NeoEdu
Giáo án Tiếng Anh 2
Tiếng AnhLớp 2Unit 14. At home

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 · 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 recognise and pronounce the final "er" sound /ə/ in words such as sister, brother, grandmother and river.
  • By the end of the lesson, Ss will be able to identify the meaning of the new words sister (chị gái, em gái), brother (anh trai, em trai) and grandmother (bà).
  • By the end of the lesson, Ss will be able to use the structures "She's my sister." and "He's my brother." to introduce family members.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and choose the correct picture, say the words and sentences aloud, read the words and write the missing letters.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the final /ə/ sound correctly (not as "e-rờ"), use the vocabulary sister, brother and grandmother, and apply the sentence patterns "She's my sister." and "He's my brother."

2. General competences

  • Self-control and independent learning: Ss complete the individual worksheet on time, check their own answers against the key and correct their mistakes without being reminded.
  • Communication and collaboration: Ss work in pairs and groups to listen, point, say and check answers, taking turns and giving each other feedback.
  • Problem-solving and creativity: Ss decide which word matches a picture by listening to clues and draw their own family tree to present a family member.

3. Personal qualities

  • Diligence: Ss actively take part in all listening, speaking and writing tasks and finish the worksheet within the given time.
  • Kindness: Ss praise and support their partners when they pronounce words or answer questions, and share their family information respectfully.

II. Resources and materials

1. Teacher

  • Laptop, projector and speakers to play the audio and show the pictures
  • NeoEdu online lesson page: neoedu.vn/learn/2/english/unit-14-lesson-1 (lesson presentation, examples and interactive exercises)
  • Picture flashcards of a sister, a brother and a grandmother (from the lesson page)
  • Family photo of Hieu's family (from the lesson page)
  • Printed Worksheet No. 1 for each pair
  • Sticky tape and a large sheet of paper for the family tree poster

2. Pupils

  • English textbook Global Success 2, Unit 14
  • Notebook, pencil, eraser and coloured pencils
  • Small whiteboard and marker (optional)
  • Picture cards of family members (cut from the textbook or handout, if available)

III. Procedures

Activity 1: Warm-up and review · 8 minutes

Who's in the family?

Aims

To activate Ss' prior knowledge of family members and get Ss ready for the lesson.

Content

Ss look at the family photo of Hieu's family on the NeoEdu page and name the people they know, then sing the family chant with the teacher.

Expected outcomes

Ss name at least three family members in English (father, mother, sister, brother, grandma) and sing the chant with correct rhythm.

Procedure

  1. Teacher

    T shows the family photo on the projector and asks: "Who's this?" T points to the children and the grandmother and waits for answers.
    T says: "Let's play Who's in the family?"

    Pupils

    Ss look at the photo and answer in chorus or individually.
    Expected answers: "Father." / "Mother." / "Grandma." / "Brother." / "Sister."

  2. Teacher

    T asks questions in pairs: "Who's this? Is it a sister?" T encourages Ss to answer with full words and gives a thumbs-up.

    Pupils

    Ss work in pairs, take turns to point at a person in the photo and ask "Who's this?" Their partner answers.
    Expected answer: "It's a sister." / "It's a grandmother."

  3. Teacher

    T plays the chant "Family, family, I love my family" and models the actions. T asks: "Who is in your family?"

    Pupils

    Ss sing and do the actions with the chant.
    Some Ss answer: "My family has a grandmother, a mother, a father and a sister."

  4. Teacher

    T praises the class and says: "Today we will learn three new words: sister, brother and grandmother." T writes the words on the board.

    Pupils

    Ss repeat the three words after the teacher and copy the title into their notebooks.

Activity 2.1: Exploration · 14 minutes

Look, listen and repeat: the final "er" sound

Aims

To help Ss recognise and pronounce the final "er" sound /ə/ in words without stressing it and without reading it as "e-rờ".

Content

Ss listen to the words sister, brother, grandmother and river (from Unit 4). T models the sound /ə/, which is a short, light "ơ" sound at the end of a word. Ss compare the British and American pronunciation and practise the sound in a chain game.

Expected outcomes

Ss pronounce the words sister /ˈsɪstə/, brother /ˈbrʌðə/, grandmother /ˈɡrænmʌðə/ and river /ˈrɪvə/ with a light final /ə/ sound and say whether the final sound is light or strong.

