NeoEdu
Giáo án Tiếng Anh 2
Tiếng AnhLớp 2Unit 11. In the playground

Giáo án Lesson 2

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: chant the rhyme 'I, i, ride' with correct rhythm and pronunciation of the sound /aɪ/.
  • By the end of the lesson, Ss will be able to: say and understand the sentences 'She's riding a bike.', 'He's driving a car.' and 'They're sliding.'
  • By the end of the lesson, Ss will be able to: use 'They're' for two or more people and 'She's/He's' for one person.
  • By the end of the lesson, Ss will be able to: write the words riding, driving and sliding correctly (drop the final -e before -ing).
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and tick the correct picture, say sentences about actions in the playground, and copy three key words correctly.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the sound /aɪ/ in riding, driving, sliding; use the new vocabulary riding, driving, sliding, playground; and use the structures She's/He's/They're + verb-ing.

2. General competences

  • Self-control and independent learning: Ss look at the pictures, decide the answer on their own and check their work before handing it in.
  • Communication and collaboration: Ss work in pairs and groups to chant, ask and answer, and act out the actions for classmates to guess.
  • Problem-solving and creativity: Ss use the picture clues and the sound /aɪ/ to choose the right answer and create a mime for a playground activity.

3. Personal qualities

  • Diligence: Ss practise the chant and the writing exercises carefully and complete all tasks in class and at home.
  • Responsibility: Ss take turns in pair and group work and check their friends' answers honestly and politely.
  • Kindness: Ss encourage classmates who are shy or make mistakes when they speak or write English.

II. Resources and materials

1. Teacher

  • Lesson 2 audio: the chant 'I, i, ride' and the listening tracks for exercises 1–3 (NeoEdu lesson page: neoedu.vn/learn/2/english/unit-11-lesson-2)
  • NeoEdu interactive exercises for Unit 11 Lesson 2 (listen-and-choose, matching and fill-in-the-blank activities)
  • Projector or interactive board showing the NeoEdu pictures: girl riding a bike, boy riding a bike, two children sliding, two children driving toy cars, children in the playground
  • Flashcards: riding, driving, sliding, playground, they're
  • Board markers and a whiteboard for the word-writing and relay games
  • Worksheet 1 and Worksheet 2 (printed, one set per pair)

2. Pupils

  • English Textbook 2 (Global Success) and workbook
  • Notebook, pencil, eraser, coloured pencils
  • Mini whiteboard and marker (optional, for pair checking)
  • Worksheet 1 and Worksheet 2 (one set per pair)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Warm-up and review: Action game - Ride, drive or slide?

Aims

Ss get ready for the lesson, review the words about playground activities and listen for the key words of the lesson.

Content

T plays a mime game called 'Simon says'. T mimes riding a bike, driving a car and sliding. Ss copy the actions and say the verb: riding (đang đạp), driving (đang lái), sliding (đang trượt).

Expected outcomes

Ss recall the three actions and say the words riding, driving and sliding with the correct actions.

Procedure

  1. Teacher

    T says: 'Let's play Simon says! Simon says, ride a bike!' T shows the game rules and asks Ss to copy the actions only when T says 'Simon says'.

    Pupils

    Ss stand up, listen carefully and follow the actions when T says 'Simon says'.

  2. Teacher

    T mimes riding a bike, driving a car and sliding. T asks: 'What am I doing?'

    Pupils

    Ss guess and answer: 'Riding a bike!' / 'Driving a car!' / 'Sliding!' Some Ss may answer with 'ride' or 'drive' and T gently corrects them to the -ing form.

  3. Teacher

    T writes riding, driving and sliding on the board and asks: 'Which word is for a bike?' 'Which word is for a car?'

    Pupils

    Ss point to the board and answer: 'riding' for a bike, 'driving' for a car, 'sliding' for the slide. T models the pronunciation and Ss repeat.

  4. Teacher

    T says: 'Today we will chant a rhyme about these words and learn how to say what people are doing.'

    Pupils

    Ss repeat the three words after T and get ready for the chant.

Activity 2.1: Exploration · 12 minutes

Look, listen and repeat: Chant 'I, i, ride'

Aims

Ss listen to and chant the rhyme, recognise the sound /aɪ/ in the words riding, driving, sliding and say the chant with correct rhythm.

