Tiếng AnhLớp 2Unit 12. At the café

Giáo án Review 3

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (70 phút)

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I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to:
Pronounce the letters Y y (/j/), Z z (/z/), i (/aɪ/) and a (/eɪ/) and recognise words with these sounds, such as yogurt, zebra, riding and cake.
Use the 12 words of Units 9–12 correctly: yogurt, yams, yo-yos, zoo, zebu, zebra, riding, driving, sliding, cake, grapes, table.
Use the sentence patterns What do you want? – I want some …; That's a …; Do you like the …? – Yes, I do / No, I don't; They're …ing; He's/She's having …; The … is/are on the table.
Read and understand a short story, and explain why 'are' is used in the sentence 'The cake and the grapes are on the table' (there are two things).
Communicative competence in English through listening, speaking, reading and writing: Ss listen and choose the correct picture, say the patterns in context, read the story aloud in pairs and write one or two short sentences about a break-time scene.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the letters Y, Z, i, a correctly, use the 12 words, and use is/are and the given patterns correctly.

2. General competences

Self-control and independent learning: Ss work on their own in the reading and writing tasks and check their answers against the picture clues.
Communication and collaboration: Ss work in pairs and groups to ask and answer questions, share answers and give feedback politely.
Problem-solving and creativity: Ss match words with sounds, choose the correct answer and create their own break-time picture and sentences.

3. Personal qualities

Diligence: Ss take part in all tasks, finish the worksheet and practise the words and patterns at home.
Responsibility: Ss take turns in pairs and groups, keep the game rules and complete their own part of the task.
Kindness: Ss praise and encourage their classmates when they answer, and help a friend who is slow to find the answer.

II. Resources and materials

1. Teacher

Lesson slides or board with the letters Y y, Z z, I i, A a and the sentence patterns
Flashcards or pictures: yogurt, yams, yo-yos, zoo, zebu, zebra, riding a bike, driving a car, sliding, cake, grapes, table
Picture of the break-time scene (children sliding, riding bikes, a girl with grapes, a cake on the table)
Audio recording for Exercises 5 and 6 (listening)
A soft ball for the warm-up game
Worksheet No. 1 (copied for each pair)
NeoEdu online lesson page: neoedu.vn/learn/2/english/review-3 (lesson notes, examples and interactive exercises)

2. Pupils

Student's book English 2 (Global Success), Unit 12, Review 3
Notebook, pencil, eraser, coloured pencils
Small whiteboard and marker (optional, for quick answers)

III. Procedures

Activity 1: Warm-up and review · 8 minutes

Hot Ball Review

Aims

Ss warm up, recall the words and the letter sounds from Units 9–12 and get ready for the lesson.

Content

Ss stand in a circle and pass the ball while the song plays. When the music stops, the S holding the ball says one word from Units 9–12 or answers a quick question, e.g. 'What's this?' (zebra) or 'What letter does zebra start with?' (Z). If the S answers correctly, the class says the word together.

Expected outcomes

Ss recall at least 8 words from Units 9–12 and say the sound of the letters Y, Z, i and a.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Let's play Hot Ball! When the music stops, say a word and its first letter. Are you ready?' T shows the first picture card.
Pupils
Ss stand in a circle, listen to the rules and get ready to pass the ball.
Teacher
T plays the music and stops it at random. T asks the holder: 'What's this? What letter does it start with?' T gives a clue if the S is stuck, e.g. 'It's an animal with stripes.'
Pupils
Ss pass the ball. The holder answers, e.g. 'It's a zebra. Z.' Other Ss repeat the word and the sound: 'zebra – /z/'. Expected answers: 'It's a cake. A.' / 'It's yogurt. Y.' / 'It's riding. I.'
Teacher
T praises the class and says: 'Great! Today we'll review the letters Y, Z, i, a and the sentences you know.'
Pupils
Ss clap and say 'Yes, we can!' together.

