Giáo án Tiếng Anh Lớp 2 (Sách Kết nối tri thức với cuộc sống) - Unit 7: In the kitchen

TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 7. In the kitchen
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 J/j ((/dʒeɪ/).
- correctly pronounce the sound of the letter J/j (/dʒ/) in isolation and in the words juice, jelly and jam.
II. INPUT
Language: 
Sound /dʒ/
Vocabulary: juice, jelly, jam
Resources/Material: 
Student’s book, page 31
Teacher’s guide, pp. 59 - 61 
sachmem.vn 
Flashcards for Unit 7
Flashcards/pictures for Fun Corner
Poster for Unit 7
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 writing the letter X/x on the board. Have pupils say the name and sound of the letter. 
- Put pupils into teams and have them think of as many words containing the letter X/x as possible. 
Whole class
Group work
Option 2
- Ask some pupils to talk about the food they like.
- Get some pairs of pupils to practise talking about their favourite food, using I like _____. 
or The _____ is yummy. 
Whole class
Individual work
Option 3
- Introduce the next unit by showing a picture of a kitchen and asking pupils questions about it (in Vietnamese), e.g. Where are they? What are they doing? What can you see in the kitchen? What do you do in the kitchen? 
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 a kitchen. There is a mother, son and daughter sitting at the table. On the table, there is a jug of juice, a plate of jelly and a jar of jam. Juice, jelly and jam are labelled, with the letter j in red). 
Whole class
Step 2:
Have pupils point to the letter J/j (say “Point to the letter J.”). Explain that the name of the letter J/j is different to its sound (say “Listen. /dʒeɪ/ /dʒ/.”). 
Individual work
Step 3:
Play the recording of the name and sound of the letter J/j 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 jug of juice (say “Look at the jug of juice.”). Then have them point to the word juice (say “Point to the word juice.”). Draw their attention to the colour of the letter j (say “Look at the colour of the letter j. It is red.”). 
Whole class
Step 5:
Play the recording of juice 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 jelly and jam. 
Whole class
Individual work
Step 7:
Play the recording in full and encourage pupils to repeat the name and sound of the letter J/j, juice, jelly and jam both individually and in chorus.
Individual work
Extension:
For better pupils, use the new and learnt vocabulary about food (popcorn, pizza, pasta, noodles, milk, jam, juice, jelly) to make simple sentences, e.g. I like _____.; I can see ____.; 
I’m having _____.
Individual work
2. Point and say. 7 minutes
Step 1:
Have pupils point to the letter J/j and correctly pronounce its name and sound (say “Point to the letter J. Say /dʒeɪ/. Now say /dʒ/.”). 
Whole class
Step 2:
Have pupils point to and correctly pronounce the word juice (say “Point to the juice. Say juice.”). 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 jelly and jam. 
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:	Slap the Board 8 minutes
Step 1:
Stick the flashcards on the board. 
Whole class
Step 2:
Divide the class into three teams and have each team stand in a line in front of the board. 
Group work
Step 3:
Explain to pupils that when you say one of the words, the pupil at the front of each line must run to the board and slap the correct flashcard as quickly as possible. The first pupil to slap the correct flashcard scores 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 j and the words juice, jelly, jam.
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 7, 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
Using pictures and flashcards, get some pupils to match the words juice, jelly, jam and the pictures. Then ask the class to say the words aloud. For better pupils, teacher may use the food vocabulary learnt in the previous units.
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 7. In the kitchen
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
say the letter J/j, the sound of the letter J/j (/dʒ/), the words jam, juice and jelly and the sentence structure I like _____. in a chant;
listen and recognise the words jelly, juice and the structure I like _____.
write the letter J/j and complete the words _elly, _uice, _am. 
II. INPUT
Language: 
Sound /dʒ /
Vocabulary: jelly, juice, jam
Phrases/sentences with the sound /dʒ / and the words jelly, juice, jam 
Resources/Material: 
Student’s book, page 32
sachmem.vn
Teacher’s guide, pp. 61 - 63
Workbook, pp. 22-23
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 (J/j, /dʒ/). 
- Show pictures of the words that pupils learnt in Lesson 1 (juice, jelly, jam) and encourage them to say the words in chorus. More advanced classes can add other words beginning with the letter J/j. 
Whole class
Option 2
Ask the class to play Slap the Board again, using the words in Lesson 1, Unit 1 and those in the previous units, saying Now let us play Slap the Board!
