Tiếng AnhLớp 2Unit 7. In the kitchen

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 recognize the letter Jj and the sound /dʒ/ in the words juice, jelly and jam.
By the end of the lesson, Ss will be able to listen to, recognize and say correctly the new words juice (nước ép), jelly (thạch) and jam (mứt).
By the end of the lesson, Ss will be able to use the structure 'Pass me the jam, please.' to ask for food and reply 'Here you are.'
Communicative competence in English through listening, speaking, reading and writing: Ss listen to and identify /dʒ/ words, say the words and the request correctly, read the letter Jj, and write the missing letters and the word jam.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce /dʒ/ correctly (not as 'gi', 'd' or 'z'), recognize the spelling of juice, jelly, jam, and use the sentence pattern 'Pass me the ..., please.' / 'Here you are.'

2. General competences

Self-control and independent learning: Ss follow the teacher's model, check their own pronunciation in the mirror or with a partner, and complete worksheets without help from classmates.
Communication and collaboration: Ss work in pairs and groups to practise the new words and the request 'Pass me the ..., please.' and take turns speaking, listening and giving feedback.
Problem-solving and creativity: Ss match letters, pictures and sounds, guess the hidden breakfast food, and design a breakfast menu poster for the 'Breakfast Shop' project.

3. Personal qualities

Diligence: Ss practise the /dʒ/ sound repeatedly, keep trying until they pronounce the words clearly, and finish all exercises on time.
Responsibility: Ss take their turn in pair and group work, keep the materials tidy, and complete their homework about the Jj letter and the new words.
Kindness: Ss encourage and correct their friends gently during pair work and show respect when classmates make mistakes.

II. Resources and materials

1. Teacher

Textbook Tiếng Anh 2 (Global Success), Unit 7 Lesson 1 pages, with the breakfast picture (juice, jelly, jam)
Audio recording for the letter Jj, the words juice, jelly, jam and Exercises 1 to 6
Flashcards: juice, jelly, jam, and a glass of orange juice, a bowl of jelly, a jar of jam, a fox picture and a kite picture (for the Jump with J game)
Large letter cards: capital J and small j
Real jar of jam (or a picture), projector or interactive board
NeoEdu online lesson page: neoedu.vn/learn/2/english/unit-7-lesson-1 (interactive exercises and listening, used in the Practice phase)
Worksheet No. 1 and Worksheet No. 2 (printed for each pair)

2. Pupils

English notebook, pencil, colored pencils
Mini whiteboard and marker (optional)
Glue, scissors and coloured paper for the Breakfast Shop poster
Worksheet No. 1 and Worksheet No. 2

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Breakfast Guessing Game (Period 1)

Aims

Ss activate prior knowledge about breakfast food and get ready for the new sounds and words of the lesson.

Content

T shows the breakfast picture from the textbook with the food covered by a card. T reveals the food bit by bit and Ss guess the food. Then T introduces the title 'Unit 7: In the kitchen' and the question 'What's on the table?'

Expected outcomes

Ss guess and say the names of the breakfast food (juice, jelly, jam) and understand the topic of the lesson.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the breakfast picture with the food covered and says: 'Good morning, class! Ha's family is having breakfast. What's on the table? Guess!'
Pupils
Ss listen and look at the picture. Ss answer: 'Juice!' 'Milk?' 'Jam?' (Expected answers: 'Juice!' 'Jam!')
Teacher
T uncovers the picture bit by bit and gives hints: 'It is a drink. It is orange.' T asks: 'Is it juice?'
Pupils
Ss guess the food in chorus and then individually. Expected answer: 'Yes, it's juice!'
Teacher
T reveals the whole picture and says: 'Yes! Juice, jelly and jam. Let's learn them today!'
Pupils
Ss say the three words after T in chorus: 'Juice! Jelly! Jam!'
Teacher
T praises the class and writes the lesson title on the board: 'Unit 7: In the kitchen – Lesson 1'.
Pupils
Ss copy the title into their notebooks and get ready for the lesson.

Activity 2.1: Exploration · 12 minutes

Letter Jj and the Sound /dʒ/ (Period 1)

Aims

Ss recognize the letter Jj and pronounce the sound /dʒ/ correctly.

