Giáo án NLS Tiếng Anh 2 Global Success Unit 7 Lesson 1: j

1. WARM-UP

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2. PRESENTATION

Activity 1: Listen and repeat.

a. Objective: To correctly pronounce the name of the letter J/j and the sound /dʒ/, both in isolation and in the words juice, jelly and jam.

b. Organisation:

- Teacher draws pupils' attention to the picture (say "Look at the picture."). Ask questions to help them identify the context.

- Teacher pushes the digital audio track to the pupils' tablets.

- Teacher reminds pupils to plug in their headphones and keep the volume at a safe level.

- 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/").

- Teacher plays the recording of the name and sound of the letter J/j and encourage pupils to repeat (say "Listen and repeat."). Do this several times in chorus and individually.

- Have pupils look at the jug of juice (say "Look at the jug of juice."). Then have them point to the word juice (say "Point to the word juice."). Draw their attention to the red letter j.

- Teacher plays the recording of juice and encourage pupils to repeat. Correct pronunciation if necessary.

- Teacher repeats Steps 4 and 5 for jelly and jam.

- Teacher plays the recording in full for pupils to repeat the letter name, sound, and all three words.

- Teacher moves on to the next content.

- Pupils observe the scene and identify the mother, children, and food items on the table.

* Context: a mother, son, and daughter sitting at the kitchen table with a jug of juice, a plate of jelly, and a jar of jam)

- Pupils unlock their devices and access the shared audio file.

- Pupils put on their headphones and adjust the volume slider below the safe limit.

- Pupils point to the big letter Jj in the corner of the picture.

- Pupils listen carefully and repeat: /dʒeɪ/ and /dʒ/.

- Pupils locate the jug of juice, point to the word juice, and notice the red letter j.

- Pupils listen to the track and repeat: "juice".

- Pupils repeat for "jelly" and "jam".

- Pupils chant along with the full audio track.

[2.2.CB1a]: 

Identify simple digital technologies suitable for sharing data, information and digital content.

[4.3.CB1a]: 

Distinguish simple ways to avoid health risks and threats to physical and mental health when using digital technologies.

Activity 2: Point and say.

a. Objective: To correctly identify and pronounce the words juice, jelly and jam.

b. Organisation:

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Fun corner: Slap the board

a. Objective: To recognise target words while listening and correctly identify the corresponding pictures as quickly as possible.

b. Organisation:

- Teacher displays three digital flashcards showing a jar of jam, a jug of juice, and a plate of jelly on the interactive smartboard. Divide the class into three teams and have each team stand in a line in front of the board.

- Teacher explains to pupils that when the teacher says one of the words, the pupil at the front of each line must run to the board and slap the correct flashcard as quickly as possible. The first pupil to slap the correct flashcard scores one point.

- Teacher plays the game. The team with the most points wins.

- Teacher moves on to the next content.

- Pupils form three lines facing the screen.

- When the teacher calls "JAM!", the three representatives run fast and slap the digital flashcard of jam on the smartboard screen.

- When the teacher calls "JAM!", the three representatives run fast and slap the flashcard of jam.

- Teammates cheer enthusiastically.

[2.1.CB1a]: 

Select simple digital technologies to interact.

3. PRACTICE

a. Objective: To consolidate the spelling of words containing the target sound /dʒ/ using visual cues on mini-whiteboards.

b. Organisation:

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4. APPLICATION

a. Objective: To apply the target vocabulary (juice, jelly, jam) in a creative role-play task as little chefs preparing a kitchen menu.

b. Organisation:

Mission: "Chef's Breakfast Menu"

- Teacher gives each pupil a mini "Breakfast Menu" sheet with a blank plate and glass printed on it.

- Teacher instructs pupils: "You are little chefs in the kitchen! Draw or color 2 items you want to serve on your menu (juice, jelly, or jam)."

- Allow pupils 3-4 minutes to draw and color quickly.

Extension: Teacher invites a few "Little Chefs" to wear a chef hat, stand in front of the class, hold up their menu, and proudly announce their items to the class: "In my kitchen, I have juice and jam!"

- Teacher and class praise the little chefs with round of applause.

* CONSOLIDATION

- Teacher reviews the letter name J/j, sound /dʒ/, and words juice, jelly, jam.

- Teacher comments on and evaluates pupils' participation.

* ADVICE

- Practice saying juice, jelly, jam at home.

- Point to real items in your kitchen and say their names in English.

- Prepare for Unit 7 - Lesson 2.

- Pupils receive the "Breakfast Menu" template.

- Pupils excitedly take out crayons to draw a glass of juice, a bowl of jelly, or a jar of jam on their menu.

- Volunteer pupils put on the chef hat, step to the front, and present their drawing using target words: "Juice! Jelly! Jam!"

- The class listens and claps for their friends.

- Pupils listen to the summary.

- Pupils receive teacher's feedback.

- Pupils note down their homework.

REFLECTION