Tiếng AnhLớp 2Unit 6. On the farm

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 'X, x, fox' chant and recognise the words box, fox, ox, farm, big, brown, quick and strong.
Say 'I can see a box / a fox / an ox' to talk about things they see on the farm.
Explain the use of 'a' before consonant sounds and 'an' before vowel sounds, e.g. 'a box', 'an ox'.
Write the words box, fox and ox correctly, three times each.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to and chant the X x chant, say 'I can see a / an ...', tick the correct picture after listening, and write the words box, fox and ox.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the /ks/ sound in box, fox and ox, learn the new vocabulary, and use a / an correctly before nouns.

2. General competences

Self-control and independent learning: Ss keep track of their own progress on the listening and writing tasks and correct their own answers after checking with the teacher.
Communication and collaboration: Ss work in pairs and small groups to chant, ask and answer with 'I can see...', and share their farm picture with the class.
Problem-solving and creativity: Ss choose the correct article 'a' or 'an' by listening to the sound that follows, and create a simple farm picture with labelled sentences.

3. Personal qualities

Diligence: Ss practise the chant and the writing of the letter x carefully and complete all tasks on time.
Responsibility: Ss take turns in pairs and groups, and finish their farm project at home with care.
Kindness: Ss support classmates who find the a / an rule difficult and praise each other's good work.

II. Resources and materials

1. Teacher

Audio recording of the 'X, x, fox' chant (Unit 6 Lesson 2)
Flashcards or pictures of a box, a fox, an ox, a kite, an apple and a farm
A picture of the sea (for warm-up review from Unit 3)
Projector or interactive board
NeoEdu online lesson with lesson presentation and interactive exercises: neoedu.vn/learn/2/english/unit-6-lesson-2
Two pockets or two boxes labelled 'a' and 'an' for sorting cards
Worksheet No. 1 and Worksheet No. 2 (printed or on the board)

2. Pupils

English notebook and pencil, eraser, coloured pencils
A4 sheet of paper for the farm project
Small set of flashcards (cut out by Ss or provided by T) for the sorting game

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Warm-up: Chant and review 'I can see...'

Aims

To warm up the class and review the structure 'I can see the sea' from Unit 3, then lead into the new sentence pattern 'I can see ... on the farm'.

Content

T leads a short greeting chant, shows a picture of the sea and asks What can you see? Then T shows a farm picture and models the new sentence I can see ... on the farm.

Expected outcomes

Ss answer with the sentence 'I can see the sea.' and repeat 'I can see ... on the farm.' with correct stress.

Procedure

Teacher's activities

Pupils' activities

Teacher
T greets the class and leads a short greeting chant with actions. T says: Let's warm up! Stand up and sing with me.
Pupils
Ss stand up, sing and do the actions with T.
Teacher
T shows the picture of the sea and asks: What can you see? T models: I can see the sea.
Pupils
Ss answer in chorus: I can see the sea. Some Ss answer individually.
Teacher
T shows the farm picture and asks: What can you see on the farm? T models: I can see ... on the farm. T asks 3 Ss to repeat.
Pupils
Ss repeat the sentence after T. Possible answer: I can see a cow on the farm (if Ss already know the word cow); otherwise Ss repeat I can see ... on the farm.
Teacher
T praises Ss and says: Today we will chant about the letter X x and learn a or an.
Pupils
Ss listen and write the title 'Unit 6 – Lesson 2' in their notebooks.

Activity 2.1: Exploration · 12 minutes

Look, listen and repeat: 'X, x, fox' chant

Aims

To help Ss listen to, repeat and chant the X x chant, and to understand and pronounce the new words box, fox, ox, farm, big, brown, quick and strong.

Content

Ss listen to the chant with the flashcards box, fox and ox. T explains the meaning of the new words: big (to), brown (nâu), quick (nhanh nhẹn), strong (khỏe), on the farm (ở nông trại). Ss repeat line by line and then chant in groups with actions.