Group work
Option 3
Get pupils to play What’s Missing? Game, using the pictures and flashcards with the incompleted words _uice, _elly and _am. 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 jam (say “Look at the picture. Point to the jam.”). 
Whole class
Step 2:
Say “I like jam.” and encourage pupils to repeat. To reinforce their understanding, lick your lips or smile and rub your stomach.
Whole class
Step 3:
Repeat Steps 1 and 2 for juice and jelly.
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:
J, j, jam.
I like _____.
J, j, juice.
I like _____.
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 “jelly/ cake/ jam/ juice”. 
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 like jelly.”/“2b. I like juice.” and encourage them to repeat.
Whole class
Individual work
Audio script: 1. I like jelly. 2. I like juice.
Answers: 1. a 2. b 
5. Look and write. 8 minutes
Step 1:
Step 1: Write the letter J (upper case) on the board and say “J” (/dʒeɪ/). 
Whole class
Step 2:
Write the letter J (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 J (upper case) on the board. 
Whole class
Individual work
Step 3:
Repeat Steps 1 and 2 for j (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 7 in their workbooks.
- For better pupils, have them do Activity 4, 
Unit 7 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. jelly, cake, ... Encourage better pupils to use learnt structures e.g. I’m having ______.; I like ______.; ...
Individual work
Option 3
To reinforce the vocabulary, get pupils to do Activity 1, Unit 7 in their workbooks.
Individual work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 7. At my birthday party
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
use the sentence structures Pass me the _____, please. and Here you are. to make and respond to a request;
 sing a song with the sentence structures Pass me the _____. and Here you are.
II. INPUT
Language: 
Pass me the _____, please. 
- Here you are.
Resources/Material: 
Student’s book, page 33
sachmem.vn
Teacher’s guide, pp. 63 - 65
Workbook, page 24
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 32.
- 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 J/j on the board.
- Get pupils to say words that contain the sound of the letter J/j (from Lessons 1 & 2 and the learnt units).
Individual work
Option 3
- Have pupils draw a kind of food/ drink. 
- Have pupils work in pairs to talk about the food/drink they like using the sentence structure I like _____.
Individual/
Pair 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 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:
Hand out three picture cards showing a jar of jam, a jug of juice and a plate of jelly (each card to a different pupil). 
Whole class
Step 2:
Write Pass me the jam, please. on the board and underline jam. Say “Pass me the jam, please.” Hold out your hand to indicate that you would like the pupil holding the picture card of a jar of jam to pass it to you. 
Whole class
Individual work
Step 3:
Have the pupil repeat the request. When he/ she says it correctly, respond “Here you are.” and pass it back to him/her. Write Here you are. on the board. 
Whole class
Individual work
Step 4:
Erase jam and replace it with juice. Say “Pass me the juice, please.” The pupil with the picture card of a jug of juice should pass it to you and say “Here you are.” 
Whole class
Individual work
Step 5:
Repeat Step 4 for jelly. 
Whole class
Individual work
Step 6:
Erase jelly and leave the sentence structures Pass me the _____, please. and Here you are. on the board. 
Whole class
Individual work
Step 7:
Hand out a picture card to every pupil in the class. Put pupils into pairs to practise making and responding to the request. Go around the class to offer help or correct pupils’ pronunciation, if necessary.
Pair work
Extension:
Ask pupils to to work in pair, make and respond to a request using Pass me the _____, please. and Here you are. Pupils may use things in the classroom (e.g. pens, pencils, books, ).
Pair work
8. Let’s sing. 10 minutes
Step 1:
Draw pupils’ attention to the picture (say “Look at the picture.”). Say “Pass me the jam.” and encourage pupils to point to the picture of the jam and respond 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 Pass me the _____, please. and Here you are to make and respond to a request.
Whole class
Option 1: Ask pupils to draw a food/drink item, show them to the class and make and respond to a request, using Pass me the _____, please. and Here you are.
Individual work
Option 2: Have pupils do Activity 6, Unit 7 in their workbooks.
Individual work
Option 3: Show pupils the lyrics of the song with some missing words, e.g.:
 Jam, juice, jelly.
 Pass me the _____.
 Pass me the _____.
 Pass me the _____.
Then ask some advanced pupils to guess the missing words and sing the complete song aloud.
Individual work