Kế hoạch bài dạy Tiếng Anh Lớp 2 Global Success - Tuần 13 - Unit 7: In the kitchen

 Activity 2: 
 -Content 1.Listen and repeat
 a. Teaching the letter X/x
 - Procedure:
 + Have pupils point to the letter J/j (say “Point to the letter J”). 
 + Explain that the name of the letter J/j is different to its sound (say “Listen. /dʒeɪ/ /dʒ/.”). 
 b.Set the scence:
 - Procedure:
 +Have pupils look at the picture and describe it. Draw pupils’ attention to the letter J/j
 +Ask pupils to point to the letter J/j
. Have them listen and repeat the sound of the letter J/j
 + 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 juice, jelly and jam.
 + Play the recording again and have them listen, point to the letter J/j and juice, jelly and jam.and 
repeat until they feel confident. Correct pronunciation, if necessary.
 +Play the recording again and call some pupils to say the letter J/j and juice, jelly and jam.in front of 
the class. 
 Activity 3: 
 -Content 2: Point and say
 Week 13
Period 24
 UNIT 7: IN THE KITCHEN
 Lesson 2
I. Objectives:
 * By the end of the lesson, students will be able to:
 + say the letter J/j, the sound of the letter J/j (/dʒ/), the words jam, juice and jelly and the 
sentence structure I like _____. in a chant;
 + listen and recognize the words jelly, juice and the structure I like _____.
 + write the letter J/j and complete the words _elly, _uice, _am. 
 - 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 /dʒ /
 + Vocabulary: jelly, juice, jam
 + Phrases/sentences with the sound /dʒ / and the words jelly, juice, jam
 - Differentiated teaching:
 + Incomplete Ss: can recognize 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: Guessing game
 Activity 2:
 -Content 3 : Listen and chant - Procedure:
 + Write the letter J (upper case) on the board and say “J” (/dʒeɪ/).
 + Write the letter J (upper case) on the board again, but this time more slowly. Invite a few 
pupils to come to the front of the class and write the letter J (upper case) on the board.
 + Repeat Steps 1 and 2 for j (lower case)..
 + Have pupils look at the writing grids (say “Look and write.”). Allow pupils time to 
complete the activity. Go around the class to offer support and feedback..
 + Draw pupils’ attention to the pictures and labels (say “Look and write.”). Allow pupils 
time to complete the activity. Go around the class to offer support and feedback
 + For weaker pupils, have them do Activity 3, Unit 7 in their workbooks.
 + For better pupils, have them do Activity 4, Unit 7 in their workbooks
  Consolidation:
 - Content: Review phrases and the chant
 + Phrases: I like
 + 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 
 - Procedure:
 + Draw pupils’ attention to the picture (say “Look at the picture.”)..
 + Have pupils point to the sentences (say “Point to the sentences.”).
 + Play the recording and encourage pupils to repeat (say “Listen and repeat.”). 
 + Do this several times, with pupils repeating both individually and in chorus. Correct their 
pronunciation if necessary, and praise them when their pronunciation is good. 
 Activity 3: 
 -Content 7: Let’s talk 
- Procedure:
 + Hand out three picture cards showing a jar of jam, a jug of juice and a plate of jelly
 + Write Pass me the jam, please. on the board and underline jam. Say “Pass me the jam, 
please.” Hold out your hand to indicate that you would like the pupil holding the picture card of a jar of 
jam to pass it to you
 + Have the pupil repeat the request. When he/ she says it correctly, respond “Here you are.” 
and pass it back to him/her. Write “Here you are”. on the board..
 + Erase jam and replace it with juice. Say “Pass me the juice, please.” The pupil with the 
picture card of a jug of juice should pass it to you and say “Here you are.”.
 + Repeat Step 4 for jelly
 + Erase jelly and leave the sentence structures Pass me the _____, please. and Here you are. 
on the board
 + Hand out a picture card to every pupil in the class. Put pupils into pairs to practise making 
and responding to the request. Go around the class to offer help or correct pupils’ pronunciation, if 
necessary
 Activity 4: