Global Success_Grade 2_Lesson plan Unit 1_Giáo án Unit 1

TIẾNG ANH 2
LESSON PLAN
School:

__________________
__
Grade:
__________________
__
Teacher: __________________
__

School year:

____________________

Week:

____________________

Approved
by:

____________________

Unit 1. At my birthday party
Lesson 1 – Period 1
Date: _______________
I.
OBJECTIVE
S

II. INPUT

By the end of the lesson, pupils will be able to:

- correctly pronounce the name of the letter P/p (/piː/).
- correctly pronounce the sound of the letter P/p (/p/) in
isolation and in the words pasta, popcorn and pizza.
Language:
- Sound /p/
- Vocabulary: pasta, popcorn, pizza
Resources/Material:
- Student’s book, page 6
- Teacher’s guide, pp. 7 - 9
- hoclieu.vn
- Flashcards for Unit 1
- Flashcards/ pictures of the food items
- Flashcards/ pictures of different categories for Fun
Corner, e.g. (1) school objects: book, pen, pencil; (2)
food: cake, apple, mango; (3) toys: ball, car, top; (4)
animals: monkey, tiger, goat; (5) body parts; hand,
1


hair, head, …
- Poster for Unit 1
- Computer, projector
III.
PROCEDUR
E

Procedur
e
Warm-up

Warm-up – Listen and repeat – Point and say – Fun
corner – Wrap-up

Teaching and learning activities

Classroom
management

5 minutes
Option 1
- Write on the board Hello, I’m _____! Say
“Hello, I’m _____!” Walk around the class,
greeting pupils. Encourage them to answer
“Hello, I’m _____!”
- Introduce the topic of the new unit by
playing the song “Happy Birthday!” and
encouraging pupils to sing along.
Option 2
- Ask some pupils to talk about the food they
like.
- Get some pairs of pupils to practise talking
about their favourite food, using I like
_____.
Option 3
- Show pupils some pictures/ slides of
popular food items (cake, pizza, noodles,

chicken, chips, …).
- Ask pupils some questions about food items
(in Vietnamese), e.g. Have you ever eaten
…? Do you like …? What food do you often
eat at a birthday party?

Whole class

Whole class
Individual work

Whole class

1. Listen and repeat. 10 minutes
Step 1: Draw pupils’ attention to the picture (say Whole class
“Look at the picture.”). Ask questions to help
2


Step 2:

Step 3:

Step 4:

Step 5:

them identify the context (Four children are
sitting at a table. On the table, there is a
birthday cake, a plate of pasta, a bowl of

popcorn and a pizza. Peter is blowing out
seven candles on the birthday cake. Pasta,
popcorn and pizza are labelled, with the letter
p in red).
Have pupils point to the letter P/p (say “Point
to the letter P.”). Explain that the name of the
letter P/p is different to its sound (say “Listen.
/piː/ /p/.”).
Play the recording of the name and sound of
the letter P/p 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.
Have pupils look at the pasta (say “Look at
the pasta.”). Then have them point to the
word pasta (say “Point to the word pasta.”).
Draw their attention to the colour of the letter
p (say “Look at the colour of the letter p. It is
red.”).
Play the recording of pasta 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.
Repeat Steps 4 and 5 for popcorn and pizza.

Individual work

Whole class/
Individual work

Whole class

Whole class/
Individual work

Whole class/
Individual work
Step 7: Play the recording in full and encourage Individual work
pupils to repeat the name and sound of the
letter P/p, pasta, popcorn and pizza both
individually and in chorus.
Extensio For better pupils, use the new and learnt Individual work
n: vocabulary about food (cake, fish and chips,
Step 6:

3


apple, chicken, noodles, banana, pizza,
popcorn, pasta) to make simple sentences,
e.g. I like _____.; I can see ____.; I’m having
_____.
2. Point and say. 7 minutes
Step 1: Have pupils point to the letter P/p and
correctly pronounce its name and sound (say
“Point to the letter P. Say /piː/. Now say /p/.”).