Procedure

  1. Teacher

    T shows the picture of the vowel letter er on the screen and says: "When er is at the end of a word, we read it very lightly: /ə/." T asks: "Is it strong or light?"

    Pupils

    Ss look at the letters and answer.
    Expected answer: "It is light."

  2. Teacher

    T plays the audio for sister, brother, grandmother and river. T models each word slowly and asks Ss to repeat after each word, with the final sound very light. T uses a hand gesture: palm down for the light sound.

    Pupils

    Ss listen, look at the board, and repeat after the teacher in chorus, then individually.
    Ss use the palm-down gesture to show the light final sound.

  3. Teacher

    T asks Ss to chain-read: the first S says "sister", the next S says "brother", and so on. T corrects if Ss stress or over-pronounce the final er. T asks: "Do we say e-rờ?"

    Pupils

    Ss play the chain game in groups of four.
    Expected answer: "No, we say a light /ə/."

  4. Teacher

    T asks each group to report one word they said correctly and invites the class to check the sound.

    Pupils

    Each group reports one word, for example: "sister, /ˈsɪstə/." Other Ss give feedback with a thumbs-up if the sound is light.

  5. Teacher

    T summarises: "When er is at the end of a word, we read it as a light /ə/. Do not say e-rờ." T asks Ss to say the words once more.

    Pupils

    Ss repeat the rule and the four words in chorus, then write the rule in their notebooks: "-er at the end = light /ə/".

Activity 2.2: Exploration · 16 minutes

Point and say: meet my family

Aims

To help Ss understand the meaning of sister, brother and grandmother and use the sentence patterns "She's my sister." and "He's my brother." to introduce family members.

Content

T uses the flashcards and the Point and say activity from the textbook. T models the words and the sentences. Ss play a pointing game and then introduce a family member to a partner. T explains: sister is used for both older and younger sisters; brother is used for both older and younger brothers; grandmother can be called grandma.

Expected outcomes

Ss point to the correct picture and say each word, then introduce one family member to a partner using "She's my sister." or "He's my brother." correctly.

Procedure

  1. Teacher

    T shows the three flashcards (sister, brother, grandmother) and says the words clearly. T asks: "What is this?" and points to the sister card.

    Pupils

    Ss look at the card and answer.
    Expected answer: "Sister."

  2. Teacher

    T says: "Point and say!" and asks Ss to point to the picture and say the word. T models the sentence: "She's my sister." T asks: "Who is my brother?" to check understanding.

    Pupils

    Ss point to the picture in their textbook, say "sister!", "brother!" or "grandmother!", and repeat the sentence after T.
    Expected answer for "Who is my brother?": "He is your brother."

  3. Teacher

    T tells Ss to work in pairs. One S points to a picture of a family member and says the word, the partner responds with the sentence: "She's my sister." T walks around and checks pronunciation and sentence stress.

    Pupils

    Ss work in pairs, take turns to point and say and then answer with the full sentence.
    Expected exchange: S1: "Brother!" S2: "He's my brother."

  4. Teacher

    T invites three pairs to stand and say one sentence about their family. T praises correct use of She's my / He's my.

    Pupils

    Three pairs stand and say, for example: "She's my sister." / "He's my brother." / "My grandmother is here."

  5. Teacher

    T summarises the meaning of the three words and reminds Ss that sister is used for both older and younger girls, and brother for both older and younger boys. T writes the vocabulary list on the board.

    Pupils

    Ss copy the words and meanings into their notebooks: sister – chị gái, em gái; brother – anh trai, em trai; grandmother – bà.

Activity 3: Practice · 22 minutes

Listen, match and check

Aims

To help Ss consolidate the sounds, vocabulary and sentence patterns through listening, matching, choosing and writing exercises.

Content

Ss do Exercises 1–5 from the textbook in pairs (listen and choose the picture, listen and check True or False, match words with pictures). Then Ss play a game "Quick Hands" in groups. Individually, Ss complete Worksheet No. 1 (Exercises 6–10) and check their answers in pairs.

Expected outcomes

Ss complete the exercises correctly. Answer key: 1. B (sister); 2. A (grandmother); 3. B (brother); 4. sister – sister picture, brother – brother picture, grandmother – grandmother picture; 5. False (the sound is brother, the picture is sister); 6. A, C, D (sister, brother, grandmother); 7. er (sist-er); 8. A (mother); 9. B (brother); 10. grandmother.

