Giáo án Tiếng Anh Lớp 2 (Sách Kết nối tri thức với cuộc sống) - Unit 6: On the farm

TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 6. On the farm
Lesson 1 – Period 1
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
pronounce the sound of the letter X/x in isolation. 
- say the words box, fox and ox.
II. INPUT
Language: 
Sound /x/
Vocabulary: box, fox, ox
Resources/Material: 
Student’s book, page 26
Teacher’s guide, pp. 50 - 52 
sachmem.vn 
Flashcards for Unit 6
Flashcards/pictures of farm animals 
Vocabularies for Fun Corner, e.g. box, fox, ox.
Poster for Unit 6
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 5, 
Lesson 3 and make the gesture (e.g. expressing what you are doing while singing).
Have some pupils demonstrate the song in front of the class, the rest of the class listen to them and clap hands.
Option 2
Ask some pupils to talk about the present progressive actions in the classroom.
Get some pairs of pupils to practise asking and answering about their friends’ miming actions, using What is he/she doing? 
– He’s / She’s + V-ing. 
Option 3
Show pupils some pictures/slides of farm animals (kitten, chicken, fox, ox, goat, cow, dog, cat, ).
Ask pupils some questions about the farm or the farm animals (in Vietnamese), e.g. Have you ever been to ? Have you ever seen ? Do you like ? What animals can you see on the farm?
Whole class
Whole class
Pair 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 the picture. Draw pupils’ attention to the letter X/x, the words next to the thing/animals and the colour of the letter X/x. Check comprehension.
Whole class
Step 2:
Ask pupils to point to the letter X/x. Have them listen and repeat the sound of the letter X/x, saying Point to the letter X/x, listen and repeat, please! more than once, if necessary. 
Individual work
Step 3:
Tell pupils to point to the word box, saying Point to the word “box”. Ask them to listen and repeat the word, saying Listen and repeat, please! Then play the recording again, if necessary, for them to repeat individually and in chorus. Correct pronunciation, if necessary. If they repeat well, praise them, saying Well done! 
Whole class
Step 4:
Repeat the same procedure with the fox and the ox. Correct pronunciation, if necessary. 
Whole class
Step 5:
Play the recording again and have them listen, point to the letter X/x and the words box, fox and ox and repeat until they feel confident. Give further support to those pupils who find it difficult to do the task, if necessary. 
Whole class
Step 6:
Play the recording in full and encourage pupils to repeat the name and sound of the letter X/x, box, fox and ox both individually and in chorus, saying Excellent! when they performed well.
Individual work
Extension:
For better pupils, use the new and learnt vocabulary about animals (fox, ox, duck, goat, horse, kitten ). Show half hidden part of the flashcard for students and ask: "What’s this?”
Have students guess and answer the name of the animals.
Individual work
2. Point and say. 7 minutes
Step 1:
Have pupils look at the picture again. Ask them to describe the picture. Draw their attention to the letter X/x, the thing/ animals, if necessary. 
Whole class
Step 2:
Get them to point to the letter X/x and say it, saying Point to the letter X/x and say, please! 
Whole class 
Step 3:
Let them point to the box in the picture and say the word box as a model, saying Point to the box and say “box”, please! Remind them of the sound of the letter x in the word box.
Individual work
Step 4:
Follow the same procedure with the animals. Go around and correct pronunciation, if necessary. Give further support to those pupils who find it difficult to do the task.
Whole class
Step 5:
Have pupils work in pairs or in groups to look at the picture, point to the letter X/x, the thing/animals, say the sound of the letter and the words. Say Point to the picture and say, please! Go around and offer help or correct pronunciation, if necessary.
Group/
Pair work
Step 6:
Invite a few pupils to point to the picture and say the sound of the letter and the words in front of the class. If they performed well, praise them, saying Good work!
Individual work
Fun corner:	Whispers (race version) 8 minutes
Step 1:
Divide the class into two teams. Say You are going to play Whispers game.
Whole class
Step 2:
Tell each team to form a line. Pupils should be spaced far enough apart that they won't overhear the word when it isn't their turn.
