Tiếng AnhLớp 2Unit 14. At home

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 'er' chant with correct rhythm and pronunciation of sister, brother and grandmother.
count and say the numbers from sixteen to twenty and read them correctly.
introduce a family member's age with 'He's / She's + number' (e.g. She's sixteen.) and write sister, brother, grandmother correctly.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to the chant and to short dialogues, say the chant and introductions, read the number words, and write the target words and numbers.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the 'er' sound in sister, brother, grandmother; stress the teen numbers (six-TEEN); use 'He's / She's my + family member' and 'He's / She's + number' correctly.

2. General competences

Self-control and independent learning: Ss keep track of their own practice with the 'er' chant and number cards, and check their own writing against the model in the Student Book.
Communication and collaboration: Ss work in pairs and small groups to ask and answer about family members and ages, and take turns in games.
Problem-solving and creativity: Ss solve number puzzles (e.g. 10 + 8) and make a family card to introduce a family member with age.

3. Personal qualities

Diligence: Ss practise the chant and the writing tasks regularly and finish every task on time.
Kindness: Ss show love and respect for family members (grandmother, sister, brother) when they talk about them in the chant and in their family cards.

II. Resources and materials

1. Teacher

Student Book English 2 (Global Success), Unit 14, Lesson 2
Audio recording of the chant 'Er, er, sister' and the listening tasks
Flashcards of sister, brother, grandmother and number cards 16 to 20
Picture cards of a sister, a brother and a grandmother
NeoEdu online lesson (lesson presentation, examples and interactive exercises): neoedu.vn/learn/2/english/unit-14-lesson-2
Projector or interactive whiteboard, timer, small star stickers as rewards

2. Pupils

Student Book and notebook
Pencil (bút chì), eraser, colored pencils
A blank card (about A5 size) for the family card project
Worksheet No. 1 and Worksheet No. 2 (printed or copied)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Quick picture review: family words

Aims

Ss recall the words sister, brother and grandmother and get ready for the lesson.

Content

T shows the picture cards of a sister, a brother and a grandmother one by one. Ss say the word quickly. Then T says a number that Ss already know and Ss repeat it in a quick chorus.

Expected outcomes

Ss say sister, brother and grandmother correctly and are ready to listen to the chant.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Let's play a quick game. Look at the picture and say the word.' T shows the sister card.
Pupils
Ss look at the picture and answer together: 'Sister!'
Teacher
T shows the brother card and the grandmother card quickly. T points at a card and says the word in a chant-like rhythm. Ss repeat.
Pupils
Ss repeat: 'Sister, brother, grandmother!' Ss say the word alone when T points at one card.
Teacher
T asks: 'Who is your grandmother?' (Ss answer in Vietnamese if needed, then T models the English sentence 'My grandmother is here.')
Pupils
Ss answer in short sentences, for example: 'My grandmother is here.' or 'My sister is at school.'
Teacher
T praises the class and says: 'Today we will learn a chant and some new numbers.'
Pupils
Ss clap and say 'Yes!' to get ready for the new lesson.

Activity 2.1: Exploration · 12 minutes

Look, listen and repeat: the 'er' chant

Aims

Ss listen to and repeat the chant 'Er, er, sister' with correct pronunciation of the 'er' sound and the family words.

Content

Ss look at the chant in the Student Book and listen to the recording two times. Then T models each line. Ss repeat line by line, then in groups, then clap the rhythm. The chant:
'Er, er, sister. She's my sister. She's sixteen. Er, er, brother. He's my brother. He's nineteen. Er, er, grandmother. She's my grandmother. I love her!'
New word: grandmother (bà).

Expected outcomes

Ss can say the whole chant with correct rhythm and the 'er' sound, and can say the new words sister, brother and grandmother.

