Giáo án Tiếng Anh Lớp 2 (Sách Kết nối tri thức với cuộc sống) - Unit 5: In the classroom

TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 5. In the classroom
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 Q/q /kjuː/.
- correctly pronounce the sound of the letter Q/q (/k/) in isolation and in the words question, square and quiz.
II. INPUT
Language: 
Sound /k/
Vocabulary: question, square, quiz
Resources/Material: 
Student’s book, page 23
Teacher’s guide, pp. 43 - 45 
sachmem.vn 
Flashcards for Unit 5 
Flashcards for Warm-up
Poster for Unit 5
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 the words they learnt. Have them say the words for the pictures.
Whole class
Option 2
Have pupils sing the song In the classroom 
(to the tune of Oh my darling, Clementine) to revise topic-related words. 
In the classroom, in the classroom 
There’s a blackboard on the wal.l 
There’s a table, there’s a window 
In the classroom where we learn. 
Whole class
Option 3
- Ask pupils to play Pass the Card Game.
- Place pupils in 4 rows.
- Hand out picture cards of pasta, pizza, sand and sea to the first pupil in each row.
- Have pupils in each row name the item/thing on each card as they pass the card to the classmate behind them.
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 a classroom. The teacher is asking a question.
 On the board, there is a square. One of the pupils is doing a quiz. Question, square and quiz are labelled, with the letter q in red). 
Whole class
Step 2:
Have pupils point to the letter Q/q (say “Point to the letter Q.”). Explain that the name of the letter Q/q is different to its sound (say “Listen. /kjuː/ /k/.”).
Individual work
Step 3:
Play the recording of the name and sound of the letter Q/q 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 question (say “Look at the question.”). Then have them point to the word question (say “Point to the word question.”). Draw their attention to the colour of the letter q (say “Look at the colour of the letter q. It is red.”). 
Whole class
Step 5:
Play the recording of question 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 square and quiz. 
Whole class
Individual work
Step 7:
Play the recording in full and encourage pupils to repeat the name and sound of the letter Q/q, question, square and quiz 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 Q/q and correctly pronounce its name and sound (say “Point to the letter Q. Say /kjuː/. Now say /k/.”).
Whole class
Step 2:
Have pupils point to and correctly pronounce the word question (say “Point to the question. Say question.”). 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 square and quiz.
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:	Whispers 8 minutes
Step 1:
Divide the class into two teams. Tell each team to form a line. 
Group work
Step 2:
Explain that when you whisper a word to the first pupil in each line, he/she must in turn whisper it to the second pupil in the line. The second pupil then whispers it to the third, and so on. When the word reaches the last pupil in the line, he/she should call it out. A correct word scores one point. 
Group work
Step 3:
Play the game, using the words in Lesson 1.
Group work
Step 4:
Count the points for each team and announce the winner. The team with more points wins. The winning team must say all three words aloud for the rest of the class.
Group work
Wrap-up: 5 minutes
Revise the main teaching point of the lesson: the sound of the letter q and the words question, square, quiz.
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 5, 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 Listen and jump. Divide the class in groups and ask them to listen to words and jump up when they hear the sound /k/.
Group work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 5. In the classroom
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
say the letter Q/q, the words question, square, quiz, the phrases/sentences containing /k/ and square, question, quiz, the sentence structure He’s/She’s _____ (verb + 
–ing). in a chant.
listen and recognize the words square, quiz and the sentence structure He’s/She’s _____ (verb + –ing). 
write the letter Q/q and complete the words s_uare, _uiz, _uestion. 
II. INPUT
Language: 
Sound /k/
Vocabulary: question, square, quiz
Phrases/sentences with the sound /k/, the words question, square, quiz, the sentence structure He’s/She’s _____ (verb + –ing).
Resources/Material: 
Student’s book, page 24
sachmem.vn
Teacher’s guide, pp. 45-47
Workbook, pp. 16-17
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 (Q/q, /k/). 
- Show pictures of the words that pupils learnt in Lesson 1 (question, square, quiz) and encourage them to say the words in chorus. More advanced classes can add other words beginning with or containing the letter Q/q. 
Whole class
Option 2
Ask the class to play Whispers again, using the words in Lesson 1, Unit 5 and those in the previous units, saying Now let us play Whispers!
