Tiếng AnhLớp 2Unit 15. In the clothes shop

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 digraph sh and pronounce the sound /ʃ/ (as in she, shirts, shorts, shoes) and distinguish it from /s/ (as in sea, sand).
Pronounce and recognise the new words shirts (những chiếc áo sơ mi), shorts (quần soóc) and shoes (đôi giày).
Use the structures 'Look at the shirts.' and 'Where are the shoes? – Over there.' to ask about and point to clothes in the shop.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to and choose the correct picture for shirts, shorts and shoes, say the words and sentences aloud, read the sh words on the worksheet and write the missing letters.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce /ʃ/ correctly with rounded lips, differentiate /ʃ/ from /s/, learn the three new words and use the sentence patterns 'Look at the ...' and 'Where are the ...?'.

2. General competences

Self-control and independent learning: Ss keep trying to make the /ʃ/ sound on their own, checking their mouth shape in a mirror or with a partner before moving on.
Communication and collaboration: Ss work in pairs and groups to repeat, point, ask and answer, and take turns as shopkeeper and customer in the role-play.
Problem-solving and creativity: Ss use the mouth-shape clues and the spelling of sh to sort words, choose pictures and create their own clothes-shop dialogue.

3. Personal qualities

Diligence: Ss practise the /ʃ/ sound repeatedly and finish all the tasks on time.
Kindness: Ss patiently help their partners correct their mouth shape and pronunciation during pair work.

II. Resources and materials

1. Teacher

Tiếng Anh 2 (Global Success) textbook, Unit 15, Lesson 1 page
Audio recording for the new words, the sh sound and Exercises 1, 2, 5 and 6
Projector or interactive whiteboard
Flashcards or pictures of shirts, shorts and shoes, and a picture of a folded shirt
A poster of the letters sh with a picture of a fish and a she figure
Worksheet 1 (sorting words by sound /ʃ/ or /s/)
NeoEdu lesson page: neoedu.vn/learn/2/english/unit-15-lesson-1 (lesson presentation, examples and interactive exercises)

2. Pupils

English 2 textbook and notebook
Pencil, eraser and coloured pencils
Mirror (optional, for checking mouth shape)
Small picture cards of clothes (shirts, shorts, shoes) for the role-play
Worksheet 1

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Shh! Warm-up and review

Aims

Activate Ss' prior knowledge of the sh sound from she and fish and create an active, fun start to the lesson.

Content

T plays a short 'Shh!' game: T says a word from she and fish (from Grade 1) and Ss put a finger on their lips and say 'shhh!' if the word starts with sh. Then T introduces the sound /ʃ/ as the 'quiet' sound.

Expected outcomes

Ss recall she and fish, make the 'shhh!' gesture and are ready to learn the new sound.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Let's play Shh! When you hear a word beginning with sh, put your finger on your lips and say shhh!' T models with the words she and sea.
Pupils
Ss listen and watch T's model. Ss repeat the gesture and the word 'shhh!'.
Teacher
T calls out: she, fish, sea, sand, bird. T monitors and encourages Ss who answer quickly.
Pupils
Ss listen and respond. Expected answers: she – shhh! / fish – shhh! / sea – (no gesture) / sand – (no gesture) / bird – (no gesture).
Teacher
T asks: 'Which words have the sh sound? Can you say the sound?'
Pupils
Ss answer: 'she and fish!' and say /ʃ/ together.
Teacher
T writes sh on the board, says: 'Today we will learn the sound /ʃ/ and three new clothes words.' T shows the title of the lesson, In the clothes shop.
Pupils
Ss look at the picture of the clothes shop and guess what they will learn.

Activity 2.1: Exploration · 8 minutes

Look, listen and repeat: the sound /ʃ/

Aims

Help Ss recognise the digraph sh, pronounce the sound /ʃ/ and distinguish it from /s/.

Content

T shows the sh poster, explains that two letters s and h together make ONE sound /ʃ/. T models the mouth: rounded and forward lips, tongue slightly back, air pushed out, no voice in the throat. T contrasts sea /siː/ (flat lips) with she /ʃiː/ (rounded lips). Then Ss do the sorting task on Worksheet 1.

