Global Success_Grade 2_Lesson plan Unit 2_Giáo án Unit 2

TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 2. In the backyard
Lesson 1 – Period 1
Date: _______________
I. OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- correctly pronounce the name of the letter K/k (/keɪ/).
- correctly pronounce the sound of the letter K/k (/k/) in
isolation and in the words kite, bike and kitten.
Language:
- Sound /k/

- Vocabulary: kite, bike, kitten
Resources/Material:
- Student’s book, page 9
- Teacher’s guide, pp. 14 - 16
- hoclieu.vn
- Flashcards for Unit 2
- Flashcards for Warm-up and Fun Corner
- Poster for Unit 2
- Computer, projector

1


III. PROCEDURE

Procedure
Warm-up

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

Teaching and learning activities

Classroom
management

5 minutes
Option 1
Whole class
- Ask pupils to sing the song in Unit 1, Lesson 3,

Activity 8. Encourage pupils to do actions or clap
in time while singing.
Option 2
Whole class/
- Ask one pupil to come to the board, give him Individual
or her a picture of the pizza (or popcorn/pasta). work
- The pupil mimes the action of eating pizza (or
popcorn/pasta) and the class guess what he or
she is eating by saying “He/She is having ____”.
Option 3
Whole class/
Have pupils play The Matching Game. Stick the Individual
picture flashcards on the board. Write the work
words popcorn, pizza, pasta on the board. Call
on some pupils to go to the board and draw
lines to match the words and the pictures.

1. Listen and repeat. 10 minutes
Step 1: Have pupils look at the picture (say “Look at the Whole class
picture.”). Ask questions to help them identify
the context. (Three children playing in the
backyard. A girl is flying a kite. A boy is riding a
bike. A girl is playing with a kitten. Kite, bike and
kitten are labelled, with the letter k in red).
Step 2: Have pupils point to the letter K/k (say “Point to Individual
the letter K.”). Explain that the name of the work
letter K/k is different to its sound (say “Listen. /
keɪ/ /k/.”).
2

Step 3: Play the recording of the name and sound of the Whole class/
letter K/k and encourage pupils to repeat (say Individual
“Listen and repeat.”). Do this several times for work
pupils to repeat individually and in chorus.
Correct their pronunciation if necessary. Praise
them when their pronunciation is good (say
“Excellent! / Great job!”).
Step 4: Have pupils look at the kite (say “Look at the Whole class
kite.”). Then have them point to the word kite
(say “Point to the word kite.”). Draw their
attention to the colour of the letter k (say “Look
at the colour of the letter k. It is red.”).
Step 5: Play the recording of kite and encourage pupils Whole class/
to repeat (say “Listen and repeat.”). Do this Individual
several times for pupils to repeat individually work
and in chorus. Correct their pronunciation if
necessary.
Step 6: Repeat Steps 4 and 5 for bike and kitten.

Whole class/
Individual
work

Step 7: Play the recording in full and encourage pupils Individual
to repeat the name and sound of the letter K/k, work
the words kite, bike and kitten both individually
and in chorus.
Extension: For better pupils, use the flashcards of kite, Individual
kitten and bike and have pupils make labels for work

them. Ask pupils to match the cards with the
corresponding words and practise saying the
words.
2. Point and say. 7 minutes
Step 1: Have pupils point to the letter K/k and correctly Whole class
pronounce its name and sound (say “Point to
the letter K. Say /keɪ/. Now say /k/.”). Go
around the class to offer help or correct pupils’
pronunciation, if necessary.
3


Step 2: Have pupils point to and correctly pronounce Whole class/
the word kite (say “Point to the kite. Say kite.”). Individual
Do this several times for pupils to repeat both work
individually and in chorus. Correct their
pronunciation if necessary, and praise them
when their pronunciation is good.
Step 3: Repeat Step 2 for kitten and bike.

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 to Pair work
give support to those pupils who find it difficult
to do the task.
Fun corner:

Word Game 8 minutes

Step 1: Divide the class into teams. Give each team Whole class
one pack of flashcards. Say “You are going to
play a word game.”
Step 2: Explain the game: when the teacher Group work
pronounces the sound of a letter, e.g. /k/,
pupils should look through their pack of
flashcards to find a word or words containing
that sound, e.g. kite, bike. When they have
found the correct word(s), they should stick
the flashcard(s) on the board. A correct word
scores one point. The team having the most
points at the end of the game is the winner.
Group work
Step 3: Play the game.
Step 4: Count the points for each team and announce Group work
the winner.
Wrap-up: 5 minutes
Revise the main teaching point of the lesson: Whole class
the sound of the letter k and the words kite,
kitten and bike.
Option 1

Whole class
4


Using hoclieu.vn, have pupils look at the things
in the picture and repeat the words after the

recording.
Option 2
Individual
Using Poster for Unit 2, ask pupils to point to work
the things in the picture and say the words.
For better pupils, teacher may cover the words
and ask them to point to the things and say the
words aloud.
Option 3
Whole class
- Show half hidden part of the flashcards kite,
bike, kitten and ask: "What’s this?”.
- Have pupils guess and say out the word.

