NeoEdu
Giáo án Tiếng Anh 2
Tiếng AnhLớp 2Unit 6. On the farm

Giáo án Lesson 3

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 ask and answer whether something is there, using 'Is there a/an…?', 'Yes, there is.' and 'No, there isn't.'
  • By the end of the lesson, Ss will be able to say where something is with 'in the box' and 'near the river'.
  • By the end of the lesson, Ss will be able to recognise and use the vocabulary: is there (có … không?), in (ở trong), fox (con cáo), ox (con bò đực), box (cái hộp), river (con sông).
  • By the end of the lesson, Ss will be able to sing the song 'A fox in a box' with correct rhythm and intonation.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to the dialogue and choose the correct answer, ask and answer questions about the farm, read the song lyrics and write the missing word in the sentences.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce /ɪz ðeə/ and /ɪn/ correctly, understand that 'Is' comes first in the question, and use 'a' or 'an' correctly before fox, box and ox.

2. General competences

  • Self-control and independent learning: Ss complete individual tasks on the worksheet and check their own answers before sharing with the class.
  • Communication and collaboration: Ss work in pairs to ask and answer 'Is there a/an…?' questions and cooperate in groups during the song and game activities.
  • Problem-solving and creativity: Ss use the picture clues to decide between 'Yes, there is' and 'No, there isn't', and create their own question-and-answer pairs about a farm picture.

3. Personal qualities

  • Diligence: Ss actively take part in all pair work and finish the worksheet within the given time.
  • Responsibility: Ss keep their group's materials tidy and take turns in the game.
  • Honesty: Ss check their answers honestly and admit mistakes so they can correct them.
  • Kindness: Ss encourage and help classmates who are slow to answer during pair work.

II. Resources and materials

1. Teacher

  • Textbook Global Success 2, Unit 6, Lesson 3
  • Projector or interactive whiteboard with the NeoEdu lesson page: neoedu.vn/learn/2/english/unit-6-lesson-3 (lecture, examples and interactive exercises)
  • Audio recording of the dialogue 'Let's talk' and the song 'A fox in a box'
  • Picture flashcards: fox, ox, box, river, farm, with a box picture covered by a sheet of paper
  • Worksheet No. 1 (printed copies for each pair)
  • Sticky notes or small pieces of paper to play the 'Hide and seek' game

2. Pupils

  • Textbook Global Success 2
  • Pencil, eraser, colour pencils
  • Small whiteboard and marker (optional)
  • Worksheet No. 1 (from the teacher)
  • Blank A4 paper for the farm drawing project

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Warm-up: Guess what is hidden

Aims

Ss recall the words for animals and places learned earlier and get ready for the new structure 'Is there a/an…?'.

Content

T shows a picture covered by a sheet of paper. Ss guess the picture by asking 'Is there a…?' and T answers 'Yes, there is' or 'No, there isn't'. Use the pictures of a fox, an ox, a box and a river.

Expected outcomes

Ss answer the questions in full sentences and remember the words fox, ox, box and river.

Procedure

  1. Teacher

    T sticks a picture of a fox under a sheet of paper and says: 'Let's play a guessing game. Ask me questions to guess what is hidden.'

    Pupils

    Ss listen carefully and look at the covered picture.

  2. Teacher

    T models the question: 'Is there a box?' T answers 'Yes, there is' or 'No, there isn't' according to the picture. T asks individual Ss to guess, for example: 'Is there a fox?'

    Pupils

    Ss ask in turn: 'Is there a box?' / 'Is there a fox?'. Expected answers: 'Yes, there is.' / 'No, there isn't.'

  3. Teacher

    T uncovers the picture and asks: 'What is it? Yes or no?'

    Pupils

    Ss answer: 'It's a fox.' / 'Yes, there is.' and repeat the words after T.

  4. Teacher

    T praises the class and writes on the board: Is there a/an…? – Yes, there is. / No, there isn't. T says: 'Today we will learn how to ask and answer about things on the farm.'

    Pupils

    Ss repeat the structure chorally two times and copy the title into their notebooks.

