Global Success_Grade 2_Lesson plan Unit 3_Giáo án Unit 3

TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 3. At the seaside
Lesson 1 – Period 1
I. OBJECTIVES

II. INPUT

Date: _______________
By the end of the lesson, pupils will be able to:
- correctly pronounce the name of the letter S/s (/es/).
- correctly pronounce the sound of the letter S/s (/s/) in
isolation and in the words sail, sand and sea.
Language:
- Sound /s/

- Vocabulary: sail, sand, sea
Resources/Material:
- Student’s book, page 14
- Teacher’s guide, pp. 24 - 26
- hoclieu.vn
- Flashcards for Unit 3
- Flashcards/pictures of seaside
- Flashcards for Fun Corner
- Poster for Unit 3
- Computer, projector

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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
Pair work
Refresh pupils’ memory of the previous unit by

having pupils work in pairs to look at the
picture in Unit 2, Lesson 3, Activity 8 and ask
and answer questions about the actions in
progress.
Option 2
Whole class
- Introduce the topic of the new unit by
showing some pictures of the seaside.
- Find out if pupils have been to the seaside
and, if so, what they did there and what they
liked most about it.

1. Listen and repeat. 10 minutes
Step 1: Draw pupils’ attention to the picture Whole class
(say “Look at the picture.”). Ask questions to
help them identify the context (The picture
shows the seaside. The sun is shining. A father,
son and daughter are sailing on the sea. The
father is controlling the sail. The son is fishing.
The daughter is looking at the sand on the
beach. Sail, sand and sea are labelled, with the
letter s in red).
Step 2: Have pupils point to the letter S/s (say “Point Individual work
to the letter S.”). Explain that the name of the
letter S/s is different to its sound (say “Listen. /
es/ /s/.”).
Step 3: Play the recording of the name and sound of Whole class/
the letter S/s and encourage pupils to repeat Individual work
(say “Listen and repeat.”). Do this several
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times, with pupils repeating both individually
and in chorus. Correct their pronunciation if
necessary, and praise them when their
pronunciation is good.
Step 4: Have pupils look at the sail (say “Look at the Whole class
sail.”). Then have them point to the word sail
(say “Point to the word sail.”). Draw their
attention to the colour of the letter s (say
“Look at the colour of the letter s. It is red.”).
Step 5: Play the recording of sail and encourage pupils Whole class/
to repeat (say “Listen and repeat.”). Do this Individual work
several times, with pupils repeating both
individually and in chorus. Correct their
pronunciation if necessary, and praise them
when their pronunciation is good.
Whole class/
Step 6: Repeat Steps 4 and 5 for sand and sea.
Individual work
Step 7: Play the recording in full and encourage pupils Whole class
to repeat the name and sound of the letter Individual work
S/s, sail, sand and sea both individually and in
chorus.
Extension: For better pupils, let them play Jumbled letters Individual work
using the new vocabulary. Then ask them to
say the words aloud.
2. Point and say. 7 minutes
Step 1: Have pupils point to the letter S/s and Whole class
correctly pronounce its name and sound (say

“Point to the letter S. Say /es/. Now say /s/.”).
Step 2: Have pupils point to and correctly pronounce Whole class/
the word sail (say “Point to the sail. Say sail.”). Individual work
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 sand and sea.
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Whole class/


Individual work
Step 4: Put pupils into pairs or groups for further Group/
practice of Steps 1 to 3. Go around the class to Pair work
offer help or correct pupils’ pronunciation, if
necessary.
Fun corner:

Pelmanism 8 minutes

Step 1: Divide the class into small teams. Give each Group work
team two sets of flashcards. Say “You are
going to play Pelmanism.”
Step 2: Instruct pupils to shuffle their flashcards and Group work
then place them face down on the desk.
Step 3: Explain that team members should take it in Group work
turns to turn over two cards. Do the word and
the picture match? If they do match, the team

member scores one point. If they do not
match, the team member should turn both
cards face down again.
Step 4: Play the game! The first team to match all the Group work
words and pictures wins.
Wrap-up: 5 minutes
Revise the main teaching point of the lesson: Whole class
the sound of the letter s and the words sail,
sand, sea.
Option 1
Whole class
Using hoclieu.vn, have pupils look at the things
in the picture and repeat the words after the
recording.
Option 2
Individual work
Using Poster for Unit 3, ask pupils to point to
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.
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Option 3
Pupils do the project on Page 12 in Workbook.

