Global Success_Grade 2_Lesson plan Unit 6_Giáo án Unit 6

TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 6. On the farm
Lesson 1 – Period 1
Date: _______________
I. OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- pronounce the sound of the letter X/x in isolation.
- say the words box, fox and ox.
Language:
- Sound /x/
- Vocabulary: box, fox, ox

Resources/Material:
- Student’s book, page 26
- Teacher’s guide, pp. 50 - 52
- hoclieu.vn
- Flashcards for Unit 6
- Flashcards/pictures of farm animals
- Vocabularies for Fun Corner, e.g. box, fox, ox.
- Poster for Unit 6
- 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
- Ask pupils to sing the song in Unit 5,
Lesson 3 and make the gesture (e.g.
expressing what you are doing while

singing).
- Have some pupils demonstrate the song in
front of the class, the rest of the class listen
to them and clap hands.
Option 2
- Ask some pupils to talk about the present
progressive actions in the classroom.
- Get some pairs of pupils to practice asking
and answering about their friends’ miming
actions, using What is he/she doing?
– He’s / She’s + V-ing.
Option 3
- Show pupils some pictures/slides of farm
animals (kitten, chicken, fox, ox, goat, cow,
dog, cat, …).
- Ask pupils some questions about the farm or
the farm animals (in Vietnamese), e.g. Have
you ever been to …? Have you ever seen …?
Do you like …? What animals can you see on
the farm?

Whole class

Whole class
Pair work

Whole class

1. Listen and repeat. 10 minutes
Step 1: Have pupils look at the picture, saying Look at Whole class

the picture, please! and describe the picture.
Draw pupils’ attention to the letter X/x, the
words next to the thing/animals and the colour
2


of the letter X/x. Check comprehension.
Step 2: Ask pupils to point to the letter X/x. Have them Individual work
listen and repeat the sound of the letter X/x,
saying Point to the letter X/x, listen and repeat,
please! more than once, if necessary.
Step 3: Tell pupils to point to the word box, saying Whole class
Point to the word “box”. Ask them to listen and
repeat the word, saying Listen and repeat,
please! Then play the recording again, if
necessary, for them to repeat individually and
in chorus. Correct pronunciation, if necessary. If
they repeat well, praise them, saying Well
done!
Step 4: Repeat the same procedure with the fox and Whole class
the ox. Correct pronunciation, if necessary.
Step 5: Play the recording again and have them listen, Whole class
point to the letter X/x and the words box, fox
and ox and repeat until they feel confident.
Give further support to those pupils who find it
difficult to do the task, if necessary.
Step 6: Play the recording in full and encourage pupils Individual work
to repeat the name and sound of the letter X/x,
box, fox and ox both individually and in chorus ,
saying Excellent! when they performed well.

Extension: For better pupils, use the new and learnt Individual work
vocabulary about animals (fox, ox, duck, goat,
horse, kitten…). Show half hidden part of the
flashcard for students and ask: "What’s this?”
Have students guess and answer the name of
the animals.
2. Point and say. 7 minutes
Step 1: Have pupils look at the picture again. Ask them Whole class
to describe the picture. Draw their attention to
the letter X/x, the thing/ animals, if necessary.

3


Step 2: Get them to point to the letter X/x and say it, Whole class
saying Point to the letter X/x and say, please!
Step 3: Let them point to the box in the picture and say Individual work
the word box as a model, saying "Point to the
box" and say “box”, please! Remind them of the
sound of the letter x in the word box.
Step 4: Follow the same procedure with the animals. Whole class
Go around and correct pronunciation, if
necessary. Give further support to those pupils
who find it difficult to do the task.
Step 5: Have pupils work in pairs or in groups to look at Group work/
the picture, point to the letter X/x, the Pair work
thing/animals, say the sound of the letter and
the words. Say Point to the picture and say,
please! Go around and offer help or correct
pronunciation, if necessary.

Step 6: Invite a few pupils to point to the picture and Individual work
say the sound of the letter and the words in
front of the class. If they performed well, praise
them, saying Good work!
Fun corner: Whispers (race version) 8 minutes
Step 1: Divide the class into two teams. Say You are going to
play Whispers game.

Whole
class

Step 2: Tell each team to form a line. Pupils should be spaced
far enough apart that they won't overhear the word
when it isn't their turn.
Step 3: Explain that when you whisper a word to the 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.
The fastest team to call out a correct word scores one
point.

