Giáo án Tiếng Anh Lớp 2 - Unit 3: This is my nose - Lesson 1 - Năm học 2021-2022

Week: 7 Date of teaching ../ /2021
Period:13 Preparing date: .. / .../ 2021
UNIT 3 : THIS IS MY NOSE(LESSON 1)
I. Objectives.
-To identify different parts of the body
-To understand a short story
II. Language.
Language focus: speaking
-Vocabulary: arms, nose, face, legs
-Extra Vocabulary: Let's, put on, now, that's right, sunscreen
-Pronunciation tip: Make sure children pronounce /z/ when they say nose, and /s/ when they say legs, face, let's.
III.Resources and materials
-Student Book p. 20
-Workbook p. 20
-Audio Tracks 32–34
-Flashcards 36–39
-Story poster 3
-Number dice (one per pair of students)
-Worksheet 1: Body part matching game (One per group)
-One piece of paper per student
-Coloring pens or pencils
-A reader of your choice
IV. Procedures.
Teacher’s acts and students acts
Students’ acts
I.Introduction
Teacher checks attendance
Who is absent today?
-Weather report : Ask the class about today's 
weather.
-Teacher elicit sunny, windy, rainy .
Lead in
Tell children that in this lesson they will be learning the names of some parts of the body. Tell them that they will practice “warming up” their bodies at the start of the class.
-Model some simple instructions, e.g., stand up, sit down, turn around as children follow your lead. Call out different directions as children respond by their seats.
-Point to your arms, nose, face, and legs to elicit the vocabulary for this lesson. Point to them one at a time and ask What's this? or What are these? Model any words that children don't know. Follow up using Flashcards 36–39.
-Ask a child to point to his/her own nose and say the word. Repeat with other children and other words.
-Say the word legs, and then model the sentence Point to your legs. (Make sure children are pointing to both legs for the plural word.) Repeat with the rest of the new words.
II.Presentation
Listen, point, and repeat. (Exercise 1)
-Ask children to open their Student Books and look at the pictures of the different parts of the body.
-Play the first part of the recording (Track 32, Listen and point) for children to listen and point to the appropriate picture. Repeat if necessary.
-Play the second part of the recording (Track 32, Listen and repeat) for children to repeat.
-Play the recording all the way through for children to listen and point and then repeat the words
Listen and chant. (Exercise 2)
-Play the recording (Track 33) for children to listen to the chant.
-Play the chant a second time for children to point to the correct part of their own body when they hear it.
-Play the chant again for them to say the words. Repeat (more than once if necessary).
Listen and read. (Exercise 3)
-Use Story poster 3 to present the story. Ask some questions about the story: Who can you see? How's the weather in the picture?
-Focus attention on the first picture. Point to the various parts of the body (Rosy's arms / legs / nose, Billy's face / legs / arms) and elicit the words.
-Talk about each frame with the class. Ask What's happening? Encourage predictions from different members of the class.
-Ask children to look at the poster while you play the recording (Track 34) for them to listen. Point to each speech bubble as your hear the text.
-Play the recording again as children point to the pictures.
-Ask comprehension questions, e.g., Does Rosy put sunscreen on her arms? Does Rosy put sunscreen on her nose?
Where does Billy put sunscreen? What's happening?
-Ask children to open their Student Books to page 20. Tell them to listen and follow the words in the story as you play
the recording again.
-Ask children to find and point to the words from Exercise 1 that appear in the story.
-Have children practice their pronunciation in groups and pairs.
IV.Development
Worksheet 1: Body part matching game
-Divide the class into groups.
-Give each group a copy of the worksheet and a set of word cards.
-Children work in groups to put the word cards next to the correct parts of the body on the boy. Have them glue the
words cards onto the worksheet and color the boy.
-Have some groups present their completed worksheet to the class. Display the completed worksheets in the classroom.
V.Consolidation
Draw a monster
-Have children work individually.
-Give each student a piece of paper to draw a monster.
-Have children think about how many body parts the monster will have. Encourage them to draw a scary monster. For
example, children can draw four noses, eight arms, two faces, and one leg. Have them draw and color the monster.
-Display the completed pictures in the classroom.
Exercises: Workbook page 20
- sunny, windy, rainy .
What's this? or What are these?
Transcript (Track 32)
Listen and point.
arms, nose, face, legs
nose, legs, arms, face
Listen and repeat.
Transcript (Track 33)
arms, nose, face, legs
Who can you see? How's the weather in
the picture?
Ask What's happening?
., Does Rosy put sunscreen on her arms?
 Does Rosy put sunscreen on her nose?
Where does Billy put sunscreen?
 What's happening?