Go around the class to offer help or correct
pupils’ pronunciation, if necessary.
Step 2: Have pupils point to and correctly pronounce
the word pasta (say “Point to the pasta. Say
pasta.”). 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.
Step 3: Repeat Step 2 for popcorn and pizza.

Whole class

Whole class/
Individual work

Whole class/
Individual work

Step 4: Put pupils into pairs or groups for further Group work/
practice of Steps 1 to 3. Go around the class Pair work
to offer help or correct pupils’ pronunciation, if
necessary.
Fun corner: Kim’s Game 8 minutes
Step 1: Divide the class into two teams. Say “You are
going to play a memory game.”

Whole
class

Step 2: Display both sets of cards face up on the board. Group

Give pupils two minutes to memorize their set.
work
Step 3: Turn the cards face down on the board. Explain Group
that when you say a word, a nominated pupil from work
each team must run to their set, try to remember
which card shows the relevant picture and turn it
over to show to their team. A correct card scores
one point. When the pupils’ turn is over, they must
put the cards back on the board and return to their
seats.
4


Step 4: Play the game. Remember to nominate a pupil Group
work
from each team before saying the word.
Step 5: Count the points for each team and announce the Group
winner. The team with the most points wins. The work
winning team must then correctly pronounce all of
the words.
Wrap-up: 5 minutes
Revise the main teaching point of the lesson: the
sound of the letter p and the words pasta, popcorn,
pizza.
Option 1
Using hoclieu.vn, have pupils look at the things in
the picture and repeat the words after the
recording.
Option 2
Using Poster for Unit 1, ask pupils to point to the

things in the picture and say the words. For better
pupils, the teacher may cover the words and ask
them to point to the things and say the words
aloud.
Option 3
Using pictures and flashcards, get some pupils to
match the words pasta, popcorn, pizza and the
pictures. Then ask the class to say the words
aloud.

5

Whole
class
Whole
class

Individual
work

Individual
work


TIẾNG ANH 2
LESSON PLAN
School:

__________________
__

Grade:
__________________
__
Teacher: __________________
__

School year:
Week:
Approved
by:

___________________
_
___________________
_
___________________
_

Unit 1. At my birthday party
Lesson 2 – Period 2
Date: _______________
I.
OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- say the letter P/p, the words pasta, popcorn, pizza,
the phrases/sentences containing /p/ and pasta,
pizza, popcorn, the sentence structure I like ____. in

a chant.
- listen and recognise the words popcorn, pasta and
the sentence structure I like _____.
- write the letter P/p and complete the words _izza,
_opcorn, _asta.
Language:
- Sound /p/

- Vocabulary: pasta, popcorn, pizza
- Phrases/sentences with the sound /p/ and the words
pasta, pizza, popcorn
Resources/Material:
- Student’s book, page 7
- hoclieu.vn
- Teacher’s guide, pp. 9-11
6


III.
PROCEDURE

- Workbook, pp. 4-5
- Flashcards to play games in Warm-up
- Computer, projector
Warm-up – Listen and chant – Listen and tick –
Look and write – Wrap-up

Procedur
e

Teaching and learning activities

Warm-up

5 minutes
Option 1
- Ask pupils what letter and sound they
learnt in Lesson 1 (P/p, /p/).
- Show pictures of the words that pupils
learnt in Lesson 1 (pasta, pizza, popcorn)
and encourage them to say the words in
chorus. More advanced classes can add
other words beginning with the letter P/p.
Option 2
Ask the class to play Kim’s game again,
using the words in Lesson 1, Unit 1 and
those in the previous units, saying Now let
us play Kim’s game!
Option 3
Get pupils to play What’s Missing? Game,
using the pictures and flashcards with the
incompleted words _asta, _opcorn and
_izza. Pupils should guess the missing
letters and say the words correctly.