Expected outcomes

Ss pronounce /ʃ/ correctly in chorus and in pairs, and sort the words sea, she, sand, shoes, shorts, shirts, fish into the /ʃ/ and /s/ groups on Worksheet 1.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the poster and says: 'Sh is one sound: /ʃ/. Listen and repeat: shhh... /ʃ/.' T models the mouth shape in front of a mirror and asks Ss to watch the lips.
Pupils
Ss listen, watch T's lips and repeat the sound /ʃ/ in chorus, then individually.
Teacher
T plays the audio for sea and she. T asks: 'Are the lips flat or rounded?' Then Ss work in pairs: one says sea or she, the partner points to the mouth shape of /s/ or /ʃ/ and checks in the mirror. T distributes Worksheet 1 and asks pairs to sort the words.
Pupils
Ss say sea /siː/ with flat lips and she /ʃiː/ with rounded lips. Ss sort the words on Worksheet 1. Expected answer: /ʃ/ group: she, shoes, shorts, shirts, fish; /s/ group: sea, sand.
Teacher
T calls on 2–3 pairs to read their answers aloud. T asks the class: 'Does the word fish have the sh sound? Why?'
Pupils
Ss report their sorting. Expected answers: 'Fish has sh, so it is /ʃ/.' 'Sand starts with s, so it is /s/.'
Teacher
T summarises: 'sh = one sound /ʃ/. Lips are rounded. Sea has flat lips /s/.' T praises Ss and asks them to say /ʃ/ once more.
Pupils
Ss repeat the rule and say /ʃ/ together.

Activity 2.2: Exploration · 8 minutes

Listen, point and say: new clothes words

Aims

Help Ss pronounce and recognise shirts, shorts and shoes, and use the patterns Look at the shirts and Where are the shoes? – Over there.

Content

T uses the pictures and flashcards of shirts, shorts and shoes. T models the words and sentences, points out the difference between shirts /ɜː/ and shorts /ɔː/, and the ending /z/ in shoes. Ss then do the point-and-say game in pairs.

Expected outcomes

Ss say shirts, shorts and shoes correctly, point to the right picture, and use Look at the shirts. and Where are the shoes? – Over there. in pairs.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows a picture of a clothes shop and points to shirts: 'Look at the shirts!' T models each word twice, then sounds them out: shirts /ʃɜːts/, shorts /ʃɔːts/, shoes /ʃuːz/.
Pupils
Ss listen, look at the pictures and repeat the words in chorus, then individually.
Teacher
T says: 'Point and say!' T gives the instruction and models with the sentence Where are the shoes? – Over there. Then pairs take turns: one asks Where are the ...? and the other points and answers Over there.
Pupils
Ss point to the pictures in their textbooks and say, for example: 'Look at the shirts!' / 'Where are the shorts? – Over there.' / 'I like the shoes.'
Teacher
T calls on 3 pairs to demonstrate in front of the class. T corrects the vowel sounds: 'shirts has a long ơ sound, shorts has a round o sound.'
Pupils
Ss stand up and perform the dialogue. Expected sentences: 'Look at the shirts.' 'Where are the shoes? – Over there.'
Teacher
T reviews the three new words on the board and asks Ss to say each word with its meaning in Vietnamese, for example: shirts (áo sơ mi).
Pupils
Ss say: 'shirts – áo sơ mi, shorts – quần soóc, shoes – giày.'

Activity 3: Practice · 8 minutes

Listen, choose and play Shh!

Aims

Help Ss consolidate the sh sound and the three new words by listening, choosing pictures and identifying words with /ʃ/.

Content

T plays the audio for Exercises 1, 2 and 6 in the textbook. Ss listen and choose the correct picture or word. Then T asks Ss to match words with pictures (Exercise 4), choose the picture that does not match the word they hear (Exercise 5), and choose all words with sh (Exercise 7). Finally, Ss play the Shh! game with a partner.

Expected outcomes

Answers: Ex 1 – B (shoes); Ex 2 – B (shorts); Ex 3 – C (shirts); Ex 4 – shirts with the shirt picture, shorts with the shorts picture, shoes with the shoes picture; Ex 5 – No (Ss hear shirts but the picture shows shorts); Ex 6 – B (she); Ex 7 – A, C, D (shoes, fish, shorts). Ss play the Shh! game correctly with their partners.