Week: 7 Date of teaching ../ /2021
Period:14 Preparing date: .. / .../ 2021
UNIT 3 : THIS IS MY NOSE (LESSON 2 GRAMMAR)
I. Objectives.
-To say sentences with this and that
-To complete sentences with this and that
-To recognize the difference between singular and plural forms of nouns
-To act out the story 
II. Language.
-Language focus: reading, writing
-Vocabulary: parts of the body
This is my nose.
These are my arms. 
III.Resources and materials
-Student Book p. 21
-Workbook p. 21
-Audio Tracks 34–35
-Story poster 3
-Word cards: arm, arms, leg, legs, nose, face (one set per group)
-Big envelopes (one per group)
-Realia: whistle, bell, tambourine
-A reader of your choice
IV. Procedures.
Teacher’s acts and students acts
Students’ acts
I.Introduction
Teacher checks attendance
Who is absent today?
-Weather report : Ask the class about today's 
weather.
-Teacher elicit sunny, windy, rainy .
Lead in
-Play a game of Simon says... to review vocabulary from the previous lesson and the phrases stand up, sit down, and turn around. Include the phrase Point to your... and the body words they have learned.
-Ask the children to stand by their desks.
-Explain that you are going to give instructions. If the instruction begins with the words Simon says , children must do as you say. If not, they should stand still and wait for the next instruction. Any child who gets this wrong is out of the game and has to sit down.
-Give the instructions Simon says: stand up/sit down/turn around/point to your (arm/nose/face/legs). Children pact out as instructed.
-Intermittently insert an instruction which is not preceded by Simon says (e.g., Point to your nose.) to see which children are really paying attention.
-Continue the game until there is one winner left standing, or a group of winners if you prefer.
-Hold up Story poster 3. Ask children what happened in the story. Prompt with questions if necessary, e.g., What does
Rosy put on her arms? (sunscreen).
-Children check if they remembered correctly by looking at the poster.
II.Presentation
Listen to the story and repeat. Act. (Exercise 1)
-Ask children to turn to the story on page 20 of their Student Books.
-Play the recording (Track 34), pausing for children to repeat each line.
-Divide the class into pairs at their seats. One child is Rosy and the other is Billy.
-Ask children to look at the pictures. As a class, decide on the actions for the story (see suggestions below).
-Children practice acting out the story as they listen to the recording again. Monitor the activity, checking for correct pronunciation.
-Ask some of the pairs to come to the front of the class to act out the story.
Listen and say. (Exercise 2)
-Look at the pictures and ask children what they can see in each one.
-Write some single nouns on one side of the board and plural nouns on the other side (e.g., pen, pens). Ask children totell you the difference between the two sides of the board.
-Play the recording (Track 35) all the way through for children to listen.
-Play the recording again, pausing for children to repeat each line.
IV.Development
Quick pointing
-Divide children into groups.
-Call out one body word (singular or plural form).
-Children point to their body parts as fast as possible and make a sentence with this, that, these, or those.
-Groups that say the sentences correctly and point correctly win points.
Find your partner
-Practice sentences with this and these. Make sure children understand the meaning of this and these.
-Give each student a picture of a body part (arm, arms, nose, face, leg, legs). Make sure that they can identify what
they have.
-Set a signal to start the game (blow a whistle, ring a bell, shake a tambourine, etc.)
-Have children stand up and ask each other about their cards: What do you have? (I have a face. / I have legs.)
-If they find a partner who has the same body part, they talk to each other using this and these and gestures. E.g., This
is my leg. (Points to one leg.) These are my legs. (Points to both legs.)
-Children continue looking for new partners until you give a signal again.
V.Consolidation
Listen, say, and circle. (Exercise 3)
Ÿ Write the words book and books on the board. Hold up two books so that the whole class can see them. Ask children
to point to the correct word. Repeat until you are sure that children have understood that “s” is used for plural
objects.
Ÿ Repeat the procedure with other classroom objects, for example, a bag, a pen, and two erasers.
Ÿ Invite individual children to come to the front of the class and circle the plurals in the words on the board.
Ÿ Ask children to look at the exercise in their Student Books. They say and circle the correct words.
Ÿ Go over the activity with the class. Have children repeat the answer in chorus.
Write. (Exercise 4)
Ÿ Write This is and These are on either side of the board. Hold up Flashcards 36–39 one at a time and ask children to
point to the correct phrase.
Ÿ Put the flashcards of the legs on the board. Write the incomplete sentence 
my legs. Elicit These are my
legs. Complete the sentence on the board.
Ÿ Ask children to look at the exercise in their Student Books. Ask one child to read the example sentence for the class.
Ÿ Children complete the rest of the sentences individually.
Ÿ Go over the answers with the class. Children say the sentences together.
Let’s Practice!
Ÿ Ask students to look at the picture and speech bubble. Ask What words go in the blanks? (These are).
