Giáo án Tiếng Anh 2 - Học kỳ 2

Week 21
Objectives: - Students can identify different places in a home.
 - Students can understand a short story.
Topic- Key language
Resources and Materials
Key Activities
UNIT 8
Where’s Grandma?
Lesson 1
WORDS
Integrated skills:
speaking, listening, reading, writing
Key vocabulary:
kitchen, living room, 
dining room, bedroom, bathroom 
Additional vocabulary:
certificate, show, surprise, good, work, good job 
Resources:
Textbook: FAMILY AND FRIENDS
Class book p.54
Workbook p.54
Materials:
- Flashcards 69 – 73
- CD track 86 – 88
- Story poster 8
INTRODUCTION
Weather Report:
Warm up and review:
Sing the song “Hello, How do you do?” 
Guessing Game: Divide the class into groups. Stick the flashcards 61-68 on the board (dress , socks , pants  ) then give students the clue to guess the word 
Ex: This word has 5 letters. The first is D and the last is S. D __ __ __ S
Can you guess what it is?
Students race to the board, getting the correct picture then say it aloud. The group that has the most cards is the winner.
Lesson presentation:
- Use flashcards 69 – 73 to introduce the new words, playing the recording. Students listen, point to the pictures p54 and repeat.
- Check students’ understanding by asking questions. 
Ex: What can you see in the dining room? hairs and tables )
 What can you do in the dining room? ( eat )
- Give students the word cards, do the chant. They listen, say and hold the words in the air.
DEVELOPMENT
Dialogue presentation :
- Stick the story poster 8 on the board, explaining some new words. Ask questions to encourage predictions from different members of the class Who’s this? What happens? What room are they in?
- Play the recording, point to the poster and explain the story. Students listen and practice.
Role – play: Students work in groups of 6, acting out the story.
Comprehension questions: Ask some questions to check their understanding.
What does Rosy have? Is grandma in the kitchen? Is Dad in the living room? Where are Rosy’s family members?
CONSOLIDATION
My group’s house: Students work in groups of 6, draw and color a big house with some rooms .Then, each group comes to the front and talk about the house by using simple sentences. T sticks their works on the “Works from our heart” corner.
Ex: This is my group’s house. This is a kitchen. These are 2 bedrooms. .
Story time: “I love you , Mother ”
Homework: Workbook ( page 54)
Week 21
Objectives: - Students are able to ask and answer questions about where people are.
 - Students can write Is or Are at the beginning of questions.
 - Students can act out a story.
Topic- Key language
Resources and Materials
Key Activities
UNIT 8
Where’s Grandma?
Lesson 2
GRAMMAR
Integrated skills:
speaking, listening, reading, writing 
Review vocabulary:
Rooms in a house.
Members of a family
Sentence patterns:
Where’s grandma?
She’s in the bedroom.
Where are Dad and Billy?
They’re in the kitchen.
Is she in the bedroom?
Yes, she is.
Are they in the living room?
No, they aren’t.
Resources:
Textbook: FAMILY AND FRIENDS
Class book p. 55
Workbook p. 55
Materials:
- Hello flashcards 1-3
- Family flashcards 
57- 60 
- CD track 88 - 89
- Story poster 8
INTRODUCTION
Weather Report:
Warm up and review:
Students sing the song “ In my family ” p.42
Miming Game: Mime the action of going to bed. Students call out “Bedroom!”
- Ask a student to come to the front and mime something he / she might do in one of the other rooms. The others guess. Repeat with the other house words. 
Lesson presentation: 
- Use the story poster 8 to ask students what happened in the story to model the patterns. Gives a meaningful context to lead in the patterns Children! Let’s visit Rosy’s family again. Rosy is holding a certificate that she has been awarded and she wants to show it to her family. Is Grandma in the kitchen? Are Dad and Billy in the living room? Where’s Grandma? Where are Dad and Billy?