Group
work

4

Group
work

Step 4: Play the game. Remember to nominate a pupil from Group
work
each team before saying the word.
Step 5: Count the points for each team and announce the Group
winner.
work
The team with the most points wins. The winning team
must then correctly pronounce all the three words.
Wrap-up: 5 minutes
Revise the main teaching point of the lesson: the sound
of the letter x and the words box, fox, ox.
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 6, 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.
Option 3
Using pictures and flashcards, get some pupils to match
the words box, fox, ox 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 6. On the farm
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- say the letter X/x, the words box, fox, ox and the
phrases/sentences containing /x/ and box, fox, ox in a
chant.
- listen and identify the words box, fox, ox.
- write the letter X/x and complete the words bo_, fo_, o_.
Language:
- Sound /x/
- Vocabulary: box, fox, ox
- Phrases/sentences with the sound /x/ and the words box,
fox, ox
Resources/Material:
- Student’s book, page 27
- hoclieu.vn
- Teacher’s guide, pp. 52- 54
- Workbook, pp. 19-20
- Flashcards to play games in Warm-up
- Computer, projector
6


III. PROCEDURE

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 two or three pupils to look at the picture in
Lesson 1 (Student’s book or hoclieu.vn) and say
the sound of the letter X/x and the words box,
fox and ox.
Option 2
Whole class
Ask the class to play Whispers game again,
using the words in Lesson 1, Unit 6 and those in
the previous units, saying Now let us play
Whispers game!
Whole class
Option 3
Get pupils to play What’s Missing? game, using
the pictures and flashcards with the
incompleted words bo _, fo_ and o _. Pupils
should guess the missing letters and say the
words correctly.
3. Listen and chant. 10 minutes

Step 1: Have pupils look at the chant, saying Look at Whole class
the chant, please! Draw pupils’ attention to the
first verse and explain its meaning. Ask them to
pay attention to the letter X/x and the words
box, fox, ox. Check comprehension.
Step 2: Play the recording of the first verse for pupils Whole class
to listen and to get familiarized with the
rhythm, saying Listen to the first verse, please!
Then play the recording for them to listen and
repeat until they feel confident, saying Listen
again and repeat, please!
Step 3: Follow the same procedure with the second Whole class
7


and third verse. Correct pronunciation, if
necessary.
Step 4: Play the recording all the way through. Ask
pupils to listen and repeat the chant
individually and in chorus, saying Listen, chant
and clap your hands, please! Go around and
offer help, if necessary.
Step 5: Select some pupils to the front of the class to
chant and clap their hands. The rest of the class
may sing the chant and clap their hands along.
If they sing the chant well, praise them, saying
Great work!
Extension:

Whole class/

Individual
work

Individual
work/
Whole class

For better pupils, cover or omit some letters/ Individual
words in the chant and have them guess and work/
say all the lines aloud. For example:
Whole class
X, x, a box.
I can see a ___ on the farm.
X, x, a fox.
I can see a ___ on the farm.
X, x, an ox.
I can see an ___ on the farm.

4. Listen and circle. 7 minutes
Step 1: Have pupils look at the pictures in Question 1 Whole class
and say What can you see? Draw pupils’
attention to the letters a and b. Check
comprehension. Invite some pupils to point to
the pictures in Question 1 and say the words in
front of the class. Say Point to the pictures and
say the words, please! E.g. 1a: a fox, 1b: an ox.
Step 2: Play the recording of the first sentence for Individual
pupils to listen, saying Now listen, please! Ask work
pupils what they have heard and circled, saying
What did you hear? Did you hear “I can see a

fox.” or “I can see an ox.”? Yes, it said “I can
see an ox.”. You circle the letter b. If some
8


pupils say “I can see a fox.”, let them listen to
the recording again, saying "Now listen again,
please! Play the recording and ask What did
you hear? Did you hear “I can see a fox.” or “I
can see an ox.”? Yes, “I can see an ox.”. Circle
the letter b. So b is the correct answer.
Step 3: Follow the same procedure with the pictures in
Question 2. Before playing the recording, say
Are you ready? OK, now listen, please! Play the
recording (several times if needed) for pupils to
listen and circle the correct option.
Step 4: Call a few pupils to the front of the class to
point to the pictures and say what they have
heard. If they said the correct words, praise
them, saying Well done! or Very good!
Step 5: Audio script: 1. I can see an ox.

