Kế hoạch bài dạy Tiếng Anh Lớp 2 - Tuần 28. Unit 13: In the maths class - Lesson 3. Period 28 - Năm học 2024-2025 - Lê Thị Khang
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Period: 28 Class: 2A, 2B, 2C WEEK 28 Wednesday, March 25th 2025 Unit 13. In the maths class Lesson 3 A. Objectives. By the end of the lesson, sts will be able to 1. Knowledge. - use the sentence structures What number is it? and It’s _____. to ask and answer questions about numbers. - sing a song with the sentence structures What number is it? and It’s _ 2. Skills. - Listening and reading, speaking, writing. B. Procedure: *. Warm-up: Have pupils listen to the recording, then sing the chant on page 58. 6. Listen and repeat. -Draw pupils’ attention to the picture (say “Look at the picture.”). Say “What number is it?”–“It’s eleven.”; “What number is it?” – “It’s twelve.” -Have pupils point to the sentences (say “Point to the sentences.”). -Play the recording and encourage pupils to repeat. -Do this several times, with pupils repeating both individually and in chorus. 7. Let’s talk. -Write What number is it? and It’s _____. on the board. -Write the number 11 on the board. Say “What number is it?” - Encourage pupils to answer using the full sentence structure. When they answer correctly, confirm by writing eleven in the gap. -Draw pupils’ attention to Picture a (say “Look at Picture a.”). Say “What number is it?” and encourage them to say “It’s twelve.” both individually and in chorus. -Put pupils into pairs to practise asking and answering questions about the numbers. 8. Let’s sing. -Play the recording of the song to familiarize pupils with the rhythm and melody. -Read the song line by line and encourage pupils to repeat (say “Listen and repeat.”). Do this several times, with pupils repeating both individually and in chorus. -Say “Let’s sing!”. Play the recording line by line and encourage pupils to sing along. -Have pupils work in groups to make up actions for the song. Invite a few groups to perform the song for the class *Wrap – up. - Have pupils do Activity 6, Unit 13 in their workbooks.
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