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

TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 2. In the backyard
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 K/k (/keɪ/).
- correctly pronounce the sound of the letter K/k (/k/) in isolation and in the words kite, bike and kitten.
II. INPUT
Language: 
Sound /k/
Vocabulary: kite, bike, kitten
Resources/Material: 
Student’s book, page 9
Teacher’s guide, pp. 14 - 16
sachmem.vn
Flashcards for Unit 2
Flashcards for Warm-up and Fun Corner
Poster for Unit 2
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 1, Lesson 3, Activity 8. Encourage pupils to do actions or clap in time while singing. 
Whole class
Option 2
- Ask one pupil to come to the board, give him or her a picture of the pizza (or popcorn/pasta).
- The pupil mimes the action of eating pizza (or popcorn/pasta) and the class guess what he or she is eating by saying “He/She is having ____”.
Whole class
Individual work
Option 3
Have pupils play The Matching Game. Stick the picture flashcards on the board. Write the words popcorn, pizza, pasta on the board. Call on some pupils to go to the board and draw lines to match the words and the pictures.
Whole class
Individual work
1. Listen and repeat. 10 minutes
Step 1:
Have pupils look at the picture (say “Look at the picture.”). Ask questions to help them identify the context. (Three children playing in the backyard. A girl is flying a kite. A boy is riding a bike. A girl is playing with a kitten. Kite, bike and kitten are labelled, with the letter k in red). 
Whole class
Step 2:
Have pupils point to the letter K/k (say “Point to the letter K.”). Explain that the name of the letter K/k is different to its sound (say “Listen. /keɪ/ /k/.”).
Individual work
Step 3:
Play the recording of the name and sound of the letter K/k and encourage pupils to repeat (say “Listen and repeat.”). Do this several times for pupils to repeat individually and in chorus. Correct their pronunciation if necessary. Praise them when their pronunciation is good (say “Excellent! / Great job!”). 
Whole class
Individual work
Step 4:
Have pupils look at the kite (say “Look at the kite.”). Then have them point to the word kite (say “Point to the word kite.”). Draw their attention to the colour of the letter k (say “Look at the colour of the letter k. It is red.”).
Whole class
Step 5:
Play the recording of kite and encourage pupils to repeat (say “Listen and repeat.”). Do this several times for pupils to repeat individually and in chorus. Correct their pronunciation if necessary.
Whole class
Individual work
Step 6:
Repeat Steps 4 and 5 for bike and kitten. 
Whole class
Individual work
Step 7:
Play the recording in full and encourage pupils to repeat the name and sound of the letter K/k, the words kite, bike and kitten both individually and in chorus.
Individual work
Extension:
For better pupils, use the flashcards of kite, kitten and bike and have pupils make labels for them. Ask pupils to match the cards with the corresponding words and practise saying the words.
Individual work 
2. Point and say. 7 minutes
Step 1:
Have pupils point to the letter K/k and correctly pronounce its name and sound (say “Point to the letter K. Say /keɪ/. Now say /k/.”). Go around the class to offer help or correct pupils’ pronunciation, if necessary.
Whole class
Step 2:
Have pupils point to and correctly pronounce the word kite (say “Point to the kite. Say kite.”). Do this several times for pupils to repeat 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 kitten and bike.
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 give support to those pupils who find it difficult to do the task.
Group/
Pair work
Fun corner:	Word Game 8 minutes
Step 1:
Divide the class into teams. Give each team one pack of flashcards. Say “You are going to play a word game.” 
Whole class
Step 2:
Explain the game: when the teacher pronounces the sound of a letter, e.g. /k/, pupils should look through their pack of flashcards to find a word or words containing that sound, e.g. kite, bike. When they have found the correct word(s), they should stick the flashcard(s) on the board. A correct word scores one point. The team having the most points at the end of the game is the winner.
Group work
Step 3:
Play the game. 
Group work
Step 4:
Count the points for each team and announce the winner.
Group work
Wrap-up: 5 minutes
Revise the main teaching point of the lesson: the sound of the letter k and the words kite, kitten and bike.
Whole class
Option 1
Using sachmem.vn, have pupils look at the things in the picture and repeat the words after the recording.
Whole class
Option 2
Using Poster for Unit 2, 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.
Individual work
Option 3
- Show half hidden part of the flashcards kite, bike, kitten and ask: "What’s this?”. 
- Have pupils guess and say out the word.
Whole class
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 2. In the backyard
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
say the letter K/k, the words kite, bike, kitten, the phrases/sentences containing /k/ and kite, bike, kitten, the sentence structure He’s/She’s _____ (verb + –ing). in a chant. 
listen and recognise the words kite, bite, kitten and the sentence structure He’s/She’s _____ (verb + –ing).
write the letter K/k and complete the words __ite, bi__e, __itten.
II. INPUT
Language: 
Sound /k/
Vocabulary: kite, bike, kitten
Phrases/sentences with the sound /k/ and the words kite, bike, kitten
Resources/Material: 
Student’s book, page 10
sachmem.vn
Teacher’s guide, pp. 16- 18
Workbook, pp. 7-8
Flashcards to play games in Warm-up
Computer, projector
III. PROCEDURE
Warm-up – Listen and chant – Listen and circle – Look and write – 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.
- Show pictures of the words that pupils learnt in Lesson 1 (kite, bike, kitten) and encourage them to say the words aloud. 
- For more advanced classes, ask pupils to find other words having the letter K/k (book, cake, duck, ). 
Whole class
Option 2
Ask two groups of three to play Red words, green words with the target vocabulary they have learnt. 
Group work
Option 3
Ask two groups of three to play Pelmanism with the words kite, bike, kitten in front of the class. 