Procedure

Teacher's activities

Pupils' activities

Teacher
T asks: 'Look at the chant. What do you see? Can you find the words sister, brother and grandmother?' T plays the recording.
Pupils
Ss look at the page and listen. Ss point to the words sister, brother and grandmother in the book.
Teacher
T models each line with a clear rhythm: 'Er, er, sister.' T asks: 'What is the sound in sister? It is er.' T plays the recording again and asks Ss to repeat each line. T uses a clapping rhythm for the chant. Then T puts Ss in groups of four to say the chant in turns.
Pupils
Ss repeat each line after T and the recording. Ss clap and say the chant in groups. Ss say the chant in turns, one line each.
Teacher
T asks a few groups to say the chant in front of the class. T asks: 'Who is the grandmother in the chant?' and 'What does I love her mean?' (mình yêu bà).
Pupils
Groups say the chant. Expected answers: 'She's my grandmother.' / 'I love her means mình yêu bà.'
Teacher
T summarises: 'Er, er, sister. Er, er, brother. Er, er, grandmother.' T gives star stickers to the best group.
Pupils
Ss repeat the three words with the 'er' sound and say the chant once more together.

Activity 2.2: Exploration · 10 minutes

Numbers 16–20: count and say

Aims

Ss count, read and say the numbers 16 to 20, and understand that 16 to 19 have the -teen ending.

Content

T shows the number cards 16 to 20 and the table in the Student Book: sixteen, seventeen, eighteen, nineteen, twenty. Ss say each number. T explains the pattern: 16–19 = six + teen, seven + teen, eight + een (eighteen has only one t), nine + teen; twenty has no -teen and the stress is on TWEN-ty.
Ss read the numbers in a counting chain from 15 to 20 (fifteen is a number they already know).

Expected outcomes

Ss can read and say sixteen, seventeen, eighteen, nineteen and twenty correctly and can count in a chain from fifteen to twenty.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the number 16 card and asks: 'What is this number? How do you say it?' T models: 'sixteen'.
Pupils
Ss look at the card and repeat: 'Sixteen.'
Teacher
T shows the numbers 17 to 20 one by one. T explains: 'Six + teen = sixteen; nine + teen = nineteen; twenty has no teen. Listen: TWEN-ty.' T plays the NeoEdu presentation for the number pronunciation. Then T starts a counting chain and points to Ss in turn.
Pupils
Ss repeat each number after T. Ss count in a chain: 'Fifteen, sixteen, seventeen, eighteen, nineteen, twenty.' Ss in pairs say the numbers to each other and check the stress.
Teacher
T asks: 'Which number has the same ending as nineteen?' and 'Which number has no -teen?' T gives feedback on pronunciation.
Pupils
Expected answers: 'Sixteen, seventeen, eighteen and nineteen have -teen.' 'Twenty has no -teen.'
Teacher
T writes on the board: 16 sixteen, 17 seventeen, 18 eighteen, 19 nineteen, 20 twenty. T says: 'Eighteen has one t only.'
Pupils
Ss copy the list into their notebooks and say the numbers aloud.

Activity 2.3: Exploration · 10 minutes

Listen, point and say: introducing age

Aims

Ss understand and use the structure He's / She's + number to introduce a family member's age.

Content

Ss look at the two sentences in the Student Book: 'She's my sister. She's sixteen.' and 'He's my brother. He's nineteen.' T explains: He's / She's + number (no years old needed). Ss listen, point to the correct picture and repeat. Ss then practise in pairs: one student points at a picture of a family member and says the sentence, the partner says the number.

Expected outcomes

Ss can introduce a family member and his or her age with two sentences: 'She's my sister. She's sixteen.' or 'He's my brother. He's nineteen.'

