Tiếng AnhLớp 2Unit 2. In the backyard

Giáo án Fun time 1

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (35 phút)

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I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to:
- Recognise and pronounce the letters P p and K k with the sounds /p/ and /k/.
- Name the vocabulary of Units 1–2: pasta, popcorn, pizza, kite, bike, kitten.
- Use the sentence patterns I like …; The … is yummy.; He's/She's …ing.; Is he/she …? – Yes, he/she is. / No, he/she isn't.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to and choose the correct pictures, read and rearrange sentences, say the sentences aloud and write the words from the spelling relay.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce /p/ and /k/ correctly, spell the Unit 1–2 words, and use the patterns The … is yummy. and He's/She's …ing. accurately.

2. General competences

Self-control and independent learning: Ss check their own answers to the exercises and correct mistakes after the teacher's feedback.
Communication and collaboration: Ss work in pairs and teams, take turns in the spelling relay and report their answers to the class in full sentences.
Problem-solving and creativity: Ss solve the hidden-word puzzle, rearrange words into sentences and design their own yummy menu.

3. Personal qualities

Responsibility: Ss keep quiet and stand up or sit down correctly when it is their turn in the game.
Honesty: Ss admit when they make a mistake in the exercises and accept corrections from classmates.

II. Resources and materials

1. Teacher

Flashcards or pictures of pasta, popcorn, pizza, kite, bike, kitten, a boy flying a kite, a girl playing with a kitten (Units 1–2)
Projector or interactive board to show the NeoEdu lesson page: neoedu.vn/learn/2/english/fun-time-1 (interactive exercises and listening audio)
Audio player for the listening exercises
Worksheet 1 (printed for each team)
Timer and stickers or small stars for scoring

2. Pupils

English notebook, pencil, coloured pencils, crayons
Small whiteboard or sheet of paper for writing the spelling
Blank sheet of A4 paper for the menu project

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Chant time: P p and K k

Aims

Ss activate prior knowledge of the sounds /p/ and /k/ and the Unit 1–2 vocabulary through a chant.

Content

Ss chant along with the teacher: 'p, p, p – pasta, popcorn, pizza!' and 'k, k, k – kite, kitten, bike!'. T shows pictures of each word while chanting.

Expected outcomes

Ss can chant the two sound chants and name the six words correctly with the right sounds.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Hello, class! Let's warm up with a chant.' T shows the pasta picture and models the chant 'p, p, p – pasta, popcorn, pizza!' with clear /p/ sounds. T asks: 'What sound does the letter P make?'
Pupils
Ss listen carefully and repeat the chant after T. Expected answer: 'The sound is /p/.'
Teacher
T shows the kite, bike and kitten pictures and leads the chant 'k, k, k – kite, kitten, bike!'. T asks: 'Which word does NOT start with /k/?' Then T points to the bike and asks: 'Where is the /k/ sound in bike?'
Pupils
Ss chant together in groups of three rows. Expected answers: 'Bike! The /k/ is at the end of bike.'
Teacher
T praises the class and says: 'Great! Now we know the sounds of P and K. Let's look at them more closely.'
Pupils
Ss clap their hands and say 'Yes, teacher!'

Activity 2.1: Exploration · 5 minutes

Review P p, K k and Unit 1–2 words

Aims

Ss revise the letters P p and K k, their sounds and the vocabulary of Units 1–2 through Look, listen and repeat.

Content

Ss look at the review chart with the letter, the sound, and the words: P p /p/ (pasta, popcorn, pizza); K k /k/ (kite, bike, kitten). Ss listen to the model and repeat the words in chorus, then in pairs.

