Global Success_Grade 2_Lesson plan Unit 5_Giáo án Unit 5

TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 5. In the classroom
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 Q/q /kjuː/.
- correctly pronounce the sound of the letter Q/q (/k/) in
isolation and in the words question, square and quiz.
Language:
- Sound /k/

- Vocabulary: question, square, quiz
Resources/Material:
- Student’s book, page 23
- Teacher’s guide, pp. 43 - 45
- hoclieu.vn
- Flashcards for Unit 5
- Flashcards for Warm-up
- Poster for Unit 5
- 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
Whole class
Refresh pupils’ memory of the previous unit by

showing pictures of the words they learnt.
Have them say the words for the pictures.
Option 2
Whole class
Have pupils sing the song In the classroom
(to the tune of Oh my darling, Clementine) to
revise topic-related words.
In the classroom, in the classroom
There’s a blackboard on the wall
There’s a table, there’s a window
In the classroom where we learn.
Option 3
Group work
- Ask pupils to play Pass the Card
Game.
- Place pupils in 4 rows.
- Hand out picture cards of pasta, pizza, sand
and sea to the first pupil in each row.
- Have pupils in each row name the item/thing
on each card as they pass the card to the
classmate behind them.

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
them identify the context (The picture shows a
classroom. The teacher is asking a question.
On the board, there is a square. One of the
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pupils is doing a quiz. Question, square and
quiz are labelled, with the letter q in red).
Step 2: Have pupils point to the letter Q/q (say “Point Individual work
to the letter Q.”). Explain that the name of the
letter Q/q is different to its sound (say
“Listen. /kjuː/ /k/.”).
Step 3: Play the recording of the name and sound of Whole class/
the letter Q/q and encourage pupils to repeat Individual work
(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: Have pupils look at the question (say “Look at Whole class
the question.”). Then have them point to the
word question (say “Point to the word
question.”). Draw their attention to the colour
of the letter q (say “Look at the colour of the
letter q. It is red.”).
Step 5: Play the recording of question and encourage Whole class/
pupils to repeat (say “Listen and repeat.”). 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 6: Repeat Steps 4 and 5 for square and quiz.

Whole class/
Individual work

Step 7: Play the recording in full and encourage pupils Whole class/
to repeat the name and sound of the letter Q/ Individual work
q, question, square and quiz 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.

3


2. Point and say. 7 minutes
Step 1: Have pupils point to the letter Q/q and Whole class
correctly pronounce its name and sound (say
“Point to the letter Q. Say /kjuː/. Now say
/k/.”).
Step 2: Have pupils point to and correctly pronounce Whole class/
the word question (say “Point to the question. Individual work
Say question.”). 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.
Whole class/
Step 3: Repeat Step 2 for square and quiz.
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:

Whispers 8 minutes

Step 1: Divide the class into two teams. Tell each team Group work
to form a line.
Step 2: Explain that when you whisper a word to the Group work
first pupil in each line, he/she must in turn
whisper it to the second pupil in the line. The
second pupil then whispers it to the third, and so
on. When the word reaches the last pupil in the
line, he/she should call it out. A correct word
scores one point.
Group work
Step 3: Play the game, using the words in Lesson 1.
Step 4: Count the points for each team and announce Group work
the winner. The team with more points wins.
The winning team must say all three words
aloud for the rest of the class.
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Wrap-up: 5 minutes
Revise the main teaching point of the lesson: the Whole class
sound of the letter q and the words question,
square, quiz.
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 5, ask pupils to point to the work
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
Group work
Have pupils play Listen and jump. Divide the
class in groups and ask them to listen to words
and jump up when they hear the sound /k/.

5


TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:

Approved by:

____________________
____________________
____________________

Unit 5. In the classroom
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- say the letter Q/q, the words question, square, quiz, the
phrases/sentences containing /k/ and square, question,
quiz, the sentence structure He’s/She’s _____ (verb +
–ing). in a chant.
- listen and recognize the words square, quiz and the
sentence structure He’s/She’s _____ (verb + –ing).
- write the letter Q/q and complete the words s_uare,
_uiz, _uestion.
Language:
- Sound /k/
- Vocabulary: question, square, quiz
- Phrases/sentences with the sound /k/, the words
question, square, quiz, the sentence structure He’s/She’s
_____ (verb + –ing).
Resources/Material:
- Student’s book, page 24

- hoclieu.vn
- Teacher’s guide, pp. 45-47
- Workbook, pp. 16-17
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III. PROCEDURE

- Computer, projector
Warm-up – Listen and chant – Listen and tick – 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 (Q/q, /k/).
- Show pictures of the words that pupils learnt
in Lesson 1 (question, square, quiz) and
encourage them to say the words in chorus.

More advanced classes can add other words
beginning with or containing the letter Q/q.
Option 2
Group work
Ask the class to play Whispers again, using the
words in Lesson 1, Unit 5 and those in the
previous units, saying Now let us play
Whispers!
Option 3
Group work
Get pupils to play Listen and clap. In groups,
ask them to stand up and clap when they hear
“k” sound.
3. Listen and chant. 10 minutes
Step 1: Draw pupils’ attention to the picture and have Whole class
them point to the square (say “Look at the
picture. Point to the square.”).
Step 2: Say “He’s colouring a square.” and encourage Whole class
pupils to repeat.
Step 3: Repeat Steps 1 and 2 for question and quiz.
Whole class
Step 4: Play the recording of the chant to familiarize Whole class
pupils with the words and rhythm (say
“Listen.”).
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Step 5: Have pupils point to each line of the chant (say
e. g. “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:
Q, q, a square.
He’s colouring a _____.