Procedure

Teacher's activities

Pupils' activities

Teacher
T points to the picture of the sister and says: 'She's my sister. She's sixteen.' T asks: 'How old is she?'
Pupils
Ss listen and answer: 'Sixteen!'
Teacher
T plays the audio. Ss listen, point to the picture (sister or brother) and repeat. T asks pairs to practise: 'Student A points and says the sentence. Student B says the number.'
Pupils
Ss point to the right picture and repeat: 'She's my sister. She's sixteen.' / 'He's my brother. He's nineteen.' Pairs practise and switch roles.
Teacher
T asks several pairs to present. T asks: 'Who is nineteen?' and gives correction on the grammar: 'He's nineteen. Not He's nineteen years.'
Pupils
Pairs present, for example: 'She's my sister. She's sixteen.' Expected answer: 'Nineteen is my brother.'
Teacher
T writes the structures on the board: He's / She's my + family member. He's / She's + number. T says: 'Remember, we do not add years old here.'
Pupils
Ss copy the two structures into their notebooks.

Activity 3.1: Practice · 12 minutes

Listen and choose: numbers and family words

Aims

Ss listen and choose the correct number or family word, and show their understanding of the target language.

Content

Ss do Worksheet No. 1 (Exercises 1, 2, 3 and 5 in the Student Book). Ss listen to the audio and circle the correct answer. After each item, T checks the answer and asks Ss to repeat the sentence from the audio.

Expected outcomes

Ss complete Worksheet No. 1. Answers: Exercise 1 = B (seventeen); Exercise 2 = A (twenty); Exercise 3 = B (brother); Exercise 5 = A (She's my sister.).

Procedure

Teacher's activities

Pupils' activities

Teacher
T gives Worksheet No. 1 and says: 'Listen carefully. Circle the correct answer.' T plays audio for Exercise 1: 'My brother is seventeen.'
Pupils
Ss listen and look at the three pictures with numbers.
Teacher
T plays the audio for Exercises 2 and 3. T asks Ss to work in pairs and check each answer together. T shows the picture for Exercise 5 and asks: 'Is it a sister, a brother or a grandmother?'
Pupils
Ss circle answers: Exercise 1 = B; Exercise 2 = A (My sister is twenty.); Exercise 3 = B (He's my brother. He's nineteen.). In Exercise 5 Ss choose A: 'She's my sister.'
Teacher
T asks a few Ss to say the correct sentence aloud. T gives feedback on the spelling of sixteen and eighteen.
Pupils
Ss say the sentences, for example: 'My brother is seventeen.' 'She's my sister.'
Teacher
T praises the class and gives stickers to the pairs with the most correct answers.
Pupils
Ss check their work and correct any mistakes in pencil.

Activity 3.2: Practice · 11 minutes

Match, order and write: number and word games

Aims

Ss match numbers with words, order numbers, solve a simple sum, and write the target words and numbers correctly.

Content

Ss do Worksheet No. 2 (Exercises 4, 6, 7, 8, 9 and 10 in the Student Book). Then Ss write each word sister, brother, grandmother three times, and write the numbers sixteen to twenty three times. Ss play a quick 'Number bingo' game: T calls out the number words and Ss mark the number on their card.

Expected outcomes

Ss complete Worksheet No. 2. Answers: Exercise 4 = 16 sixteen; 18 eighteen; 19 nineteen; 20 twenty. Exercise 6 = He's (He's my brother.). Exercise 7 = teen (sixteen). Exercise 8 = sixteen, seventeen, eighteen, nineteen, twenty. Exercise 9 = A (eighteen, because 10 + 8 = 18). Exercise 10 = 19. Ss also write the three family words and the five numbers three times each.

Procedure

Teacher's activities

Pupils' activities

Teacher
T gives Worksheet No. 2 and says: 'Match, order and write. Work in pairs and check your answers.'
Pupils
Ss read the instructions and look at the numbers and words.
Teacher
T walks around and helps pairs. T plays the bingo game: T calls out 'nineteen' and Ss mark the number 19 on their bingo card. T asks Ss to write the target words three times each. T checks spelling of eighteen (one t) and grandmother.
Pupils
Ss match 16–sixteen, 18–eighteen, 19–nineteen, 20–twenty. Ss order the numbers: sixteen, seventeen, eighteen, nineteen, twenty. Ss answer 10 + 8 = 18 (eighteen). Ss write the words and numbers in their notebooks. Ss play bingo and shout 'Bingo!' when they get a row.
Teacher
T calls a few pairs to read their answers aloud. T writes the correct spelling on the board.
Pupils
Ss read answers, for example: 'Sixteen, eighteen, nineteen, twenty.' 'Eighteen is the answer.' 'The number is nineteen.'
Teacher
T asks: 'What is the hardest word to spell?' and reminds Ss: 'Eighteen has one t.'
Pupils
Ss correct their own answers in a different colour pencil.

