Giáo ansn Tiếng Anh Lớp 2 - Tuần 30 - Năm học 2020-2021 - Cao Văn Hùng

 Week: 30 Date of planning: 10 / 4 / 2021 
 Period: 57 Date of teaching: 14/ 4 / 2021
 UNIT 13: IN THE TOY SHOP
 Lesson 2
I. By the end of the lesson, pupils will be able to:
OBJECTIVES
 - say the letter T/t, the words teddy bear, tiger, 
 top, turtle and the phrases/sentences containing 
 /t/ and top, tiger, turtle, teddy bear in a chant.
 - listen and identify the words teddy bear, tiger.
 - trace the letter T/t and complete the words _op, 
 _eddy bear, _urtle, _iger. 
II. INPUT Language: 
 - Sound /t/
 - Vocabulary: teddy bear, tiger, top, turtle
 - Phrases with the sound /t/ and the words teddy 
 bear, tiger, top, turtle
 Resources/Material: 
 - Student’s book p. 61
 - sachmem.vn
 - Teacher’s guide pp. 150-152
 - Workbook pp. 43-44
 - Computer, projector
III. Warm-up – Listen and chant. – Listen and tick. 
PROCEDURE – 
 Look, trace and write. – Homelink
 Classroom 
Procedur
 Teaching and learning activities manageme
 e
 nt
Warm- 5 minutes
up
 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 T/t and the words 
 teddy bear, tiger, top, turtle.
 Option 2: Whole 
 Have pupils play Chinese whispers again, class
 using the words learnt in the previous lesson. 
 Option 3: 
 Get pupils to draw and colour their favourite 
 toys, then display their pictures on the Individual 
 classroom walls. work
3. Listen and chant. 10 minutes
 Step 1: Have pupils look at the chant. Say Look at Whole 
 the chant, please! Draw pupils’ attention to class
 the first verse and explain its meaning. Ask 
 them to pay attention to the letter T/t and 
 the words/ phrases top, turtle, tiger, teddy 
 bear. Check comprehension. 
 Step 2: Play the recording of the first verse for 
 pupils to listen and to get familiarized with Whole 
 the tune, saying Listen to the first verse, class
 please! Then play the recording again for 
 them to listen and repeat until they feel 
 confident, saying Now listen and repeat, 
 Step 3: please! 
 Follow the same procedure with the second 
 verse. Correct pronunciation, if necessary. Whole 
 Give further support to those pupils who class
 Step 4: find it difficult to do the task.
 Play the recording all the way through. Ask 
 pupils to listen and repeat the chant Group/
 individually and in chorus, saying Listen Individual 
 Step 5: and chant, please! Go around and offer work
 help, if necessary. 
 Select some pupils to the front of the class Individual 
 to chant and clap their hands. The rest of the work
 class may sing the chant along and clap 
 their hands. If they sang the chant well, Extensio praise them, saying Well done! or Very 
 n: good!
 1. Ask pupils to look at the picture in 
 Activity 3, work in pairs and find the items Pair work
 that are in the chant.
 2. For better pupils, cover or omit some 
 letters/words in the chant and have them Individual 
 guess and say all the lines aloud. For work
 example:
 T, t, top.
 T, t, _______.
 T, t, tiger.
 T, t, _______.
4. Listen and tick. 7 minutes
 Step 1: Have pupils look at the pictures of Question Whole 
 1 and say, saying Look at the pictures and class 
 say, please! Draw pupils’ attention to the 
 boxes next to the letters a and b. Check 
 Step 2: comprehension. 
 Invite some pupils to point to the pictures and Individual 
 say the words in front of the class, saying work
 Point to the pictures and say, please! Eg: 1a: 
 Step 3: a teddy bear, 
 1b: a top. 
 Individual 
 Play the recording of the first sentence for 
 work
 pupils to listen and tick the correct picture. 
 Say Now listen and tick, please! Play the 
 recording of the first sentence, several times 
 Step 
 if necessary, for pupils to hear. 
