Giáo án Tiếng Anh Lớp 2 (Sách Kết nối tri thức với cuộc sống) - Unit 3: At the seaside

TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 3. At the seaside
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 S/s (/es/).
- correctly pronounce the sound of the letter S/s (/s/) in isolation and in the words sail, sand and sea.
II. INPUT
Language: 
Sound /s/
Vocabulary: sail, sand, sea
Resources/Material: 
Student’s book, page 14
Teacher’s guide, pp. 24 - 26 
sachmem.vn 
Flashcards for Unit 3
Flashcards/pictures of seaside 
Flashcards for Fun Corner
Poster for Unit 3
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 having pupils work in pairs to look at the picture in Unit 2, Lesson 3, Activity 8 and ask and answer questions about the actions in progress. 
Pair work
Option 2
- Introduce the topic of the new unit by showing some pictures of the seaside. 
- Find out if pupils have been to the seaside and, if so, what they did there and what they liked most about it. 
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 the seaside. The sun is shining. A father, son and daughter are sailing on the sea. The father is controlling the sail. The son is fishing. The daughter is looking at the sand on the beach. Sail, sand and sea are labelled, with the letter s in red).
Whole class
Step 2:
Have pupils point to the letter S/s (say “Point to the letter S.”). Explain that the name of the letter S/s is different to its sound (say “Listen. /es/ /s/.”). 
Individual work
Step 3:
Play the recording of the name and sound of the letter S/s 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 sail (say “Look at the sail.”). Then have them point to the word sail (say “Point to the word sail.”). Draw their attention to the colour of the letter s (say “Look at the colour of the letter s. It is red.”). 
Whole class
Step 5:
Play the recording of sail 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 sand and sea. 
Whole class
Individual work
Step 7:
Play the recording in full and encourage pupils to repeat the name and sound of the letter S/s, sail, sand and sea both individually and in chorus.
Whole class
Individual work
Extension:
For better pupils, let them play Jumbled letters using the new vocabulary. Then ask them say the words aloud.
Individual work
2. Point and say. 7 minutes
Step 1:
Have pupils point to the letter S/s and correctly pronounce its name and sound (say “Point to the letter S. Say /es/. Now say /s/.”). 
Whole class
Step 2:
Have pupils point to and correctly pronounce the word sail (say “Point to the sail. Say sail.”). 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 sand and sea. 
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:	Pelmanism 8 minutes
Step 1:
Divide the class into small teams. Give each team two sets of flashcards. Say “You are going to play Pelmanism.” 
Group work
Step 2:
Instruct pupils to shuffle their flashcards and then place them face down on the desk. 
Group work
Step 3:
Explain that team members should take it in turns to turn over two cards. Do the word and the picture match? If they do match, the team member scores one point. If they do not match, the team member should turn both cards face down again. 
Group work
Step 4:
Play the game! The first team to match all the words and pictures wins.
Group work
Wrap-up: 5 minutes
Revise the main teaching point of the lesson: the sound of the letter s and the words sail, sand, sea.
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 3, 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
Pupils do the project on Page 12 in Workbook.
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 3. At the seaside
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
say the letter S/s, the words sea, sail, sand, the phrases/sentences containing /s/ and sea, sail, sand, the sentence structure I can see the _____. in a chant.
listen and recognise the words sail, sand and the sentence structure I can see _____.
write the letter S/s and complete the words _ea, _ail, _and. 
II. INPUT
Language: 
Sound /s/
Vocabulary: sea, sail, sand
Phrases/sentences with the sound /s/ and the words sea, sail, sand
Resources/Material: 
Student’s book, page 15
sachmem.vn
Teacher’s guide, pp. 26-28
Workbook, pp. 10-11
Flashcards to play games in Warm-up
Computer, projector
III. PROCEDURE
Warm-up – Listen and chant – Listen and tick – 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 (S/s, /s/). 
- Show pictures of the words that pupils learnt in Lesson 1 (sail, sand, sea) and encourage them to say the words in chorus. More advanced classes can add other words beginning with the letter S/s. 
Whole class
Option 2
Ask the class to play Pelmanism again, using the words in Lesson 1, Unit 1 and those in the previous units, saying Now let us play Pelmanism!
