NeoEdu
Giáo án Tiếng Anh 2
Tiếng AnhLớp 2Unit 1. At my birthday party

Giáo án Lesson 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 the letter P p (capital and small) and the sound /p/ in words.
  • By the end of the lesson, Ss will be able to: listen to, recognise, say and spell the words pasta (mì Ý), popcorn (bỏng ngô) and pizza (bánh pizza) correctly.
  • By the end of the lesson, Ss will be able to: use the patterns 'I like pizza.' and 'The pizza is yummy.' to talk about favourite food.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and identify the words pasta, popcorn, pizza; say the words and the two target sentences; read the words and copy the letter p.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the sound /p/ without voicing and with a strong puff of air, stress the first syllable of PAS-ta, POP-corn, PIZ-za, and use the sentence patterns 'I like ...' and 'The ... is yummy.'

2. General competences

  • Self-control and independent learning: Ss work on their own to listen, point and choose the right picture or letter, and check their answers with the teacher.
  • Communication and collaboration: Ss work in pairs to practise the sound /p/ and to ask and answer about food they like.
  • Problem-solving and creativity: Ss use the mouth-and-paper test to check whether they pronounce /p/ or /b/ correctly and make a food card with a drawing and a label.

3. Personal qualities

  • Diligence: Ss practise the sound /p/ and the three words repeatedly and finish all exercises on time.
  • Responsibility: Ss take turns in pair work, listen to their partner and correct their own pronunciation with the paper test.
  • Kindness: Ss praise their friends with 'Good job!' or 'Your pizza is yummy!' during pair and group activities.

II. Resources and materials

1. Teacher

  • Laptop, projector and speakers to play the audio of Unit 1 Lesson 1 and the birthday party picture
  • NeoEdu online lesson page (neoedu.vn/learn/2/english/unit-1-lesson-1) for the letter, sound and word presentation and interactive exercises
  • Flashcards of pasta, popcorn, pizza, and of a ball, a pen and a cat for comparison
  • Large letter cards P p and B b
  • Small piece of paper (a strip about 5 cm long) for the sound test
  • Board, markers and a small bag or box for the 'Mystery bag' game

2. Pupils

  • Notebook, pencil, eraser, colour pencils
  • A small strip of paper for the /p/ test
  • Worksheet 1 (one copy per pair)
  • A blank card (about A5 size) for the food card

III. Procedures

Activity 1: Warm-up and review · 4 minutes

Birthday party guessing game

Aims

Ss get ready for the lesson, recall the birthday party context and the names of some food.

Content

T shows the picture of Mai's birthday party (cake, balloons, food on the table) and asks Ss what they can see. T mimes eating and Ss guess the food in English or Vietnamese.

Expected outcomes

Ss name at least two things on the party table in English (cake, balloons) and show interest in the topic of food.

Procedure

  1. Teacher

    T greets the class: 'Good morning, boys and girls! Today is Mai's birthday. Look at the picture. What can you see?'

    Pupils

    Ss look at the picture and answer: 'A cake!', 'Balloons!', 'Food!'

  2. Teacher

    T mimes eating something yummy and asks: 'What am I eating? Guess!'

    Pupils

    Ss guess in Vietnamese or English, for example: 'Pizza?', 'Popcorn?', 'Pasta?'. Ss who guess correctly raise their hands.

  3. Teacher

    T praises Ss and says: 'Yes, today we will learn three yummy food words that begin with the letter p.'

    Pupils

    Ss repeat 'p-p-p' after T and show their interest.

  4. Teacher

    T writes the title 'Unit 1: At my birthday party – Lesson 1: Letter P p' on the board.

    Pupils

    Ss copy the title into their notebook.

Activity 2.1: Exploration · 6 minutes

Letter P p and the sound /p/

Aims

Ss recognise the letter P p and pronounce the sound /p/ correctly; distinguish /p/ from /b/.

Content

T introduces the letter P p (name /piː/), then teaches the sound /p/: press lips together, hold a little, then release a strong puff of air with no voice in the throat. Ss use the paper-strip test. T compares /p/ with /b/ using ball (voice in throat) and pen (no voice).

Expected outcomes

Ss recognise P p, pronounce /p/ with a puff of air and no voice, and explain in simple English that the throat does not vibrate for /p/.

Procedure

  1. Teacher

    T shows the letter cards P and p and asks: 'What letter is this? How do we say its name?'

    Pupils

    Ss look at the letters and answer: 'P!' Ss repeat the name /piː/ after T.