Group work
Step 3:
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. 
The fastest team to call out a correct word scores one point.
Group work
Step 4:
Play the game. Remember to nominate a pupil from each team before saying the word.
Group work
Step 5:
Count the points for each team and announce the winner.
The team with the most points wins. The winning team must then correctly pronounce all the three words.
Group work
Wrap-up: 5 minutes
Revise the main teaching point of the lesson: the sound of the letter x and the words box, fox, ox.
Option 1
Using sachmem.vn, have pupils look at the things in the picture and repeat the words after the recording.
Option 2
Using Poster for Unit 6, 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.
Option 3
Using pictures and flashcards, get some pupils to match the words box, fox, ox and the pictures. Then ask the class to say the words aloud.	
Whole class
Whole class
Individual work
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 6. On the farm
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
say the letter X/x, the words box, fox, ox and the phrases/sentences containing /x/ and box, fox, ox in a chant.
listen and identify the words box, fox, ox.
write the letter X/x and complete the words bo_, fo_, o_. 
II. INPUT
Language: 
Sound /x/
Vocabulary: box, fox, ox
Phrases/sentences with the sound /x/ and the words box, fox, ox
Resources/Material: 
Student’s book, page 27
sachmem.vn
Teacher’s guide, pp. 52- 54
Workbook, pp. 19-20
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 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 X/x and the words box, fox and ox.
Option 2
Ask the class to play Whispers game again, using the words in Lesson 1, Unit 6 and those in the previous units, saying Now let us play Whispers game!
Option 3
Get pupils to play What’s Missing? Game, using the pictures and flashcards with the incompleted words bo _, fo_ and o _. Pupils should guess the missing letters and say the words correctly.
Whole class
Whole class
Whole class
3. Listen and chant. 10 minutes
Step 1:
Have pupils look at the chant, saying Look at the chant, please! Draw pupils’ attention to the first verse and explain its meaning. Ask them to pay attention to the letter X/x and the words box, fox, ox. Check comprehension. 
Whole class
Step 2:
Play the recording of the first verse for pupils to listen and to get familiarized with the rhythm, saying Listen to the first verse, please! Then play the recording for them to listen and repeat until they feel confident, saying Listen again and repeat, please! 
Whole class
Step 3:
Follow the same procedure with the second and third verse. Correct pronunciation, if necessary. 
Whole class
Step 4:
Play the recording all the way through. Ask pupils to listen and repeat the chant individually and in chorus, saying Listen, chant and clap your hands, please! Go around and offer help, if necessary. 
Whole class
Individual work
Step 5:
Select some pupils to the front of the class to chant and clap their hands. The rest of the class may sing the chant and clap their hands along.
If they sing the chant well, praise them, saying Great work!
Individual work
Whole class
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:
X, x, a box.
I can see a ___ on the farm.
X, x, a fox.
I can see a ___ on the farm.
X, x, an ox.
I can see an ___ on the farm.
Individual work
Whole class
4. Listen and circle. 7 minutes
Step 1:
Have pupils look at the pictures in Question 1 and say What can you see? Draw pupils’ attention to the letters a and b. Check comprehension. Invite some pupils to point to the pictures in Question 1 and say the words in front of the class. Say Point to the pictures and say the words, please! E.g. 1a: a fox, 1b: an ox. 
Whole class 
Step 2:
Play the recording of the first sentence for pupils to listen, saying Now listen, please! Ask pupils what they have heard and circled, saying What did you hear? Did you hear “I can see a fox.” or “I can see an ox.”? Yes, it said “I can see an ox.”. You circle the letter b. If some pupils say “I can see a fox.”, let them listen to the recording again, saying Now listen again, please! Play the recording and ask What did you hear? Did you hear “I can see a fox.” or “I can see an ox.”? Yes, “I can see an ox.”. Circle the letter b. So b is the correct answer. 
Individual work
Step 3:
Follow the same procedure with the pictures in Question 2. Before playing the recording, say Are you ready? OK, now listen, please! Play the recording (several times if needed) for pupils to listen and circle the correct option. 