Individual
work

Individual
work

Whole class

2. I can see a fox.
Answers: 1. b 2. a
5. Look and write. 8 minutes
Step 1: Have pupils look at the letter X (upper case)
and x (lower case). Remind them how to write
it.
Step 2: Give pupils time to write the letter X/x
independently, saying Now write the letter X/x
with your pencil. You can demonstrate by air
writing of the letter X/x or open hoclieu.vn’s
guide for writing. Then let pupils write the
letter. Give further support to those pupils who
find it difficult to do the task.
Step 3: Check the results of pupils’ writing and give
feedback. Ask pupils to work in pairs, swap and
check their answers. Give pupils time to work.
Go around and offer help, if necessary.
Step 4: Then have pupils look at the three pictures in
the activity. Ask some questions to help them
identify the thing and animals in the pictures
9

Whole class

Individual
work

Pair work

Whole class

(e.g. What’s that? What can you see in the
pictures?). Use the first picture as an example,
ask pupils to look at it, guess what letter is
missing and complete the word.
Step 5: Give pupils time to complete the words
independently, saying Look at the pictures and
complete the words, please! Go around and
offer help, if necessary.
Step 6: Ask some pupils to show what they have done.
Praise them if they have done well, saying
You’ve done a good job!
Extension: - For weaker pupils, have them do Activity 3,
Unit 6 in their workbooks.
- For better pupils, have them do Activity 4,
Unit 6 in their workbooks.
Wrap-up

Individual
work

Whole class/
Individual
work
Whole class
Individual
work

5 minutes

Option 1
Have pupils listen to the recording, then say the
chant again.
Option 2
Ask pupils to look at the pictures in 4. Listen
and circle and say about them, e.g. box, fox, ox.
Encourage better pupils to use learnt structures
e.g. I can see an ox; I can see a fox, ...
Option 3
To reinforce the vocabulary, get pupils to do
Activity 1, Unit 6 in their workbooks.

10

Whole class

Whole class

Individual
work


TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________

____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 6. On the farm
Lesson 3 – Period 3
Date: _______________

I. OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- use “Is there a/an ____?” “Yes, there is. / No, there isn’t.”
to identify someone’s favourite things or animals.
- sing a song with the structure “Is there a/an ____?”
Language:
- Is there a/an ____?
Resources/Material:
- Student’s book, page 28
- hoclieu.vn
- Teacher’s guide, pp. 54 - 55
- Workbook, page 21
- Pictures/ Slides of animals for Warm-up

- Computer, projector

11


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 27.
- Select some better pupils to sing the chant in
front of class. The class listens to them and claps
hands along.
Option 2
- Show pupils pictures/slides of some animals
they have learnt.
- Ask them to recall and name the animals
(e.g. fox, ox, goat, cow, ...). Encourage better
pupils to say more words of animals if they can.

Option 3
- Invite one or two pupils to write the letter X/x
on the board.
- Get pupils to say words that contain the sound
of the letter X/x (e.g. box, fox, ox).
Option 4
- Divide the class into 4 groups.
- Ask each group to nominate one pupil to join
the writing competition.
- Say a word (e.g. box, fox, ox,... ) and the pupils
write down.
- Check the mistakes of words then ask pupils to
read aloud.
- Give the winner the stars.

Whole class

Whole class

Individual
work

Group work

6. Listen and repeat. 5 minutes
Step 1: Have pupils look at the pictures showing some Whole class
children
are
on
the

farm.
In the first picture, one boy is saying “Is there a
12


fox?” The other boy is saying “Yes, there is.”. In
the second picture, the boy is saying “Is there a
fox?” The girl is saying “No, there isn’t.”. Explain
the meaning of the sentences and how they are
used. Check comprehension.
Step 2: Play the recording several times for pupils to Whole class
listen and repeat the sentence, saying Now
listen and repeat, please!
Step 3: Invite a few pupils to listen and repeat the Individual
sentences “Is there a fox?” “Yes, there is. / work
No, there isn’t.” in front of the class. Correct
their pronunciation, if necessary or praise them
when they pronounced the sentence correctly,
saying You did very well!
Step 4: Ask some pupils to point to and repeat the Pair work
sentences “Is there a fox?” “Yes, there is. / No,
there isn’t.”. Go around and correct
pronunciation to make sure pupils can repeat
the sentence correctly.
7. Let’s talk.