  2. Teacher

    T holds a paper strip in front of the mouth and says /p/ slowly, then strongly. T asks: 'Does the paper move? Does your throat vibrate? Put your hand on your throat.' T then says /b/ and asks Ss to compare.

    Pupils

    Ss hold their paper strips in front of their mouths and say /p/. Ss answer: 'The paper moves!' 'My throat does not vibrate!' For /b/: 'My throat vibrates.'

  3. Teacher

    T asks Ss to work in pairs: one says ball (/b/), the other says pen (/p/). Partners check the paper strip and the throat.

    Pupils

    Pairs take turns and report: 'Pen – the paper moves, no voice.' 'Ball – the throat vibrates.'

  4. Teacher

    T writes on the board: 'p = /p/: lips together, puff of air, no voice.' T also shows that p has a tail going down below the line while b has a straight line going up. T reminds Ss not to confuse p and b.

    Pupils

    Ss copy the note and draw the letters p and b in their notebook with the correct direction.

Activity 2.2: Exploration · 7 minutes

New words: pasta, popcorn, pizza

Aims

Ss listen to, recognise, say and read the words pasta, popcorn, pizza with the correct stress.

Content

T presents the three words with flashcards and the audio. T models the stress: PAS-ta, POP-corn, PIZ-za, and points out the two p letters in popcorn and the zz in pizza (/ts/). Ss play the 'Mystery bag' game: a flashcard is taken from the bag and Ss say the word.

Expected outcomes

Ss say the three words with the correct stress and spell pizza and popcorn correctly.

Procedure

  1. Teacher

    T shows each flashcard and plays the audio: 'Listen and repeat: pasta, popcorn, pizza.' T says the word again with stress and asks Ss to clap on the stressed syllable.

    Pupils

    Ss listen, repeat in chorus and then clap: 'PAS-ta, POP-corn, PIZ-za.'

  2. Teacher

    T puts the flashcards in the mystery bag. T takes one card out without showing it and asks: 'What is it?' T calls a student to say the word.

    Pupils

    A student comes to the front, takes one card, and the class answers, for example: 'Pizza!' The student says the word and shows the card.

  3. Teacher

    T asks Ss to spell the words on the board with T's help: 'How do you spell popcorn?' T asks: 'How many p are there in popcorn?'

    Pupils

    Ss answer: 'P-o-p-c-o-r-n. Two p!' Ss write the spelling on their notebook.

  4. Teacher

    T summarises: 'Pasta means mì Ý, popcorn means bỏng ngô, pizza means bánh pizza. All three begin with the sound /p/.' T gives a 'thumbs up' if Ss pronounce well.

    Pupils

    Ss repeat the three words once more and give a thumbs-up to a friend who says a word well.

Activity 3.1: Practice · 6 minutes

Listen, choose and match

Aims

Ss consolidate the three words and the letter p through listening, choosing and matching tasks.

Content

Ss do exercises from the textbook: Exercise 1 and 2 (listen and choose the picture), Exercise 3 (look at the picture and choose the word), Exercise 4 (match the words to the pictures), Exercise 10 (listen to three words and choose the letter). Ss work on Worksheet 1 with a partner.

Expected outcomes

Ex 1: B (pizza). Ex 2: A (popcorn). Ex 3: B (pasta). Ex 4: pasta – mì Ý; popcorn – bỏng ngô; pizza – bánh pizza. Ex 10: B (P p).

Procedure

  1. Teacher

    T plays the audio for Exercise 1 and asks: 'Which picture is correct? A, B or C?' T repeats for Exercise 2.

    Pupils

    Ss listen and point to the picture: 'B! Pizza.' 'A! Popcorn.'

  2. Teacher

    T gives Worksheet 1 to pairs and asks them to do Exercises 3, 4 and 10. T walks around and helps pairs who are unsure.

    Pupils

    Pairs discuss and complete the worksheet. Example: 'Look, this is a plate of spaghetti with tomato sauce. It is pasta!'

  3. Teacher

    T asks the class: 'Exercise 10: Which letter do pasta, pen and pizza begin with?'

    Pupils

    Ss answer: 'P p!' T checks the answers with the class and gives feedback.

  4. Teacher

    T asks: 'Which words are easy? Which are difficult?' and reminds Ss of the difference between p and b.

    Pupils

    Ss share one word they found easy and one they need to practise again.

Activity 3.2: Practice · 6 minutes

Point and say with I like...

Aims

Ss use the words and the patterns 'I like pizza.' and 'The pizza is yummy.' in a short pair dialogue.