Content

Technique: Look, listen and repeat. T shows the capital letter J and the small letter j and models the name /dʒeɪ/ and the sound /dʒ/. Ss feel the vibration in the throat. T explains the mouth position: the tip of the tongue touches the upper gum, the lips are slightly rounded, then the air is released with voice. Ss match the capital and small letters. T notes: the small j has a dot on top and a tail that goes down below the line.

Expected outcomes

Ss recognize the letters J and j, pronounce the sound /dʒ/ correctly, and match the capital and small letters.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the capital J and small j cards and asks: 'What letter is this? What's its name?' T models: 'This is J. Its name is /dʒeɪ/. Listen and repeat!'
Pupils
Ss look at the letters and repeat the name /dʒeɪ/ in chorus. Expected answer: 'It's J!' 'It's small j!'
Teacher
T models the sound /dʒ/ with the mouth position and asks: 'Where is my tongue?' T asks Ss to put a hand on their throat and say /dʒ/ to feel the vibration. T says: 'Don't say gi, d or z!'
Pupils
Ss repeat /dʒ/ in chorus, then individually. Ss touch the throat and answer: 'My throat is vibrating!' Expected answer for tongue position: 'The tongue touches the upper gum.'
Teacher
T gives each pair a set of letter cards (capital J and small j) and asks them to match. T checks and gives feedback.
Pupils
Ss work in pairs to match J with j, then show the cards to T. Ss say: 'J and j, /dʒ/!'
Teacher
T summarizes: 'The letter j stands for the sound /dʒ/. Remember the dot on top and the tail going down!' T asks Ss to write the letter Jj in their notebooks, three times each.
Pupils
Ss write Jj in their notebooks and repeat the sound /dʒ/ once more.

Activity 2.2: Exploration · 18 minutes

New Words: juice, jelly, jam (Period 1)

Aims

Ss listen to, recognize, read and say the new words juice, jelly and jam correctly.

Content

Technique: Look, listen and repeat, then Point and say. T shows flashcards of juice, jelly and jam and models each word. T explains the pronunciation: juice /dʒuːs/ (long u, final ce is /s/); jelly /ˈdʒeli/ (final y sounds like /i/); jam /dʒæm/ (open mouth, between a and e). T shows the phrases orange juice and apple juice. Then Point and say: T calls out a word and Ss point to the picture and say it.

Expected outcomes

Ss say the three new words correctly, point to the right picture, and copy the words into their notebooks with the meaning in Vietnamese.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the flashcards one by one and says: 'juice, jelly, jam'. T asks: 'Juice is a drink. What is jelly?' T models each word with the pronunciation tips.
Pupils
Ss listen and look at the flashcards. Ss answer: 'Jelly is thạch!' (Expected answer: thạch)
Teacher
T asks Ss to repeat each word in chorus, then in groups, then individually. T asks: 'What is the last sound in juice?' T corrects Ss who say 'giu-xê' or 'dam'.
Pupils
Ss repeat the words. Expected answer: 'The last sound is /s/.' Ss say: 'juice, jelly, jam' correctly.
Teacher
T plays Point and say: T says 'Juice!' and Ss point to the picture and say 'Juice!'. Then T says 'Jam!' and so on. T asks some Ss to come to the board and point.
Pupils
Ss point to the correct picture and say the word. Ss in pairs (A points, B says; then swap) practise the game for 3 minutes.
Teacher
T writes the words on the board with their meanings and phrases: juice (nước ép), jelly (thạch), jam (mứt), orange juice, apple juice. T reminds Ss that jam is in a jar for bread, and jelly is soft and wobbly.
Pupils
Ss copy the words, meanings and phrases into their notebooks. Ss say the three words once more.

Activity 2.3: Exploration · 8 minutes

Asking for Food: Pass me the jam, please (Period 2)

Aims

Ss understand and use the request 'Pass me the ..., please.' and the reply 'Here you are.' when asking for food at the table.

Content

T uses a jar of jam (or picture) to model the dialogue: T: 'Pass me the jam, please.' (T passes the jam) T: 'Here you are.' Ss listen and repeat. T explains that we use 'Pass me the ..., please' when we ask someone to give us something at the table. Then pairs practise with the picture cards of juice, jelly and jam.