10 minutes
Step 1: Write Is there a/an _____? on the board. Whole class
Underneath the question, write Yes, there is.
and No, there isn’t.

Have pupils look at the structure. Explain the
meaning of the structure and how it is used.
Step 2: Have pupils look at the first picture. Say Look at Whole class
Picture 1, please! Point to the box and ask them,
saying “Is there a box?” Tell them that if there is
a box, the answer is “Yes, there is.”; If there is
not a box, they can answer “No, there isn’t.”.
Step 3: Ask pupils to use the structure “Is there a/an Pair work/
_____?“ in the bubble and Picture 1 (a box) to Whole class
ask and answer about whether or not something
is present, e.g. Is there a/ an ___? Yes, there is. /
No, there isn’t. Get them to repeat the sentence
several times individually and in chorus. Check
13


comprehension.
Step 4: Follow the same procedure with the other Pair work/
pictures. Make sure pupils understand the Whole class
structure “Is there a/ an ___?” “Yes, there is. /
No, there isn’t.” and say it with the right
pronunciation and intonation. Give further
support to those pupils who find it difficult to do
the task, if necessary.
Step 5: Ask pupils to work in pairs/ groups, using
“Is there a/an ___?” “Yes, there is. / No, there
isn’t.” with the picture cues.

Group work/
Pair work

Step 6: Select some pupils to practise the structure they Pair work
have been learning in front of the class. Praise
them, saying That’s right! or Superb! if they
performed well.
Extension:

Stick flashcards of food, animals, things... on the Pair work
board or around the classroom. Have pupils
point to and identify things/animals in the
classroom. Encourage them to say as much as
they can, e.g. “Is there a/an ___?” “Yes, there
is. / No, there isn’t.”

8. Let’s sing. 10 minutes
Step 1: Have pupils look at the lyrics to get familiarized Whole class
with the first verse of the song. Explain the
meaning of the sentence “Is there a fox?” Say
Now look at the first verse, please! Play the
recording several times for pupils to repeat line
after line to make sure that they can sing the
verse correctly. Check comprehension.
Step 2: Follow the same procedure with the second Whole class
verse. Correct pronunciation and the melody of
the song, if necessary.
Step 3: Have pupils listen to the whole song, drawing Whole class
their attention to the pronunciation, the stress
14

and the melody of the song. Say Now listen to
the whole song.
Step 4: Let pupils practise singing the song. Help them Group work/
sing the song sentence by sentence first. Then Individual
help them to sing the whole song. If there is work
time, let them sing the song several times until
they feel confident.
Step 5: Select some groups to the front of the class to Group work
sing the song or ask some pupils to sing the song
individually. The class may sing along and clap
their hands. Praise them when they performed
well, saying Fantastic! or Excellent!
Extension: Practise two-part singing. Divide the class into Group work
two groups and ask each group to sing one part
of the song.
Wrap – up

5 minutes
Revise the main teaching point of the lesson: the
structure “Is there a/ an ___?” “Yes, there is.
/No, there isn’t.” to identify someone’s
favourite.
Option 1
Ask pupils to draw an animal or a pet, show
them to the class and ask their friends, using
“Is there a/ an ___?” “Yes, there is. / No, there
isn’t.” Revise the main teaching point of the
lesson: the structure “Is there a/ an ___?”
“Yes, there is. / No, there isn’t.” to ask and
answer questions about whether or not

something is present.
Option 2
Ask pupils to draw a hidden picture of an animal
or a pet, show them to the class and ask their
friends, using “Is there a/an ___?” “Yes, there is.
/ No, there isn’t.”
15

Whole class

Individual /
Pair/ Group
work

Individual
work

Individual


Option 3
work
Have pupils do Activity 6, Unit 6 in their
workbooks.
Group work
Option 4
Show pupils the lyrics of the song with some
missing words, e.g.:
Is there a __? Is there a __?
Yes, there is. Yes, there is.

There’s a __ in the box.
Is there an ___? Is there an ___?
No, there isn’t. No, there isn’t.
There isn’t an ___on the farm.
Then ask some advanced pupils to guess the
missing words and sing the complete song
aloud.

16