Activity 2.1: Exploration · 14 minutes

Look, Listen and Repeat: Letters and Words

Aims

Ss review the sounds of the letters Y y (/j/), Z z (/z/), i (/aɪ/), a (/eɪ/) and the 12 words of Units 9–12.

Content

T shows the letter table on the board: Y y /j/ – yogurt, yams, yo-yos; Z z /z/ – zoo, zebu, zebra; I i /aɪ/ – riding, driving, sliding; A a /eɪ/ – cake, grapes, table. Ss look at the words, listen to the model, repeat, then sort the picture cards into the correct letter group. Then Ss do the matching task: match the words with their first letter (yogurt – y; zebra – z; grapes – g; table – t).

Expected outcomes

Ss pronounce the four letter sounds correctly and sort 12 words into the correct letter groups. Ss complete the matching task: yogurt – y, zebra – z, grapes – g, table – t.

Procedure

Teacher's activities

Pupils' activities

Teacher
T writes 'Y y – /j/', 'Z z – /z/', 'I i – /aɪ/', 'A a – /eɪ/' on the board and says: 'Look, listen and repeat after me.'
Pupils
Ss look at the letters and the words, listen carefully and repeat chorally, then individually.
Teacher
T asks: 'Which letter does yogurt start with?' and 'Which sound does the letter a make in cake?' T then gives out picture cards and asks Ss to stick them under the correct letter. Next, T asks Ss to match: 'Where does the word grapes start? Which letter?'
Pupils
Ss answer: 'Yogurt starts with Y.' / 'It's /eɪ/.' Pairs sort the cards and do the matching task. Expected answers: 'yogurt – y', 'zebra – z', 'grapes – g', 'table – t'.
Teacher
T calls on 3 pairs to read their groups aloud, e.g. 'Zoo, zebu, zebra – /z/.' T checks the pronunciation of the letters and corrects gently.
Pupils
Pairs show their cards and read the words aloud. Other Ss listen and say 'Correct!' or give a suggestion.
Teacher
T summarises: 'The letter y can sound like /j/, z sounds like /z/, i like /aɪ/ and a like /eɪ/ in these words.' T then asks Ss: 'Is yams like yogurt? Is it /j/?'
Pupils
Ss answer 'Yes!' and repeat the four sounds once more.

Activity 2.2: Exploration · 12 minutes

Listen, Point and Say: Sentence Patterns

Aims

Ss review the sentence patterns of Units 9–12 and use them in simple exchanges.

Content

T models six patterns with pictures: 'What do you want?' – 'I want some yams.'; 'That's a zebra.'; 'Do you like the zebra?' – 'Yes, I do.' / 'No, I don't.'; 'They're sliding.'; 'She's having grapes.'; 'The cake is on the table.' Ss listen, point to the picture and say the sentence. Then Ss play Sentence Pairs: pairs match a question card with the correct answer card.

Expected outcomes

Ss say the six patterns with the correct picture and match at least 5 question–answer pairs correctly.

Procedure

Teacher's activities

Pupils' activities

Teacher
T points to a picture and says the pattern, e.g. 'That's a zebra.' T asks: 'Listen, point and say. Ready?'
Pupils
Ss listen, point to the matching picture and repeat the sentence.
Teacher
T gives each pair a set of question cards and answer cards. T asks: 'Which answer goes with What do you want?' T walks around and helps pairs who are stuck.
Pupils
Pairs match the cards. Expected pairs: 'What do you want?' – 'I want some yams.'; 'Do you like the zebra?' – 'Yes, I do.'; 'What are they doing?' – 'They're sliding.'
Teacher
T asks one pair to read a question and the other pair to answer. T asks: 'What is she having?' and gives the answer 'She's having grapes.'
Pupils
Pairs take turns asking and answering. Other Ss say whether the answer is correct.
Teacher
T writes on the board: 'Is/are: one thing – is; two or more things – are' and asks: 'The cake is on the table. The cake and the grapes ... on the table?'
Pupils
Ss answer 'are' and say the full sentence: 'The cake and the grapes are on the table.'