Activity 2.1: Exploration · 10 minutes

Look, listen and repeat: Let's talk

Aims

Ss understand and imitate the dialogue between Lan and the farmer, and see how 'Is there…?' is used with 'Yes, there is' and location phrases.

Content

Ss look at the picture of the farm and listen to the dialogue twice. Then they practise the dialogue in pairs. Key sentences: 'Is there a fox on the farm?' / 'Yes, there is. Look! There's a fox in the box!' / 'Is there an ox?' / 'Yes, there is. It's near the river.'

Expected outcomes

Ss can read and repeat the dialogue with correct pronunciation and intonation, and answer the question 'Where is the fox?' (in the box).

Procedure

  1. Teacher

    T shows the farm picture and asks: 'Who is in the picture? What can you see?' T says: 'Listen to Lan and the farmer. Point to the fox when you hear it.'

    Pupils

    Ss look at the picture and answer: 'A girl and a farmer.' / 'A box, a river, animals.'

  2. Teacher

    T plays the audio twice. T pauses after each line and asks: 'Is there a fox on the farm?' T models the pronunciation of 'Is there' /ɪz ðeə/ and 'in the box'. Ss repeat line by line, then pairs practise the dialogue with role-switch.

    Pupils

    Ss listen, point to the fox in the picture, then repeat each line chorally and in pairs. Expected answer to T's question 'Where is the fox?': 'It's in the box.'

  3. Teacher

    T calls 2–3 pairs to act out the dialogue in front of the class and asks: 'Is there an ox? Where is it?'

    Pupils

    Pairs act out the dialogue. Expected answer: 'Yes, there is. It's near the river.'

  4. Teacher

    T summarises: 'Is there…?' is a question. We answer 'Yes, there is' or 'No, there isn't'. We do NOT say 'Yes, it is'. T writes on the board: Is there a fox? – Yes, there is.

    Pupils

    Ss repeat the key sentences and write the question and answer into their notebooks.

Activity 2.2: Exploration · 10 minutes

Listen, point and say: is there a box?

Aims

Ss learn the pattern of the question 'Is there a/an…?' and the difference between 'a' and 'an' before fox, box and ox.

Content

T uses flashcards and the NeoEdu lecture to present the pattern. Ss point to the correct picture when T says the question, then say the answer. Focus on: There is → Is there…? (move 'is' to the front); a fox, a box; an ox; 'isn't' = is not.

Expected outcomes

Ss can form questions with 'Is there a/an…?' and answer them with 'Yes, there is.' or 'No, there isn't.' correctly.

Procedure

  1. Teacher

    T writes on the board: There is a fox. T asks: 'Which word moves to the front to make a question?' T shows the NeoEdu lecture.

    Pupils

    Ss observe the board and answer: 'Is.' T's question 'Is there a fox?' is answered by 'Yes, there is.'

  2. Teacher

    T holds up the flashcards (fox, ox, box) and says: 'Is there a box?' Ss point to the box and say: 'Yes, there is.' Then T says 'Is there an ox?' and shows a picture with no ox. Ss answer: 'No, there isn't.' T guides Ss to say 'a fox', 'a box', 'an ox'.

    Pupils

    Ss listen, point to the correct flashcard and answer. Expected answers: 'Yes, there is.' (for box) / 'No, there isn't.' (for ox, if no ox is shown).

  3. Teacher

    T asks pairs to take turns: one S asks 'Is there a fox?' and the other answers with the correct sentence using a flashcard.

    Pupils

    Pairs practise in turns, switching roles. Expected answers: 'Yes, there is.' / 'No, there isn't.'

  4. Teacher

    T points at the board and summarises: Is there a/an…? – Yes, there is. / No, there isn't. Remember: a fox, a box, an ox. T reminds Ss: 'Don't say Yes, it is.'

    Pupils

    Ss repeat the summary chorally and copy the grammar box into their notebooks.

Activity 2.3: Exploration · 10 minutes

Sing and act: A fox in a box

Aims

Ss sing the song 'A fox in a box' and use the structure 'Is there…?' in a fun, memorable way.