Procedure

Teacher's activities

Pupils' activities

Teacher
T plays the audio for Exercise 1 and says: 'Listen and choose the correct picture A, B or C.' T plays it twice if needed.
Pupils
Ss listen and choose. Expected answer: 'B – shoes.'
Teacher
T plays Exercise 2 and Exercise 6. For Exercise 3 and 4, T asks Ss to look at the pictures and match the words. For Exercise 5, T plays the audio and asks: 'Does the word match the picture?' For Exercise 7, T asks Ss to find all the words with sh. Ss then play the Shh! game: T says some words; partners say shhh! with a finger on the lips when they hear /ʃ/.
Pupils
Ss listen and answer. Expected answers: Ex 2 – 'B, shorts.' Ex 3 – 'C, shirts.' Ex 4 – matching as above. Ex 5 – 'No, the word is shirts but the picture shows shorts.' Ex 6 – 'B, she.' Ex 7 – 'A, C, D: shoes, fish, shorts.' Ss play the game with a partner.
Teacher
T asks Ss to hold up their answer cards (A, B or C) and checks the class results. T asks: 'Why is the answer to Exercise 5 No?'
Pupils
Ss hold up cards and report answers. Expected explanation: 'The word is shirts, but the picture is shorts.'
Teacher
T confirms the answers, corrects any mistakes and reminds Ss: 'Shirts and shorts sound similar, so listen carefully to the vowel.'
Pupils
Ss check their answers and correct their mistakes in their notebooks.

Activity 4: Application · 6 minutes

Fun corner: Clothes shop role-play and wrap-up

Aims

Help Ss use the new words and sentence patterns in a meaningful situation and end the lesson with a fun, creative activity.

Content

Ss work in groups of three or four. One student is the shopkeeper, the others are customers. They use the clothes picture cards and say: 'Look at the shirts!', 'Where are the shoes? – Over there.' and 'I like the shorts.' Ss then choose a shop item for their mother before the new school year. T finishes with a quick sh chant: 'Shirts, shorts, shoes – shhh!'

Expected outcomes

Each group performs a short role-play of 3–4 sentences using shirts, shorts and shoes, and the class says the sh chant together.

Procedure

Teacher's activities

Pupils' activities

Teacher
T gives the situation: 'You are in a clothes shop before the new school year. Shopkeepers, show the clothes! Customers, ask for them!' T models a short dialogue with a student.
Pupils
Ss listen and get into groups. Ss choose roles and practise the sentences.
Teacher
T monitors groups, helps with pronunciation and encourages quieter Ss. T says: 'Remember /ʃ/ – round lips!'
Pupils
Ss role-play in groups. Expected dialogue: 'Look at the shirts!' / 'Where are the shoes? – Over there.' / 'I like the shorts. Thank you!'
Teacher
T invites 2 groups to perform in front of the class and gives praise for good pronunciation.
Pupils
Ss perform their role-play. The class listens and claps.
Teacher
T leads the chant: 'Shirts, shorts, shoes – shhh!' and reviews the key points of the lesson: sh = /ʃ/, shirts, shorts, shoes. T closes the lesson.
Pupils
Ss chant together and repeat the key words.

Worksheets

Worksheet 1

Task: Sort the words into two groups. Write each word in the correct box.

Group A: the sound /ʃ/ (sh) – write the words here.
Group B: the sound /s/ – write the words here.
Words: sea, she, sand, shoes, shorts, shirts, fish
Answer key:
Group A (/ʃ/): she, shoes, shorts, shirts, fish
Group B (/s/): sea, sand

Homework

Practise saying the sound /ʃ/ with your family: shhh! Find three words with sh at home and say them aloud.
Look at the pictures of shirts, shorts and shoes in your book. Say: 'Look at the shirts!' and 'Where are the shoes? – Over there.' to a family member.
Complete the words: (1) {{1}}oes (answer: sh), (2) sh{{1}}ts (answer: or). Write the words shirts, shorts, shoes in your notebook and draw a picture for each word.

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