Procedure

  1. Teacher

    T plays the audio for Exercises 1 and 2 and asks Ss to listen and choose the correct picture. T explains the task in English and shows an example.

    Pupils

    Ss listen and point to the correct picture in their textbook.
    Expected answers: Exercise 1 – B (sister); Exercise 2 – A (grandmother).

  2. Teacher

    T plays Exercise 5 and asks Ss to check whether the word they hear matches the picture. T asks: "Is it True or False?"

    Pupils

    Ss listen and answer in pairs.
    Expected answer: "False. We hear brother, but the picture is a sister."

  3. Teacher

    T organises the "Quick Hands" game: T says a word, Ss in groups touch the correct flashcard on the table first. T gives a point for each correct touch and says the word after the group.

    Pupils

    Ss in groups of four play the game, touch the correct card and repeat the word.
    Expected answer: "Brother!" / "Grandmother!"

  4. Teacher

    T asks Ss to do Worksheet No. 1 individually in 5 minutes, then check answers in pairs. T walks around and helps weaker Ss with Exercises 6–8.

    Pupils

    Ss complete Worksheet No. 1 and check their answers with a partner.
    Expected answers: 6. A, C, D; 7. er; 8. A (mother); 9. B (brother); 10. grandmother.

  5. Teacher

    T goes through the answers with the whole class and asks Ss to explain their choice in Exercise 8 and Exercise 9. T asks: "Why is it brother for Hieu?"

    Pupils

    Ss explain: "Hieu is a boy, so the word is brother." Ss correct their mistakes in their worksheets.

Activity 4: Application · 10 minutes

Fun corner: My family tree

Aims

To help Ss apply the new vocabulary and sentence patterns to their own family and present it creatively.

Content

Ss draw a small family tree of their own family (or an imagined family) on a sheet of paper and write sister, brother or grandmother under each person, if they have one. Then Ss introduce one person from the family tree to a partner using "She's my sister." or "He's my brother."

Expected outcomes

Each S has a small family tree with labels (sister, brother, grandmother) and can say at least one sentence to introduce a family member.

Procedure

  1. Teacher

    T shows a sample family tree on the board and says: "This is my family tree. Look, here is my grandmother. She's my grandmother." T gives the instruction in English and shows the drawing steps.

    Pupils

    Ss look at the sample and listen to the instruction.
    Some Ss ask: "Can I draw my friend?" (T allows Ss to draw an imagined family if needed.)

  2. Teacher

    T gives each S a sheet of paper and asks them to draw and label their family members. T walks around and helps Ss spell the words.

    Pupils

    Ss draw their family tree and write sister, brother or grandmother under each person.
    Expected labels: "sister", "brother", "grandmother".

  3. Teacher

    T asks Ss to show their family tree to a partner and introduce one person using the sentence pattern. T models: "This is my sister. She's my sister."

    Pupils

    Ss present to a partner, for example: "She's my sister." / "He's my brother." / "My grandmother is here."

  4. Teacher

    T invites four Ss to stick their family trees on the poster and present to the class. T gives feedback on pronunciation of the final /ə/ and sentence structure.

    Pupils

    Four Ss stick their trees on the poster and say one sentence each. The class claps and gives feedback.

  5. Teacher

    T praises the class and reminds Ss to practise the three words and the sentence patterns at home. T says: "Well done! Let's say goodbye in English."

    Pupils

    Ss repeat the three new words in chorus and say goodbye in English.

Worksheets

Worksheet No. 1

Exercise 6. Choose ALL the words that end with -er.

  • A. sister
  • B. sea
  • C. brother
  • D. grandmother
  • E. zoo

Exercise 7. Look at the picture of a sister. Fill in the missing letters: sist__

Exercise 8. The word grandmother is made from two words. Choose the correct one.

  • A. mother
  • B. brother
  • C. sister

Exercise 9. Hieu is a boy. His sister introduces Hieu to her friend: "He's my ______."

  • A. sister
  • B. brother
  • C. grandmother

Exercise 10. Look at the picture and write the English word for the person.

Homework

  • Practise saying the words sister, brother and grandmother with the light final /ə/ sound. Listen to the audio on the NeoEdu page (neoedu.vn/learn/2/english/unit-14-lesson-1) at least two times.
  • Draw your family tree at home and label each person with sister, brother or grandmother (if you have one).
  • Tell one family member in English: "She's my sister." or "He's my brother." Then say it to your parents or grandparents and ask them to say it back to you.

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