Ÿ Have a student read the sentence (These are my arms).
Ÿ Have students work in pairs and take turns saying the sentence. Tell them to use other vocabulary words on the page.
Exercises: Workbook page 21
- sunny, windy, rainy .
stand up
sit down, 
turn around. 
 Point to your ..(arm/nose/face/legs).
What does
Rosy put on her arms? (sunscreen).
Story actions
Picture 1: Rosy puts the sunscreen on her arms. Billy holds out his arms.
Picture 2: Rosy puts some sunscreen on her nose. Billy points to his nose.
Picture 3: Rosy passes the sunscreen to Billy without looking at him.
Picture 4: Billy puts sunscreen on all his body parts and uses up the bottle. Rosy looks shocked
Pen pens
Arm arms
Leg legs
This is my nose
These are my arms
This is my face
 .
 .
What do you have? 
(I have a face. / I have legs.)
These are my legs.
This
is my leg. (Points to one leg.) These are my legs. (Points to both legs.)
Answers
1. legs
2. arms
3. leg
4. arm
Answers
1. a. This is my face.
b. This is my nose.
2. These are my legs.
Week: 8 Date of teaching ../ /2021
Period:15 Preparing date: .. / .../ 2021
UNIT 3 : THIS IS MY NOSE (LESSON 4 PHONICS)
I. Objectives.
-To recognize the uppercase and lowercase forms of the letter i, j, k, and l and associate them with their corresponding sounds
-To pronounce the sounds /ɪ/, /ʤ/, /k/, /l/ on their own and at the beginning of words
-To learn the names of the letters i, j, k, and l
II. Language.
-Language focus: listening, writing, speaking, reading
-Vocabulary: ink, jam, kite, lion
III.Resources and materials
-Student Book p. 23
-Workbook p. 23
-Audio Tracks 38–40
-Phonics cards 5–12
-Three copies of Phonics Cards, numbered 1–12 on the back of each card
-Dice (two per group)
-A reader of your choice
IV. Procedures.
Teacher’s acts and students acts
Students’ acts
I.Introduction
Teacher checks attendance
Who is absent today?
-Weather report : Ask the class about today's 
weather.
-Teacher elicit sunny, windy, rainy .
Lead in
-Write li, Jj, Kk, and Ll on the board. Point to each one, one at a time, and say the letter name and then the sound for both uppercase and lowercase letters for children to repeat.
-Say the sounds again as children draw the letters in the air.
-Below the letters, write the corresponding words ink, jelly, kite, and lion. Circle the first letter of each word. Point to the words and say the beginning sound (not the whole word) for children to repeat.
-Hold up Phonics cards 9–12, one at a time. Say the words for children to repeat. Hold up the cards in a different order and repeat the activity.
II.Presentation
Listen, point, and repeat. (Exercise 1)
-Ask children to look at the letters in their Student Books.
-Play the first part of the recording (Track 38, Listen and point) for children to listen and point to the letters.
-Play the second part of the recording (Track 38, Listen and repeat) for children to repeat the letter names, sounds,and words in chorus.
-Play the recording a final time for individual children to say the sounds and words for the class.
Listen and chant. (Exercise 2)
-Play the recording (Track 39) for children to listen to the chant.
-Put Phonics cards 9–12 in different places around the room. Play the recording again for children to point to the cards as they hear the words.
-Play the chant once more, stopping the recording after each line for children to repeat. Repeat, and encourage children to follow the chant in their book.
IV.Development
Listen to the sounds and connect the letters. (Exercise 3)
-Elicit the images in the activity (lion, jelly, and ink). Ask What does the lion have? Tell children they can find out the answer by listening.
-Remind children that they will listen and draw a line to connect the letters.
-Play the recording (Track 40) for children to listen and link the letters.
-Play the recording again for children to check their answers. Repeat.
-Ask What does the lion have? (jelly). Then elicit the sounds children heard one by one, and write them on the board so they can check their maze.
Read and circle the sounds i, j, k, I at the start of the words. (Exercise 4)
-Ask children to look at the pictures and tell you what they can see.
-Read the text for children to follow in their books. Write the first line on the board.
-Ask children to look at the circled I at the beginning of lion. Draw a circle around the I in lion on the board. Ask them to find and circle other examples of i, j, k, and I at the beginning of words in their books.
-Children circle the starting letters for the chant in their books. As they are working, write the rest of the chant on the board. Go through the answers, asking children to come up and circle the letters on the board.
V.Consolidation
Let’s Practice!
-Ask students to look at the picture and speech bubble. Say Look at the kite.
-Have a student read the sentence.
-Have students work in pairs and take turns saying the sentence. Tell them to use other vocabulary words on the page.