Group work
3. Listen and chant. 10 minutes
Step 1:
Draw pupils’ attention to the picture and have them point to the kite (say “Look at the picture. Point to the kite.”). 
Whole class
Step 2:
Say “He’s flying a kite.” and encourage pupils to repeat (say “Repeat, please!”).
Whole class
Step 3:
Repeat Steps 1 and 2 for He’s riding a bike. and She’s playing with a kitten. 
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 two teams. Teams take it in turns to chant a line. The whole class can clap along or do other actions.
Group work
Extension:
With better classes, help pupils change some line in the chant and sing it in front of the class. E.g. 
K, k, kite.
A kite, a kite.
He’s flying a kite.
K, k, bike.
A bike, a bike.
She’s riding a bike.
Individual work
4. Listen and circle. 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 “kite/ bike/ kitten/ puppy”. 
Whole class 
Step 2:
Play the recording and allow pupils time to complete the activity (say “Listen and circle.”). 
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 
“1b. I have a bike.”/“2a. I have a kitten.” and encourage them to repeat.
Whole class
Individual work
Audio script: 1. I have a bike. 2. I have a kitten. 
Answers: 1. b 2. a
5. Look and write. 8 minutes
Step 1:
Write the letter K (upper case) on the board and say “K” (/keɪ/). 
Whole class
Step 2:
Write the letter K (upper 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 K (upper case) on the board. 
Individual work
Step 3:
Repeat Steps 1 and 2 for k (lower case). 
Whole class
Individual work
Step 4:
Have pupils look at the writing grids (say “Look and write.”) Allow pupils time to complete the activity. Go around the class to offer support and feedback. 
Whole class
Step 5:
Have pupils look at the picture and labels (say “Look and write.”). Allow pupils time to complete the activity. Go around the class to offer support and feedback.
Individual work
Extension:
For better pupils, have them do Activity 4,
Unit 2 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. kite, kitten, ... Encourage better pupils to use learnt structure He’s/She’s _____ (verb + –ing).
Whole class
Option 3
To reinforce the vocabulary, get pupils to do Activity 1, Unit 1 in their workbooks.
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 2. In the backyard
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
- use the sentence structures Is he/ she _____ (verb + -ing)? and Yes, he/ she is. /No, he/ she isn’t. to ask and answer about actions in progress. 
- sing a song with the sentence structures Is he/she _____ (verb + -ing)? and Yes, he/ she is. /No, he/ she isn’t. 
II. INPUT
Language: 
Is he/ she _____ (verb + -ing)? 
Yes, he/ she is. /No, he/ she isn’t. 
Resources/Material: 
Student’s book, page 11
sachmem.vn
Teacher’s guide, pp. 18 – 20
Pictures/ Flashcards for Warm-up and Extension
Workbook, page 9
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 10.
- 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
Let two or three pupils point to the pictures in Listen and circle (Page 10) and say the sentences, e.g. 1a: I have a kite. 1b: I have a bike. 
Individual work
Option 3
Get pupils to play What’s Missing? Game, using the pictures and flashcards with the incompleted words _ite, _itten and bi_e. Have pupils guess the missing letters and say the words correctly.
Group work
6. Listen and repeat. 5 minutes
Step 1:
Draw pupils’ attention to the picture (say “Look at the picture.”). 
Whole class
Step 2:
Have pupils point to the sentence (say “Point to the sentence.”). Play the recording and encourage pupils to repeat (say “Listen and repeat.”). 
Whole class
Step 3:
Ask pupils to repeat the sentence both individually and in chorus several times. Correct their pronunciation if necessary, and praise them when their pronunciation is good. 
Whole class
Individual work
Step 4:
Ask pupils to work in pairs, repeat the questions and answers of the boy and the girl in the pictures. 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 Is he/she _____? on the board. Underneath the question, write Yes, he/ she is. and No, he/ she isn’t. 
Whole class
Step 2:
Draw pupils’ attention to Picture a. Say “Is he ?” and encourage them to complete the sentence with “flying a kite”. 
Whole class
Step 3:
Say “Is he flying a kite?”. Point to each of the possible answers written on the board and encourage pupils to choose the correct one. When they answer correctly, confirm by saying “Yes, he is.” 
Whole class
Step 4:
Repeat Steps 2 and 3 for Pictures b and c 
Whole class
Step 5:
Have pupils work in pairs to look at each picture and practice asking and answering questions about the actions in progress. Go around the class to offer support and feedback. 
 Pair work
Extension:
Show some pictures of action verbs (some pictures in Tiếng Anh 1 such as the boy is running, the girl is having noodles, ...). Have pupils ask and answer about the actions in progress, using the structures Is he/she _____ (verb + -ing)? and Yes, he/she is. /No, he/she isn’t. 
Whole class
Group work
8. Let’s sing. 10 minutes
Step 1:
Draw pupils’ attention to the picture (say “Look at the picture.”). Say “Is she riding a bike?” and encourage pupils to answer “Yes, she is.” Say “Is he riding a bike?” and encourage pupils to answer “No, he isn’t.”
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. 
Group work
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 structures Is he/she _____ (verb + -ing)? and Yes, he/she is. /No, he/she isn’t. to talk about actions in progress.
Whole class
Option 1: Ask pupils to mime and talk about actions in progress, using the structures 
Is he/she _____ (verb + -ing)? and Yes, he/she is. /No, he/she isn’t. 
Whole class
Group work
Option 2: Have pupils do Activity 6, Unit 2 in their workbooks.
Individual work
Option 3: Show pupils the lyrics of the song with some missing words, e.g.:
Where’s Kate?
She’s in the yard.
Is she ______ a bike?
Yes, she is. Yes, she is. 
Then ask some advanced pupils to guess the missing words and sing the complete song aloud.
Individual work