Giáo án Tiếng Anh Lớp 2 (Sách Kết nối tri thức với cuộc sống) - Unit 16: At the campsite

TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 16. At the campsite
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 T/t (/tiː/); 
correctly recognize and pronounce the sound of the letter T/t (/t/) in isolation and in the words tent, teapot and blanket.
II. INPUT
Language: 
Sound (/tiː/);
Vocabulary: tent, teapot and blanket;
Resources/Material: 
Student’s book, p. 68
Teacher’s guide, pp. 134-136
sachmem.vn
Flashcards/pictures of family members
Poster (Unit 16: At the campsite)
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 15, Lesson 3.
- Ask pupils to sing the song in Unit 15, Lesson 3 and point to the clothes (stick flashcards of clothes on the board) when singing.
Have some pupils demonstrate the song in front of the class, the rest of the class listen to them and clap hands. This can be set as groups competition.
Option 2: Drawing.
Show pupils some pictures/ slides of popular clothes on the board.
Have some pupils come to the board, teacher say a word, then they will write the words under the pictures and say it out loud.
Option 3: Game: What is it?
Divide class into 4 groups. 
Show the pictures of clothes quickly, one by one. Pupils raise their hands to say what the pictures are. Give points to the ones who say correctly. Ask the who class to repeat the words to review.
Whole class/ Group work
Whole class/ Group work
Individual work/Group work
Group 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 it (The picture shows a family at the campsite). Draw pupils’ to letter T/t (/tiː/); Say “Look at the picture. Who’s this? (mum, dad, boy, girl / brother, sister). Where are they? (At the campsite).
Check comprehension. 
Whole class
Step 2:
Have pupils point to the letter T/t (say Point to the letter T). Explain that the name of the letter T/t is different to its sound (say “Listen. /tiː/ /t/.”). 
Individual work
Step 3:
Play the recording of the name and sound of the letter T/t and encourage pupils to repeat (say “Listen and repeat.”). Do this several times, pupils repeat individually and in chorus. Correct their pronunciation if necessary, and praise them when their pronunciation is good.
Whole class/Individual work
 Step 4:
Teach the words: Have pupils look at the tent (say “Look at the tent.”), say “Point to the word tent.” Draw their attention to the colour of the letter t say “Look at the colour of the letter t. What colour is it?”. (red). 
Whole class
 Step 5:
Play the recording of tent 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, praise them when their pronunciation is good.
Individual work
 Step 6:
Do the same with the other words.
Individual work
Step 7:
Play the recording in full and encourage pupils to repeat the name and sound of the letter t, tent, teapot and blanket both individually and in chorus. Saying “Well done!” when they perform well.
Individual work/ 
Whole class
Extension:
For higher level of pupils, using pictures/slides of clothes, have the pupils make labels for the them (shirts, shorts, shoes, ). 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 point to the letter T/t and correctly pronounce its name and sound (say “Point to the letter T. Say /tiː/. Now say /t/.”). 
Have pupils point to and correctly pronounce tent (say “Point to the tent. Say tent.”). Do this several times, with pupils repeating both individually and in chorus. Correct their pronunciation if necessary, praise and encourage them. 
Do the same with other words. 
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.
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 perform well, praise them, saying “Well done!” or “Very good!”. 
Whole class work
Whole class
Individual work
Group/
Pair work
Individual work
Extension:
- For lower level of pupils, have them do Activity 1,3, page 49 in their workbooks.
- For at or higher level of pupils, have them do Activity 1-3, page 49 in their workbooks.
Fun corner:
Game: Matching game 8 minutes
Step 1:
 Step 2:
 Step 3:
Stick the pictures and words on the board. Stick the words around or outside the picture. (Make sure that pupils have learnt the words for all these things in previous unit, e.g. bag, blanket, brother, cake, father, fox, juice, mother, pasta, rainbow, river, road, sister, table, teapot, tent, volleyball, yo-yos.).
Tell pupils how to play the game: There are 2 or 4 groups. Each group will send a pupil to come to the front then take turns to label a word under a picture correctly. 
Play the game. A correctly labelled item scores one point. The team with the most points wins. 
Whole class
Group work
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: Pass the ball game
Using pictures and flashcards, get pupils pass the ball one by one. Ask the one who keeps the ball to say the words when the music stop. Praise the ones who say it correctly. 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 16. At the campsite
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
pronounce the sound of the letter T/t (/t/), the words tent, blanket, teapot and say the sentence structure The _____ is on/in/near the _____. in a chant; 
recognize target words and sentence structures while listening; 
complete and say the words tent, teapot and blanket; 
II. INPUT
Language: 
Sound (/tiː/);
Vocabulary: tent, teapot and blanket;
Resources/Material: 
Student’s book, p. 69
sachmem.vn
Teacher’s guide, pp. 136-138
Workbook, p. 50
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 Tt /t/ and the words.
Option 2: 
Show pictures of the words that pupils learnt in Lesson 1 (tent, teapot, blanket) and encourage them to say the words in chorus/groups. More advanced classes can add other words containing the letter t. 
Option 3: 
Get each pupil to draw their family going camping including the words tent, teapot, blanket then talk about the picture/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:
Step 6: 
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. Point to the tent/ fence.