Classroom
managemen
t

Whole class

Group work

Group work/
Pair work

3. Listen and chant. 10 minutes
Step 1: Draw pupils’ attention to the picture and Whole class
have them point to the pasta (say “Look at
the picture. Point to the pasta.”).
Step 2: Say “I like pasta.” and encourage pupils to Whole class
repeat. To reinforce their understanding, use
gestures or draw a smiley face on the board.
7


Step 3: Repeat Steps 1 and 2 for pizza and
popcorn.
Step 4: Play the recording of the chant to familiarize
pupils with the words and rhythm (say
“Listen.”).
Step 5: Have pupils point to each line of the chant
(e.g. say “Point to line one.”). Play the
recording of each line and encourage pupils
to chant (say “Listen and chant.”).
Step 6: Play the recording in full and encourage
pupils to chant (say “Listen and chant.”).
Pupils can clap along or do other actions to
help them keep the rhythm.
Step 7: Divide the class into two teams. Teams take

it in turns to chant a line. The whole class
can clap along or do other actions.
Extensio
For better pupils, cover or omit some
n:
letters/words in the chant and have them
guess and say all the lines aloud. For
example:
P, p, pasta.
P, p, pizza.
P, p, _____.
I like pasta.
I like _____.
I like popcorn.
Yummy, _____, _____.
4. Listen and tick. 7 minutes

Whole class

Step 1: Have pupils look at the pictures (say “Point
and say.”). When pupils answer correctly, c
o n f i r m by saying “popcorn/ noodles/
pasta/ pizza”.
Step 2: Step 2: Play the recording and allow pupils
time to complete the activity (say “Listen
and tick.”).
Step 3: Play the recording again, if necessary (say

Whole class

8

Whole class

Individual
work/
Whole class
Whole class

Group work

Individual
work

Individual
work
Individual


“Listen again.”).
Step 4: Check the answers by asking “a or b?”
When pupils answer correctly, confirm by
saying
“1a. I like popcorn.”/“2a. I like pasta.” and
encourage them to repeat.
Audio script: 1. I like popcorn.
2. I like
pasta.
Answers:
1. a 2. a

5. Look and write. 8 minutes
Step 1: Write the letter P (upper case) on the board
and say “P” (/piː/).
Step 2: Write the letter P (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 P (upper case) on the board.
Step 3: Repeat Steps 1 and 2 for p (lower case).

work
Whole class
Individual
work

Whole class
Individual
work

Whole class/
Individual
work
Step 4: Have pupils look at the writing grids (say Whole class
“Look and write.”) Allow pupils time to
complete the activity. Go around the class to
offer support and feedback.
Step 5: Have pupils look at the picture and labels Individual
(say “Look and write.”). Allow pupils time to work
complete the activity. Go around the class to
offer support and feedback.
Extensio - For weaker pupils, have them do Activity Whole class/

3, Unit 1 in their workbooks.
Individual
n:
- For better pupils, have them do Activity 4, work
Unit 1 in their workbooks.
Wrap-up

5 minutes
Option 1
Whole class
Have pupils listen to the recording, then
say the chant again.
Option 2
Whole class
Ask pupils to look at the pictures in 4. Listen
9


and circle and say about them, e.g.
popcorn, noodles, ... Encourage better
pupils to use learnt structures e.g. I like
popcorn.; I can see noodles.; ...
Option 3
Individual
To reinforce the vocabulary, get pupils to do work
Activity 1, Unit 1 in their workbooks.

10

TIẾNG ANH 2
LESSON PLAN
School:

__________________
__
Grade:
__________________
__
Teacher: __________________
__

School year:

____________________

Week:

____________________

Approved
by:

____________________

Unit 1. At my birthday party
Lesson 3 – Period 3
Date: _______________

I.

OBJECTIVES

By the end of the lesson, pupils will be able to:
- use “The ____ is yummy.” to express this feeling
about a particular food.
- sing a song with the structure “The _____ is yummy.”