Activity 2.3: Exploration · 12 minutes

Happy Break Time: Reading a Short Story

Aims

Ss read and understand a short story, find sentences with is/are and explain why 'are' is used in frame 4.

Content

The story 'Happy Break Time' has four frames. Frame 1: Nam: 'Look! They're sliding.' Frame 2: Vy: 'And they're riding bikes!' Frame 3: Nam: 'What do you want, Vy?' Vy: 'I want some grapes.' Frame 4: Nam: 'The cake and the grapes are on the table. Let's have cake and grapes!' Vy: 'Yummy!' Ss read each frame, then find the sentences with is or are and explain why 'are' is used in frame 4 (there are two things: the cake and the grapes). Ss use Worksheet No. 1.

Expected outcomes

Ss complete Worksheet No. 1: find the sentence with is or are, and explain that are is used because the cake and the grapes are two things. Ss read the story aloud in pairs with correct pronunciation.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the picture of the break-time scene and asks: 'What can you see? Where are the children?' T gives out Worksheet No. 1 and says: 'Read frame by frame, then do the tasks.'
Pupils
Ss look at the picture and answer 'They're in the playground.' / 'They're sliding and riding bikes.' Ss receive the worksheet.
Teacher
T models reading frame 1 and frame 4. T asks pairs: 'Find the sentences with is or are. Why is it are in frame 4?' T encourages pairs to read the story aloud, taking turns for Nam and Vy.
Pupils
Pairs read the story and do the tasks. Expected answers: 'The cake is on the table.' (only one thing) / 'The cake and the grapes are on the table.' (two things, so are). Pairs take roles and read aloud: 'Look! They're sliding.' 'Yummy!'
Teacher
T calls on one pair to read frame 4 and explain why are is used. T asks the class: 'Do you agree?'
Pupils
A pair reads and answers: 'We use are because there are two things: the cake and the grapes.' Other Ss say 'I agree' or add a comment.
Teacher
T summarises the rule on the board: 'One thing – is. Two or more things – are.' and checks Worksheet No. 1 with the class.
Pupils
Ss correct their worksheets and write the rule in their notebooks.

Activity 3: Practice · 14 minutes

Let's Play: Exercises from Review 3

Aims

Ss practise reading comprehension, listening, letter sounds, vocabulary and sentence patterns from Units 9–12.

Content

Ss do the Review 3 exercises in order: Ex 2 (what are they doing in frame 1?), Ex 3 (what does Vy want?), Ex 4 (true/false: the cake and the grapes are on the table), Ex 5 and Ex 6 (listen and choose the correct picture), Ex 7 (match words with first letters), Ex 8 (choose all words with the /eɪ/ sound), Ex 9 (fill in the missing letters), Ex 10 (choose the correct answer to Do you like the zebra?). T checks each answer with a quick 'Thumbs up' or 'Stand up/Sit down' game.

Expected outcomes

Answer key: Ex 2: A (They're sliding.); Ex 3: B (grapes); Ex 4: True; Ex 5: A (zebu); Ex 6: B (They're driving cars.); Ex 7: yogurt – y, zebra – z, grapes – g, table – t; Ex 8: A (table) and C (grapes); Ex 9: z (zebra), y (yo-yos), a (cake); Ex 10: A (Yes, I do.).