Say “The tent is near the fence.” and encourage pupils to repeat. To reinforce their understanding, use gestures to indicate near and far. Follow the same procedure with The blanket is in the tent. and The teapot is on the table. 
Play the recording of the chant to familiarize pupils with the words and rhythm, say “Listen!”.
Have pupils point to the first line of the chant (say “Point to line one.”). Play the recording of the first line and encourage pupils to chant (say “Listen and chant.”). 
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. 
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.
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:
T, t, _______. 
The tent is near the _______. 
T, t, _______. 
The blanket is in the _______. 
T, t, _______. 
The teapot is on the _______.
Whole class
Whole class
Whole class
Group/
Individual work
Individual work
Group 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!”. E.g.: 1 (a): 
a teapot on a table and (b) a blanket on a table. 
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: “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. A teapot is on the table.
2. A blanket is in the tent.
Answers: 1. a 2. b
Whole class 
Individual work
Individual work
Whole class
Pair work/ Whole class
5. Write and say. 8 minutes
 Step 1:
Step 2:
Step 3:
Step 4:
Extension: 
Have pupils look at the letter Tt (say “Look at this. What can you see?”) (letter Tt). Write the letter t (lower case) on the board and say “t” (/t/).
Write the letter t (lower 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 t (lower case) on the board. 
Draw pupils’ attention to the pictures and labels (say “Look and write.”). Allow pupils time to complete the activity. Go around the class to offer support and feedback. 
Have pupils say the words (say “Say the words.”).
- For lower level of pupils, have them do Activity 4,5, page 50 in their workbooks.
- For higher level of pupils, have them do Activity 4,5, page 50 in their workbooks, then say it oud loud.
Whole class
Whole class
Individual work
Individual work/ 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 Activity 4: Listen and circle, then talk about the pictures. Encourage higher level of pupils to use learnt structures e.g. The tent is near the fence, The blanket is in the tent, The teapot is on the table.
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 words about camping they have learnt so far. 
Whole class
Whole class/ Individual work
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 16. At the campsite 
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
 use the sentence structures Is the _____ near _____? 
and No, it isn’t. It’s _____. to ask and answer questions about the position of things; 
sing a song with the sentence structures Is the _____ near _____? and No, it isn’t. It’s _____.
II. INPUT
Language: 
Ask and answer questions about the position of things Is the _____ near _____? and No, it isn’t. It’s _____. 
Resources/Material: 
Student’s book, p. 70
sachmem.vn
Teacher’s guide, pp. 138-140
Workbook, p. 51
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 tent, teapot and blanket quickly and let the pupils guess/say it out loud.
- Ask them to recall then encourage higher level of pupils say more words/phrases about camping if they can.
Option 3: 
- Invite one or two pupils write the letter Tt and some words with these letters on the board. Make it become a competition betwwen groups to be more interesting.
Whole class/Group work (competition between groups)
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 boy and the girl, then say “Who are they? (a boy and a girl), What do you see in the picture? (a tent, a blanket); We ask: Is the blanket near the tent? (point to the blanket and the tent). No, it isn’t. It’s in the tent.” 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 “Is the blanket near the tent?”, “No, it isn’t. It’s in the tent.” 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 practice asking and answering 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 Is the _____ near the _____? No, ____. It’s ____. 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 picture a and ask them “What is this? (a tent and a blanket). Is the blanket near the tent?. No, it isn’t. It’s in the tent.” 
Point to Picture a and model, using the expression in the bubble and the picture. Write Is the _____ near the _____? No, ____. It’s ____. on the board.
Ask pupils to point to Picture a, b, c, practice saying with their friends. 
Select some pupils to practise asking and answering in front of the class. Praise them, saying Excellent! if they perform well. 
Have pupils work in pairs to look at each picture and practise asking and answering questions about the position of things. Go around the class to offer support and feedback.
Divide the class into four groups. Show pictures of camping things very quikly. 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/ Individual work
Pair work
Group work
8. Let’s sing. 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Extension:
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. 
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!”
Follow the same procedure with the second verse of the lyrics. Praise them when they perform well, saying Excellent! 
Have pupils listen to the whole song and sing along. Draw their attention to the pronunciation, the stress and the melody of the song, saying “Now listen to the whole song and sing, please!” Let pupils practise singing the song. 
If there is more time, let them sing the song several times or ask some pupils to sing the song individually. 
1. Practise three-part singing. Divide the class into three 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 51 in their workbooks.
- For at or higher level of pupils, have them do Activity 6,7, page 51 in their workbooks then practice speaking with their classmates.
Whole class
Whole class
Whole class
Whole class
Individual work
Group work
Wrap-up
5 minutes
- Revise the main teaching point of the lesson: the structure Is the _____ near _____? and No, it isn’t. It’s _____.
Option 1: Ask pupils to draw/ show pictures of a camping site and talk about them, using Is the _____ near _____? and No, it isn’t. It’s _____.
Whole class
Individual work
Option 2: 
Show pupils the lyrics of the song with some missing words, e.g.:
Is the ________ near the tent?
No, it isn’t. It’s in the tent.
Is the ________ near the tent?
No, it isn’t. It’s in the tent.
Is the ________ near the table?
No, it isn’t. It’s on the table.
Then ask some advanced pupils to guess the missing words and sing the complete song aloud.
Individual work/ Whole class