Expected outcomes

Ss chant the whole X x chant with correct rhythm and pronounce the words box, fox and ox clearly. Ss say the meaning of at least four new words.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the flashcards box, fox and ox and asks: What is this? Let's listen to the chant.
Pupils
Ss look at the flashcards and guess the words. Possible answer: It's a box. It's a fox. It's an ox.
Teacher
T plays the chant two times. T pauses and asks: What is brown? What is quick? T explains the new words with gestures and pictures.
Pupils
Ss listen carefully, point to the pictures and repeat the new words. Possible answer: Brown is nâu. Quick is nhanh nhẹn.
Teacher
T chants line by line and asks Ss to repeat. T divides the class into 3 groups: group 1 chants 'X, x, a box', group 2 chants 'X, x, a fox', group 3 chants 'X, x, an ox'. T asks groups to add clapping and actions.
Pupils
Ss repeat each line after T, then chant in their groups with clapping and actions (e.g. 'big' with arms wide, 'quick' with fast hand movements).
Teacher
T asks: Which word starts with the letter x? Which words end with the sound /ks/? T praises Ss and writes the three words on the board.
Pupils
Ss answer: box, fox and ox. Ss copy the three words into their notebooks.

Activity 2.2: Exploration · 9 minutes

Listen, point and say: a or an?

Aims

To help Ss understand the rule: 'a' is used before a word beginning with a consonant sound, and 'an' is used before a word beginning with a vowel sound.

Content

T uses the flashcards box, fox, ox, kite and apple. T explains the rule with the example I can see a box and I can see an ox. Ss play a game: T says a word, Ss point to the correct pocket labelled 'a' or 'an'. Use Worksheet No. 1 for the sorting task.

Expected outcomes

Ss sort five flashcards into the correct pockets and say the sentence I can see a / an ... with the correct article.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the two pockets 'a' and 'an' on the board and says: Listen to the first sound after the article. Let's find the rule.
Pupils
Ss look at the pockets and listen carefully to T's model sentences.
Teacher
T models: I can see a box. I can see an ox. T asks: Which word starts with a consonant sound? Which word starts with a vowel sound? T gives the example an apple.
Pupils
Ss answer: box starts with a consonant sound, so we use a. Ox starts with a vowel sound, so we use an. Ss repeat the two sentences.
Teacher
T gives out Worksheet No. 1 (or shows the cards on the board). T asks Ss to sort the cards into the pockets 'a' and 'an' and say the sentences in pairs.
Pupils
Ss work in pairs, sort the cards and say: I can see a fox. I can see an apple. Possible answer key: a box, a fox, a kite; an ox, an apple.
Teacher
T checks the answers and reminds Ss: 'a' before consonant sounds, 'an' before vowel sounds. T says: Look out for the sound, not only the first letter.
Pupils
Ss repeat the rule in chorus and write the summary I can see a + consonant, an + vowel in their notebooks.

Activity 2.3: Exploration · 9 minutes

Trace and write: box, fox, ox

Aims

To help Ss write the words box, fox and ox correctly and to practise the letter x in its two-stroke form.

Content

T demonstrates how to write the letter x: the first stroke goes from top left to bottom right, and the second stroke goes from top right to bottom left. Ss trace and write each word three times in their notebooks.

Expected outcomes

Ss write each of the words box, fox and ox three times, with correct letter forms and spacing.

Procedure

Teacher's activities

Pupils' activities

Teacher
T writes the letter x on the board in large size and shows the two strokes with arrows. T says: First stroke from top left to bottom right. Second stroke from top right to bottom left.
Pupils
Ss watch T and trace the letter x in the air with their finger.
Teacher
T writes box on the board and says the word. T asks Ss to trace the word in the air, then write it in their notebook three times. T walks around and checks the letter forms.
Pupils
Ss write box three times and say the word aloud each time. Ss trace the letter x correctly.
Teacher
T asks Ss to write fox and ox in the same way. T checks two or three notebooks and shows good examples on the board.
Pupils
Ss write fox and ox three times each. Ss show their notebooks to a partner and check each other's letter x.
Teacher
T praises Ss for good writing and reminds them: the letter x has two strokes, and box, fox and ox all end with x.
Pupils
Ss say the words and the rule together and tidy up their notebooks.

