Giáo án Tiếng Anh Lớp 2 (i-Learn Smart Start) - Unit 1: Feelings - Lesson 3 - Period 1

Nội dung text: Giáo án Tiếng Anh Lớp 2 (i-Learn Smart Start) - Unit 1: Feelings - Lesson 3 - Period 1

1. Tiếng Anh 2 i-Learn Smart Start Week: Date of teaching: Period: 1 UNIT 1: FEELINGS Lesson 3 I. Objectives: After completing this lesson, students will be able to gain the following: 1. Knowledge Vocabulary: scared, bored, hungry, thirsty Structures: (Minh)'s (thirsty). 2. Language skills Talk about how other people feel. 3. Core competencies & Personal qualities • Building up interests and good habits in learning English • Building up awareness of taking care of others in their family or community • Being collaborative and supportive in teamwork • Building up responsive and independent-working characteristics to be a life-long learner II. Teaching aids: Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV. Students’ aids: Student books, notebooks, workbooks. III. Procedures: Time Steps/Activities Organization
2. 5’ Warm-up • Teacher – Sing the “Phonics song” whole class (source: Option 1: • Teacher – “Who is faster?” game whole class  Divide the class into groups.  Arrange the flashcards on the board. (nut, nose, orange, octopus)  Invite a student from each group to go to the board.  Teacher says a word and the students run to tap the right card. Option 2 • Teacher – "Pictionary" game Whole class/  Divide the class into teams. groupwork  Have a student from each team stand at the board with a marker or a piece of chalk and tell them something to draw, e.g. “nut”  Have teams try to guess what the student from their team is drawing.  Give the first team to guess correctly one point.  Repeat with different students.  The team that gets the most points wins. New lesson 25’ A. Listen and point. Repeat. (CD1 - Track 23) • Teacher –  Use some pictures to introduce the feelings. whole class/  Have students listen to each new word. individuals/  Have students listen to each new word and repeat all pair work together and individually. Correct student’s pronunciation if necessary.  Arrange the flashcards on the board, play audio, and point
3. to each flashcard.  Play audio again and have students point to the numbers in their books.  Play audio again and have students listen and repeat.  Play audio again and have students listen and repeat several times.  Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed.  Have students work in pairs, one of them points to the picture in the book and the other says the word. Option 1: "Word Tennis" game  Have one student come to the front and play with you.  Say a word from the lesson or unit, and pretend to hit a ball • Teacher – to the student. Have the student respond with another word whole class/ and hit it back to you. Continue until someone repeats a pair work word or can't go.  Divide the class into pairs and have them play with each other.  Have some pairs demonstrate the activity in front of the class. Option 2: “Seven lives” game  Draw or stick seven bodies outlines on the board. • Teacher – whole class/  Choose a word. Draw one line on the board for each letter individuals in a word, for example: _ _ _ _ _ _ (hungry).  Have students put up their hands to say a letter, if the letter is in the word, teacher writes it on the line. If the letter is
4. not in the word, the teacher removes one of the bodies from the board.  When students complete the word or lose all seven lives the game finishes. B. 1. Listen and point. (CD1 – Track 24) • Teacher –  Have students call out the people they can see. Whole class  Have students listen and follow.  Play audio and demonstrate pointing.  Play audio. Have students listen and point. 2. Listen and repeat. (CD1 - Track 25) • Teacher –  Have students look at the useful language box. whole class/  Play audio. Have students listen to the useful language. individuals/  Have students practice the useful language. pair work C. Play the "Pretend" game. • Teacher –  Have students look at the example. whole class  Have one student come to the front of the class.  Have that student show an emotion silently.  Have the other students try to guess the emotion.  Have students swap roles and repeat. Workbook – page 12 • Teacher –  Have students open their books -page 12 and have them whole class/ look at the exercises of part A and B carefully. individuals/  Set up time limit by 2 minutes timer bomb pair work (source:  Have students start reading and doing all parts A and B. When the time ends by explosion students stop doing their exercises.  Have students change their workbooks together.  Check understanding as a whole class and give the correct answers. Then the teacher gives stamps or stickers to the
5. whole class. 5’ Wrap up Option 1: Running dictation  Stick some pictures ( happy, sad, angry, scared ) on the walls in the class. • Teacher –  Have students work in pairs. One runs and find the pictures whole class/ around him/ her, then turn back to his pair and tell what he/ pair work she has seen. E. g. happy His/ Her friend write down the word he/ she has heard. Option 2 • Teacher – "Pass the card" game whole class/  Divide the class into teams. groupwork  Have students from each team stand in a line.  Give the first student of each team a card (scared, bored, hungry, thirsty) and say "Go."  The students say the corresponding words and pass the cards over their heads to the ones behind them.  Have teams continue the game until their card reaches the last person.  The last student in each line races to hand their card to the teacher and says the word.  Give the first team to name their card correctly one point.  The team that gets the most points wins.