Individual work
Whole class

Whole class

Group work

Individual work

4. Listen and tick. 7 minutes
Step 1: Have pupils point to the pictures and say the
words (say “Point and say.”). When pupils
answer correctly, confirm by saying “square/
circle/ question/ quiz”.

Whole class

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

Individual work

Step 3: Play the recording again, if necessary (say
“Listen again.”)

Individual work

Step 4: Check the answers by asking “a or b?” When
pupils answer correctly, confirm by saying
“1a. He’s colouring a square.”/“2b. She’s doing
a quiz.” and encourage them to repeat.

Whole class/
Individual work

Audio script: 1. He’s colouring a square. 2. She’s doing a quiz.
Answers:
1. a 2. b
5. Look and write. 8 minutes

Step 1: Write the letter Q (upper case) on the board Whole class
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and say “Q” (/kjuː/).
Step 2: Write the letter Q (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 Q (upper case) on the board.
Step 3: Repeat Steps 1 and 2 for q (lower case).
Whole class/
Individual work
Step 4: Draw pupils’ attention to 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: Draw pupils’ attention to the pictures and Individual work
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, Individual work
Unit 5 in their workbooks.
- For better pupils, have them do Activity 4,
Unit 5 in their workbooks.
Wrap–up

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. square,
circle, ... Encourage better pupils to use
learnt structures e.g. I can see the square.;
That’s the circle.; ...

Whole class

Option 3
To reinforce the vocabulary, get pupils to do
Activity 1, Unit 5 in their workbooks.

Individual work

9


TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 5. In the classroom
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- use the sentence structures What’s he/she doing? and
He’s/She’s _____ (verb + –ing). to ask and answer
questions about what someone is doing.
- sing a song with the structure What’s he/she doing? and
He’s/She’s _____ (verb + –ing).”
Language:
- What’s he/she doing? and He’s/She’s _____ (verb +
–ing).”
Resources/Material:
- Student’s book, page 25
- hoclieu.vn
- Teacher’s guide, pp. 47 - 49
- Workbook, page 18

- Computer, projector

10


III. PROCEDURE

Procedure
Warm-up

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

Classroom
management

5 minutes
Option 1
- Have pupils listen to the recording, then sing
the chant on Page 24.
- Select some better pupils to sing the chant in
front of class. The class listens to them and
claps hands along.

Whole class/
Individual work

Option 2
Individual work

- Invite one or two pupils to write the letter Q/
q on the board.
- Get pupils to say words that contain the
sound of the letter Q/q (from Lessons 1 & 2
and the learnt units).
Option 3
Individual work
- Draw or show pictures of a square, a quiz and
a question mark. Say “He’s colouring a
_____.” and encourage pupils to complete
the sentence with “square”.
- Repeat for “She’s doing a quiz.” and
“He’s answering a question.
6. Listen and repeat. 5 minutes
Step 1: Draw pupils’ attention to the picture (say
“Look at the picture.”). Say “What’s she doing?
She’s colouring a square.”
Step 2: Have pupils point to the sentences (say “Point
to the sentences.”).
Step 3: Play the recording and encourage pupils to
repeat (say “Listen and repeat.”).

Whole class

Individual work
Whole class

Step 4: Have pupils repeat the sentences both Whole class/
individually and in chorus. Correct their Individual work
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pronunciation if necessary, and praise them
when their pronunciation is good.
7. Let’s talk.

10 minutes

Step 1: Write What’s he doing? and What’s she doing? Whole class
on the board. Underneath the questions, write
He’s _____. and She’s _____.
Step 2: Have pupils look at Picture a (say “Look at Whole class
Picture a.”). Say “What’s she doing?” and
encourage them to answer using the full
sentence structure. When they answer
correctly, confirm by saying “She’s answering
a question.”
Step 3: Repeat Step 2 for Pictures b and c.
Whole class
Step 4: Have pupils work in pairs to look at each Pair work
picture and practise asking and answering
questions about what the people are doing.
Go around the class to offer support and
feedback.
Extension: Invite some pupils to point to the pictures
Pair work
and act out the exchanges in front of the
class.
8. Let’s sing. 10 minutes
Step 1: Draw pupils’ attention to the picture (say Whole class

“Look at the picture.”). Say “What’s he/ she
doing?” and encourage pupils to answer using
the full sentence structure.
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 Whole class/
pupils to repeat (say “Listen and repeat.”). Do Individual work
this several times, with pupils repeating both
individually and in chorus. Correct their
pronunciation if necessary, and praise them
when their pronunciation is good.
12


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 structures What’s he/she doing? and He’s/
She’s _____ (verb + –ing). to ask and answer
questions about what someone is doing.
Option 1: Ask pupils to play Charade, using Whole class
What’s he/she doing? and He’s/She’s _____
(verb + –ing).

Option 2: Have pupils do Activity 6, Unit 5 in
Individual work
their workbooks.
Option 3: Show pupils the lyrics of the song
Individual work
with some missing words, e.g.:
What’s he doing?
He’s doing a _____.
What’s he doing?
He’s clolouring a _____.
Then ask some advanced pupils to guess the
missing words and sing the complete song
aloud.

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