TIẾNG ANH 2
LESSON PLAN
5

Individual work


School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 3. At the seaside
Lesson 2 – Period 2
I. OBJECTIVES

II. INPUT

III. PROCEDURE

Procedure

Date: _______________
By the end of the lesson, pupils will be able to:
- say the letter S/s, the words sea, sail, sand, the
phrases/sentences containing /s/ and sea, sail, sand, the
sentence structure I can see the _____. in a chant.
- listen and recognise the words sail, sand and the
sentence structure I can see _____.
- write the letter S/s and complete the words _ea, _ail,
_and.
Language:
- Sound /s/
- Vocabulary: sea, sail, sand
- Phrases/sentences with the sound /s/ and the words sea,
sail, sand
Resources/Material:
- Student’s book, page 15
- hoclieu.vn
- Teacher’s guide, pp. 26-28
- Workbook, pp. 10-11
- Flashcards to play games in Warm-up
- Computer, projector
Warm-up – Listen and chant – Listen and tick – Look and
write – Wrap-up

Teaching and learning activities
6

Classroom

management
Warm-up

5 minutes
Option 1
Whole class
- Ask pupils what letter and sound they learnt
in Lesson 1 (S/s, /s/).
- Show pictures of the words that pupils learnt
in Lesson 1 (sail, sand, sea) and encourage
them to say the words in chorus. More
advanced classes can add other words
beginning with the letter S/s.
Option 2
Group work
Ask the class to play Pelmanism again, using
the words in Lesson 1, Unit 1 and those in the
previous units, saying Now let us play
Pelmanism!
Option 3
Group work/
Get pupils to play What’s Missing? game, using Pair work
the pictures and flashcards with the
incompleted words _ea, _ail and _and. Pupils
should guess the missing letters and say the
words correctly.

3. Listen and chant. 10 minutes
Step 1: Draw pupils’ attention to the picture and have Whole class
them point to the sail (say “Look at the picture.

Point to the sail.”).
Step 2: Say “I can see the sail.” and encourage pupils Whole class
to repeat. To reinforce their understanding,
use gestures.
Step 3: Repeat Steps 1 and 2 for sand and sea.
Whole class
Step 4: Play the recording of the chant to familiarize Whole class
pupils with the words and rhythm
(say “Listen.”).
Step 5: Have pupils point to each line of the chant (e.g. Individual work
say “Point to line one.”). Play the recording of Whole class
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each line and encourage pupils to chant (say
“Listen and chant.”).
Step 6: Play the recording in full and encourage pupils Whole class
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 three teams. Teams take it Group work
in turns to chant a line. The whole class can
clap along or do other actions.
For better pupils, cover or omit some letters/ Individual work
Extension:
words in the chant and have them guess and
say all the lines aloud. For example:
S, s, sea.
S, s, sail.
S, s, _____.

I can see the sea.
I can see the _____.
I can see the _____.
At the seaside.
4. Listen and tick. 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 “sail/ sun/
sea/ sand”.
Step 2: Play the recording and allow pupils time to Individual work
complete the activity (say “Listen and tick.”).
Step 3: Play the recording again, if necessary
(say “Listen again.”).

Individual work

Step 4: Check the answers by asking “a or b?” When Whole class/
pupils answer correctly, confirm by saying
Individual work
“1a. I can see the sail.”/“2b. I can see the
sand.” and encourage them to repeat.
Audio script: 1. I can see the sail. 2. I can see the sand.
Answers:
1. a 2. b
5. Look and write. 8 minutes
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Step 1: Write the letter S (upper case) on the board Whole class
and say “S” (/es/).