Individual work
Step 4:
Call a few pupils to the front of the class to point to the pictures and say what they have heard. If they said correct words, praise them, saying Well done! or Very good! 
Individual work
Step 5:
Audio script: 1. I can see an ox. 
 2. I can see a fox.
Answers: 1. b 2. a
Whole class
5. Look and write. 8 minutes
Step 1:
Have pupils look at the letter X (upper case) and x (lower case). Remind them how to write it. 
Whole class
Step 2:
Give pupils time to write the letter X/x independently, saying Now write the letter X/x with your pencil. You can demonstrate by air writing of the letter X/x or open sachmem.vn’s guide for writing. Then let pupils write the letter. Give further support to those pupils who find it difficult to do the task. 
Individual work
Step 3:
Check the results of pupils’ writing and give feedback. Ask pupils to work in pairs, swap and check their answers. Give pupils time to work. Go around and offer help, if necessary. 
Pair work
Step 4:
Then have pupils look at the three pictures in the activity. Ask some questions to help them identify the thing and animals in the pictures (e.g. What’s that? What can you see in the pictures?). Use the first picture as an example, ask pupils to look at it, guess what letter is missing and complete the word. 
Whole class
Step 5:
Give pupils time to complete the words independently, saying Look at the pictures and complete the words, please! Go around and offer help, if necessary. 
Individual work
Step 6:
Ask some pupils to show what they have done. Praise them if they have done well, saying You’ve done a good job!
Whole class
Individual work
Extension:
- For weaker pupils, have them do Activity 3, Unit 6 in their workbooks.
- For better pupils, have them do Activity 4, 
Unit 6 in their workbooks.
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 4. Listen and circle and say about them, e.g. box, fox, ox. Encourage better pupils to use learnt structures e.g. I can see an ox; I can see a fox, ...
Option 3
To reinforce the vocabulary, get pupils to do Activity 1, Unit 6 in their workbooks.
Whole class
Whole class
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 6. On the farm
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
use “Is there a/an ____?” “Yes, there is. / No, there isn’t.” to identify someone’s favourite things or animals. 
sing a song with the structure “Is there a/an ____?”
II. INPUT
Language: 
Is there a/an ____?
Resources/Material: 
Student’s book, page 28
sachmem.vn
Teacher’s guide, pp. 54 - 55
Workbook, page 21
Pictures/ Slides of animals for Warm-up
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 27.
- Select some better pupils to sing the chant in front of class. The class listens to them and claps hands along.
Option 2
- Show pupils pictures/slides of some animals they have learnt.
- Ask them to recall and name the animals 
(e.g. fox, ox, goat, cow, ...). Encourage better pupils say more words of animals if they can.
Option 3
- Invite one or two pupils to write the letter X/x on the board.
- Get pupils to say words that contain the sound of the letter X/x (e.g. box, fox, ox).
Option 4
- Split class into 4 groups.
- Ask each group to nominate one pupil to join the writing competition.
- Say a word (e.g. box, fox, ox,... ) and the pupils write down.
- Check the mistakes of words then ask pupils to read aloud.
- Give the winner the stars.
Whole class
Whole class
Individual work
Group work
6. Listen and repeat. 5 minutes
Step 1:
Have pupils look at the pictures showing some children are on the farm.
In the first picture, one boy is saying “Is there a fox?” The other boy is saying “Yes, there is.”. In the second picture, the boy is saying “Is there a fox?” The girl is saying “No, there isn’t.”. Explain the meaning of the sentences and how they are used. Check comprehension. 
Whole class
Step 2:
Play the recording several times for pupils to listen and repeat the sentence, saying Now listen and repeat, please! 
Whole class
Step 3:
Invite a few pupils to listen and repeat the sentences “Is there a fox?” “Yes, there is. / 
No, there isn’t.” in front of the class. Correct their pronunciation, if necessary or praise them when they pronounced the sentence correctly, saying You did very well! 
Individual work
Step 4:
Ask some pupils to point to and repeat the sentences “Is there a fox?” “Yes, there is. 