4:
 Whole 
 Ask pupils to say what they have heard and class
 ticked. Say What did you hear? Did you hear 
 “I can see a teddy bear” or “I can see a 
 top”? If they say “I can see a teddy bear”, 
 Step ask them to tick the box a. If they say “I can 
 see a top”, play the recording again for them 5: to listen one more time and tick. Individual 
 Follow the same procedure with the pictures work
 in Question 2. Give further support to those 
 Step 6: pupils who find it difficult to do the task. Individual 
 Call a few pupils to the front of the class to work
 point to the pictures and say what they have 
 heard. E.g. 
 1. I can see a teddy bear. 2. I can see a tiger.
 Audio script: 1. I can see a teddy bear. 
 2. I can see a tiger.
 Answers: 1. a 2. a
5. Look, trace and write. 8 minutes
 Step Have pupils look at the letter T (upper case), Whole 
1: saying Look at the letter T. What can you class
 see? Yes, you can see the T (upper case). 
 Point to the upper case T and say This is the 
 letter T (upper case). Check comprehension. 
 Write the letter T (upper case) on the board, 
 Step 2: saying Look at the board. What can you see Whole 
 now? Yes, you can see the letter T. Check to class
 make sure pupils understand the letter 
 written in solid lines and that in broken lines. 
 Tell pupils to trace the letter T, saying Now 
 Step 3: trace the letter T. You can demonstrate by air 
 tracing or tracing the broken line letter T. Individual 
 Then let pupils do the tracing. Go around and work
 offer help, if necessary. 
 Step 4: Follow the same procedure with the letter t 
 (lower case). Give further support to those Individual 
 pupils who find it difficult to do the task. work
 Step 5: Check the results of pupils’ tracing and give 
 feedback. Ask pupils to work in pairs and 
 Pair work
 swap their answers, saying Now work in 
 pairs and check each other’s answer. Give 
 pupils time to work. 
 Step 6: Go around and offer help, if necessary. If there is enough time, invite some pupils to Individual 
 point to the letter T/t and say its sound, work
 saying Point to the letter and say, please! 
 Then let them point to the pictures and say 
 the complete words aloud, saying Point to 
 Extensio the pictures and say the words, please!
 Individual 
 n: - For weaker pupils, have them do Activity 3, 
 work
 Unit 14 in their workbooks.
 - For better pupils, have them do Activity 4, 
 Unit 14 in their workbooks.
Homelin 5 minutes
k
 Option 1: Have pupils listen to the Whole 
 recording, then say the chant again. class
 Option 2: Ask pupils to look at the pictures 
 in Whole 
 4. Listen and tick. and say about them, class
 e.g. teddy bear, top, tiger. Encourage better 
 pupils to use learnt structures e.g. It’s a 
 teddy bear.; This is a top.; ...
 Option 3: To reinforce the vocabulary, get 
 pupils to do Activity 1, Unit 14 in their Individual 
 workbooks. work
 **********************************************
 Week: 30 Date of planning: 12 / 4 / 2021 
 Period: 58 Date of teaching: 16/ 4 / 2021
 UNIT 13: IN THE TOY SHOP
 Lesson 3
I. By the end of the lesson, pupils will be able to:
OBJECTIVES
 - use “I can see a _____.” to express ability. 
 - sing a song with the structure “I can see a 
 _____.” II. INPUT Language: 
 - I can see a _______.
 Resources/Material: 
 - Student’s book p. 62
 - sachmem.vn
 - Teacher’s guide pp. 152-154
 - Workbook p. 45
 - Computer, projector
III. Warm-up – Listen and repeat. – Let’s talk. – 
PROCEDURE Let’s sing. – Homelink
Procedur Teaching and learning activities Classroom 
 e manageme
 nt
Warm- 5 minutes
up
 Option 1: Whole class
 - Have pupils listen to the recording, then 
 sing the chant on Page 61.
 - 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 Whole class
 toys/pets they have learnt/drawn.
 - Ask them to recall and name the toys/pets 
 (e.g. cat, dog, top, teddy bear, ...). 
