Giáo án Tiếng Anh Lớp 2 (Sách Kết nối tri thức với cuộc sống) - Unit 4: In the countryside

TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 4. In the countryside
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 R/r (/ɑː(r)/).
- correctly pronounce the sound of the letter R/r (/r/) in isolation and in the words rainbow, river and road.
II. INPUT
Language: 
Sound /r/
Vocabulary: rainbow, river and road 
Resources/Material: 
Student’s book, Page 17
Teacher’s guide, pp. 31 - 33 
sachmem.vn
Flashcards for Unit 4
Flashcards/ pictures for Fun Corner
Poster for Unit 4
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 playing a short vocabulary game such as Matching game or Slap the board. 
- Introduce the topic of the new unit by showing a picture of the countryside. Find out if pupils live or have been to the countryside. What did they do? What did they see? 
Whole class
Group work
Option 2
Put pupils into teams and have them think of as many words beginning with the letter S/s as possible. 
Group work
Option 3
Have one group of pupils sing the song on page 16 in front of the class. The class claps their hands. 
Whole class
Group work
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 countryside. There is a rainbow, a river and a road. On the road, there is a woman riding a moped and a girl riding a bike. Rainbow, river and road are labelled, with the letter r in red.). 
Whole class
Step 2:
Have pupils point to the letter R/r (say “Point to the letter R.”). Explain that the name of the letter R/r is different to its sound (say “Listen. /ɑː(r)/ /r/.” 
Individual work
Step 3:
Play the recording of the name and sound of the letter R/r 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 rainbow (say “Look at the rainbow.”). Then have them point to the word rainbow (say “Point to the word rainbow.”). Draw their attention to the colour of the letter R/r (say “Look at the colour of the letter r. It is red.”). 
Whole class
Step 5:
Play the recording of rainbow 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 river and road. 
Whole class
Individual work
Step 7:
Play the recording in full and encourage pupils to repeat the name and sound of the letter R/r, rainbow, river and road both individually and in chorus. 
Whole class
Individual work
Extension:
For better pupils, use the new and learnt vocabulary in Unit 3 (sea, sail, sand) and Unit 4 (rainbow, river, road) to make simple sentences, using the structure learnt in Unit 3: Let’s look at the ____!
Individual work
2. Point and say. 7 minutes
Step 1:
Have pupils point to the letter R/r and correctly pronounce its name and sound (say “Point to the letter R. Say /ɑː(r)/. Now say /r/.”) 
Whole class
Step 2:
Have pupils point to and correctly pronounce the word rainbow (say “Point to the rainbow. Say rainbow.”). 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 river and road. 
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:	Board race 8 minutes
Step 1:
Divide the class into teams (the number of teams will depend on the number of words, as each pupil should be holding a different beginning or ending). Give each team a set of flashcards and tell them to share them out so that each pupil has one card. Say “You are going to play Board race.” 
Whole class
Step 2:
Tell each team to stand in a circle and hold up their flashcards, so that they can all see what is written on them. 
Group work
Step 3:
Explain that when you call out a word, e.g. rainbow, the two pupils who are holding the beginning and ending of the word must find each other, run to the board and stick the flashcards in the correct order. The fastest pair wins one point. 
Whole class
Step 4:
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 r and the words rainbow, river, road.
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 4, 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
Have pupils play Slap the board. For better pupils, teacher may add some more words from the previous units .
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 4. In the countryside
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
say the letter R/r, the sound of the letter R/r (/r/), 
the words road, river, rainbow and say the sentence structure There’s a _____. in a chant; 
listen and recognise the target words and the structure There’s a _____.
write the letter R/r and complete the words _oad, _iver, _ainbow. 
II. INPUT
Language: 
Sound /r/
Vocabulary: road, river, rainbow
Phrases/sentences with the sound /r/ and the words road, river, rainbow
Resources/Material: 
Student’s book, page 18
sachmem.vn
Teacher’s guide, pp. 33 - 35
Workbook, pp. 13-14
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 (R/r, /r/) .
- Show pictures of the words that pupils learnt in Lesson 1 (rainbow, river, road) and encourage them to say the words in chorus. More advanced classes can add other words beginning with the letter R/r. 
Whole class
Option 2
Ask the class to play Board race again, using the words in Lesson 1, Unit 4 and those in the previous units, saying Now let us play Board race!
Group work
Option 3
Get pupils to play What’s Missing? Game, using the pictures and flashcards with the incompleted words _ainbow, _iver and _oad. Pupils should guess the missing letters and say the words correctly.
