Unit 9: U9L1B | Giáo án Tiếng Anh 2 sách i-Learn Smart Start (Cả năm)

School: ………………………………………..
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Period: ………………………………….
UNIT 9: CLASSROOM ACTIVITIES Lesson 1 (page 59) 1. Objectives
By the end of this lesson, students will be able to obtain the following:
1.1. Language knowledge and skills
Vocabulary: eraser, ruler, crayon, pencil case
Sentence pattern: Pick up your (eraser).
Skills: To get used to classroom activities. Practice language skills – the structure “Pick up your….” Competences
Self-control and independent learning: Building up an awareness of taking care of others in their family or community.
Communication and collaboration: Being collaborative and supportive in teamwork.
Critical thinking and creativity: Building up non-verbal communication skills through feeling expression. 1.2. Attributes
Kindness: Knowing how to share joyfulness.
Diligence and Honesty: Building up interests and good habits in learning English
Accountability: Becoming responsible for others.
2. Teaching aids and materials
- Teacher’s aids: Tiếng Anh 2 i-Learn Smart Start Student’s Book and Teacher’s book, Class CDs,
Flashcards, DCR & DHA on Eduhome, Projector/Interactive Whiteboard /TV (if any), PowerPoint slides.
- Students’ aids: Tiếng Anh 2 i-Learn Smart Start Student’s Book, Workbook, Notebook. 3. Procedures
A. Warm up (5 minutes)
Fill in the missing letters
a. Objectives: Students can fill in the missing letters.
b. Content: Filling in the missing letters.
c. Expected outcomes and assessment:
- Task completed with excellence: Students can fill in the missing letters correctly and quickly.
- Task completed: Students can fill in the missing letters correctly.
- Task uncompleted: Students can fill in the missing letters but with some difficulties. d. Organization Teacher’s activities Students’ activities
Sing the song of part C (Student’s Book), page 62 and do the actions.
Option 1: “Seven lives”
- Draw or stick seven bodies outlines on the board. - Follow T’s instructions.
- Choose a word. Draw one line on the board for each letter
in a word, for example: _ _ _ _ _ _ (eraser).
- Have students put up their hands to say a letter, if the letter
- Try to guess the letters to win the
is in the word, teacher writes it on the line. If the letter is not game.
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. Page 1 of 4
Option 2: “Run and Draw”
- Divide the class into four teams. - Follow T’s instructions.
- Have each team stand in a line.
- Secretly show a flashcard to the first child in each group.
- Try to join the game, run to the
This child runs to the board, draw the picture.
board, draw the picture to get a point
- Have the other students in his/her team try to guess what at a time.
the picture is. The first team has the correct answer will get one point. B. New lesson
1. Task D. Point and say. (10 minutes)
a. Objectives: Students will be able to point and say, using the structures “Pick up your eraser”.
b. Contents: Pointing and asking the structures “Pick up your eraser”.
c. Expected outcomes and assessment
- Task completed with excellence: Students can point and say, using the structures “Pick up your
eraser” correctly and fluently.
- Task completed: Students can point and say, using the structures “Pick up your eraser” but with minor difficulty.
- Task uncompleted: Students have difficulty in point and say, using the structures “Pick up your eraser”. d. Organization Teacher’s activities Students’ activities D. Point and say. Practice (optional).
- Show a flashcard to the class. - Follow T’s instructions.
- Have students practice the structure using the new word.
- Repeat with other flashcards. - Join in the activity. E.g.
(Teacher shows a flashcard "eraser".)
Class: “Pick up your eraser." Point and say.
- Divide the class into pairs.
- Have Student A point to the pictures and Student B say, e.g., "Pick up your eraser." - Do as guided. - Swap roles and repeat. - Pair work.
- Afterwards, have some pairs demonstrate the activity in - Demonstrate in pairs. front of the class. Answer keys
1. Pick up your eraser. /Pick up your ruler. /Pick up your
eraser. /Pick up your ruler. /Pick up your eraser. /Pick up your ruler.
2. Pick up your crayon. /Pick up your pencil case./Pick up
your crayon./Pick up your pencil case./Pick up your
crayon./Pick up your pencil case./
3. Pick up your ruler. /Pick up your ruler. /Pick up your
pencil case./ Pick up your ruler. /Pick up your ruler. /Pick up your pencil case.
4.Pick up your crayon. /Pick up your crayon. /Pick up
your eraser. /Pick up your crayon. /Pick up your crayon. /Pick up your eraser. Page 2 of 4
2. Task E. Play “Simon says” (10 minutes)
a. Objectives: Students will be able to play “Simon says”.
b. Contents: Playing “Simon says”.
c. Expected outcomes and assessment
- Task completed with excellence: Students can play “Simon says” correctly .
- Task completed: Students can play “Simon says” but with minor difficulty.
- Task uncompleted: Students have difficulty in playing “Simon says”. d. Organization Teacher’s activities Students’ activities
E. Play “Simon says.”
- Have students look at the example.
- Tell students they must only follow commands that start with "Simon says…" - Listen and do as guided.
- Take turns to practice “Simon says”.
- Demonstrate the game by giving the students different
commands. If the command starts with "Simon says,"
students must do the action. If it doesn't start with "Simon
says," students who do the action must sit down.
- Demonstrate the activity in front of
Have one student come to the front of the class to be the class. "Simon”.
- Swap roles and repeat with a new "Simon.
“Fol ow the leader” game
- Have students line up behind the teacher and place some
school objects or pictures on the floor.
- Have students follow him/her around the classroom.
- Do an action and shout out the sentence for that action.
Have students copy the action and repeat the sentence. (E.g., Put up your (ruler).)
3. Consolidation and homework assignment (10 minutes) Teacher’s activities Students’ activities
Consolidation (5 minutes)
Option 1: “Spin the wheel” game
- Prepare some wheels like this. - Do as guided. eraser ruler pencil pen pencil crayon case - Divide the class into groups of four. - One student spins the wheel.
- When the wheel stops, the student will make a sentence
with the corresponding word. (E.g., Pick up a (pen). - Continue in the same way.
Option 2: “Jump rope” game Page 3 of 4
- Arrange children into four groups. - Do as guided.
- Hold a rope at a height that the students should be able to jump over.
- Invite one student from each group to stand on one side of - Practice the game. the rope.
- On the other side of the rope, put some objects or flashcards on the table.
- Call out the name of one of the objects/flashcards.
- The students have to jump over the rope, pick up the
correct object and say the word.
The team that gets the most point wins.
Homework Assignment (Help students do homework
correctly) (5 minutes) Workbook (page 57)
- Have students open their workbooks – page 57
C. Listen and circle (WB, track 33). - Do as guided.
- Have students look at exercise C, read the words and guess the answers could be.
- Play audio. Have students listen and circle the correct words.
- Have students listen again and check the answers.
- Check understanding and give the correct answers to the students.
D. Look, read, and put a (✓) or a (x).
- Have students look at the pictures, read the instructions
and tick the correct box, cross the remains.
- Teacher and students correct all the answers as a whole class. Notebook
- Do the exercises in Tiếng Anh 2 i-Learn Smart Start Notebook on page 57.
Phần mềm trò chơi tương tác DHA
- Play the games in Unit 9, Lesson 1 (Look and find, Listen and find, Grammar). 5. Reflection
a. What I liked most about this lesson today:
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b. What I learned from this lesson today:
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c. What I should improve for this lesson next time:
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