Content

Ss listen to the song, then sing the lyrics line by line. The class is divided into two groups: Group 1 sings the questions (Is there a fox?), Group 2 sings the answers (Yes, there is!). Ss do simple actions: point to the box for 'in the box' and shake their heads for 'No, there isn't.'

Expected outcomes

Ss sing the song with correct pronunciation and actions, and understand that an ox cannot fit in the box because it is too big.

Procedure

  1. Teacher

    T says: 'The ox is very big. Can an ox be in the box?' T plays the song once without stopping.

    Pupils

    Ss listen and answer: 'No!' / 'It's too big.'

  2. Teacher

    T plays the song line by line. Ss repeat each line. Then T divides the class into two groups and leads the song with actions: Group 1 asks, Group 2 answers.

    Pupils

    Ss sing and do the actions: point to the box for 'in the box' and shake their heads for 'No, there isn't.'

  3. Teacher

    T asks: 'Is there an ox in the box?' and invites a S to answer.

    Pupils

    Ss answer: 'No, there isn't. There isn't an ox in the box!'

  4. Teacher

    T praises the class and asks: 'Which line is your favourite?' T reminds Ss that the song uses the structure they learned today.

    Pupils

    Ss sing the whole song once more with the actions and say their favourite line.

Activity 3.1: Practice · 10 minutes

Listen and choose the correct answer

Aims

Ss listen to questions and choose the correct answer, based on the pictures.

Content

Exercises 1, 2 and 8 in the textbook. Ss listen to the questions and look at the pictures. Ss choose A. Yes, there is. or B. No, there isn't. Then Ss decide whether the answer heard matches the picture (exercise 8).
Answer key: Ex. 1: A (Is there a fox? – picture has a fox). Ex. 2: B (Is there an ox? – picture has only a box, no ox). Ex. 8: True (Is there a fox? – Yes, there is; the picture has a fox).

Expected outcomes

Ss choose the correct answers: 1-A (Yes, there is.), 2-B (No, there isn't.), 8-True (the answer matches the picture).

Procedure

  1. Teacher

    T says: 'Listen to the question and look at the picture. Choose A or B.' T plays Ex. 1 and reads the options aloud.

    Pupils

    Ss listen and look at the picture of the fox.

  2. Teacher

    T plays Ex. 2 and asks Ss to work individually. T circulates and checks. T plays Ex. 8 and asks: 'Is the answer correct for the picture? True or false?'

    Pupils

    Ss circle A or B. Expected answers: Ex. 1: A (Yes, there is.); Ex. 2: B (No, there isn't.); Ex. 8: True.

  3. Teacher

    T asks 2 Ss to read their answers aloud and asks: 'Why is the answer No?'

    Pupils

    Ss explain: 'Because there is no ox in the picture. There is only a box.'

  4. Teacher

    T confirms the answers and reminds Ss to listen for the key word 'fox' or 'ox'.

    Pupils

    Ss check their answers and correct any mistakes in pencil.

Activity 3.2: Practice · 15 minutes

Complete, reorder and match

Aims

Ss complete sentences, reorder words to make questions and match questions with their meanings.

Content

Ss do Worksheet No. 1 in pairs. Tasks: fill in 'Is' or 'is' in exercises 3 and 4; reorder words in exercise 5; choose the question with the answer 'No, there isn't.' in exercise 6; match English sentences with Vietnamese meanings in exercise 7; read the song lyrics and decide True or False in exercise 9; answer the question with a picture of a box in exercise 10.
Answer key: Ex. 3: Is. Ex. 4: is. Ex. 5: Is there an ox? Ex. 6: B (Is there a fox?). Ex. 7: Is there a fox? – Có con cáo không?; Yes, there is. – Có.; No, there isn't. – Không có.; There's a fox in the box. – Có một con cáo trong hộp. Ex. 9: a) T; b) F; c) T. Ex. 10: Yes, there is.

Expected outcomes

Ss complete Worksheet No. 1 with correct answers: 3-Is, 4-is, 5-Is there an ox?, 6-B, 7-matched as above, 9-T/F/T, 10-Yes, there is.

