Giáo án Tiếng Anh Lớp 2 - Tuần 22 - Năm học 2020-2021 - Cao Văn Hùng

 WEEK: 22
 Date of preparing: 20 / 2/ 2021
 Period: 43 Date of teaching: 24/2/2021
 FUN TIME 3
 Lesson 2 
 Time allocation: 1 period
I. OBJECTIVES By the end of the lesson, pupils will be able to:
 - say the words they have learnt correctly
 - identify the words and numbers they have learnt
II. INPUT Language: 
 - Vocabulary: clock, lock, pot, mop, monkey, mango, mother, mouse
 - Numbers: one, two, three, four, five
 Resources/Material: 
 - Student’s book p.47
 - Sachmem.vn
 - Teacher’s guide pp.114-115
 - Flashcards to play games
 - Computer, projector
 1 III. Warm-up – Match and say – Let’s play – Home link
PROCEDURE
 Procedur Teaching and learning activities Classroom management
 e
Warm-up 5 minutes
 Option 1: Whole class
 Have pupils play a vocabulary game on sachmem. Individual work
 Ask pupils to say out loud all of the words they have learnt and played 
 with.
 Option 2: Whole class
 Have pupils play The Matching Game. Stick the picture flashcards on Individual work
 the board. Write the words from Unit 9 and Unit 10 on the board. Call 
 on some pupils to go to the board and draw lines to match the words and 
 the pictures.
 - Lead to Activity 3, Fun time 2.
3. Match and say.12 minutes
 Step 1 Have pupils look at the phrases and the pictures. Explain howto do Whole class 
 the activity: Pupils look at each phrase on the left. Draw their 
 attention to the number of thingsin each picture. Then pupils look at 
 thepictures on the right and find one appropriate picture to match with 
 2 thephrase. After that, pupils draw a line from the phrase to the 
 suitablepicture. Check comprehension.
Step 2 Model the first phrase with the whole class. Have pupils readthe Whole class
 phrase in the first question, saying Read the first phrase, please! 
 Thenask pupils to say, e.g. fivemonkeys. Have them look at the 
 pictures andask them Inwhich picture can you see five monkeys? Have 
 them point to thepicture with five monkeys and say the phrase (e.g. a. 
 five monkeys). Askthem to draw a line from the phrase to the suitable 
 picture, saying Draw aline, please!
Step 3 Follow the same procedure with questions 2, 3 and 4. Give Individual work
 furthersupport to those pupils who find it difficult to do the task.
Step 4 Have pupils work in pairs to compare their work and practice saying Pair work
 the phrases. Move around and correct their pronunciation, Whole class work
 ifnecessary.
Step 5 Call some pupils to show their work and say the phrases in front of 
 the class. Give comments and confirm the correct answers.
 KEY:
 1 d 2 c 3 b 4 a
Extension Show flashcards with different numbers of things (1-5). Ask pupils Pair work
 about the numbers of things, using the question “How many ?” Ask 
 pupils to work in pairs. Give each pair a card and have them ask and 
 answer about the number of things in each card.
 3 4. Let’s play: Kim’s game. 13 minutes
 Step 1 Explain how to play this game: T is going to stick five or six pictures Whole class
 of things/ animals on the board. Pupils look carefully at the pictures 
 for 30 seconds. Then T puts all of the pictures away and asks pupils to 
 say aloud the number of things in each represented by each picture. 
 (use number 1-5)
 Step 2 Stick the pictures of the words from Unit 9 to Unit 10 on the board. Whole class
 Remember to use pictures which have different numbers of things.
 Step 3 Have pupils look at the pictures of the words for 30 seconds, saying Group work
 Look at the pictures, please!
 Step 4 Put all of the pictures away and have pupils say out the number of Group work
 things/animals in the pictures. Move around and correct their 
 pronunciation, if necessary
 Extension Pupils can play and compete in pairs or small groups. With a better Whole class/ Group work
 class,
 divide the class into groups. After putting all of the pictures on the 
 board
 away, ask the groups to write down the numbers and the things (e.g. 
 two monkeys). Then count the correct phrases and give the group 
 with the most correct phrases bonus points.
Homelink 5 minutes
 4 Option 1: Whole class
 Show flashcards with different numbers of things/animals. Ask some Individual work
 pupils to ask and answer, using the question “How many...?”
 Option 2:
 Write incomplete words on the board. Invite some pupils to go to the 
 board and write the letters to complete the words. 
 - Tell pupils to practise saying the words and make sentences at home.
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 WEEK: 22
 Date of preparing: 22 / 2/ 2021
 Period: 44 Date of teaching: 26/2/2021
 UNIT 11: AT THE BUS STOP
 LESSON 1
 I. By the end of the lesson, pupils will be able to:
OBJECTIVES
 - pronounce the sound of the letter U/u.
 - say the words sun, truck, bus, running.
 II. INPUT Language:
 - Sound /ʌ/
 - Vocabulary: sun, truck, bus, running
 5 Resources/Material:
 - Student’s book p. 48
 - Sachmem.vn
 - Flashcards for Unit 11
 - Poster for Unit 11
 - Teacher’s guide pp. 116-118
 - Computer, projector
 III. Warm-up – Listen and repeat – Point and say – 
PROCEDURE Game - Homelink
Procedur
 Teaching and learning activities Classroom management
 e
Warm-up 5 minutes
 - Option 1: Access sachmem. Have one Whole class
 pair of pupils play Kim’s game in Fun 
 time 3 on page 47 (Student’s book).