- Write the sentence patterns on the board, show students how to make the short forms She’s / He’s and They’re by writing the words separately and then together on the board and show how to use “ She’s , He’s , They’re ”
- Put the grandma flashcard on the board and write “She’s” next to the picture of grandma. Replace the picture of grandma with grandpa and write the word “He’s” 
Put flashcards of at least 2 other family members on the board and write “They’re” next to the pictures.
- Play the recording for students to repeat. (Repetition Drill and Substitution Drill)
DEVELOPMENT
Practice :
- Draw a big house with 5 rooms on the board. Put the family flashcards (1-3, 57-60) in each room of the house.
- Model the question and answer with some students, then ask students work in pairs.
- Call some students come to the front to practice the patterns.
Look and Say: Ask students to work in pairs - take turns asking and answering about the pictures on p.55
Look again and write :
Ask students to look the exercise in their class books and complete the sentences individually. Go over the activities with the class.
CONSOLIDATION
Matching : 
Give each student a worksheet with questions and answers. Check their answers to know how they combine the sentences with he’s, she’s and they’re.
Story time: “I love you , Mother ”
Homework: Workbook ( page 55)
TEXTBOOK: FAMILY AND FRIENDS 1 
Semester 1- Week 10
 Periods 5 - 6
Objectives: - Students can identify more words for homes.
 - Students can use house words in the context of a song.
Topic- Key language
Resources and Materials
Key Activities
UNIT 8
Where’s Grandma?
Lesson 3
SONG
Integrated skills:
speaking, listening, reading, writing , singing
Key vocabulary:
house, apartment, flat, upstairs, downstairs .
Additional vocabulary:
follow, table, chair, 
go through 
Resources:
Textbook: FAMILY AND FRIENDS
Class book p.56
Workbook p.56
Materials:
- My house flashcards 69 – 77 
- CD track 90 – 91 
INTRODUCTION
Weather Report:
Warm up and review:
Song “ The Family Song ” – Tiny Talk p.72
Chinese Whisper: Divide class into groups. Show a sentence to the last student from each group. He / She whispers to the next student. Continue to the first student, he / she races to the board say it aloud and write the sentence (if the student is good enough).
 Ex: Rosy is in the dining room. Dad and Grandma are in the living room.  
Lesson presentation:
- Use the flashcards 74 – 77 to introduce new words. Hold up the cards, playing the recording and ask students to listen. 
- Students look at the pictures, listen to the recording and say the words again.
- Hold up the cards and ask individual students to say the words.
DEVELOPMENT
Activity:
- Divide class into groups. Put flashcards 69 – 77 in different places around the room. -- Say the words. Students race and get the correct pictures. The group getting the most pictures is the winner.
Present the song:
Ask students look at the picture of the house on p.56. Use pictures to explain some new words. Play the recording, say the words and ask students to repeat. Ask individual students to say the words again.
Song actions :
Come into my house (arms open to welcome) 
What can you see? (look from left to right)
Upstairs and downstairs ( point upwards and downwards ) 
Come, follow me (beckon) 
Go through the door ( open the door ) 
Go upstairs (point upwards) 
Go downstairs (point downwards)
What’s in my bedroom / the dining room? (open the door ) 
Four teddy bears (cuddle a teddy bear) 
Table and chairs ( sit down)
Practice with the class. Play the recording for students to sing the song and do their actions.
CONSOLIDATION
Interview : Students walk around the class to interview the others by using questions :
Where’s your bedroom? It’s upstairs / downstairs.
What’s in your bedroom? a bed, a teddy bear,
Where’s your dining room?  
Story time: “I love you , Mother ”
Project based activity: HALLOWEEN DAY
Materials: Sheets of paper with the simple 8- shaped mask.
 Pencils - Scissors - A paper stapler - Crayons - Cardboard - Markers - stickers - Glue - String or ribbon.
Step 1: Students cut the simple 8 shapes out of the papers.
Homework: Workbook ( page 56)
The 8 - shaped mask for girls and boys
The 8 - shaped mask for girls and boys
 ACTIVITY
Cut the pattern from construction paper. Fold
the pumpkin along the vertical dotted line .