Activity 4: Application · 10 minutes

Fun corner: My family card

Aims

Ss use the target language to introduce a real family member and his or her age in a creative card.

Content

Ss make a family card. On one side Ss draw a sister, a brother or a grandmother (or a real family member). On the other side Ss write two sentences: 'She's my sister. She's sixteen.' or 'He's my brother. He's nineteen.' Then Ss show the card to a partner and say the sentences. Wrap-up: T plays the chant once more and Ss clap the rhythm.

Expected outcomes

Each S has a family card with a picture and two sentences about a family member and age. Ss say the sentences to a partner clearly.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows a sample family card and says: 'Draw a family member. Write two sentences about him or her.' T models one card with She's my grandmother. I love her!
Pupils
Ss look at the sample and ask: 'Can I draw my grandmother?'
Teacher
T gives each S a blank card and helps Ss who need help with spelling. T asks Ss to exchange cards and say the sentences to a partner.
Pupils
Ss draw and write on the card. Ss show the card and say, for example: 'She's my sister. She's sixteen.' Partner answers: 'Wow! She's sixteen.'
Teacher
T invites four or five Ss to show their cards to the class. T praises the sentences and the pronunciation of the numbers.
Pupils
Ss stand up and say: 'This is my grandmother. I love her!' or 'He's my brother. He's nineteen.'
Teacher
T plays the chant one last time. T says: 'Great job! Let's sing the chant together.'
Pupils
Ss sing the chant with clapping and say goodbye in English.

Worksheets

Worksheet No. 1 (Listening)

Listen and choose the correct answer.

Exercise 1: Listen and choose the number. A. (picture: 16) B. (picture: 17) C. (picture: 19)
Exercise 2: Listen and choose the number. A. (picture: 20) B. (picture: 18) C. (picture: 16)
Exercise 3: Listen and choose the picture. A. sister B. brother C. grandmother
Exercise 5: Look at the picture and choose the correct sentence. A. She's my sister. B. He's my brother. C. She's my grandmother.
Audio script: 'My brother is seventeen.' / 'My sister is twenty.' / 'He's my brother. He's nineteen.'

Worksheet No. 2 (Matching, ordering and writing)

Exercise 4: Match the number with the word.

16 ___
18 ___
19 ___
20 ___
Word bank: sixteen, eighteen, nineteen, twenty.
Exercise 6: Look at the picture of a brother and fill in the blank: ___ my brother.
Exercise 7: Write the missing letters: six___ (16).
Exercise 8: Put the numbers in order from smallest to biggest: twenty, sixteen, nineteen, seventeen, eighteen.
Exercise 9: Calculate and choose the answer: 10 + 8 = ? A. eighteen B. eleven C. nineteen
Exercise 10: Listen and write the number you hear (in figures).
Writing practice: Write each word three times: sister, brother, grandmother. Write each number three times: sixteen, seventeen, eighteen, nineteen, twenty.

Homework

Practise the 'Er, er, sister' chant with a family member at home. Clap the rhythm and say the chant three times.
Write the words sister, brother and grandmother three times each, and write the numbers sixteen to twenty three times each in your notebook.
Finish your family card. Say to your parents or a friend: 'She's my sister. She's sixteen.' or 'He's my brother. He's nineteen.'
Review the lesson online at neoedu.vn/learn/2/english/unit-14-lesson-2 and do the interactive exercises.

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