Global Success_Grade 2_Lesson plan Unit 4_Giáo án Unit 4

TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year: ____________________
Week:
____________________
Approved by: ____________________

Unit 4. In the countryside
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 R/r (/ɑː(r)/).
- correctly pronounce the sound of the letter R/r (/r/) in
isolation and in the words rainbow, river and road.
Language:
- Sound /r/
- Vocabulary: rainbow, river and road
Resources/Material:
- Student’s book, Page 17

- Teacher’s guide, pp. 31 - 33
- hoclieu.vn
- Flashcards for Unit 4
- Flashcards/ pictures for Fun Corner
- Poster for Unit 4
- 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/
- Refresh pupils’ memory of the previous unit by Group work
playing a short vocabulary game such as
Matching game or Slap the board.
- Introduce the topic of the new unit by showing

a picture of the countryside. Find out if pupils
live or have been to the countryside. What did
they do? What did they see?
Option 2
Group work
Put pupils into teams and have them think of as
many words beginning with the letter S/s as
possible.
Option 3
Whole class/
Have one group of pupils sing the song on page Group work
16 in front of the class. The class claps their
hands.

1. Listen and repeat. 10 minutes
Step 1: Draw pupils’ attention to the picture (say “Look Whole class
at the picture.”). Ask questions to help them
identify the context (The picture shows the
countryside. There is a rainbow, a river and a
road. On the road, there is a woman riding a
moped and a girl riding a bike. Rainbow, river
and road are labelled, with the letter r in red.).

2


Step 2: Have pupils point to the letter R/r (say “Point to Individual
the letter R.”). Explain that the name of the work
letter R/r is different to its sound (say “Listen.
/ɑː(r)/ /r/.”

Step 3: Play the recording of the name and sound of the Whole class/
letter R/r and encourage pupils to repeat (say Individual
“Listen and repeat.”). Do this several times, with work
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 rainbow (say “Look at Whole class
the rainbow.”). Then have them point to the
word rainbow (say “Point to the word
rainbow.”). Draw their attention to the colour of
the letter R/r (say “Look at the colour of the
letter r. It is red.”).
Step 5: Play the recording of rainbow and encourage Whole class/
pupils to repeat (say “Listen and repeat.”). Do Individual
this several times, with pupils repeating both work
individually and in chorus. Correct their
pronunciation if necessary, and praise them
when their pronunciation is good.
Step 6: Repeat Steps 4 and 5 for river and road.

Whole class/
Individual
work

Step 7: Play the recording in full and encourage pupils
to repeat the name and sound of the letter R/r,
rainbow, river and road both individually and in
chorus.

Whole class/

Individual
work

Extension: For better pupils, use the new and learnt Individual
vocabulary in Unit 3 (sea, sail, sand) and Unit 4 work
(rainbow, river, road) to make simple sentences,
using the structure learnt in Unit 3: Let’s look at
the ____!
2. Point and say. 7 minutes
3


Step 1: Have pupils point to the letter R/r and correctly
pronounce its name and sound (say “Point to
the letter R. Say /ɑː(r)/. Now say /r/.”)

Whole class

Step 2: Have pupils point to and correctly pronounce Whole class/
the word rainbow (say “Point to the rainbow. Individual
Say rainbow.”). Do this several times, with work
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 river and road.

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
offer help or correct pupils’ pronunciation, if
necessary.
Fun corner:

Board race 8 minutes

Step 1: Divide the class into teams (the number of Whole class
teams will depend on the number of words, as
each pupil should be holding a different
beginning or ending). Give each team a set of
flashcards and tell them to share them out so
that each pupil has one card. Say “You are going
to play Board race.”
Step 2: Tell each team to stand in a circle and hold up Group work
their flashcards, so that they can all see what is
written on them.
Step 3: Explain that when you call out a word, e.g. Whole class
rainbow, the two pupils who are holding the
beginning and ending of the word must find
each other, run to the board and stick the
flashcards in the correct order. The fastest pair
wins one point.
Step 4: Play the game. The team with the most points Group work
wins.
4


Wrap-up: 5 minutes

Revise the main teaching point of the lesson: Whole class
the sound of the letter r and the words
rainbow, river, road.
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
Using Poster for Unit 4, 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
Individual
Have pupils play Slap the board. For better work
pupils, teacher may add some more words from
the previous units .

