Kế hoạch bài dạy Tiếng Anh Lớp 2 Global Success - Tuần 11 - Unit 6: On the farm

 + Explain that the name of the letter X/x is different to its sound (say “Listen. /eks/ /ks/.”). 
b.Set the scence:
 - Procedure:
 +Have pupils look at the picture and describe it. Draw pupils’ attention to the letter X/x
 +Ask pupils to point to the letter X/x. Have them listen and repeat the sound of the letter X/x
 + Show the picture and elicit the answer of who the characters are.
 + Ask them to listen and repeat the word
 + Repeat the same procedure with box, fox, ox
 + Play the recording again and have them listen, point to the letter X/x and box, fox, ox and repeat until 
they feel confident. Correct pronunciation, if necessary.
 +Play the recording again and call some pupils to say the letter X/x and box, fox, ox in front of the 
class. 
 Activity 3: 
 -Content 2: Point and say
 - Procedure:
 + Have pupils look at the picture again. Ask them to describe the picture. Draw their 
attention to the letter X/x, the thing/ animals, if necessary
 + Get them to point to the letter X/x and say it, saying Point to the letter X/x and say, please! 
 + Repeat Step 2 for fox, ox
 + Put pupils into pairs or groups for further practice of Steps 1 to 3. Go around the class to 
offer help or correct pupils’ pronunciation, if necessary.
 Activity 4: 
 -Fun cornner : Whisper 
 Box - fox - ox Week 11
Period 20
 UNIT 6: ON THE FARM
 Lesson 2
I. Objectives:
 * By the end of the lesson, students will be able to:
 + say the letter X/x, the words box, fox, ox and the phrases/sentences containing 
/x/ and box, fox, ox in a chant.
 + listen and identify the words box, fox, ox.
 + write the letter X/x and complete the words bo_, fo_, o_. 
 - Ss can develop some following competences: 
 + Communicative and collaborative competence: act 3, act 4, act 5
 + Problem-solving competence: act 4, act 5
 + Self-studying and self-control competence: act 3, act 4, act 5
 + Problem-solving and creative competence: act 5
 *Language focus: 
 - Sound /x/
 + Vocabulary: box, fox, ox
 + Phrases/sentences with the sound /x/ and the words box, fox, ox
 - Differentiated teaching:
 + Incomplete Ss: can recognise target words while listening
 + Well-completed Ss: can the hear sentence structure while listening
 II. Materials:
 -Teacher’s: books, pictures, flashcards, CD.
 -Students’: books, crayons
III. Method:
 -Communicative Language Teaching
 -Total Physical Response
III. Teaching activities:
 Activity 1: Warm up 
 -Play game: Kim’s game
 Box ox fox question farm quiz
 Activity 2:
 -Content 3 : Listen and chant
 - Procedure:
 - Procedure:
 + Have pupils look at the letter X (upper case) and x (lower case). Remind them how to write 
it
 + Give pupils time to write the letter X/x independently. Give further support to those pupils 
who find it difficult to do the task.
 + Check the results of pupils’ writing and give feedback. Ask pupils to work in pairs, swap 
and check their answers. Give pupils time to work. Go around and offer help, if necessary.
 + Then have pupils look at the three pictures in the activity. Ask some questions to help 
them identify the thing and animals in the pictures Use the first picture as an example, ask pupils to 
look at it, guess what letter is missing and complete the word.
 + Give pupils time to complete the words independently, go around and offer help, if 
necessary
 + Ask some pupils to show what they have done. Praise them if they have done well, saying 
 You’ve done a good job! .
  Consolidation:
 - Content: Review phrases and the chant
 + Phrases: I can see an ox; I can see a fox,.
 + Chant
 - Procedure:
 + Ask students to answer the following questions:
 What have you learnt from the lesson today? 
 What are the core values of the lesson? ( if the teacher can take from the lesson). 
 + Praise some ss who are hard working/ active/ good. as well as encourage others 
 to try more.
 + Give feedback 
  Homework:
 - Learn by heart the pattern.
 - Review the song Activity 2: 
 -Content 6: Listen and repeat
 - Procedure:
 + Have pupils look at the pictures showing some children are on the farm. Explain the meaning 
of the sentences and how they are used. Check comprehension.
 + Play the recording several times for pupils to listen and repeat the sentence, saying Now 
listen and repeat, please!
 + Invite a few pupils to listen and repeat the sentences “Is there a fox?” “Yes, there is. / 
No, there isn’t.” in front of the class. Correct their pronunciation, if necessary or praise them when they 
pronounced the sentence correctly, saying You did very well! 
 + Ask some pupils to point to and repeat the sentences “Is there a fox?” “Yes, there is. 
/ No, there isn’t.”. Go around and correct pronunciation to make sure pupils can repeat the sentence 
correctly.
 Activity 3: 
 -Content 7: Let’s talk 
 - Procedure:
 + Write Is there a/an _____? on the board. Underneath the question, write Yes, there is. and 
No, there isn’t. Have pupils look at the the structure. Explain the meaning of the structure and how it is 
used
 + Have pupils look at the first picture. Say Look at Picture 1, please! Point to the box and ask 
them, saying “Is there a box?” Tell them that if there is a box, the answer is “Yes, there is.”; If there is 
not a box, they can answer “No, there isn’t.”.
 + Ask pupils to use the structure “Is there a/an _____?“ in the bubble and Picture 1 (a box) to 
ask and answer about whether or not something is present, Get them to repeat the sentence several 
times individually and in chorus. Check comprehension..
 + Follow the same procedure with the other pictures. Give further support to those pupils who 
find it difficult to do the task, if necessary. Go around the class to offer support and feedback.
 + Ask pupils to work in pairs/ groups, using “Is there a/an ___?” “Yes, there is. / No, there 
isn’t.” with the picture cues