Expected outcomes

Ss use the sentence 'Pass me the ..., please.' and the reply 'Here you are.' with three food items in pairs.

Procedure

Teacher's activities

Pupils' activities

Teacher
T models the dialogue with a jar of jam: 'Pass me the jam, please.' T passes the jar and says 'Here you are.' T asks: 'What did I say to ask for the jam?'
Pupils
Ss listen and watch. Ss answer: 'Pass me the jam, please.' Ss repeat after T in chorus.
Teacher
T asks Ss to practise in pairs with the picture cards: Student A asks for one food item, Student B passes it and says 'Here you are.' T asks: 'What do you say to ask for jelly?'
Pupils
Ss practise the dialogue in pairs. Expected answer: 'Pass me the jelly, please.' Ss say 'Here you are.' when passing the card.
Teacher
T invites three pairs to act out the dialogue in front of the class and gives feedback on pronunciation and intonation.
Pupils
Three pairs present the dialogue. Other Ss listen and give a thumbs-up if correct.
Teacher
T writes the pattern on the board: 'Pass me the ..., please.' – 'Here you are.' T reminds Ss to say 'please' when asking and to smile when passing.
Pupils
Ss copy the pattern into their notebooks and repeat it once more.

Activity 3.1: Practice · 10 minutes

Listen, Choose and Jump with J (Period 2)

Aims

Ss listen to and choose the correct pictures and words, identify the words that start with the letter j, and move actively in the Jump with J game.

Content

Ss do Exercises 1 to 7 on Worksheet No. 1 (listen and choose pictures, match, true or false, and choose all words starting with j). Then T plays the Jump with J game: T says jam, fox, juice, kite, jelly. When Ss hear a word starting with /dʒ/ they jump once. Exercises can also be done on the NeoEdu lesson page.

Expected outcomes

Ss complete Exercises 1 to 7 with answers: 1 B (juice); 2 A (jelly); 3 C (jam); 4 juice – orange juice picture, jelly – jelly picture, jam – jam jar picture; 5 False; 6 True; 7 A, C, D (jam, jelly, juice).

Procedure

Teacher's activities

Pupils' activities

Teacher
T gives Worksheet No. 1 to each pair and explains the instructions: 'Listen and choose. Listen carefully to the sound!' T plays audio for Exercises 1 and 2.
Pupils
Ss read the instructions and look at the pictures on the worksheet. Ss listen carefully.
Teacher
T plays the audio for Exercises 1 and 2 and checks answers. T asks Ss to do Exercises 3 to 7, then plays the Jump with J game: 'Jump when you hear a word starting with /dʒ/!'
Pupils
Ss choose the answers: Ex 1 B (juice); Ex 2 A (jelly). Ss do Ex 3 to 7 in pairs. In the game, Ss jump when they hear jam, juice, jelly and stay still for fox and kite.
Teacher
T asks pairs to report their answers and gives feedback. T asks: 'Why is the answer for number 5 False?'
Pupils
Ss report: Ex 3 C (jam), Ex 5 False (they hear jam but the picture shows jelly), Ex 6 True, Ex 7 A, C, D. Expected answer: 'Because the sound is jam but the picture is jelly.'
Teacher
T summarizes: 'Words with j sound /dʒ/: jam, juice, jelly. Jump, jump, jump!' T praises the Ss who jumped correctly.
Pupils
Ss say the three j-words together and check their answers on the worksheet.

Activity 3.2: Practice · 9 minutes

Fill in the Letters and Write (Period 2)

Aims

Ss fill in the missing letters and write the words juice and jam, consolidating the spelling and the sound /dʒ/.

Content

Ss do Exercises 8 to 10 on Worksheet No. 2. Exercise 8: fill in the missing letter in the word {{1}}elly (answer: j). Exercise 9: fill in the missing letters in the word j__ce (answer: ui). Exercise 10: look at the picture of the jam jar and write the word (answer: jam). T checks answers on the NeoEdu page.

Expected outcomes

Ss write: 8 j (jelly); 9 ui (juice); 10 jam. Ss spell the words correctly.

