Giáo án Tiếng Anh Lớp 2 - Tuần 21. Unit 10: At The Zoo - Năm học 2020-2021 - Cao Văn Hùng

 WEEK: 21
 Date of preparing: 01 / 2/ 2021
 Date of teaching: 03/2/2021
 Unit 10: At The Zoo
 Lesson 2
I. OBJECTIVES By the end of the lesson, pupils will be able to:
 - say the letter M/m, the words mango, mother, monkey, 
 mouse and the phrases/sentences containing /m/ and 
 mango, mother, monkey, mouse in a chant.
 - listen and identify the words monkey, mango.
 - trace the letter M/m and complete the words _ango, 
 _other, _onkey, _ouse. 
II. INPUT Language: 
 - Sound /m/
 - Vocabulary: mango, monkey, mother, mouse
 - Phrases/sentences with the sound /m/ and the words 
 mango, monkey, mother, mouse
 Resources/Material: 
 - Student’s book p. 44
 - Sachmem.vn
 - Teacher’s guide pp. 107-109
 - Workbook pp. 31-32
 - Flashcards to play games in Warm-up
 - Computer, projector
III. PROCEDURE Warm-up – Listen and chant. – Listen and tick. – Look, 
 trace and write. – Homelink
 Classroom 
 Procedure Teaching and learning activities
 management
 Warm-up 5 minutes
 Option 1: Whole class
 Ask two or three pupils to look at the picture in 
 Lesson 1 (Student’s book or sachmem) and say the 
 sound of the letter M/m and the words mango, 
 mother, monkey and mouse.
 Option 2: Ask the class to play Find the odd one out again, Whole class
 using the words in Lesson 1, Unit 10 and those in 
 the previous units, saying Now let us play Find the 
 odd one out!
 Option 3: 
 Get pupils to play What’s Missing Game, using the Whole class
 pictures and flashcards with the incomplete words 
 _ango, _onkey, _other and _ouse. Pupils should 
 guess the missing letters and say the words 
 correctly.
3. Listen and chant. 10 minutes
 Step 1: Have pupils look at the chant, saying Look at the Whole class
 chant, please! Draw pupils’ attention to the first 
 verse and explain its meaning. Ask them to pay 
 attention to the letter M/m and the words 
 monkey, mouse. Check comprehension. 
 Step 2: Play the recording of the first verse for pupils to Whole class
 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! 
 Step 3: Follow the same procedure with the second Whole class
 verse. Correct pronunciation, if necessary. 
 Step 4: Play the recording all the way through. Ask Whole class
 pupils to listen and repeat the chant individually 
 Individual 
 and in chorus, saying Listen, chant and clap your 
 work
 hands, please! Go around and offer help, if 
 necessary. 
 Step 5:
 Select some pupils to the front of the class to Individual 
 chant and clap their hands. The rest of the class work
 may sing the chant and clap their hands along. If 
 they have sung the chant well, praise them, Whole class
 saying Great work!
 Extension: For better pupils, cover or omit some letters/ 
 words in the chant and have them guess and say Individual 
 all the lines aloud. For example: work
 M, m, m. Whole class
 M is for ________.
 M is for mouse.
 Monkey and _______. 4. Listen and tick. 7 minutes
 Step 1: Have pupils look at the pictures in Question 1 and Whole class 
 say what they can see. Draw pupils’ attention to 
 the boxes next 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 monkey, 1b: a mouse. 
 Step 2: Play the recording of the first sentence for pupils Individual 
 to listen, saying Now listen, please! Ask pupils work
 what they have heard and ticked, saying What did 
 you hear? Did you hear “There’s a monkey” or 
 “There’s a mouse”? Yes, it said “There’s a 
 monkey”. You tick the box a. If some pupils say 
 “There’s a mouse”, let them listen to the recording 
 again, saying Now listen again, please! Play the 
 recording and ask What did you hear? Did you 
 hear “There’s a monkey” or “There’s a mouse”? 
 Yes, “There’s a monkey”. Tick the box a. So a is the 
 correct answer. 
 Step 3: Follow the same procedure with the pictures in Individual 
 Question 2. Before playing the recording, say Are work
 you ready? OK, now listen, please! Play the 
 recording (several times if needed) for pupils to 
 listen and tick the correct box. 
 Step 4: Call a few pupils to the front of the class to point Individual 
 to the pictures and say what they have heard. If work
 they said correct words, praise them, saying Well 
 done! or Very good! 
5. Look, trace and write. 8 minutes
 Step 1: Have pupils look at the letter M (upper case) and Whole class
 m (lower case). Remind them how to trace it. 
 Step 2: Give pupils time to trace the letter M/m Individual 
 independently, saying Now trace the letter M/m work
 with your pencil. You can demonstrate by air 
 tracing or tracing the broken lines of the letter 
 M/m on the board. Then let pupils do the tracing. 
 Give further support to those pupils who find it 
 difficult to do the task. 
 Step 3: Check the results of pupils’ tracing and give Pair work feedback. Ask pupils to work in pairs, swap and 
 check their answers. Give pupils time to work. Go 
 around and offer help, if necessary. 
 Step 4: Then have pupils look at the four pictures in the Whole class
 activity. Ask some questions to help them identify 
 the person and things in the pictures (e.g. 
 What’s/Who’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. 
 Step 5: Give pupils time to complete the words Individual 
 independently, saying Look at the pictures and work
 complete the words, please! Go around and offer 
 help, if necessary. 
 Step 6: Ask some pupils to show what they have done. Whole class
 Praise them if they have done well, saying You’ve Individual 
 done a good job! work
 Extension: - For weaker pupils, have them do Activity 3, Unit 
 10 in their workbooks.