Content

T plays the chant audio from the lesson. Ss listen, then repeat line by line. Ss chant the whole rhyme with simple actions: ring the bell (riding), beep the horn (driving), slide with arms (sliding). Ss underline the letter 'i' in riding, driving, sliding and say the sound /aɪ/. Words with the same sound: bike, ride, I, i.

Expected outcomes

Ss chant the rhyme correctly with actions, and find at least three words with the sound /aɪ/.

Procedure

  1. Teacher

    T says: 'Listen to the chant. Watch my mouth and listen to the sound /aɪ/.' T plays the audio once. T asks: 'What is the sound of i in this rhyme?'

    Pupils

    Ss listen to the chant and answer: 'The sound is /aɪ/' or 'It sounds like "eye".'

  2. Teacher

    T plays the audio again, pausing after each line. Ss repeat the line. Then T says the chant with actions (ring the bell, beep the horn, slide). T asks: 'Are we riding, driving or sliding here?'

    Pupils

    Ss repeat each line and do the actions. Answer: 'Riding!' for ring, ring; 'Driving!' for beep, beep; 'Sliding!' for whee, whee.

  3. Teacher

    T asks Ss to chant in groups: boys chant the first two lines, girls chant the next two lines, and all Ss chant the last two lines. T writes the words on the board and underlines i. T asks: 'Can you find another word with the sound /aɪ/?'

    Pupils

    Ss chant in groups. Ss find words with the sound /aɪ/, for example: 'bike' and 'ride'. Ss answer: 'Bike, ride, I!'

  4. Teacher

    T praises the groups and says: 'When we see i in the middle of a word and it has -ing, we say /aɪ/ like "eye".'

    Pupils

    Ss say the sound /aɪ/ together and write it in their notebooks as a reminder.

Activity 2.2: Exploration · 13 minutes

Listen, point and say: She's riding, He's driving, They're sliding

Aims

Ss understand and say the sentences about actions in the playground and know when to use She's, He's and They're.

Content

T shows three NeoEdu pictures: a girl riding a bike, a boy riding a bike and two children sliding. T models: 'She's riding a bike.', 'He's riding a bike.', 'They're sliding.' T explains: They're = They are, used for two or more people; She's and He's are used for one person. T points at the picture and Ss repeat. Then Ss play 'Listen, point and say' in pairs: one S says the sentence, the other points to the correct picture.

Expected outcomes

Ss say the three sentences correctly and match each sentence with the right picture. Ss use She's/He's for one person and They're for two people.

Procedure

  1. Teacher

    T shows the picture of the girl riding a bike and asks: 'What is she doing?' T models: 'She's riding a bike.' T writes She's = She is on the board.

    Pupils

    Ss listen and answer: 'She's riding a bike.' Ss repeat after T.

  2. Teacher

    T shows the boy riding a bike and asks: 'Is he riding a bike?' Then T shows two children sliding and asks: 'How many children are there? Which word do we use?' T explains They're = they are.

    Pupils

    Ss answer: 'He's riding a bike.' For the two children, Ss answer: 'They're sliding!' Some Ss may say 'She's sliding', and T corrects them: 'Two children – we use They're.'

  3. Teacher

    T gives each pair a set of three pictures. T says a sentence and Ss point to the picture. Then Ss work in pairs: S1 says a sentence, S2 points to the picture and checks. Then they swap roles. T walks around and listens.

    Pupils

    Ss work in pairs. For example, S1: 'He's driving a car.' S2 points to the boy driving a toy car. Ss swap roles and check each other.

  4. Teacher

    T asks: 'Which word do we use for one boy? For one girl? For two children?' T sums up the grammar: He's/She's + verb-ing for one person; They're + verb-ing for two or more people.

    Pupils

    Ss answer: 'He's/She's for one person, They're for two or more.' Ss copy the summary into their notebooks.

Activity 2.3: Exploration · 10 minutes

Let's write: Riding, driving, sliding

Aims

Ss write the words riding, driving and sliding correctly, and understand the spelling rule: drop the final -e before adding -ing.

Content

T writes ride, drive, slide on the board and asks Ss to add -ing. T explains: ride → riding, drive → driving, slide → sliding. There is no letter e before -ing. Ss write each word three times in their notebooks, then read the words aloud.

Expected outcomes

Ss write each word three times correctly: riding, driving, sliding, with no letter e before -ing.

Procedure

  1. Teacher

    T writes ride, drive, slide on the board and asks: 'How do we change these words to show the action now?' T models: 'ride → riding. We drop the e and add -ing.'