5


TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 4. In the countryside
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- say the letter R/r, the sound of the letter R/r (/r/),
the words road, river, rainbow and say the sentence
structure There’s a _____. in a chant;
- listen and recognise the target words and the structure
There’s a _____.
- write the letter R/r and complete the words _oad, _iver,
_ainbow.
Language:
- Sound /r/
- Vocabulary: road, river, rainbow

- Phrases/sentences with the sound /r/ and the words
road, river, rainbow
Resources/Material:
- Student’s book, page 18
- hoclieu.vn
- Teacher’s guide, pp. 33 - 35
- Workbook, pp. 13-14
- 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 (R/r, /r/) .
- Show pictures of the words that pupils learnt
in Lesson 1 (rainbow, river, road) and
encourage them to say the words in chorus.
More advanced classes can add other words
beginning with the letter R/r.
Option 2
Group work
Ask the class to play Board race again, using
the words in Lesson 1, Unit 4 and those in the
previous units, saying Now let us play Board
race!
Option 3
Group work
Get pupils to play What’s Missing? game, using
the pictures and flashcards with the
incompleted words _ainbow, _iver and _oad.
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 road (say “Look at the
picture. Point to the road.”).
Step 2: Say “There’s a road.” and encourage pupils to Whole class
repeat.
Step 3: Repeat Steps 1 and 2 for river and rainbow.
Whole class
Step 4: Play the recording of the chant to familiarize Whole class
7

pupils with the
(say “Listen.”).

words

and

rhythm

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 three teams. The teams
take it in turns to chant a line. The whole class
can clap along or do other actions.
Extension:

For better pupils, cover or omit some letters/
words in the chant and have them guess and
say all the lines aloud. For example:
R, r, road.
There’s a _oad.

R, r, river.
There’s a _iver.
R, r, rainbow.
There’s a _ainbow.

Individual
work/
Whole class

Whole class

Group work

Individual
work

4. Listen and circle. 7 minutes
Step 1: Have pupils look at the pictures and say the
words (say “Point and say.”). When pupils
answer correctly, confirm by saying “river/
rainbow/ lake/ road”.

Whole class

Step 2: Play the recording and allow pupils time to
complete the activity (say “Listen and circle.”).

Individual
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
“1a. There’s a river.”/ “2b. There’s a road.” and

Individual
work

8

Whole class/
Individual
work


encourage them to repeat.
Audio script: 1. There’s a river.
2. There’s a road.
Answers:
1. a 2. b
5. Look and write. 8 minutes
Step 1: Write the letter R (upper case) on the board Whole class
and say “R” (/ɑː(r)/).
Step 2: Write the letter R (upper case) on the board Whole class/
again, but this time more slowly. Invite a few Individual
pupils to come to the front of the class and work
write the letter R (upper case) on the board.
Step 3: Repeat Steps 1 and 2 for r (lower case).

Step 4: Have pupils look at the writing grids (say “Look
and write.”). Allow pupils time to complete the
activity. Go around the class to offer support
and feedback.
Step 5: Draw pupils’ attention to the pictures and
labels (say “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,
Unit 4 in their workbooks.
- For better pupils, have them do Activity 4,
Unit 4 in their workbooks.
Wrap–up

Whole class/
Individual
work
Individual
work

Individual
work

Individual
work

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

Whole class

Option 2
Ask pupils to look at the pictures in 4. Listen
and circle and say about them, e.g. river,
rainbow, ... Encourage better pupils to use

Individual
work

9


learnt structure There’s a ______.; I can see
_____.; ...
Option 3
To reinforce the vocabulary, get pupils to do
Activity 1, Unit 4 in their workbooks.