Activity 3.1: Practice · 10 minutes

Listen and tick: Which picture is right?

Aims

To help Ss listen for the article 'a' or 'an' and the key word in the sentence, then choose the correct picture or sentence.

Content

Exercise 1: Ss listen to the sentence and tick the correct picture (A. box; B. ox; C. fox). Exercise 2: Ss listen and tick the correct picture (A. ox; B. fox; C. box). Exercise 3: Ss listen and choose the correct meaning (A. I can see a box on the farm; B. There is a fox in the box; C. I like the box). Exercise 6: Ss look at the picture of a fox and choose the correct sentence (A. I can see a box; B. I can see a fox; C. I can see an ox). Exercise 7: Ss match the sentences with the pictures. Use the NeoEdu interactive exercises for the listening tasks.

Expected outcomes

Answer key: Ex 1 – B (I can see an ox.); Ex 2 – B (I can see a fox.); Ex 3 – A (I can see a box on the farm.); Ex 6 – B (I can see a fox.); Ex 7 – 'I can see a box.' matches the box picture; 'I can see a fox.' matches the fox picture; 'I can see an ox.' matches the ox picture.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: Listen carefully. Watch the article a or an and the key word. T opens the NeoEdu exercise or plays the audio for Exercise 1.
Pupils
Ss look at the three pictures A, B, C in their books and listen to the sentence.
Teacher
T plays the audio for Exercise 1 and asks: Which picture is right? Why? T plays Exercise 2 and Exercise 3 in the same way.
Pupils
Ss listen and tick. Possible answers: Ex 1 – B, because I hear an ox; Ex 2 – B, because I hear a fox; Ex 3 – A, because I hear a box on the farm.
Teacher
T asks pairs to check their answers. T gives Exercise 6 and 7 to pairs and asks them to read the sentences aloud.
Pupils
Ss check with their partner and report: Ex 6 – B (I can see a fox.). Ex 7 – the sentences match the correct pictures.
Teacher
T shows the answer key and asks Ss to correct any mistakes. T asks: Why is it an ox and not a ox?
Pupils
Ss correct their answers and answer: Because ox starts with a vowel sound, so we use an.

Activity 3.2: Practice · 10 minutes

Let's play: Fix it and build the sentences

Aims

To help Ss use a and an correctly, correct common mistakes and build sentences with the words learnt in the lesson.

Content

Ss complete Exercise 4 and 5 (I can see {{1}} ox / box). Ss choose all correct phrases in Exercise 8 (an ox, a fox, an box, a kite, a ox). Ss put the words in order for Exercise 9 (I can see a fox on the farm). Ss look at the picture of an ox and write Exercise 10 (I can see an ox). Use Worksheet No. 2 for these tasks. Game: Pass the card. Ss pass a card around the group; when the music stops, the student with the card reads a sentence aloud.