    Pupils

    Ss look at the board and answer: 'Drop the e and add -ing.' Ss repeat the three new words.

  2. Teacher

    T models writing riding on the board, saying the letters aloud. T asks Ss to write each word three times in their notebooks. T walks around and checks the spelling, especially the e before -ing.

    Pupils

    Ss write riding, driving, sliding three times each and say the letters aloud. Some Ss may write 'ridding' or 'ridding'; T corrects them.

  3. Teacher

    T calls on 3 Ss to write one word each on the board. The rest of the class checks and gives a thumbs-up or thumbs-down.

    Pupils

    Ss come to the board, write one word each and say the word aloud. The class checks: 'Yes, correct!' or 'Check the e!'

  4. Teacher

    T reminds Ss: 'Remember, no e before -ing.' T writes the rule on the board and asks Ss to copy it into their notebooks.

    Pupils

    Ss repeat the rule and check their work in their notebooks.

Activity 3.1: Practice · 10 minutes

Listen and tick: Which picture is right?

Aims

Ss listen to and choose the correct picture or the correct meaning, and use the sentences they have learned.

Content

Ss do Exercises 1–4 in the textbook (listen and tick; look and choose). T plays the audio for Exercises 1–3 and Ss tick the correct picture or meaning. Ss do Exercise 4 by looking at the picture and choosing the sentence. Pairs check their answers using Worksheet 1.

Expected outcomes

Ss complete Worksheet 1 with these answers: 1 – B (She's riding a bike); 2 – A (They're sliding); 3 – A (They're driving cars: The children are driving cars); 4 – B (He's riding a bike).

Procedure

  1. Teacher

    T gives out Worksheet 1 and says: 'Listen carefully. Look for the key word: riding, sliding or driving.' T plays audio for Exercise 1 and models the first answer.

    Pupils

    Ss listen to the audio and look at the pictures. Ss answer: 'She's riding a bike – picture B.'

  2. Teacher

    T plays audio for Exercises 2 and 3. T asks: 'What does They're mean here? What does driving cars mean?' T shows Exercise 4 and asks Ss to read the three sentences.

    Pupils

    Ss tick the correct picture for Exercises 2 and 3. Answer: 'They're = they are; driving cars = lái ô tô.' For Exercise 4, Ss look at the picture of the boy with a helmet and choose 'He's riding a bike.'

  3. Teacher

    T asks pairs to check their answers. T calls on a few Ss to say their answers aloud. T gives a quick praise or correction.

    Pupils

    Pairs check each other's answers. Some Ss say: 'Exercise 1: B, She's riding a bike.' Other Ss say: 'Exercise 4: B, He's riding a bike, because the boy has a helmet.'

  4. Teacher

    T reviews the key words: riding for a bike, driving for a car, sliding for the slide. T says: 'Listen for the verb ending -ing to know the action.'

    Pupils

    Ss repeat the key words and say the answer for one exercise to their partner.

Activity 3.2: Practice · 8 minutes

Let's check: Fill, match, true or false

Aims

Ss complete the sentences, match the sentences with pictures, decide true or false and arrange words into sentences.

Content

Ss do Exercises 5–10 in pairs with Worksheet 2. Exercise 5: fill in 'They're' for two children sliding. Exercise 6: fill in 'riding' for a girl on a bike. Exercise 7: match each sentence to a picture. Exercise 8: true or false. Exercise 9: put the words in order. Exercise 10: fill in the missing word. Teams of four play a quick relay: one S from each team runs to the board to write one answer.

Expected outcomes

Ss complete Worksheet 2 with these answers: 5 – They're; 6 – riding; 7 – She's riding a bike (girl on a bike), They're driving cars (two children with toy cars), They're sliding (two children on the slide); 8 – a) True, b) False, c) True; 9 – She's riding a bike; 10 – driving.

Procedure

  1. Teacher

    T gives out Worksheet 2 and explains the task for each exercise. T models Exercise 5: 'Two children are sliding. We use They're.'

    Pupils

    Ss read the instructions. Ss answer: 'They're sliding' for Exercise 5.

  2. Teacher

    Ss work in pairs for Exercises 6–10. T plays a relay game: teams line up, one S runs to the board to write the answer for Exercise 9 (put words in order) and then passes the marker to the next S.

    Pupils

    Ss work in pairs and write answers. In the relay, Ss write 'She's riding a bike.' on the board and check the word order. For Exercise 8, Ss answer: 'a) True – They're driving cars; b) False – They're not sliding; c) True – They're in the playground.'