 - Option 2: Invite one group of pupils to 
 sing the song on page 45 (Student’s 
 book)
 - Option 3: Ask a few pupils to do the 
 project on page 33 (Workbook).
 6 - Have pupils open the books and look at 
 Unit 11, Lesson 1 p. 48, saying Open the 
 books and look at Unit 3, Lesson 1 (Page 
 48).
 1. Listen and repeat. 10 minutes
Step 1: Open books open or access sachmem. Have Whole class
 pupils look at the picture and describe it, 
 saying Look at the picture and describe it, 
 please! Draw pupils’ attention to the letter 
 U/u, the words next to the things and the 
 colour of the letter U/u (as mentioned in 
 Input in Teacher’s guide). Check 
Step 2: comprehension. Individual work
 Ask pupils to point to the letter U/u, listen 
 to the recording and repeat the sound of 
 the letter U/u, saying Point to the letter Individual work
Step 3: U/u, listen and repeat, please!
 Have them point to the sun and/or the 
 word sun, listen to the recording and 
 repeat the word sun. Say Point to the sun, 
 listen and repeat, please! Then play the 
 recording again, if necessary, for them to Individually
 repeat individually and in chorus. Correct 
Step 4: pronunciation, if necessary. If they 
 repeated well, praise them, saying Well 
Step 5: done!
 7 Follow the same procedure with the truck 
 and the bus. Correct pronunciation, if 
 necessary.
 Get them to look at the boy and help them Group work
 to identify the character and the situation 
Step 6: by asking and answering the question What 
 is the boy doing? - He is running. Then play 
 the recording for them to listen and repeat 
 the word running. Check pupils’ 
 comprehension. Whole class
 Have pupils point to the letter U/u, the 
Step 7: pictures, listen to the recording again and 
 say the sound of the letter and the words 
 again in pairs or groups. Repeat the step, if 
 necessary. Give further support to those 
 pupils who find it difficult to do the task, if 
 necessary.
 Play the recording again and call a few 
 pupils to say the letter U/u and the words 
 sun, truck, bus, running in front of the class 
 (saying Well done! when they performed 
 well).
 2. Point and say. 10 minutes
Step 1: Have pupils look at the picture again and Whole class
 explain the situation in which the language 
 is used. Say Look at the picture, please! Ask 
 8 one or two pupils to describe the picture. 
 E.g. The boy is running (to the bus). The sun 
 is shining. The truck is moving (in the 
 street). Draw their attention to the letter 
 U/u and the words they have learnt in 
Step 2: Activity 1. Individual work
 Let them point to the sun and say the word 
 sun as a model (saying Point and say, 
 please!). Remind them of the sound of the 
 letter u in the word sun. Then ask one pupil Individual work
Step 3: to point to the sun and say the word sun in 
 front of the class. Check comprehension.
 Follow the same procedure with other 
 things and correct pronunciation, if Pair or group work
 necessary. Give further support to those 
Step 4: pupils who find it difficult to do the task.
 Have pupils work in pairs or in groups to 
 look at the picture, point to the letter U/u, Whole class
 the boy and the things and say the sound of 
Step 5: the letter and the words aloud. Say Point to 
 the picture and say, please! Go around to 
 offer help or correct pronunciation, if 
 necessary.
 Invite some pupils to point to the picture 
 and say the sound of the letter and the 
 words in front of the class. Correct 
 9 pronunciation, if necessary.
 Fun Pelmanism 7 minutes
 corner
 Step 1: Tell pupils about two sets of cards (as Whole class
 mentioned in Input). Check 
 comprehension.
 With better class, stick four flashcards with 
 these words on the board. Have two 
 groups of four to play the game. You may 
 Step 2: let them play Slap the board on Sachmem.
 Tell pupils that they are going to match the 
 words with the suitable pictures. Give an 
 Step 3: example to show how the game is played. Group work
 Check comprehension.
 Step 4: Put pupils into groups of four and give each Group work
 group a set of cards.
 Get the groups to shuffle the cards and 
 distribute them face down on the table. 
 Have each player in turn select two cards 
 and turn them face up. If the word matches 
 the picture, the player wins the pair and 
 continues to turn over another pair. If the 
Extension cards do not match, they are turned face
 : down again and the next player has to go. 
 The game ends when all the cards are 
 gone.
 10 With a better class, have them play the 
 game with the words they have leant (e.g. 
 mango, mother, mouse, clock, lock, )
Homelink 3 minutes
Option 1: Pupils practise pronouncing the sound of Whole class
 the letter U/u and saying the words sun, 
 truck, bus, running (in Student’s books or 
Option 2: sachmem).
Option 3: Pupils play Pelmanism in sachmem.
 Pupils point to the flashcards (of the 
 truck, the bus, the sun, the monkey, the 
 mouse, ...) and say imperative sentences 
 with the structure: Look at the ___.
 11