Giáo án Tiếng Anh Lớp 2 - Tuần 06

<span class='text_page_counter'>(1)</span><div class='page_container' data-page=1>

<b>Date of preparing: 12. 10. 2019 WEEK 6 - Period 11</b>
<b>UNIT 3: Pp</b>

<b> LESSON 3: Part 6, 7</b>
<b>I. Objective: </b>

<b>1. Language focus:</b>

- By the end of the lesson, students will be able to practise the sound of the letter
Pp and the coresponding words.

- Learn and practise reading skills.
<b>2. Skill: </b>

- Listening, speaking, reading, writing.
<b>3. Attitude:</b>

- Encourage Ss to use the structure more regulary.
<b>II. Teaching aids: </b>

- Book, CD, phonics cards, paper including the lyrics of the chant.
<b>III. Method:</b>

- Model - Talk - Practice, individual work, pair work, group work.
- Some techniques can be used: music chairs.

<b>IV. Procedures:</b>
<b>1. Organization:</b>

<b>Class</b> <b>Date of teaching</b> <b>Absent Ss</b>

2B Tuesday, October 15th₂₀₁₉
<b>2. Warm up (5’) </b>

<i><b>Activity: Thumbs Up or Down </b></i>

- Ask the students to close their books.
- Hold up the phonics cards one at a time.

- Ask Ss to verify the word the teacher says by putting their thumbs up or down.
e.g. Teacher: (holding up the octopus phonics card) pen. Up or Down?

Class: (putting their thumbs down)
Teacher: Good! What it is?

Class: Panda!
<b>3. New lesson (30’)</b>

<i><b>Teacher</b><b>and Students’s activies</b></i> <i><b>Contents</b></i>
<i><b>Activity 6. Circle the pictures of the words that </b></i>

<i><b>begin with the same sound (15’)</b></i>

- T asks Ss to take out their colour pencils/ crayons.
- T name some colours and ask Ss to repeat.

- Ss repeat in chorus.

- T use the structure: “I like…” and ask the students
hold up the colour pencils/ crayons they like.

- T show the picture in the book to the whole class.
- T point to the orange and say: an orange.

- Have the students say the word and colour it.

</div>
<span class='text_page_counter'>(2)</span><div class='page_container' data-page=2>

- Give the students 2 minutes to circle the pictures
that have Oo in them.

- Go around the classroom asking the students to say
the o words they are colouring.

<i><b>Activity 7. Listen, point and repeat. Colour the </b></i>
<i><b>pictures of the words that start with the p sound. </b></i>
<i><b>Say the P words (10’)</b></i>

- T show the students the omelette phonics card.
Point to it and say: <i>pony</i>. Ask them to repeat.
- Ss repeat in chorus.

- Mime cracking and beating eggs and say<i>:pony</i>.
Encourage the students to do the same.

- T points to the pictures, Ss do corresponding
actions and say the words.

- T divides the class into groups of two.

- The first student point to the pictures and the other
student say the word then change the roles.

- T asks the students to colour in the pictures of the
words that start with the /p/ sound.

<i><b>Activity: Craftwork (5’) </b></i>

- T asks students to take out their notebooks.

- T asks them to choose one word the draw the letter
and the picture in their notebooks.

- Ss choose one word the draw the letter and the
picture.

- T tells them to colour the letter and the picture.
- The three first students who finish will show their
picture to the class.

<i><b>7. Listen, point and repeat. </b></i>
<i><b>Colour the pictures of the </b></i>
<i><b>words that start with the P </b></i>
<i><b>sound. Say the P words.</b></i>

<b>V. Summary: </b>

- What skills have you practiced?
<b>VI. Evaluation:</b>

………
<b>___________________________________________</b>

<b>Date of preparing: 14. 10. 2019 WEEK 6 - Period 12</b>
<b>UNIT 3: Pp </b>

<b>DO EXERCISES</b>
<b>I. Objective: </b>

<b>1. Language focus:</b>

- By the end of the lesson, students will be able to review the sound of the letter
Pp, four Pp words and recognize the corresponding pictures. Write the letter Pp.
<b>2. Skill: </b>

</div>
<span class='text_page_counter'>(3)</span><div class='page_container' data-page=3>

- Encourage Ss to use the structure more regulary.
<b>II. Teaching aids: </b>

- Book, CD, phonics cards, paper including the lyrics of the chant.
<b>III. Method:</b>

- Model - Talk - Practice, individual work, pair work, group work.
- Some techniques can be used: music chairs.

