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

Lesson 2

  1. Objectives:

After completing this lesson, students will be able to gain the following:

  1. Knowledge

Vocabulary: 

Consolidation              

   Structures:

Consolidation

  1. Language skills

Practice asking and answering about the number of objects using the structure “How many (circles) are there?

  1. Core competencies & Personal qualities
  • Building up interests and good habits in learning English
  • Being collaborative and supportive in teamwork
  • Building up responsive and independent-working characteristics to be a life-long learner
  1. 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.

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

  1. Tiếng Anh 2 i-Learn Smart Start Week: Date of teaching: Period: 1 UNIT 3: NUMBERS Lesson 2 I. Objectives: After completing this lesson, students will be able to gain the following: 1. Knowledge Vocabulary: Consolidation Structures: Consolidation 2. Language skills Practice asking and answering about the number of objects using the structure “How many (circles) are there?” 3. Core competencies & Personal qualities • Building up interests and good habits in learning English • 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 song of Unit 3 (lesson 1) whole class  Have students sing and draw shapes in the air. Option 1: • Teacher – "Tic, tac, toe" game Whole class/ groupwork  Divide the class into four groups.  Each team divides into pairs.  Have teams play rock, paper, scissors to see which team goes first.  Have the winning team choose a space, then one pair from that team go to the board.  One student will point at the picture or flashcard and ask “How many are there?” and the other student will answer.  Have the pair mark that space as theirs if they use the useful language correctly.  Have teams take turns.  The team that gets three spaces in a horizontal, vertical, or diagonal line wins the game. Option 2: • Teacher – Whole class/ “Chalkboard Fun” game groupwork  Divide the class into four teams.  Each student takes out a small chalkboard, rag and a piece of chalk.  The teacher prepares some flashcards or pictures and sticks them on the board.  The teacher points at the picture or flashcard and asks “How many are there?”, then gives the students fifteen seconds to write down their answers.  When the time is up, all the students hold up the
  3. chalkboards.  Give the team which has all the correct answers one point.  The team that gets the most points wins. 25’ New lesson Sing the alphabet song. • Teacher –  Play the alphabet song and have students listen. Whole class  Play audio again and have students sing the song.  Put the flashcards on the board for the letters in red (A to O).  Point to each flashcard, call out the letter's name, and have students repeat. 1. Listen and repeat. (CD1 - Track 44) • Teacher – Whole class/  Have students look at the pictures. individuals  Point to the pictures and say the letters' sounds.  Play audio. Have students listen and repeat the letter sounds. 2. Listen and point. (CD1 - track 45) • Teacher –  Have students look at the pictures. Whole class/ pair work  Demonstrate pointing to the correct letter when you hear the sound or word.  Play audio. Have students point to the correct picture at the top of the page when they hear the appropriate sound or word.  Have students work in pairs, practice pointing and saying the sounds or the words. Swap roles. 3. Draw lines. • Teacher –  Have students look at the pictures and call out the things Whole class/ individuals they can see.  Demonstrate the activity using the example.  Have students draw lines from the letters to the pictures.
  4.  Check answers as a whole class. 4. Play “Guess the picture”. • Teacher –  Have students look at the example. Whole class/ groupwork  Divide the class into two teams.  Have a student stand facing away from the board and stick a flashcard on the board behind them.  Have someone from the same team ask the student a question about the flashcard.  Have the student try to guess the answer without looking at the flashcard.  Give that team one point if it's a correct guess.  Have teams take turns. Workbook page 22  Have students open their workbooks, page 22 . • Teacher –  Have them look at part A and B and think what they will Whole class/ have to do. individuals  Set up time limit by 1 minute timer bomb (source:  Have students start reading and doing 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. 5’ Wrap up Option 1 • Teacher – “Thumbs Up or Down” game Whole class/ individuals  Show a phonics card one at a time and have students identify the sound or the word teacher says by putting their thumbs up or down.
  5. E.g. • Teacher: (hold up the nut phonics card) nose. • Students: (putting their thumbs down). • Teacher: nut. • Students: (putting their thumbs up).  Repeat the activity with other phonics cards. Option 2 • Teacher – Whole class/ “Mingle” game pair work  Play some music and encourage students to dance or walk around.  Stop the music suddenly. When the music stops, each student finds a partner.  One student asks “What’s this?” and the other has to answer (E.g. It’s a (nut).) Then swap roles.  Play the music and continue in this way.