Giáo án Tiếng Anh lớp 2 Global Success Unit 4 Lesson 3

Giáo án Tiếng Anh lớp 2 Global Success Unit 4 Lesson 3

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I. OBJECTIVES

By the end of this lesson, pupils will be able to:

1. Knowledge and skills

- use the sentence structures “What can you see?” and “I can see a _____.” to describe features of a scene.

- sing a song with the sentence structures “What can you see?” and “I can see a _____.”.

2. Competences

- Critical thinking and creativity: learn how to describe features of a scene correctly and fluently.

- Communication and collaboration: work in pairs or groups to complete the learning tasks.

- Self-control & independent learning: perform speaking task.

3. Attributes

- Show their love for the beauty of nature and the responsibility to protect it.

- Study hard.

II. MATERIALS

- Pupil’s book: Page 19

- Audio Tracks 20, 21

- Teacher’s guide: Pages 32, 33

- Website hoclieu.vn

- Flashcards/ pictures and posters (Unit 4)

- Computer, projector, …

III. PROCEDURES

1. WARM-UP & REVIEW (5 minutes)

a. Objectives

- To review the vocabulary about the sound of the letter R/r (road, rainbow, river).

b. Content

- Game: Tick the R/r letter pictures

c. Expected outcomes

- Pupils can correctly remember the vocabulary about the sound of the letter R/r (road, rainbow, river).

d. Organisation:

TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	CONTENT
Game: Tick the R/r letter pictures
- Stick nine pictures on the board. - Have pupils look at the pictures carefully. - Ask pupils to take turns ticking the picture with the sound of the letter R/r. - Check the answers as the class.   - Call some pupils to read all the words aloud.	- Look at the pictures.   - Take turns ticking the picture with the sound of the letter R/r. - Check the answers as the class. - Read all the words aloud.	Pictures (sail, road, kite, rainbow, river, bike, kitten, ball, red) * Answer: road, rainbow, river, red

e. Assessment

- Performance products: Pupils’ answers and pronunciation

- Assessment tools: Observation; Questions & Answers

2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (10 minutes)

a. Objectives

- To use the sentence structures “What can you see?” and “I can see a _____.” to describe features of a scene.

b. Content

- Activity 6. Listen and repeat.

c. Expected outcomes

- Pupils can use the sentence structures “What can you see?” and “I can see a _____.” to describe features of a scene.

d. Organisation

TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	CONTENT
Activity 6. Listen and repeat. (Track 20)
Step 1: Draw pupils’ attention to the picture (say “Look at the picture.”). Say “There’s a rainbow. I can see a rainbow.” Step 2: Have pupils point to the sentence (say “Point to the sentence.”). Play the recording 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.	- Pupils look at the picture.       - Pupils point to the sentence. Pupils listen to the recording and repeat.	- Speech bubbles: What can you see? I can see a rainbow. - The picture shows a boy and a girl looking at a rainbow. The girl is saying “What can you see?” The boy is saying “I can see a rainbow.”

e. Assessment

- Performance products: Pupils’ answers and pronunciation

- Assessment tools: Observation; Questions & Answers

3. ACTIVITY 2: PRACTICE (8 minutes)

a. Objectives

- To use the sentence structures “What can you see?” and “I can see a _____.” to describe features of a scene.

b. Content

- Activity 7. Let’s talk.

c. Expected outcomes

- Pupils can use the sentence structures “What can you see?” and “I can see a _____.”
to describe features of a scene.

d. Organisation

TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	CONTENT
Activity 7. Let’s talk.
Step 1: Write “What can you see? I can see a rainbow.” on the board and underline the phrase can see a rainbow. Have two pupils model the question and answer for the class. Step 2: Erase can see a rainbow and replace it with can see a road. Nominate another two pupils to model the question and answer for the class. Step 3: Repeat Step 2 for can see a river. Step 4: Erase can see a river and leave the incomplete sentence structures “What can you see?” and “I _____.” on the board. Step 5: Draw pupils’ attention to Picture a (say “Look at Picture a.”). Divide the class into two teams and encourage them to take turns asking and answering “What can you see? - I can see a road.”. 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. Step 6: Repeat Step 5 for Pictures b and c.	- Pupils follow the teacher demonstrating the activity. Two pupils model the question and answer for the class.   - Two pupils to model the question and answer for the class.     - Pupils follow the teacher’s instructions. - Pupils follow the teacher demonstrating the activity.     - Pupils look at Picture a. Pupils work in two teams to take turns asking and answering “What can you see? - I can see a road.”.         - Pupils follow the teacher’s instructions.	There are three pictures showing (a) a road, (b) a rainbow, and (c) a river, together with the incomplete sentence structures “What can you see?” and “I _____.”.

e. Assessment

- Performance products: Pupils’ performance

- Assessment tools: Observation; Questions & Answers

4. ACTIVITY 3: PRACTICE (7 minutes)

a. Objectives

- To sing a song with the sentence structures “What can you see?” and “I can see a _____.”

b. Content

- Activity 8. Let’s sing.

c. Expected outcomes

- Pupils can sing a song with the sentence structures “What can you see?” and “I can see a _____.”

d. Organisation

TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	CONTENT
Activity 8. Let’s sing. (Track 21)
Step 1: Draw pupils’ attention to the picture (say “Look at the picture.”). Say “What can you see?” and encourage pupils to answer using the full sentence structure. Step 2: Play the recording of the song to familiarise pupils with the rhythm and melody (say “Listen.”). 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. Step 4: Say “Let’s sing!”. Play the recording line by line and encourage pupils to sing along. 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.	- Pupils look at the picture and answer using the full sentence structure.       - Pupils listen to the recording of the song to familiarise with the rhythm and melody. - Pupils read the song line by line.           - Pupils listen to the recording line by line and sing along. - Pupils work in groups to make up actions for the song. Pupils perform the song for the class.	- The lyrics and the recording of the song about the countryside. - The picture shows a road, a river and a rainbow.

e. Assessment

- Performance products: Pupils’ interaction and performance

- Assessment tools: Observation; Questions & Answers

5. FUN CORNER AND WRAP-UP (5 minutes)

* Option 1: Game: Noughts and Crosses

- Write “What can you see?” and “I can see a ____.” on the board.

- Divide pupils into 2 teams: one team is X, one team is O.

- Using pictures they have

- Have pupils select a number on the grid, then 2 representatives ask and answer the question as the speech bubbles above. If they answer correctly, the teacher clicks on X or O for the team (depending on which team is answering).

- The first team to get three Xs or three Os in a row wins.

* Option 2: Game: Circle the words

- Divide the class into teams of three pupils.

- Prepare paper sheets with many words in random order. Give each team a paper sheet.

- Have two pupils from each team take out two pens with different colours.

-  When he/she calls out one word (e.g. road), the other two pupils try to circle that word as fast as possible.

- The pupil who circles more words wins.

- Have some teams demonstrate the activity in front of the class.

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