Group work
3. Listen and chant. 10 minutes
Step 1:
Draw pupils’ attention to the picture and have them point to the road (say “Look at the picture. Point to the road.”). 
Whole class
Step 2:
Say “There’s a road.” and encourage pupils to repeat. 
Whole class
Step 3:
Repeat Steps 1 and 2 for river and rainbow.
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 three teams. The 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:
R, r, road.
There’s a _oad.
R, r, river.
There’s a _iver.
R, r, rainbow.
There’s a _ainbow. 
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 “river/ rainbow/ lake/ road”. 
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 
“1a. There’s a river.”/ “2b. There’s a road.” and encourage them to repeat.
Whole class
Individual work
Audio script: 1. There’s a river. 2. There’s a road. 
Answers: 1. a 2. b
5. Look and write. 8 minutes
Step 1:
Write the letter R (upper case) on the board and say “R” (/ɑː(r)/). 
Whole class
Step 2:
Write the letter R (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 R (upper case) on the board. 
Whole class
Individual work
Step 3:
Repeat Steps 1 and 2 for r (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. 
Individual work
Step 5:
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
Individual work
Extension:
- For weaker pupils, have them do Activity 3, Unit 4 in their workbooks.
- For better pupils, have them do Activity 4, 
Unit 4 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. river, rainbow, ... Encourage better pupils to use learnt structure There’s a ______.; I can see _____.; ...
Individual work
Option 3
To reinforce the vocabulary, get pupils to do Activity 1, Unit 4 in their workbooks.
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 4. In the countryside
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
use the sentence structures What can you see? and 
I can see a _____. to describe features of a scene. 
 sing a song with the sentence structures What can you see? and I can see a _____.
II. INPUT
Language: 
What can you see?
I can see a _____.
Resources/Material: 
Student’s book, page 19
sachmem.vn
Teacher’s guide, pp. 35 - 37
Workbook, page 15
Picture cards for Let’s talk
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 18.
- 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 R/r on the board.
- Get pupils to say words that contain the sound of the letter R/r (from Lessons 1 & 2 and the learnt units: e.g. red, running, ...).
Individual work
Option 3
- Divide the class into 3-4 groups.
- Ask each group to nominate one pupil to join the writing competition.
- Say a word ( e.g. river, rainbow, road, ... ) and ask the pupils to write it down.
- Check the mistakes (if any), then ask pupils to read the words aloud.
- Give the winner(s) stickers or stars.
Individual/
Group work
6. Listen and repeat. 5 minutes
Step 1:
Draw pupils’ attention to the picture 
(say “Look at the picture.”). Say “There’s a rainbow. I can see a rainbow.” 
Whole class
Step 2:
Have pupils point to the sentences 
(say “Point to the sentences.”). 
Whole class
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 What can you see? I can see a rainbow. on the board and underline the word rainbow. Have two pupils model the question and answer for the class. 
Whole class
Step 2:
Erase rainbow and replace it with road. Nominate another two pupils to model the question and answer for the class. 
Whole class
Pair work
Step 3:
Repeat Step 2 for river. 
Whole class
Pair work
Step 4:
Erase river and leave the sentence structures What can you see? and I can see a _____. 
on the board.
Whole class
Step 5:
Draw pupils’ attention to Picture a (say “Look at Picture a.”).
Divide the class into two groups and encourage them to take turns asking and answering What can you see? - I can see a road. 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:
Show the flashcards of Unit 2 and other learnt words. Ask pupils to work in pairs, make questions and answers using What can you see? - I can see a _____. 
Pair work
8. Let’s sing. 10 minutes
Step 1:
Draw pupils’ attention to the picture (say “Look at the picture.”). Say “What can you see?” and encourage pupils to answer using the full sentence structure. 
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 structures What can you see? - I can see a ___. to describe features of a scene. 
Whole class
Option 1: Ask pupils to point to a school thing in the classroom and ask their friends, using “What can you see? - I can see a ___.” 
Pair work
Option 2: Have pupils do Activity 6, Unit 4 in their workbooks.
Individual work
Option 3: Show pupils the lyrics of the song with some missing words, e.g.:
What can you see?
I can see a ______.
A rainbow in the sky.
What ________?
I can see a river.
A ____ near the _____. 
Then ask some advanced pupils to listen to the song and fill in the blanks, then sing the complete song aloud.
Individual work