 - For better pupils, have them do Activity 4, Unit 
 10 in their workbooks.
 Homelink 5 minutes
 Option 1: Have pupils listen to the recording, Whole class
 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. 
 monkey, mouse. Encourage better pupils to use 
 learnt structures e.g. It’s a monkey; It’s a Individual 
 mouse; ... work
 Option 3: To reinforce the vocabulary, get 
 pupils to do Activity 1, Unit 10 in their 
 workbooks.
 **************************************************
 WEEK: 21
 Date of preparing: 01 / 2/ 2021
 Date of teaching: 05/2/2021
 Unit 10: At The Zoo
 Lesson 3
I. OBJECTIVES By the end of the lesson, pupils will be able to: - use “That’s a _____.” to identify someone or 
 something. 
 - sing a song with the structure “That’s a _____.”
II. INPUT Language: 
 - That’s a _______.
 Resources/Material: 
 - Student’s book p. 45
 - Sachmem.vn 
 - Teacher’s guide pp 109-111
 - Workbook p. 33
 - Pictures/Slides of animals for Warm-up
 - Computer, projector
III. PROCEDURE Warm-up – Listen and repeat. – Let’s talk. – Let’s sing. – 
 Homelink
 Procedure Teaching and learning activities Classroom 
 management
 Warm-up 5 minutes
 Option 1: Whole class
 - Have pupils listen to the recording, then sing the 
 chant on page 44.
 - Select some better pupils to sing the chant in 
 front of class. The class listens to them and claps 
 hands along.
 Option 2: Whole class
 - Show pupils pictures/slides of some animals 
 they have learnt.
 - Ask them to recall and name the animals (e.g. 
 horse, duck, goat, monkey, ...). Encourage better 
 pupils say more words of animals if they can. Individual 
 Option 3: work
 - Invite one or two pupils write the letter M/m on 
 the board.
 - Get pupils to say words that contain the sound 
 of the letter M/m (e.g. mop, monkey, mother, ...)
 6. Listen and repeat. 5 minutes
 Step 1: Have pupils look at the picture of a girl and her Whole class
 mother looking at a monkey. The mother says “That’s a monkey”. Explain the meaning of the 
 sentence and how it is used. Check comprehension. 
 Play the recording several times for pupils to 
 Step 2: listen and repeat the sentence, saying Now listen Whole class
 and repeat, please! 
 Invite a few pupils to listen and repeat the 
 Step 3: sentence That’s a monkey in front of the class. Individual 
 Correct their pronunciation, if necessary or praise work
 them when they pronounced the sentence 
 correctly, saying You did very well! 
 Ask some pupils to point to and repeat the 
 Step 4: sentence That’s a monkey. Go around and correct 
 pronunciation to make sure pupils can repeat the Pair work
 sentence correctly.
7. Let’s talk. 10 minutes
 Step 1: Have pupils look at the bubble to understand how Whole class
 the structure is used. Explain the meaning of the 
 structure. 
 Step 2: Have pupils look at the first picture. Say Look at Whole class
 Picture 1, please! Point to the monkey and ask 
 them, saying What’s that? Tell them that it is a 
 monkey, saying That’s a monkey. 
 Step 3: Ask pupils to use the structure “That’s a _____.“ Individual 
 in the bubble and Picture 1 (a monkey) to identify work/Whole 
 something, e.g. That’s a monkey. Get them to class
 repeat the sentence several times individually 
 and in chorus. Check comprehension. 
 Step 4: Follow the same procedure with the other Whole class 
 pictures. Make sure pupils understand the 
 structure “That’s a ____.“ 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. 
 Step 5: Ask pupils to work in pairs/groups, using “That’s a Group/Pair 
 ____.” with the picture cues. work
 Step 6: Select some pupils to practise identifying Individual 
 someone/something in front of the class. Praise work
 them, saying That’s right! or Superb! if they 
 performed well.
 Extension: Have pupils point to and identify things/people in Individual 
 the classroom. Encourage them to say as much as work they can, e.g. That’s a pen ___.”; “That’s a desk.”
8. Let’s sing. 10 minutes
 Step 1: Have pupils look at the lyrics to get familiarized Whole class
 with the first verse of the song. Explain the 
 meaning of the sentence That’s a monkey. 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. 
 Step 2: Follow the same procedure with the second and Whole class
 third verses. Correct pronunciation and the 
 melody of the song, if necessary. 
 Step 3: Have pupils listen to the whole song, drawing Whole class
 their attention to the pronunciation, the stress 
 and the melody of the song. Say Now listen to the 
 whole song. 
 Step 4: Let pupils practise singing the song. Help them Group work
 sing the song sentence by sentence first. Then Individual 
 help them to sing the whole song. If there is time, work
 let them sing the song several times until they 
 feel confident. 
 Step 5: Select some groups to the front of the class to Group work
 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!
 Extension: Practise three-part singing. Devide the class into 
 three groups and ask each group to sing one part 
 of the song.
Homelink 5 minutes
 - Revise the main teaching point of the lesson: the Whole class
 structure That’s a ____ to identify someone or 
 something.
 Option 1: Ask pupils to draw an animal or a pet/a Individual 
 fruit, show them to the class and identify them, work
 using That’s a ___.
 Option 2: Have pupils do Activity 6, Unit 10 in Individual 
 their workbooks. work
 Option 3: Show pupils the lyrics of the song with Individual 
 some missing words, e.g.: work Monkey, monkey.
 That’s a ______.
 Mango, mango.
 That’s a ______.
Then ask some advanced pupils to guess the 
missing words and sing the complete song aloud.