II. INPUT

Language:
- The ____ is yummy.
Resources/Material:
- Student’s book, page 8
- hoclieu.vn
- Teacher’s guide, pp. 11 - 13
- Workbook, page 6
- Pictures/ Slides of animals for Warm-up
11


- Computer, projector

12


III.
PROCEDURE
Procedur
e
Warm-up

Warm-up – Listen and repeat – Let’s talk – Let’s
sing – Wrap-up
Teaching and learning activities

Classroom
manageme
nt

5 minutes

Option 1
- Have pupils listen to the recording, then sing
the chant on Page 7.
- Select some better pupils to sing the chant
in front of class. The class listens to them
and claps hands along.
Option 2
- Invite one or two pupils to write the letter P/
p on the board.
- Get pupils to say words that contain the
sound of the letter P/p (from Lessons 1 & 2
and the learnt units).
Option 3
- Show pupils pictures/ slides of some food
and drinks they have learnt.
- Ask them to recall and name the food and
drink items (e.g. apple, chips, fish, chicken,
milk, ...). Encourage better pupils to say
more words if they can.

6. Listen and repeat. 5 minutes

Whole class/
Individual
work

Step 1: Draw pupils’ attention to the picture (say
“Look at the picture.”). Say “The boy likes
popcorn. The popcorn is yummy.”
Step 2: Have pupils point to the sentence (say “Point
to the sentence.”). Play the recording and
encourage pupils to repeat (say “Listen and
repeat.”).
Step 3: Ask pupils to repeat the sentence both
individually and in chorus several times.
Correct their pronunciation if necessary, and

Whole class

13

Individual
work

Individual
work

Whole class

Whole class/

Individual
work


praise them when their pronunciation is good.
Step 4: Ask pupils to work in pairs, point to and
repeat the sentence “The popcorn is yummy.”
Go around and correct pronunciation to make
sure pupils can repeat the sentence correctly.
7. Let’s talk. 10 minutes
Step 1: Write The popcorn is yummy. on the board
and underline the word popcorn. Say “The
popcorn is yummy.”
Step 2: Erase popcorn and replace it with pasta.
Say “The pasta is yummy.”
Step 3: Repeat Step 2 for pizza.
Step 4: Erase pizza and leave the sentence structure
The _____ is yummy. on the board.
Step 5: Draw pupils’ attention to Picture a (say “Look
at Picture a.”). Say “The pasta is yummy.”
and encourage them to say the full sentence
structure. 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.
Step 6: Repeat Step 5 for Pictures b and c.

Pair work

Whole class

Whole class
Whole class
Whole class
Whole class/
Individual
work

Whole class/
Individual
work
Individual
work

Extension Ask pupils to talk about their feeling about
food/ drinks they like using The _____ is
:
yummy. Encourage them to say as much as
they can, e.g. Hi, I’m ___. I Iike ____. The
_____ is yummy.
8. Let’s sing. 10 minutes
Step 1: Draw pupils’ attention to the picture (say Whole class
“Look at the picture.”). Say “It’s a birthday
party.”
Step 2: Play the recording of the song to familiarize Whole class
pupils with the rhythm and melody (say
“Listen.”).
14

Step 3: 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. Correct their
pronunciation if necessary, and praise them
when their pronunciation is good.
Step 4: Say “Let’s sing!”. Play the recording line by
line and encourage pupils to sing along.
Step 5: 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
5 minutes
Revise the main teaching point of the lesson:
the structure “The _____ is yummy.” to
express one’s feeling about a favourite food.
Option 1: Ask pupils to draw a food/drink
item, show them to the class and say about
the food/drink, using The ____ is yummy.
Option 2: Have pupils do Activity 6, Unit 1
in their workbooks.
Option 3: Show pupils the lyrics of the song
with some missing words, e.g.:
It’s my birthday party.
I like _____.
The _____ is yummy.
Then ask some advanced pupils to guess the
missing words and sing the complete song
aloud.

15

Whole class/
Individual
work

Group work
Group work

Whole class

Individual
work
Individual
work
Individual
work