Clap your hands, tap your desk, stamp your feet, and jump
-Write the following instructions on the board:
/i/: clap your hands
/j/: tap your desk
/k/: stamp your feet
/l/: jump
-Read each sentences from Exercise 4 one at a time. When children hear words beginning with /i/, /j/, /k/, or/l/, they do the actions according to the instructions on the board.
Exercises: Workbook page 23
- sunny, windy, rainy .
-I,I ink
-J,j jelly
-K,k kite
-L,l lion
Listen and point.
Letter li / ɪ / ink, Letter Jj / d ͡ ʒ / jelly, Letter Kk / k / kite, Letter Ll / l / lion
Letter Kk / k / kite, Letter Jj / d ͡ ʒ / jelly, Letter Ll / l / lion, Letter li / ɪ / ink
Listen and repeat.
Letter li / ɪ / ink, Letter Jj / d ͡ ʒ / jelly, Letter Kk / k / kite, Letter Ll / l / lion
/ l / lion, / ɪ / ink, / d ͡ ʒ / jelly, / l / lion, / k / kite, / d ͡ ʒ / jelly, / d ͡ ʒ / jelly
Answer
The lion has some jelly.
Answers
The lion has some jelly.
The lion has some ink.
Look! Here is a kite.
Oops! The lion is a mess.
-Look at the kite
/i/: clap your hands
/j/: tap your desk
/k/: stamp your feet
/l/: jump
Week: 8 Date of teaching ../ /2021
Period:16 Preparing date: .. / .../ 2021
UNIT 3 : THIS IS MY NOSE (LESSON 5 SKILLS TIME)
I. Objectives.
-Reading: read and follow instructions; read a text and put pictures in the correct order.
II. Language.
-Language focus: listening, writing, speaking, reading
-Vocabulary: Review
-Extra: make, body, cut (v), fold (v), paper, paw, glue (v), color (v), then
-Structures: Revision
III.Resources and materials
-Student Book p. 24
-Workbook p. 24
-Audio Tracks 37, 41
-Cut and Make 1: Paper lion (one copy per student)
-Colored markers or pencils
-Scissors, glue, string
-Word cards: body, paws, tail, legs, face, lion
-Pictures: body, paws, tail, legs, face, lion
IV. Procedures.
Teacher’s acts and students acts
Students’ acts
I.Introduction
Teacher checks attendance
Who is absent today?
-Weather report : Ask the class about today's 
weather.
-Teacher elicit sunny, windy, rainy .
Lead in
-Draw a face on the board. Point to the face and ask What's this? Point to the ears, eyes, and nose and ask What's this? / What are these?
-Draw a stick person. Point to the body as a whole and ask What's this? Elicit or teach the word body. Point to the arms, legs, hands, and fingers and ask What's this? / What are these?
-Next to the stick person, draw a lion with big paws and a long tail. -Teach or elicit paws and tail in the same way as above. Say them for the children to repeat. Write the words on the board.
II.Presentation
Point to parts of the body. Say the words. (Exercise 1)
-Ask the children to look at the pictures on the Student Book page. Ask children to predict what the text is about
(instructions for how to make a paper lion).
-Point to different parts of the lion's body for children to say the words in chorus.
-If you wish, ask children to work in pairs. They take turns pointing to different parts of the body and saying the words.
Listen and read. (Exercise 2)
-Play the recording (Track 41) for children to listen and follow the text in their books.
-Play the recording a second time. Answer any questions students may have.
-Ask simple comprehension questions about the text: E.g., What's this? Where's the tail? What color is it? Is it a bird?
-Look at the text again and read the captions as a class.
-Ask individual children to read different captions.
Read again. Number the pictures in the correct order. (Exercise 3)
-Ask children to look at the pictures again. As preparation for the task, play the recording again and ask children to
point to the pictures in Exercise 3 as they hear them described.
-Ask a child to read the text next to picture 1 in Exercise 3 aloud. Ask children which is the correct picture (the second
picture) in Exercise 4.
-Show children the example answer 1 in the box.
-Allow time for children to look at the other pictures and number them in the correct order.
-Go over the answers as a class. Write the answers on the board.
IV.Development
V.Consolidation 
Labeling
-Give each child a word card of new body words: body, paws, tail, legs, face, and lion.
-Put pictures of body, paws, tail, legs, face, and lion around the classroom.
-Ring a bell to start the game.
-Have children walk around the classroom to put their word cards under the correct picture.
Exercises: Workbook page 24
- sunny, windy, rainy .
Arms,legs,nose,face,
hands,finger,eyes
Answers
face, body, legs, paws, tail, eyes, nose
-What's this?paper lion 
-Where's the tail?
 -What color is it?blue ,orange, 
-Is it a bird?no.it is not
Answers
3, 1, 4, 2