 Encourage better pupils say more 
 words/phrases if they can.
 Option 3: - Invite one or two pupils write the letter T/t Individual 
 on the board. work
 - Get pupils to say words that contain the 
 sound of the letter T/t (e.g. cat, goat, top, 
 turtle, ...).
6. Listen and repeat. 5 minutes
 Step 1: Have pupils look at the picture, point to the Whole class
 tiger in the picture and say What is it? It’s 
 a tiger. Point to the girl and say I can see a 
 tiger. Have pupils look at the sentence “I 
 can see a tiger.”, saying Look at the 
 sentence, please! Explain the meaning of 
 the sentence and how it is used. Check 
 Step 2: comprehension. Whole class
 Play the recording several times for pupils 
 Step 3: to listen and repeat the sentence, saying Individual 
 Now listen and repeat, please! work
 Play the recording and invite some students 
 to repeat the sentence “I can see a tiger.” in 
 front of the class. Correct pronunciation to 
 make sure pupils can repeat correctly the 
 Step 4: sentence. Give further support to those Individual 
 pupils who find it difficult to do the task. work
 Invite some pupils to listen and say the 
 sentence in front of the class
7. Let’s talk. 10 minutes
 Step 1: Have pupils look at the bubble to Whole class
 understand how the structure “I can see a 
 _____.” is used (to say what they can see). 
 Explain the meaning of the sentence, if 
 Step 2: necessary. Whole class
 Have pupils look at the first picture. Say 
 Look at Picture a, please! Point to the tiger 
 and ask them What is this? The pupils 
 answer “a tiger”. Tell them to say the whole 
 Step 3: sentence “I can see a tiger.” Whole class Point to Picture a and model, using the 
 expression in the bubble and the picture. 
 Step 4: E.g. Whole class
 I can see a tiger. 
 Ask pupils to point to Picture a and say the 
 sentence “I can see a tiger.” in chorus, 
 Step 5: saying Point to Picture a and say “I can see Pair work
 a tiger”. Correct pronunciation, if 
 necessary. 
 Step 6: Follow the same procedure with other Whole class 
 pictures. Give further support to those 
 pupils who find it difficult to do the task. 
 Extensio Select some pairs of pupils to practise Group work
 n: saying what they can see in front of the 
 class. Praise them, saying Excellent! if they 
 performed well. 
 1. Show the flashcards of the tiger, turtle, 
 top and teddy bear and ask pupils to say 
 what they can see. E.g. I can see a tiger. 
 2. Play Memory game. Divide the class in 
 four groups. Say an incomplete sentence, 
 e.g. I can see a ____. and have pupils add a 
 toy item to the chain, e.g. I can see a tiger. 
 → I can see a tiger and a top. → I can see 
 a tiger, a top and a doll.
8. Let’s sing. 10 minutes
 Step 1: Have pupils read the lyrics to get Whole class
 familiarized themselves with the first verse 
 of the song. Say Now look at the first verse, 
 please! Check comprehension. 
 Step 2: Play the recording several times for pupils Whole class
 to repeat line after line to make sure that 
 they can sing the first verse correctly. Say 
 Listen and repeat, please! 
 Step 3: Whole class Follow the same procedure with the second 
 verse of the lyrics. Praise them when they 
 Step 4: perform well, saying Excellent! Whole class
 Have pupils listen to the whole song and 
 sing along. Draw their attention to the 
 pronunciation, the stress and the melody of 
 the song, saying Now listen to the whole 
 Step 5: song and sing, please! Let pupils practise Individual 
 singing the song. work
 If there is time, let them sing the song 
 Extensio several times or ask some pupils to sing the Group work
 n: song individually. 
 Practise two-part singing. Divide the class 
 into two groups and ask each group to sing 
 one part of the song.
Homewo 5 minutes
rk
 - Revise the main teaching point of the Whole class
 lesson: the structure I can see a ____. to 
 express ability. Individual 
 Option 1: Ask pupils to draw/show work
 pictures of their favourite toys/pets and say 
 about them, using I can see a ___.