<b>IV. Procedures:</b>
<b>1. Organization:</b>

<b>Class</b> <b>Date of teaching</b> <b>Absent Ss</b>

2B Thusday, October 17th₂₀₁₉
<b>2. Warm up (5’) </b>

- T ask Ss to find out and write as many <i>p</i> as they can in two minutes.

- Ss write the most they will be winner.

- T monitors and corect their mistake.
<b>3. New lesson (30’)</b>

<i><b>Teacher</b><b>and Students’s activies</b></i> <i><b>Contents</b></i>
<i><b>Activity 1. Trace and say (9’ )</b></i>

- Write on the board the big P and small p

- T point to the letter P and say out loud “This is
the letter P.

- Point to the letter <i>p</i> and say out loud “This is the
letter <i>p.</i> The letter <i>p</i> says <i>/p/</i>”

- Have the class repeat its sound chorally, then
individually.

- Have the students say the sound individually,
correct the pronunciation if necessary.

- Demonstrate how to write the big P by stroke.
- T draw an example of letter P using dashed lines.
- T use a different colored chalk to model tracing
the letter P.

- Have some students practice tracing letter P on
the board.

- Have students trace letter P in the books.
- T go around to give help if necessary.
<i><b>Activity 2: Trace and match (10’)</b></i>

- T asks the students to close their books.
- Hold up the phonics cards one at a time.

- Ask the students to verify the word the teacher
says by putting their thumbs up or down.

<i>E.g. Teacher:</i> (holding up the pen phonics card)

Parrot. Up or Down?

<i>Class:</i> (putting their thumbs down)

<i>Teacher: </i>Good! What it is?

<i><b>1. Trace and say.</b></i>

</div>
<span class='text_page_counter'>(4)</span><div class='page_container' data-page=4>

<i>Class:</i> Pen!

- Put the Phonics card (octopus, panda, nose) on
the board.

- T copy the box from question 1, 2, 3 in the book
to the board.

- T demonstrate tracing the line of letter N, n,
letter O, o and letter P, p using dashed lines.

- Ask Ss which one goes with letter N.

- Match letter N with the correct phonic card
(nose) and small letter n.

- Do the same with letter O and letter P.

- Have Ss do the same procedure in their book.
- T goes around and give help as needed.
<i><b>Activity 3: Colour the right partner letters (6’)</b></i>
- T asks Ss to take out their pencils/ crayons.
- Name some colours.

- Use the structure: “I like…” and ask the students
hold up the colour pencils/ crayons they like.
- Hold up one card with the upper letter P and one
card with the lower letter p.

- Ss will stand if the upper letter goes with the
different lower letter. They will stay sitting if the
upper letter goes with the same lower letter.

- Have the students colour the right partner letters.
- Do the same procedure for the other cards.

- Give the students 2 minutes to colour them.
- Go around the classroom providing any
necessary help.

<i><b>Activity 4. Write the letter Pp. Then circle the </b></i>

<i><b>pictures of the words that start with the p sound </b></i>
<i><b>(5’)</b></i>

<i><b>- Copy the box from the book to the board.</b></i>

- Tell the students that you are going to write the
letter Pp into the box.

- Demonstrate the writing.

- Put phonics cards of a nut, a pen on the board.
- Ask the students which one goes with letter Pp
and then circle the correct picture.

- Ask Ss to write the letter Pp in their book, circle
the correct picture that corresponds to the letter.

<i>Answer keys: </i>

<i>N_nose, O_octopus, P_panda</i>

<i><b>3. Colour the right partner </b></i>
<i><b>letters.</b></i>

<i>Answer keys: Pp, Oo, Nn</i>

<i><b>4. Write the letter Pp. Then </b></i>
<i><b>circle the pictures of the </b></i>
<i><b>words that start with the p </b></i>
<i><b>sound.</b></i>

<i>Answer keys: pen, pony, </i>
<i>parrot, panda</i>

<b>V. Summary: </b>

- What skills have you practiced?
<b>VI. Evaluation:</b>

</div>
<span class='text_page_counter'>(5)</span><div class='page_container' data-page=5></div>

<!--links-->