Step 2: Write the letter S (upper case) on the board Individual work
again, but this time more slowly. Invite a few
pupils to come to the front of the class and
write the letter S (upper case) on the board.
Step 3: Repeat Steps 1 and 2 for s (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 work
“Look and write.” Allow pupils time to
complete the activity. Go around the class to
offer support and feedback.
Extension: - For weaker pupils, have them do Activity 3, Individual work
Unit 3 in their workbooks.
- For better pupils, have them do Activity 4,
Unit 3 in their workbooks.
Wrap-up

5 minutes
Option 1
Have pupils listen to the recording, then say
the chant again.

Whole class

Option 2
Whole class

Ask pupils to look at the pictures in 4. Listen
and tick and say about them, e.g. sail, sun, ...
Encourage better pupils to use learnt
structures e.g. I can see the sail.; That’s the
sun.; ...
Option 3
To reinforce the vocabulary, get pupils to do
Activity 1, Unit 3 in their workbooks.

9

Individual work


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TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 3. At the seaside
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- use “Let’s look at the ____!” to suggest doing something.
- sing a song with the structure “Let’s look at the _____!”

II. INPUT

Language:
- Let’s look at the ____!
Resources/Material:
- Student’s book, page 16
- hoclieu.vn
- Teacher’s guide, pp. 28 - 30
- Workbook, page 12
- Computer, projector

III. PROCEDURE

Warm-up – Listen and repeat – Let’s talk – Let’s sing –
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Wrap-up
Procedure
Warm-up

Teaching and learning activities

Classroom
management

5 minutes
Option 1
Whole class/
- Have pupils listen to the recording, then sing
Individual
the chant on Page 15.
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
- Invite one or two pupils to write the letter S/s work
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
Individual
Have pupils make up a chant based on the chant work

in Lesson 2 by completing the sentence “I can
see the _____ in the classroom.” Encourage
them to identify things in the classroom that
begin with the letter S/s.

6. Listen and repeat. 5 minutes
Step 1: Draw pupils’ attention to the picture (say “Look
at the picture.”). Say “I can see the sea. Let’s
look at the sea!”
Step 2: Have pupils point to the sentence (say “Point to
the sentence.”).

Whole class

Individual
work

Step 3: Play the recording and encourage pupils to Whole class
repeat the sentence (say “Listen and repeat.”).
Step 4: Ask pupils to repeat the sentence both Whole class
individually and in chorus. Correct their Individual
pronunciation if necessary, and praise them work
when their pronunciation is good.
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7. Let’s talk.

10 minutes

Step 1: Write Let’s look at the sea! on the board and Whole class
underline the word sea. Say “Let’s look at the
sea!”.
Step 2: Erase sea and replace it with sail. Say “Let’s look
at the sail!”.
Step 3: Repeat Step 2 for sand.

Whole class

Step 4: Erase sand and leave the sentence structure
Let’s look at the _____! on the board.
Step 5: Draw pupils’ attention to Picture a (say “Look at
Picture a.”). Say “Let’s look at the sea!” and
encourage them to repeat 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.

Whole class

Extension:

Whole class

Whole class/
Individual
work

Whole class/
Individual
work

Divide class into four groups. Have pupils play Individual
Simon says Game, using the commands “Let’s work
look at the ____.”

8. Let’s sing. 10 minutes
Step 1: Draw pupils’ attention to the picture (say “Look Whole class
at the picture.”). Say “I can see the _____.” and
encourage them to complete the sentence with
the things they can see.
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
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pronunciation if necessary, and praise them
when their pronunciation is good.
Step 4: Say “Let’s sing!”. Play the recording line by line Whole class
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 structure “Let’s look at the _____!” to
suggest doing something.
Option 1: Ask pupils to draw a picture of the
sea/ sail/ sand, show them to the class and
suggest doing something, using Let’s look at the
____!
Option 2: Have pupils do Activity 6, Unit 3 in
their workbooks.

Individual
work

Individual
work

Option 3: Show pupils the lyrics of the song with Individual
some missing words, e.g.:
work
It’s Saturday.
It’s a sunny day.
We’re at the _____.
Let’s look at the _____!
Then ask some advanced pupils to guess the
missing words and sing the complete song
aloud.

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