repeat. 
Whole class
Step 7:
Divide the class into two groups. Explain that when you show a picture, one group will say “Where are the shorts/ shirts/ shoes?” and the other group will say “Over there”. Groups should take it in turns to ask and answer. Correct pupils’ pronunciation if necessary, and praise them when their pronunciation is good.
Group work
Extension:
1. Invite some pupils to point to the pictures and act out the exchanges in front of the class.
2. For better pupils, ask them to point to the things in the classroom (pens, pencils, books, bags, ) to ask and answer about them using Where are the _____? and Over there.
Individual work
8. Let’s sing. 10 minutes
Step 1:
Draw pupils’ attention to the picture (say “Look at the picture.”).
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 sentence structure Where are the _____? and Over there. to ask and answer questions about where things are.
Whole class
Option 1: Practise two-part singing. Divide the class into two groups and ask each group to sing one part of the song.
Group work
Option 2: Have pupils do Activity 6, Unit 15 in their workbooks.
Individual work
Option 3: Show pupils the lyrics of the song with some missing words, e.g.:
 I like shoes.
 Where are the _______?
 Over there. ______.
 I like shirts.
 Where are the _______?
 ______. ______.
 Then ask some advanced pupils to guess the missing words and sing the complete song aloud.
Individual work