Expected outcomes

Answer key: Ex 4 – an (an ox); Ex 5 – a (a box); Ex 8 – A, B, D (an ox; a fox; a kite); Ex 9 – I can see a fox on the farm.; Ex 10 – I can see an ox. Ss read at least three sentences correctly in the game.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows Worksheet No. 2 and explains the tasks. T says: Look at the pictures and choose a or an. Then put the words in order.
Pupils
Ss read the instructions and look at the pictures on Worksheet No. 2.
Teacher
T asks Ss to work in pairs. T walks around, checks answers and helps the weak Ss with the words. T models Exercise 9: I can see a fox on the farm.
Pupils
Ss complete the exercises in pairs. Possible answers: Ex 4 – an; Ex 5 – a; Ex 8 – an ox, a fox, a kite; Ex 9 – I can see a fox on the farm.
Teacher
T starts the Pass the card game. T plays music, Ss pass a card. When the music stops, the student reads the sentence on the card, e.g. I can see an ox.
Pupils
Ss play the game in groups of four and read the sentences aloud. Possible answer: I can see an ox. I can see a box on the farm.
Teacher
T asks: Which mistake is common? Which words are wrong: an box and a ox? T gives the correct forms and reminds Ss about the sound rule.
Pupils
Ss answer: an box is wrong, it should be a box; a ox is wrong, it should be an ox. Ss correct their own worksheets.

Activity 4: Application · 15 minutes

Fun corner: My farm picture

Aims

To help Ss apply the structure I can see a / an ... and the words box, fox and ox in a real-life context, through a creative farm picture.

Content

Ss draw a picture of a farm on an A4 sheet. They draw and label at least one box, one fox and one ox. Then they write three sentences with I can see a / an ... on the farm. Ss present their picture to a partner. Wrap-up: the class chants the X x chant once more together.

Expected outcomes

Each S has a farm picture with at least three labelled objects and three correct sentences such as I can see a box on the farm. I can see a fox on the farm. I can see an ox on the farm.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows a sample farm picture and says: Draw your farm. Put a box, a fox and an ox in your picture. Write three sentences with I can see...
Pupils
Ss look at the sample and think about what to draw. Ss take out the A4 sheet and coloured pencils.
Teacher
T walks around, checks the sentences and reminds Ss to use a before consonant sounds and an before vowel sounds. T supports Ss who need help with spelling.
Pupils
Ss draw the farm and write the sentences, for example: I can see a box on the farm. I can see a fox on the farm. I can see an ox on the farm.
Teacher
T asks Ss to show their picture to a partner and say the sentences. T chooses three Ss to present to the class.
Pupils
Ss present: Look! I can see a fox on the farm. The partner listens and says: Good job! Ss give feedback to each other.
Teacher
T leads the class in a final chant: X, x, a box, a fox, an ox. T praises Ss and says: Your pictures are great. Please practise the chant and the sentences at home.
Pupils
Ss chant together with actions and put their pictures in their notebooks or on the wall.

Worksheets

Worksheet No. 1: a or an?

Task: Sort the cards into the pockets 'a' and 'an'.

box
fox
ox
kite
apple
Answer key:
a: a box, a fox, a kite
an: an ox, an apple
Sentence practice: Say the sentence I can see a / an ... with each word.

Worksheet No. 2: Practice a / an and sentences

Exercise 4: Look at the picture and write a or an.
I can see ____ ox.
Exercise 5: Look at the picture and write a or an.
I can see ____ box.
Exercise 8: Choose all the correct phrases.
A. an ox
B. a fox
C. an box
D. a kite
E. a ox
Exercise 9: Put the words in the right order.
I / can / see / a / fox / on / the / farm.
Exercise 10: Look at the picture of an ox and write a sentence starting with I can see ...

Answer key:

Ex 4: an (an ox)
Ex 5: a (a box)
Ex 8: A, B, D (an ox, a fox, a kite)
Ex 9: I can see a fox on the farm.
Ex 10: I can see an ox.

Homework

Draw your farm at home and label a box, a fox and an ox. Write three sentences: I can see a box on the farm. I can see a fox on the farm. I can see an ox on the farm.
Listen to the X x chant on the NeoEdu page (neoedu.vn/learn/2/english/unit-6-lesson-2) and chant it to your family every day.
Write the words box, fox and ox three times each in your English notebook. Remember that the letter x has two strokes.
Say the rule to a family member: use a before consonant sounds and an before vowel sounds. Give one example for each.

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