10

Individual
work


TIẾNG ANH 2
LESSON PLAN
School:
Grade:

Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 4. In the countryside
Lesson 3 – Period 3
Date: _______________

I. OBJECTIVES

II. INPUT

III. PROCEDURE

By the end of the lesson, pupils will be able to:
- use the sentence structures What can you see? and
I can see a _____. to describe features of a scene.
- sing a song with the sentence structures What can you
see? and I can see a _____.
Language:

- What can you see?
- I can see a _____.
Resources/Material:
- Student’s book, page 19
- hoclieu.vn
- Teacher’s guide, pp. 35 - 37
- Workbook, page 15
- Picture cards for Let’s talk
- Computer, projector
Warm-up – Listen and repeat – Let’s talk – Let’s sing –
11


Wrap-up
Procedure
Warm-up

Teaching and learning activities

Classroom
management

5 minutes
Option 1
- Have pupils listen to the recording, then Whole class
sing the chant on Page 18.
- Select some better pupils to sing the chant Individual work
in front of class. The class listens to them and
claps hands along.
Option 2

- Invite one or two pupils to write the letter Individual work
R/r on the board.
- Get pupils to say words that contain the
sound of the letter R/r (from Lessons 1 & 2
and the learnt units: e.g. red, running, ...).
Option 3
- Divide the class into 3-4 groups.
- Ask each group to nominate one pupil to
join the writing competition.
- Say a word ( e.g. river, rainbow, road, ... )
and ask the pupils to write it down.
- Check the mistakes (if any), then ask pupils
to read the words aloud.
- Give the winner(s) stickers or stars.

Individual/
Group work

6. Listen and repeat. 5 minutes
Step 1: Draw pupils’ attention to the picture
(say “Look at the picture.”). Say “There’s a
rainbow. I can see a rainbow.”
Step 2: Have pupils point to the sentences
(say “Point to the sentences.”).

Whole class

Whole class

Step 3: Play the recording and encourage pupils to Whole class

repeat (say “Listen and repeat.”).
12


Step 4: 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.
7. Let’s talk.

Whole class/
Individual work

10 minutes

Step 1: Write What can you see? I can see a rainbow. Whole class
on the board and underline the word
rainbow. Have two pupils model the question
and answer for the class.
Step 2: Erase rainbow and replace it with road. Whole class/
Nominate another two pupils to model the Pair work
question and answer for the class.
Step 3: Repeat Step 2 for river.
Whole class/
Pair work
Step 4: Erase river and leave the sentence structures Whole class
What can you see? and I can see a _____.
on the board.
Step 5: Draw pupils’ attention to Picture a (say “Look Whole clas/
at Picture a.”).

Individual work
Divide the class into two groups and
encourage them to take turns asking and
answering What can you see? - I can see a
road. 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/
Individual work
Extension:

Show the flashcards of Unit 2 and other
learnt words. Ask pupils to work in pairs,
make questions and answers using What
can you see? - I can see a _____.

8. Let’s sing. 10 minutes
Step 1: Draw pupils’ attention to the picture (say
13

Pair work

Whole class


“Look at the picture.”). Say “What can you
see?” and encourage pupils to answer using

the full sentence structure.
Step 2: Play the recording of the song to familiarize
pupils with the rhythm and melody (say
“Listen.”).
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

Whole class

Whole class/
Individual work

Whole class
Group work

5 minutes
Revise the main teaching point of the lesson: Whole class
the structures What can you see? - I can see
a ___. to describe features of a scene.
Option 1: Ask pupils to point to a school Pair work

thing in the classroom and ask their friends,
using “What can you see? - I can see a ___.”
Option 2: Have pupils do Activity 6, Unit 4
Individual work
in their workbooks.
Option 3: Show pupils the lyrics of the song
Individual work
with some missing words, e.g.:
What can you see?
I can see a ______.
A rainbow in the sky.
What ________?
I can see a river.
A ____ near the _____.
Then ask some advanced pupils to listen to
the song and fill in the blanks, then sing the
14


complete song aloud.

15