Content

Ss play 'Point and say': one student points to a picture from the textbook, the partner says the word. Then Ss use Let's talk: A: 'What do you like?' B: 'I like pizza.' A: 'The pizza is yummy!' Ss also do Exercise 7 (choose all words beginning with p) and Exercise 8 (fill in the missing letter in {{1}}izza) on the worksheet.

Expected outcomes

Ex 7: A, C, D (pizza, pen, popcorn). Ex 8: p (pizza). Ex 9: popcorn. Ss make at least two dialogues with I like and yummy.

Procedure

  1. Teacher

    T models the game with a student: T points to the pizza picture and says 'Pizza!' Then T says: 'I like pizza. The pizza is yummy!'

    Pupils

    Ss watch and repeat the pattern: 'I like pizza. The pizza is yummy!'

  2. Teacher

    T asks pairs to play Point and say and then ask-and-answer about favourite food. T gives Exercises 7, 8 and 9 on the worksheet to finish quickly.

    Pupils

    Pairs take turns: 'What do you like?' 'I like popcorn.' 'The popcorn is yummy!' Ss complete Exercise 7 (A, C, D), 8 (p) and 9 (popcorn).

  3. Teacher

    T calls two pairs to act out their dialogues in front of the class and asks: 'Which word begins with p in popcorn?'

    Pupils

    Two pairs perform. Ss answer: 'P!' and say the spelling of popcorn.

  4. Teacher

    T praises the class: 'Excellent! Remember: I like ... and The ... is yummy.'

    Pupils

    Ss repeat the two sentences together and clap for the performing pairs.

Activity 4: Application · 6 minutes

Fun corner: my yummy food card

Aims

Ss apply the new words and the target sentence in a creative and real-life activity.

Content

Ss draw one food they like from pasta, popcorn or pizza on a card and write the word under the picture. Then they write or say the sentence 'I like ...' and 'The ... is yummy.' to share with a partner. Ss can take the card home to tell their family. T wraps up with a quick chant: 'P, p, p – pasta, popcorn, pizza!'

Expected outcomes

Each S has one food card with a drawing, the correct word and one sentence: 'I like pizza. The pizza is yummy.' (or another food).

Procedure

  1. Teacher

    T gives each S a blank card and asks: 'Which food do you like best? Draw it on your card.'

    Pupils

    Ss choose a food from pasta, popcorn or pizza and draw it on the card.

  2. Teacher

    T asks Ss to write the word under the picture (copy from the board) and to show the card to a partner. T walks around and checks spelling, especially the two p in popcorn and zz in pizza.

    Pupils

    Ss write the word and then say to their partner: 'I like popcorn. The popcorn is yummy!' Partners reply: 'Yummy!'

  3. Teacher

    T leads a quick chant: 'P, p, p, pasta! P, p, p, popcorn! P, p, p, pizza! Yummy, yummy!' and asks Ss to clap on the stressed syllables.

    Pupils

    Ss chant together and clap: 'PAS-ta! POP-corn! PIZ-za!'

  4. Teacher

    T collects a few cards to display on the classroom wall and reviews the lesson: 'What letter did we learn today? What is the sound? Which three words?'

    Pupils

    Ss answer: 'P p! /p/! Pasta, popcorn, pizza!' Ss take their cards home.

Worksheets

Worksheet 1: Letter P p and food words

Exercise 3. Look at the picture and choose the correct word.

  • A. pizza
  • B. pasta
  • C. popcorn

Exercise 4. Match the words with the pictures.

  • pasta
  • popcorn
  • pizza

Exercise 7. Choose ALL the words that begin with the letter p.

  • A. pizza
  • B. ball
  • C. pen
  • D. popcorn
  • E. cat

Exercise 8. Look at the picture of pizza and fill in the missing letter: {{1}}izza.

Exercise 9. Look at the picture and write the word for the food.

Exercise 10. Listen to three words (pasta, pen, pizza). The three words begin with which letter?

  • A. B b
  • B. P p
  • C. D d

Homework

  • Say the three words pasta, popcorn, pizza to your family, with the correct stress: PAS-ta, POP-corn, PIZ-za.
  • Practise the sound /p/ in front of a mirror or with a paper strip. Check that the paper moves and your throat does not vibrate.
  • Tell a family member: 'I like pizza. The pizza is yummy!' Then ask them: 'What do you like?' and answer.
  • Write the letters P and p in your notebook, five times each. Make sure the small p has its tail going down below the line, and do not confuse it with b.
  • Listen to the audio of Unit 1 Lesson 1 on the NeoEdu page (neoedu.vn/learn/2/english/unit-1-lesson-1) and repeat after the speaker.

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