Procedure

  1. Teacher

    T distributes Worksheet No. 1 to each pair and explains the tasks. T models Ex. 5 by reordering the words: 'Is / there / an / ox' → 'Is there an ox?'

    Pupils

    Ss look at the worksheet and understand the tasks.

  2. Teacher

    Pairs work together for about 10 minutes. T walks around and helps weaker pairs with the grammar, for example by asking: 'Which word comes first in the question?'

    Pupils

    Pairs discuss and write their answers. Expected answers: 3-Is; 4-is; 5-Is there an ox?; 6-B; 7-matched; 9-a) T, b) F, c) T; 10-Yes, there is.

  3. Teacher

    T calls on 3–4 pairs to report one exercise each and asks the class to agree or disagree.

    Pupils

    Ss report answers and explain: 'Yes, there is is the answer because the picture has a box.'

  4. Teacher

    T shows the correct answers on the board and gives feedback: 'Excellent work!'

    Pupils

    Ss check their answers and correct mistakes with a different colour pencil.

Activity 4: Application · 10 minutes

Fun corner: My farm picture

Aims

Ss create a farm picture and ask and answer 'Is there…?' questions about it to practise the structure in a real context.

Content

Ss draw a simple farm picture on A4 paper with at least three animals or objects (for example a fox, a box, a river). In pairs, Ss swap their pictures and ask: 'Is there a…?' Partners answer 'Yes, there is.' or 'No, there isn't.' Ss may also write a short sentence like 'There's a fox in the box.'

Expected outcomes

Each S has a farm picture and at least three question-and-answer exchanges with a partner using 'Is there a/an…?'.

Procedure

  1. Teacher

    T shows a sample farm picture drawn on the board and asks: 'What is in my farm?' T says: 'Now draw your own farm and ask your friend questions.'

    Pupils

    Ss look at the sample and answer: 'A fox, a box, a river.'

  2. Teacher

    Ss draw their farm pictures (about 5 minutes). Then pairs swap pictures and ask questions such as 'Is there a river?' T walks around and helps Ss with the spelling.

    Pupils

    Ss draw and then ask questions. Expected questions and answers: 'Is there a fox?' – 'Yes, there is.' / 'Is there an ox?' – 'No, there isn't.'

  3. Teacher

    T invites 2–3 pairs to show their pictures and ask one question in front of the class.

    Pupils

    Ss show their pictures and answer the questions clearly.

  4. Teacher

    T praises the creative pictures and recaps the key structure: Is there a/an…? – Yes, there is. / No, there isn't.

    Pupils

    Ss repeat the structure and put their pictures in their English folder.

Worksheets

Worksheet No. 1

Exercise 3: Fill in the blank. ___ there a box? (Is / Are)
Exercise 4: Look at the picture. Is there an ox? – Yes, there ___. (is / are)
Exercise 5: Reorder the words to make a question: is / there / an / ox
Exercise 6: Look at the picture. Which question has the answer 'No, there isn't.'? A. Is there a box? B. Is there a fox?
Exercise 7: Match the sentences with their meanings.

  • Is there a fox? – (a) Có một con cáo trong hộp.
  • Yes, there is. – (b) Có con cáo không?
  • No, there isn't. – (c) Có.
  • There's a fox in the box. – (d) Không có.
    Exercise 9: Read the song 'A fox in a box'. True or False?
    a) There's a fox in the box. ___
    b) There's an ox in the box. ___
    c) The song asks: Is there an ox? ___
    Exercise 10: Look at the picture of a box. Answer the question: Is there a box?

Homework

  • Practise the dialogue 'Let's talk' with a family member and then change the animals (for example: Is there a fox? – Yes, there is).
  • Sing the song 'A fox in a box' for your family and point to the box when you sing 'in the box'.
  • Draw a picture of a farm at home with a fox, an ox and a box. Write one question and one answer: 'Is there a fox?' – 'Yes, there is.'
  • Watch the NeoEdu lesson page at neoedu.vn/learn/2/english/unit-6-lesson-3 again and do the interactive exercises to review.

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