With scissors, cut along the horizontal lines.
Carefully open them. Make the pumpkin three- dimensional
by pushing on strip forward and the next backward .
Alternate the strips in this way until you have done
them all. Attach a piece of yarn to the top and
hang in the classroom .
You may want to have students write spooky
vocabulary words on the strip sections before
cutting .
Semester 1 - Week 10
 Period 7
Objective: Students can count the number of letters in names
Topic- Key language
Resources and Materials
Key Activities
MATHS
NUMBER
Lesson 
HOW MANY LETTERS? 
Key Vocabulary: 
zero, one, two, three, four five, six, seven, eight, nine, ten, eleven, twelve, letters, longest, shortest 
Vocabulary revision: say, point to, write, counting, numbers, name how many, who has 
Resources:
Textbook: 
SUCCESS WITH MATHEMATICS 1
Pupil book p.12-13
Materials :
- 6 name cards for introductory activity.
- Cards for Ss’ activity 
- Number cards ( 0 – 12 )
Large size for T.
- Colored markers 
- Masking tape or glue 
- Charts with numbers 2 – 12 for Ss to display names
INTRODUCTION
Weather Report:
Warm up and review:
Lesson presentation:
How many letters in your name? 
- Put a card with the name of one student in class. Ex: Hoa Mai
- Ask Ss to count the number of letters in Hoa Mai. Have a student count and write the number on the board. Repeat the activity with another Ss’ names.
- Ask “Who has the longest name? “ “Who has the shortest name?”
- Record the responses on the board. 
DEVELOPMENT
- Ask Ss to write their names on a card and write the number of letters in their names.
Ngoc Bich 8
 Ex:
- Put up  ... body clean so that they are healthy. 
Topic- Key language
Resources and Materials
Key Activities
SCIENCE
Lesson 
HOW TO KEEP CLEAN
Key vocabulary:
clean, have a bath, comb your hair, brush your teeth, wash your hands
Additional vocabulary:
after you go to the toilet, before you eat, soap, sponge, toothbrush, toothpaste, bowl, mirror, towel (have these words on picture cards and display in sentence maker)
Resources:
Textbook: 
SUCCESS WITH MATHEMATICS 1
Pupil book p. 7 
Workbook p.11
Materials:
- Flashcards of key vocabulary – phrases
- Large chart pictures to show the following ways to keep clean – have a bath, comb your hair, brush your teeth, wash your hands after you go to the toilet, wash your hands before you eat.
- A3 size collection of chart pictures for role play activity. 
(Picture Source: Let’s go 2 Teacher’s Book and Student Workbook)
Objects from home: soap, sponge, bowl, toothbrush and toothpaste, towel, comb, mirror (for practice activities)
-Keeping clean Diaries for children to complete at home – 1 copy per child.
- Sentence Maker for holding flashcards
- Magnets for blackboard
- Pencils, erasers
-Colored pencils or crayons
-Masking tape
INTRODUCTION
 a Show and tell – Mystery box:
Teacher puts some things we use to keep ourselves clean in a box.
Teacher asks a student to take one thing from the box.
Teacher asks Ss “Do you know what it is?” Give Ss opportunity to respond.
Teacher then shows the object and tells the Ss its name. E.g. This is a toothbrush.
Teacher asks question “What do we use a toothbrush for?” confirm Ss’ respond with “Yes, that’s right. We use toothbrush to clean our teeth.”
After Ss have selected about 3 objects from the box, identified the objects and why we use them, the teacher will then say to the Ss “We use these things to keep ourselves clean.”
 aRole play – Keeping clean:
Teacher puts picture charts on the board and asks Ss to say what is happening in each picture. Teacher confirms Ss’ responses.
Teacher tells Ss that they are going to role play the situations – in pairs.
+ Step 1: In pairs Ss will come out and role play different activities for keeping clean.