Expected outcomes

Ss can read the letters, pronounce the sounds /p/ and /k/ and read the six words correctly.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the chart on the board and says: 'Look at the letter P p. Listen and repeat: /p/, /p/, pasta, popcorn, pizza.' T models each word, then asks Ss to repeat.
Pupils
Ss look, listen and repeat in chorus, then individually. Expected answer when T asks 'What is the first letter of pizza?': 'It's P.'
Teacher
T says: 'Now K k. Listen and repeat: /k/, kite, bike, kitten.' T asks pairs to point to a picture and say the word, for example 'Point to the kite and say the word.'
Pupils
Ss work in pairs. One S points to the picture and says the word; the partner checks and says 'Yes, it's a kite.' Then they swap roles.
Teacher
T calls on 3 pairs to say the words, and gives feedback on pronunciation: 'Good! Now try to say the /k/ sound without a vowel after it.'
Pupils
Selected pairs stand up and say the words. Expected answer: 'Kite, kitten, bike.'

Activity 2.2: Exploration · 5 minutes

Sentence patterns in context

Aims

Ss review the sentence patterns I like …; The … is yummy.; He's/She's …ing.; Is he/she …? and use them with pictures.

Content

T shows pictures and models sentences: 'I like pizza.' 'The pizza is yummy.' 'He's flying a kite.' 'Is she riding a bike?' 'Yes, she is. / No, she isn't.' Ss listen, repeat and answer the teacher's questions.

Expected outcomes

Ss can say each pattern correctly with the right picture and answer a yes/no question with a short answer.

Procedure

Teacher's activities

Pupils' activities

Teacher
T holds the pizza picture and says: 'I like pizza. The pizza is yummy.' T asks: 'Do you like pizza?' and models the answer: 'I like pizza.'
Pupils
Ss listen, repeat the patterns and answer: 'I like pizza.'
Teacher
T shows the boy flying a kite picture and asks: 'What is he doing?' Then T asks: 'Is he flying a kite?' and models: 'Yes, he is.' T shows the girl and bike picture and asks: 'Is she riding a bike?' with answer 'No, she isn't.' if the picture shows her playing with a kitten.
Pupils
Ss answer in full sentences. Expected answers: 'He's flying a kite.' 'Yes, he is.' 'No, she isn't.'
Teacher
T writes the four patterns on the board and says: 'Remember: I like …, The … is yummy, He's/She's …ing, and Is he/she …? Yes, he/she is / No, he/she isn't.'
Pupils
Ss copy the patterns into their notebooks.

Activity 3.1: Practice · 5 minutes

Stand up, sit down

Aims

Ss listen to the teacher's word and check the match with the picture, and correct the wrong word quickly.

Content

T holds one picture from the Unit 1–2 vocabulary and reads a word. If the word matches the picture, Ss stay seated. If the word does NOT match, Ss stand up and say the correct word. Example: T holds the kite picture and reads 'kitten'. Ss stand up and say 'No! It's a kite!'

Expected outcomes

Ss respond correctly to at least 8 out of 10 words and say the correct word when they stand up.

Procedure

Teacher's activities

Pupils' activities

Teacher
T explains the rules: 'If the word matches the picture, sit down. If the word is wrong, stand up and say the right word.' T models with the kitten example.
Pupils
Ss listen to the rules and say 'Yes, we understand.'
Teacher
T holds up each picture and reads a word, for example: pizza, pasta, bike, popcorn, kitten, kite. T watches and gives quick feedback.
Pupils
Ss stand up or stay seated. Expected answer: 'No! It's a bike!' or 'Yes! It's pizza!'
Teacher
T asks 2 Ss: 'Which word did you say?' and gives a star to the class for good answers.
Pupils
Ss say the word clearly. Expected answer: 'It's a kitten.'

Activity 3.2: Practice · 7 minutes

Let's check: Exercises 1–10

Aims

Ss practise listening, reading, matching and ordering words and sentences from Units 1–2.

Content

Ss complete Worksheet 1 and the NeoEdu exercises. Ex 1–2: listen and choose the picture. Ex 3: match the picture with its first letter. Ex 4: unscramble t–i–k–e. Ex 5: choose all food items. Ex 6: fill in yummy and flying. Ex 7: true or false. Ex 8: listen and choose the answer. Ex 9: put the words in order. Ex 10: listen and check the picture.

Expected outcomes

Answer key: 1. B (pizza); 2. C (kitten); 3. popcorn – p, kite – k, bike – b; 4. kite; 5. A, C, D (pizza, pasta, popcorn); 6. yummy, flying; 7. a) True, b) False, c) True; 8. B (No, he isn't); 9. The popcorn is yummy.; 10. True.

Procedure

Teacher's activities

Pupils' activities

Teacher
T distributes Worksheet 1 to each team and says: 'Listen and do exercises 1 and 2 first. Then do the rest in your team.' T plays the audio for exercises 1 and 2.
Pupils
Ss listen and write the letters of the pictures. Expected answers: 1. B (pizza); 2. C (kitten).
Teacher
T walks around, checks answers and says: 'Good! Look at exercise 4. Can you find the hidden word?' T gives a hint if needed.
Pupils
Ss work in teams to complete exercises 3–10. Expected answer: 'K-I-T-E: kite!' and 'The popcorn is yummy.'
Teacher
T shows the answer key on the board and asks teams to check their answers. T says: 'Which answer did you change? Why?'
Pupils
Teams check and correct their answers. Expected answer: 'We changed exercise 7b because pizza starts with P, not B.'

Activity 4: Application · 8 minutes

Fun corner: Spelling relay and My yummy menu

Aims

Ss play a spelling relay to review the words and design a yummy menu to use the patterns in a real-life context.

Content

Part 1 (3 minutes): Spelling relay. Two teams each get a picture (pizza with p; kite with k). Each member says one next letter: p – i – z – z – a. The team that spells correctly and reads the whole word aloud wins. Part 2 (5 minutes): Ss draw their favourite food on a sheet of A4 paper, write I like …, and say The … is yummy.

Expected outcomes

Ss spell at least two words correctly, and complete a menu with one drawing and one sentence: 'I like … . The … is yummy.'

Procedure

Teacher's activities

Pupils' activities

Teacher
T divides the class into 2 teams and gives each team a picture with its first letter: pizza (p) and kite (k). T says: 'Each person says one letter. Spell the word and read it aloud!'
Pupils
Ss form two teams and listen to the rules. Expected answer: 'Okay, teacher!'
Teacher
T starts the relay and watches the teams. T says: 'Team A, your turn!' Then T gives the menu task: 'Draw your favourite food and write: I like … . The … is yummy.'
Pupils
Ss say the letters in turn and then draw and write their menu. Expected answers: 'p – i – z – z – a, pizza!' and 'I like pasta. The pasta is yummy.'
Teacher
T chooses 2 Ss to show their menus and says: 'Wonderful! Let's say our sentences together.' T gives the winning team a star.
Pupils
Ss show their menus and say the sentences aloud. Expected answer: 'I like popcorn. The popcorn is yummy.'

Worksheets

Phiếu học tập số 1

Worksheet 1 – Unit 2: Fun time 1
Name: ____________ Team: ____________

A. Listen and choose the correct picture.

1. A. kitten B. pizza C. kite
1. A. bike B. popcorn C. kitten

B. Match the picture with its first letter.

popcorn – ___
kite – ___
bike – ___

C. Unscramble the letters to make a word for a toy that flies in the sky.

t – i – k – e → ________

D. Choose ALL the food words.

A. pizza B. kite C. pasta D. popcorn E. bike

E. Fill in the blanks with the words in the box: yummy, flying

The pasta is ________.
He's ________ a kite.

F. True or False?

a) Kitten starts with the letter k. ______
b) Pizza starts with the letter b. ______
c) Bike has the /k/ sound at the end. ______

G. Listen and choose the correct answer.

Is he flying a kite? A. Yes, he is. B. No, he isn't.

H. Put the words in order to make a sentence.

popcorn / is / The / yummy → ____________________

Homework

Say the sounds /p/ and /k/ and the six words (pasta, popcorn, pizza, kite, bike, kitten) to your family.
Finish your yummy menu: draw your favourite food and write: I like … . The … is yummy.
Ask a family member: Is he/she flying a kite? Answer: Yes, he/she is. / No, he/she isn't.
Practise the interactive exercises on the NeoEdu page at home: neoedu.vn/learn/2/english/fun-time-1.

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