  3. Teacher

    T asks pairs to read out answers for Exercises 7 and 10. T asks: 'Why is b) false?' T confirms the answers.

    Pupils

    Ss read out: 'Exercise 10: They're driving cars.' For b), Ss explain: 'The children are driving cars, not sliding.'

  4. Teacher

    T sums up: 'riding + a bike; driving + a car; sliding + the slide. Use They're for two people and She's/He's for one.' T praises the teams.

    Pupils

    Ss say the summary sentences together and correct their worksheets.

Activity 4: Application · 12 minutes

Fun corner and wrap-up: Playground mime show

Aims

Ss use the sentence patterns to describe actions in a real playground situation and review the lesson in a fun way.

Content

Ss work in groups of four. Each group chooses a playground activity (riding a bike, driving a toy car or sliding) and mimes it without speaking. Other groups guess the action and say a full sentence: 'She's riding a bike.' / 'They're sliding.' Ss finish with a quick review of the chant and the spelling rule. For homework, Ss draw a picture of their favourite playground activity and write two sentences.

Expected outcomes

Each group performs one mime and says a correct sentence. Ss show the chant with actions and write two sentences with She's/He's/They're + verb-ing as homework.

Procedure

  1. Teacher

    T divides Ss into groups of four and gives each group a playground activity card: riding a bike, driving a car, or sliding. T models a mime for the class: T mimes sliding and asks: 'What am I doing?'

    Pupils

    Ss watch T and answer: 'You're sliding!' Then say: 'They're sliding!' or 'She's sliding!'

  2. Teacher

    Groups practise their mime for three minutes. T walks around and helps Ss choose the right subject: She's, He's or They're. Then each group performs in front of the class.

    Pupils

    Groups practise and perform their mime. Other Ss guess and answer: 'They're riding bikes!' / 'He's driving a car!' Ss clap for the group.

  3. Teacher

    T asks the class: 'Which group used They're? Which group used She's or He's?' T plays the chant one more time and Ss chant with actions.

    Pupils

    Ss answer and say the sentence with the correct subject. Ss chant 'I, i, riding' with actions to end the lesson.

  4. Teacher

    T reviews the lesson: 'Today we learned to chant I, i, ride, to say She's riding, He's driving, They're sliding, and to write riding, driving, sliding.' T gives the homework.

    Pupils

    Ss repeat the three sentences and listen to the homework instruction. Ss write the homework in their notebooks.

Worksheets

Worksheet 1: Listen and tick

Listen to the audio and tick the correct picture or meaning.

    1. Listen. She's riding a bike. A. (two children driving toy cars) B. (girl riding a bike) C. (two children sliding)
    1. Listen. They're sliding. A. (two children sliding) B. (two children driving toy cars) C. (girl riding a bike)
    1. Listen. Which meaning is correct? A. They're driving cars. (Các bạn ấy đang lái ô tô.) B. They're riding bikes. (Các bạn ấy đang đạp xe.) C. She's sliding. (Bạn ấy đang trượt.)
    1. Look at the picture of a boy wearing a helmet. Choose the correct sentence. A. She's riding a bike. B. He's riding a bike. C. They're sliding.

Hint: Count the people first. One person: She's / He's. Two or more: They're.

Worksheet 2: Fill, match, true or false

  1. Look at the two children sliding. Fill in the blank: ______ sliding.
  2. Look at the girl on the bike. Fill in the blank: She's ______ a bike.
  3. Match each sentence with the correct picture.
  • She's riding a bike.
  • They're driving cars.
  • They're sliding.
  1. Look at the picture of two children in the playground with toy cars. True or false?
  • a) They're driving cars. (True / False)
  • b) They're sliding. (True / False)
  • c) They're in the playground. (True / False)
  1. Put the words in order to make a sentence: She's / riding / a / bike.
  2. Look at the picture of two children with toy cars. Write the missing word: They're ______ cars.

Write your answers in your notebook. Check with your partner.

Homework

  • Practise the chant 'I, i, ride' with actions at home. Say it to a family member at least once.
  • Draw a picture of your favourite activity in the playground (for example, riding a bike or sliding).
  • Write two sentences about your picture using She's, He's or They're with a verb ending in -ing (for example: She's riding a bike. They're sliding.).
  • Write riding, driving and sliding three times each in your notebook. Remember: no letter e before -ing.

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