+ Step 2: Teacher will show each pair a card with a phrase (action) and picture and the Ss will then role play this action.
+ Step 3: When the pairs have finished their role play, other Ss put their hands up to say what the role play was about. Ss can use objects teacher brought in for the lesson, for their role play.
«Teacher and Ss confirm guesses by displaying their card on the blackboard and then pointing to the larger picture chart.
aRole play situations: 
have a bath
comb hair
brush teeth
wash hands before eating
wash hands after going to the toilet
DEVELOPMENT
 aPaired talking using pictures in Ss Resource Book – page 7.
 - Ss take turns telling each other ways to keep clean.
 aPicture labeling using large picture charts and flashcards:
Teacher asks Ss to match labels to each picture.
Then Ss take picture word cards for things we use for different actions and place those cards on the pictures.
 aWorkbook activity: Match picture to label: Ss use Resource Book to check that they have matched picture and labels correctly. (Ss could swap books with a partner and they could then check each other’s work using the Resource Book)
CONSOLIDATION
 aPicture Discussion:
Teacher asks Ss to say what we can do every day to keep clean.
As the teacher points to a picture, Ss say what the picture is about.
 aPicture/ Label Mix up:
Teacher asks Ss to close eyes and mixes up labels and pictures. When Ss open eyes they have to volunteer to say what is wrong and change labels.
 aHomework activity: Keeping Clean Diary: Ss tick off as they practice the different ways to keep clean. Bring diary for next lesson to report back.
Story time: “I love you, Mother”
 Semester 1- Week 13 Periods 1 - 4
Topic- Key language
Resources and Materials
Key 
EXTRA-ACTIVITIES
UNIT 2
WELCOME TO JAPAN!
Integrated skills:
speaking, listening, reading, writing
Key vocabulary:
Revision words of places in a home
Sentence patterns:
Revision.
Resources:
Textbook: FUN 
WITH STARTERS 2
( Vui học cùng kỳ thi Starters – Cambridge) 
Unit 2: Welcome to Japan (cont.) 
Read and unscramble the words. 
There is a pen on the table.
There is a bee on the flower.
There is a cat on the sofa.
There are three balls under the table.
There are two cars under the lamp.
There is a clock on the wall. 
My house poster. 
This is my living room. I can see a (sofa), a mat, a (table) and a lamp. We can read books here. 
This is my bedroom. I sleep here. I can see a bookshelf, a (lamp) and a (bed). 
This is my kitchen. We cook in it. I can see a (cupboard) and a (stove).
This is my bathroom. We have a bathtub here. I can see a (sink) and a (mirror). 
This is my garden. We can play in it. I can see (flowers) and (trees). 
Story time: “I love you, Mother”
Project Based Activity: Teacher’s Day
Semester 1-Week 13
 Period 7
Objective: - Students can understand some math words. 
Topic- Key language
Resources and Materials
Key Activities
MATHS
Lesson 
TAKING AWAY
Key vocabulary:
 take away
 takes away
 equals
 How many are left?
 Math Symbols - =
Vocabulary to revise:
 number
 say
 point to
 write
 cars
 frogs
 rabbits
 books
 teddy bears
Resources:
Textbook: 
SUCCESS WITH MATHEMATICS 1
Pupil book p. 16 – 17
Materials:
-Taking Away flash cards : vocabulary and symbols
-Number cards 0,1,2,3,4,5,6,7,8,9,10, 
-Maths Symbol cards
 =
-Wall Chart – counting 
-Rhyme 10 Green Bottles
-Cut outs of Bottles (put Velcro on back)
-Laminated cut out of wall for hanging bottles (Velcro strips to hold bottles in place)
-For group activities – objects for Ss to count and practice taking away. (one set for each group.)
INTRODUCTION
 a Taking Away Green Bottles: 
Ss act out the counting rhyme green bottles.
Teacher introduces the new vocabulary and symbols for the lesson:
=
equal
-
 take away	
Teacher gives Ss practice in repeating words. Introduce: How many are left?