5


TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 2. In the backyard
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- say the letter K/k, the words kite, bike, kitten, the phrases/
sentences containing /k/ and kite, bike, kitten, the
sentence structure He’s/She’s _____ (verb + –ing). in a
chant.
- listen and recognise the words kite, bite, kitten and the
sentence structure He’s/She’s _____ (verb + –ing).
- write the letter K/k and complete the words __ite, bi__e,
__itten.
Language:
- Sound /k/
- Vocabulary: kite, bike, kitten
- Phrases/sentences with the sound /k/ and the words kite,
bike, kitten
Resources/Material:
- Student’s book, page 10
- hoclieu.vn
- Teacher’s guide, pp. 16- 18

- Workbook, pp. 7-8
- Flashcards to play games in Warm-up
6


III. PROCEDURE

- Computer, projector
Warm-up – Listen and chant – Listen and circle – Look and
write – Wrap-up

Procedure

Teaching and learning activities

Warm-up

5 minutes

Classroom
management

Option 1
Whole class
- Ask pupils what letter and sound they learnt
in Lesson 1.
- Show pictures of the words that pupils learnt
in Lesson 1 (kite, bike, kitten) and encourage
them to say the words aloud.
- For more advanced classes, ask pupils to find

other words having the letter K/k (book, cake,
duck, …).
Option 2
Group work
Ask two groups of three to play Red words,
green words with the target vocabulary they
have learnt.
Option 3
Ask two groups of three to play Pelmanism Group work
with the words kite, bike, kitten in front of the
class.
3. Listen and chant. 10 minutes
Step 1: Draw pupils’ attention to the picture and have Whole class
them point to the kite (say “Look at the
picture. Point to the kite.”).
Step 2: Say “He’s flying a kite.” and encourage pupils Whole class
to repeat (say “Repeat, please!”).
Step 3: Repeat Steps 1 and 2 for He’s riding a bike. and Whole class
She’s playing with a kitten.
Step 4: Play the recording of the chant to familiarize Whole class
pupils with the words and rhythm
7


(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.
Extension:

Individual
work/
Whole class
Whole class

Group work

With better classes, help pupils change some Individual
line in the chant and sing it in front of the class. work
E.g.
K, k, kite.
A kite, a kite.
He’s flying a kite.
K, k, bike.
A bike, a bike.
She’s riding a bike.

4. Listen and circle. 7 minutes
Step 1:

Have pupils look at the pictures and say the Whole class
words (say “Point and say.”). When pupils

answer correctly, confirm by saying “kite/ bike/
kitten/ puppy”.

Step 2: Play the recording and allow pupils time to Individual
complete the activity (say “Listen and circle.”). work
Step 3: Play the recording again, if necessary (say
“Listen again.”).
Step 4: Check the answers by asking “a or b?” When
pupils answer correctly, confirm by saying
“1b. I have a bike.”/“2a. I have a kitten.” and
8

Individual
work
Whole class
Individual


encourage them to repeat.

work

Audio script: 1. I have a bike. 2. I have a kitten.
Answers:
1. b 2. a
5. Look and write. 8 minutes
Step 1: Write the letter K (upper case) on the board Whole class
and say “K” (/keɪ/).
Step 2: Write the letter K (upper case) on the board Individual
again, but this time more slowly. Invite a few work

pupils to come to the front of the class and
write the letter K (upper case) on the board.
Step 3: Repeat Steps 1 and 2 for k (lower case).
Whole class/
Individual
work
Step 4: Have pupils look at the writing grids (say “Look Whole class
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 (say Individual
“Look and write.”). Allow pupils time to work
complete the activity. Go around the class to
offer support and feedback.
Extension: For better pupils, have them do Activity 4, Individual
work
Unit 2 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
and circle and say about them, e.g. kite, kitten,
... Encourage better pupils to use learnt
structure He’s/She’s _____ (verb + –ing).

Option 3
To reinforce the vocabulary, get pupils to do
9

Individual
work


Activity 1, Unit 1 in their workbooks.