Procedure

Teacher's activities

Pupils' activities

Teacher
T gives Worksheet No. 2 to pairs and reads the instructions. T models Exercise 8 by saying the word jelly and asking which letter is missing.
Pupils
Ss listen and look at Exercise 8. Ss answer: 'The letter is j!'
Teacher
T asks Ss to write answers for Exercise 9 and 10. T walks around and helps Ss who are stuck: 'Juice has a long u sound. Write ui!'
Pupils
Ss write: 9 ui (juice), 10 jam. Ss spell out loud: 'j-a-m'.
Teacher
T calls some Ss to write the words on the board and asks the class to check.
Pupils
Ss write on the board and the class checks: 'Yes, correct!' or 'No, it's ...'
Teacher
T reminds Ss about the spelling of juice (the final e is silent) and jam (ends with m).
Pupils
Ss correct any mistakes in their worksheets and say the words again.

Activity 4: Application · 8 minutes

Breakfast Shop Project and Fun Corner

Aims

Ss apply the words and the request pattern in a real-life situation: planning and role-playing a breakfast shop.

Content

Project: In groups of four, Ss draw and label a breakfast menu called 'Ha's Breakfast Shop' with at least three items: juice, jelly, jam (use orange juice or apple juice). Then groups role-play a short breakfast dialogue: 'Pass me the jam, please.' – 'Here you are.' Wrap-up game: Ss chant 'J, j, juice, jelly, jam! /dʒ/, /dʒ/, jump, jump!'

Expected outcomes

Each group has a breakfast menu poster with three labelled items and performs a short role-play using 'Pass me the ..., please.' and 'Here you are.'

Procedure

Teacher's activities

Pupils' activities

Teacher
T explains the project: 'Make a breakfast menu for Ha's shop. Draw and write juice, jelly, jam. Then act out a breakfast dialogue!' T gives each group a piece of coloured paper.
Pupils
Ss listen and form groups of four. Ss ask: 'Can we draw orange juice?' Expected answer from T: 'Yes, orange juice is good!'
Teacher
T walks around, supports groups and reminds them to use the correct spelling and sounds. T helps groups with the dialogue.
Pupils
Ss draw, label and practise the dialogue in groups. Ss say: 'Pass me the juice, please.' 'Here you are.'
Teacher
T invites two or three groups to present their menus and role-plays. T asks the class to give feedback: 'Did they say /dʒ/ correctly?'
Pupils
Groups present and show their posters. The class answers: 'Yes, the j sound is correct!' Ss clap for their friends.
Teacher
T leads the wrap-up chant: 'J, j, juice, jelly, jam!' and praises the class for their hard work. T reminds Ss about the lesson's key points.
Pupils
Ss chant together and repeat the key words: juice, jelly, jam, Pass me the ..., please.

Worksheets

Worksheet No. 1: Listen, Choose and Match (Phiếu học tập số 1)

Exercise 1: Listen and choose the correct picture.

A. jam jar
B. orange juice
C. jelly

Exercise 2: Listen and choose the correct picture.

A. jelly
B. jam jar
C. orange juice

Exercise 3: Look at the picture and choose the correct word.

A. jelly
B. juice
C. jam

Exercise 4: Match the word with the correct picture.

juice – orange juice picture
jelly – jelly picture
jam – jam jar picture

Exercise 5: Listen and look at the picture. Is the word correct? Write True or False.

Exercise 6: Listen and look at the picture. Is the word correct? Write True or False.

Exercise 7: Choose ALL the words that start with the letter j.

A. jam
B. yummy
C. jelly
D. juice
E. fox

Worksheet No. 2: Fill in the Letters and Write (Phiếu học tập số 2)

Exercise 8: Look at the picture and fill in the missing letter.

{{1}}elly (the picture shows jelly)

Exercise 9: Fill in the missing letters.

j{{1}}ce (the picture shows orange juice)

Exercise 10: Look at the picture and write the word.

Picture: a jar of jam
Write: ____________

Homework

Say the words juice, jelly and jam aloud three times to your family. Show them the pictures and ask one family member: 'Pass me the jam, please.' Then say 'Here you are.' when you pass the jam.
Write the letters Jj three times in your English notebook. Circle the words that start with the /dʒ/ sound in your house or in a magazine, and write their names in English.

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