/ No, there isn’t.”. 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 there a/an _____? on the board. Underneath the question, write Yes, there is. and No, there isn’t.
Have pupils look at the the structure. Explain the meaning of the structure and how it is used. 
Whole class
Step 2:
Have pupils look at the first picture. Say Look at Picture 1, please! Point to the box and ask them, saying “Is there a box?” Tell them that if there is a box, the answer is “Yes, there is.”; If there is not a box, they can answer “No, there isn’t.”.
Whole class
Step 3:
Ask pupils to use the structure “Is there a/an _____?“ in the bubble and Picture 1 (a box) to ask and answer about whether or not something is present, e.g. Is there a/ an ___? Yes, there is. / No, there isn’t. Get them to repeat the sentence several times individually and in chorus. Check comprehension. 
Pair work/ Whole class
Step 4:
Follow the same procedure with the other pictures. Make sure pupils understand the structure “Is there a/an ___?” “Yes, there is. / No, there isn’t.” and say it with the right pronunciation and intonation. Give further support to those pupils who find it difficult to do the task, if necessary. 
Pair work/ Whole class
Step 5:
Ask pupils to work in pairs/ groups, using 
“Is there a/an ___?” “Yes, there is. / No, there isn’t.” with the picture cues.
Group/
Pair work 
Step 6:
Select some pupils to practise the structure they have been learning in front of the class. Praise them, saying That’s right! or Superb! if they performed well.
Pair work
Extension:
Stick flashcards of food, animals, things... on the board or around the classroom. Have pupils point to and identify things/animals in the classroom. Encourage them to say as much as they can, e.g. “Is there a/an ___?” “Yes, there is. / No, there isn’t.”
Pair work
8. Let’s sing. 10 minutes
Step 1:
Have pupils look at the lyrics to get familiarized with the first verse of the song. Explain the meaning of the sentence “Is there a fox?” Say Now look at the first verse, please! Play the recording several times for pupils to repeat line after line to make sure that they can sing the verse correctly. Check comprehension. 
Whole class
Step 2:
Follow the same procedure with the second verse. Correct pronunciation and the melody of the song, if necessary. 
Whole class
Step 3:
Have pupils listen to the whole song, drawing their attention to the pronunciation, the stress and the melody of the song. Say Now listen to the whole song. 
Whole class
Step 4:
Let pupils practise singing the song. Help them sing the song sentence by sentence first. Then help them to sing the whole song. If there is time, let them sing the song several times until they feel confident. 
Group work
Individual work
Step 5:
Select some groups to the front of the class to sing the song or ask some pupils to sing the song individually. The class may sing along and clap their hands. Praise them when they performed well, saying Fantastic! or Excellent!
Group work
Extension:
Practise two-part singing. Devide the class into two groups and ask each group to sing one part of the song.
Group work
Wrap – up 5 minutes
Revise the main teaching point of the lesson: the structure “Is there a/an ___?” “Yes, there is. 
/No, there isn’t.” to identify someone’s favourite.
Option 1
Ask pupils to draw an animal or a pet, show them to the class and ask their friends, using 
“Is there a/an ___?” “Yes, there is. / No, there isn’t.” Revise the main teaching point of the lesson: the structure “Is there a/an ___?” 
“Yes, there is. / No, there isn’t.” to ask and answer questions about whether or not something is present.
Option 2
Ask pupils to draw a hidden picture of an animal or a pet, show them to the class and ask their friends, using “Is there a/an ___?” “Yes, there is. / No, there isn’t.”
Option 3
Have pupils do Activity 6, Unit 6 in their workbooks.
Option 4
Show pupils the lyrics of the song with some missing words, e.g.:
 Is there a __? Is there a __?
Yes, there is. Yes, there is.
There’s a __ in the box.
Is there an ___? Is there an ___?
No, there isn’t. No, there isn’t.
There isn’t an ___on the farm.
Then ask some advanced pupils to guess the missing words and sing the complete song aloud.
Whole class
Individual/ Pair/ Group work
Individual work
Individual work
Group work