Give example of how we use vocabulary with green bottles.
 aMatching Game: Teacher puts up symbol and words cards on the board. Ss take turns to make a match.
=
equals
-
takes away
 aMaking Taking Away Number Sentences:
Ss help teacher make number sentences to tell what happened in the Counting Rhyme Ten Green Bottles.
As one bottle is taken away teacher asks Ss how can we make a number sentence to show what happened to the bottle. Use number and symbol cards.
10
9
=
1
 E.g.
DEVELOPMENT
 aMaking a Take Away- Group activity:
Teacher puts a variety of objects on Ss’ tables. Ss in the group take turns to take away some of the objects. The groups then have to say what happened and how many are left.
Then the groups can write the number sentence to show what happened.
Ex1: Ss say 10 cars. Thuy takes away 4 cars. 
 How many are left? 6 cars.
 Ss write: 10 – 4 = 6
Ex2: Ss say 8 frogs. And takes away 4 frogs. 
 How many are left? 4 frogs.
 Ss write: 8 – 4 = 4
CONSOLIDATION
Student resource Book activity (page 16 – 17 )
 Ss record answers to questions in their notebooks. Teacher and Ss correct work together.
Story time: “I love you, Mother”
Semester 1- Week 13
 Period 8
Objective: - Students know how to keep their body clean so that they are healthy.
Topic- Key language
Resources and Materials
Key Activities
SCIENCE 
Lesson 
KEEPING CLEAN
Key vocabulary:
to be introduced: wash, dry
Vocabulary to revise:
fingers
toes
knee
arm
nose
ankles
Resources:
Textbook: 
SUCCESS WITH SCIENCE 1
Pupil book p. 8 – 9
Materials:
- Flashcards of key vocabulary – phrases
- Large chart pictures : have a bath
-Chart of poem – Keeping clean
-Teacher model of Keeping Clean diary – last lesson’s homework activity
-Teacher model of Keeping Clean mini Book for Ss’ activity.
Teaching Aids:
- Sentence Maker for holding flashcards
- Magnets for blackboard
- Pencils, erasers
Colored pencils or crayons
Masking tape
INTRODUCTION
 a Check Ss’ Keeping -Clean Diaries:
Ss share what they remembered every day and share what they sometimes forgot.
Teacher uses model to ask Ss about each activity.
Teacher asks Ss “What is the first activity?” Ss respond.
Teacher then asks Ss who remembered to do this every day.
Continue with questions for other activities for daily cleanliness.
Note: Remember to tell Ss to give themselves a big clap for remembering the ways we can keep clean every day. Clap after Ss give responses for each action. 
Give gentle encouragement for Ss to practice actions they forgot.
 aIntroduce Poem – Keeping clean:
Teacher puts up charts on blackboard.
 Teacher briefly tells Ss that the poem describes the way we really need to wash all parts of our body to keep clean.
+ Step 1: Teacher read one line of the poem aloud. Ss repeat. Continue until each line has been read.
+ Step 2: Teacher and Ss read the poem together.
+ Step 3: Teacher introduces actions for each line.
+ Step 4: Ss copy actions as they say each line.
+ Step 5: Ss practice the poem together with the actions. If space is available, ask the Ss to stand up in the middle or at the front of the room for this reading of the poem.
Teacher asks Ss to close eyes and covers the key words in poem with flashcards of picture of the words.
Then Ss read through the poem predicting the missing word.
Teacher reveals word underneath picture card.
DEVELOPMENT
 aPaired reading of the Poem: 
Ss take turns to read a line of the poem to each other using resource Book.
 aMake a new poem – Group Activity:
Each group will be given a chart with the poem but with words missing.
Each group will also have a set of flashcards of the key words (fingers, toes, arm, knee, ankles, nose) and will place on the chart to create a new version of the poem.
Each group will display their completed task on walls.
Groups will have an opportunity to read and perform their poem.
CONSOLIDATION
Story time: “I love you, Mother”