Procedure

Teacher's activities

Pupils' activities

Teacher
T explains the game: 'I read the question. If you think the answer is A, stand up. If B, stay in your seat. Ready?' T shows Exercise 2 on the board.
Pupils
Ss listen to the rules and sit up straight.
Teacher
T reads Ex 2, 3 and 4 aloud and asks Ss to answer. T plays the audio for Ex 5 and 6 two times and checks answers. T gives the matching and fill-in tasks for pairs to do quickly on whiteboards. Expected answers: Ex 2 – A (They're sliding.); Ex 3 – B (I want some grapes.); Ex 4 – True (The cake and the grapes are on the table.).
Pupils
Ss stand up or hold up answers. In Ex 5 and 6 they listen and choose the picture. For Ex 7–9 pairs write answers on whiteboards. For Ex 8, Ss say: 'Table and grapes have the /eɪ/ sound.' Ex 10 answer: A (Yes, I do.).
Teacher
T asks 2 pairs to show their whiteboards for Ex 9 and says: 'Why is y the answer for yo-yos?' T corrects the answers and gives praise.
Pupils
Pairs show their answers and explain: 'Yo-yos starts with y, /j/.' Other Ss check their own answers.
Teacher
T reviews the answer key with the class and asks: 'Which exercise was the hardest?' T notes the common mistakes on the board.
Pupils
Ss correct any wrong answers in their books and say which exercise they found difficult.

Activity 4: Application · 10 minutes

Fun Corner: My Break-time Picture

Aims

Ss use the words and patterns of Units 9–12 to create and describe a break-time picture in a real-life context.

Content

Each S draws a picture of their own break time: a playground, children sliding or riding bikes, and a snack on a table. Ss write or say 2 sentences using the patterns, e.g. 'They're riding bikes.' / 'I want some grapes.' / 'The cake is on the table.' Pairs swap pictures and ask: 'Do you like the cake?' Then Ss answer 'Yes, I do.' or 'No, I don't.' Homework: Ss draw a snack and write 3 sentences about it.

Expected outcomes

Each S has one break-time picture with 2 correct sentences using the patterns from the lesson, and can ask and answer one question in pairs.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows a sample picture and says: 'This is my break time. I want some grapes. Now draw your own picture and write 2 sentences.' T gives 5 minutes for drawing and writing.
Pupils
Ss draw their pictures on A4 paper or in their notebooks and write 2 sentences, e.g. 'They're sliding.' / 'She's having grapes.'
Teacher
T asks pairs to swap pictures and ask: 'Do you like the zebra?' or 'What do you want?' T walks around and helps Ss with spelling.
Pupils
Pairs ask and answer. Expected answers: 'Yes, I do.' / 'I want some yams.' / 'They're riding bikes.'
Teacher
T invites 3–4 Ss to show their pictures and read one sentence to the class. T gives praise for good pronunciation.
Pupils
Volunteers show their pictures and say: 'The cake is on the table.' Other Ss clap and say 'Good job!'
Teacher
T reviews the key words and patterns and says: 'Next time, you can tell your family about your break time in English.'
Pupils
Ss say the 12 words of Units 9–12 once more together and put their pictures in their bags.

Worksheets

Worksheet No. 1: Happy Break Time

Read the story frame by frame.

Frame 1: Nam: Look! They're sliding.
Frame 2: Vy: And they're riding bikes!
Frame 3: Nam: What do you want, Vy? / Vy: I want some grapes.
Frame 4: Nam: The cake and the grapes are on the table. Let's have cake and grapes! / Vy: Yummy!

Task 1: Find the sentence with is or are in frame 4. Write it here: ____________________
Task 2: Why do we use are in frame 4? Circle the right answer.

A. Because there is one thing.
B. Because there are two things: the cake and the grapes.
Task 3: Answer the questions.
What are the children doing in frame 1? ____________________
What does Vy want? ____________________
Is the sentence 'The cake and the grapes are on the table' true? (True / False)

Answer key: Task 1: The cake and the grapes are on the table. Task 2: B. Task 3: They're sliding. / I want some grapes. / True.

Homework

Read the story 'Happy Break Time' aloud three times with a family member or a friend. Take turns for Nam and Vy.
Draw a snack on a table and write 3 sentences about it, e.g. 'I want some grapes.' / 'The cake is on the table.' / 'Do you like the cake?'
Say the sounds of the letters Y, Z, i, a and the 12 words of Units 9–12 to a family member. Ask them to point to the correct picture.
Visit the NeoEdu page neoedu.vn/learn/2/english/review-3 and do the interactive exercises again to check your answers.

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