Group work
Option 3
Get pupils to play What’s Missing? Game, using the pictures and flashcards with the incompleted words _ea, _ail and _and. Pupils should guess the missing letters and say the words correctly.
Group/
Pair work
3. Listen and chant. 10 minutes
Step 1:
Draw pupils’ attention to the picture and have them point to the sail (say “Look at the picture. Point to the sail.”). 
Whole class
Step 2:
Say “I can see the sail.” and encourage pupils to repeat. To reinforce their understanding, use gestures.
Whole class
Step 3:
Repeat Steps 1 and 2 for sand and sea. 
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 the 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 three 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:
S, s, sea.
S, s, sail.
S, s, _____.
I can see the sea.
I can see the _____.
 I can see the _____.
 At the seaside.
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 “sail/ sun/ sea/ sand”. 
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. I can see the sail.”/“2b. I can see the sand.” and encourage them to repeat.
Whole class
Individual work
Audio script: 1. I can see the sail. 2. I can see the sand.
Answers: 1. a 2. b
5. Look and write. 8 minutes
Step 1:
Write the letter S (upper case) on the board and say “S” (/es/). 
Whole class
Step 2:
Write the letter S (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 S (upper case) on the board. 
Individual work
Step 3:
Repeat Steps 1 and 2 for s (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 weaker pupils, have them do Activity 3, Unit 3 in their workbooks.
- For better pupils, have them do Activity 4, 
Unit 3 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 tick and say about them, e.g. sail, sun, ... Encourage better pupils to use learnt structures e.g. I can see the sail.; That’s the sun.; ...
Whole class
Option 3
To reinforce the vocabulary, get pupils to do Activity 1, Unit 3 in their workbooks.
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 3. At the seaside
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
use “Let’s look at the ____!” to suggest doing something. 
sing a song with the structure “Let’s look at the _____!”
II. INPUT
Language: 
Let’s look at the ____!
Resources/Material: 
Student’s book, page 16
sachmem.vn
Teacher’s guide, pp. 28 - 30
Workbook, page 12
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 15.
- 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 S/s on the board.
- Get pupils to say words that contain the sound of the letter P/p (from Lessons 1 & 2 and the learnt units).
Individual work
Option 3
Have pupils make up a chant based on the chant in Lesson 2 by completing the sentence “I can see the _____ in the classroom.” Encourage them to identify things in the classroom that begin with the letter S/s.
Individual work
6. Listen and repeat. 5 minutes
Step 1:
Draw pupils’ attention to the picture (say “Look at the picture.”). Say “I can see the sea. Let’s look at the sea!” 
Whole class
Step 2:
Have pupils point to the sentence (say “Point to the sentence.”).
Individual work
Step 3:
Play the recording and encourage pupils to repeat the sentence (say “Listen and repeat.”).
Whole class
Step 4:
Ask pupils to repeat the sentence 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 Let’s look at the sea! on the board and underline the word sea. Say “Let’s look at the sea!”. 
Whole class
Step 2:
Erase sea and replace it with sail. Say “Let’s look at the sail!”. 
Whole class
Step 3:
Repeat Step 2 for sand. 
Whole class
Step 4:
Erase sand and leave the sentence structure Let’s look at the _____! on the board. 
Whole class
Step 5:
Draw pupils’ attention to Picture a (say “Look at Picture a.”). Say “Let’s look at the sea!” and encourage them to repeat the full sentence structure. 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 Step 5 for Pictures b and c.
Whole class
Individual work
Extension:
Devide class into four groups. Have pupils play Simon says Game, using the commands “Let’s look at the ____.”
Individual work
8. Let’s sing. 10 minutes
Step 1:
Draw pupils’ attention to the picture (say “Look at the picture.”). Say “I can see the _____.” and encourage them to complete the sentence with the things they can see. 
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 structure “Let’s look at the _____!” to suggest doing something.
Whole class
Option 1: Ask pupils to draw a picture of the sea/ sail/ sand, show them to the class and suggest doing something, using Let’s look at the ____!
Individual work
Option 2: Have pupils do Activity 6, Unit 3 in their workbooks.
Individual work
Option 3: Show pupils the lyrics of the song with some missing words, e.g.:
 It’s Saturday.
 It’s a sunny day.
 We’re at the _____.
 Let’s look at the _____!
Then ask some advanced pupils to guess the missing words and sing the complete song aloud.
Individual work