Group work
Option 3
Get pupils to play Listen and clap. In groups, ask them to stand up and clap when they hear “k” sound.
Group work
3. Listen and chant. 10 minutes
Step 1:
Draw pupils’ attention to the picture and have them point to the square (say “Look at the picture. Point to the square.”). 
Whole class
Step 2:
Say “He’s colouring a square.” and encourage pupils to repeat. 
Whole class
Step 3:
Repeat Steps 1 and 2 for question and quiz. 
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 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:
Q, q, a square.
He’s colouring a _____.
Individual work
4. Listen and tick. 7 minutes
Step 1:
Have pupils point to the pictures and say the words (say “Point and say.”). When pupils answer correctly, confirm by saying “square/ circle/ question/ quiz”. 
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. He’s colouring a square.”/“2b. She’s doing a quiz.” and encourage them to repeat.
Whole class
Individual work
Audio script: 1. He’s colouring a square. 2. She’s doing a quiz.
Answers: 1. a 2. b
5. Look and write. 8 minutes
Step 1:
Write the letter Q (upper case) on the board and say “Q” (/kjuː/). 
Whole class
Step 2:
Write the letter Q (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 Q (upper case) on the board. 
Individual work
Step 3:
Repeat Steps 1 and 2 for q (lower case). 
Whole class
Individual work
Step 4:
Draw pupils’ attention to 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:
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 5 in their workbooks.
- For better pupils, have them do Activity 4, Unit 5 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. square, circle, ... Encourage better pupils to use learnt structures e.g. I can see the square.; That’s the circle.; ...
Whole class
Option 3
To reinforce the vocabulary, get pupils to do Activity 1, Unit 5 in their workbooks.
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 5. In the classroom
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
use the sentence structures What’s he/she doing? and He’s/She’s _____ (verb + –ing). to ask and answer questions about what someone is doing. 
sing a song with the structure What’s he/she doing? and He’s/She’s _____ (verb + –ing).”
II. INPUT
Language: 
What’s he/she doing? and He’s/She’s _____ (verb + 
–ing).”
Resources/Material: 
Student’s book, page 25
sachmem.vn
Teacher’s guide, pp. 47 - 49
Workbook, page 18
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 24.
- 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 Q/q on the board.
- Get pupils to say words that contain the sound of the letter Q/q (from Lessons 1 & 2 and the learnt units).
Individual work
Option 3
- Draw or show pictures of a square, a quiz and a question mark. Say “He’s colouring a _____.” and encourage pupils to complete the sentence with “square”. 
- Repeat for “She’s doing a quiz.” and 
“He’s answering a question.
Individual work
6. Listen and repeat. 5 minutes
Step 1:
Draw pupils’ attention to the picture (say “Look at the picture.”). Say “What’s she doing? She’s colouring a square.” 
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:
Have pupils repeat the sentences 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’s he doing? and What’s she doing? on the board. Underneath the questions, write He’s _____. and She’s _____. 
Whole class
Step 2:
Have pupils look at Picture a (say “Look at Picture a.”). Say “What’s she doing?” and encourage them to answer using the full sentence structure. When they answer correctly, confirm by saying “She’s answering a question.” 
Whole class
Step 3:
Repeat Step 2 for Pictures b and c. 
Whole class
Step 4:
Have pupils work in pairs to look at each picture and practise asking and answering questions about what the people are doing. 
Go around the class to offer support and feedback.
Pair work
Extension:
Invite some pupils to point to the pictures and act out the exchanges in front of the class.
Pair work
8. Let’s sing. 10 minutes
Step 1:
Draw pupils’ attention to the picture (say “Look at the picture.”). Say “What’s he/ she doing?” 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’s he/she doing? and He’s/She’s _____ (verb + –ing). to ask and answer questions about what someone is doing.
Whole class
Option 1: Ask pupils to play Charade, using What’s he/she doing? and He’s/She’s _____ (verb + –ing).
Whole class
Option 2: Have pupils do Activity 6, Unit 5 in their workbooks.
Individual work
Option 3: Show pupils the lyrics of the song with some missing words, e.g.:
 What’s he doing?
 He’s doing a _____.
 What’s he doing?
 He’s clolouring a _____.
Then ask some advanced pupils to guess the missing words and sing the complete song aloud.
Individual work