TIẾNG ANH 2
LESSON PLAN
10


School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 2. In the backyard
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES

II. INPUT

III. PROCEDURE

Procedure

By the end of the lesson, pupils will be able to:
- use the sentence structures Is he/ she _____ (verb + -ing)?
and Yes, he/ she is. /No, he/ she isn’t. to ask and answer
about actions in progress.
- sing a song with the sentence structures Is he/she _____
(verb + -ing)? and Yes, he/ she is. /No, he/ she isn’t.
Language:
- Is he/ she _____ (verb + -ing)?
- Yes, he/ she is. /No, he/ she isn’t.
Resources/Material:
- Student’s book, page 11
- hoclieu.vn
- Teacher’s guide, pp. 18 – 20
- Pictures/ Flashcards for Warm-up and Extension
- Workbook, page 9
- Computer, projector
Warm-up – Listen and repeat – Let’s talk – Let’s sing –
Wrap-up

Teaching and learning activities
11

Classroom
management


Warm-up

5 minutes
Option 1
Whole class/
- Have pupils listen to the recording, then sing Individual
the chant on Page 10.
work
- Select some better pupils to sing the chant in
front of class. The class listens to them and
claps hands along.
Option 2
Individual
Let two or three pupils point to the pictures in work
Listen and circle (Page 10) and say the
sentences, e.g. 1a: I have a kite. 1b: I have a
bike.
Option 3
Group work
Get pupils to play What’s Missing? Game, using
the pictures and flashcards with the
incompleted words _ite, _itten and bi_e. Have
pupils guess the missing letters and say the

words correctly.

6. Listen and repeat. 5 minutes
Step 1: Draw pupils’ attention to the picture (say “Look
at the picture.”).
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 praise
them when their pronunciation is good.
Step 4: Ask pupils to work in pairs, repeat the questions
and answers of the boy and the girl in the
pictures. Go around and correct pronunciation
to make sure pupils can repeat the sentence
correctly.
7. Let’s talk.

10 minutes
12

Whole class
Whole class

Whole class/
Individual
work
Pair work

Step 1: Write Is he/she _____? on the board. Whole class
Underneath the question, write Yes, he/ she is.
and No, he/ she isn’t.
Step 2: Draw pupils’ attention to Picture a. Say “Is Whole class
he…?” and encourage them to complete the
sentence with “flying a kite”.
Step 3: Say “Is he flying a kite?”. Point to each of the Whole class
possible answers written on the board and
encourage pupils to choose the correct one.
When they answer correctly, confirm by saying
“Yes, he is.”
Step 4: Repeat Steps 2 and 3 for Pictures b and c
Whole class
Step 5: Have pupils work in pairs to look at each picture Pair work
and practice asking and answering questions
about the actions in progress. Go around the
class to offer support and feedback.
Extension: Show some pictures of action verbs (some Whole class/
pictures in Tiếng Anh 1 such as the boy is Group work
running, the girl is having noodles, ...). Have
pupils ask and answer about the actions in
progress, using the structures Is he/she _____
(verb + -ing)? and Yes, he/she is. /No, he/she
isn’t.
8. Let’s sing. 10 minutes
Step 1: Draw pupils’ attention to the picture (say “Look Whole class
at the picture.”). Say “Is she riding a bike?” and
encourage pupils to answer “Yes, she is.” Say “Is

he riding a bike?” and encourage pupils to
answer “No, he isn’t.”
Step 2: Play the recording of the song to familiarize Whole class
pupils with the rhythm and melody (say
“Listen.”).
Step 3: Read the song line by line and encourage pupils Whole class/
to repeat (say “Listen and repeat.”). Do this Individual
several times, with pupils repeating both work
individually and in chorus. Correct their
13


pronunciation if necessary, and praise them
when their pronunciation is good.
Step 4: Say “Let’s sing!”. Play the recording line by line Group work
and encourage pupils to sing along.
Step 5: Have pupils work in groups to make up actions Group work
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: Whole class
the structures Is he/she _____ (verb + -ing)?
and Yes, he/she is. /No, he/she isn’t. to talk
about actions in progress.
Option 1: Ask pupils to mime and talk about
actions in progress, using the structures
Is he/she _____ (verb + -ing)? and Yes, he/she
is. /No, he/she isn’t.

Option 2: Have pupils do Activity 6, Unit 2 in
their workbooks.

Whole class/
Group work

Individual
work

Option 3: Show pupils the lyrics of the song
Individual
with some missing words, e.g.:
work
Where’s Kate?
She’s in the yard.
Is she ______ a bike?
Yes, she is. Yes, she is.
Then ask some advanced pupils to guess the
missing words and sing the complete song
aloud.

14