Global Success_Grade 2_Lesson plan Unit 7_Giáo án Unit 7

TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 7. In the kitchen
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 J/j ((/dʒeɪ/).
- correctly pronounce the sound of the letter J/j (/dʒ/) in
isolation and in the words juice, jelly and jam.
Language:
- Sound /dʒ/

- Vocabulary: juice, jelly, jam
Resources/Material:
- Student’s book, page 31
- Teacher’s guide, pp. 59 - 61
- hoclieu.vn
- Flashcards for Unit 7
- Flashcards/pictures for Fun Corner
- Poster for Unit 7
- 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 Group work
writing the letter X/x on the board. Have pupils

say the name and sound of the letter.
- Put pupils into teams and have them think of as
many words containing the letter X/x as
possible.
Option 2
Whole class/
- Ask some pupils to talk about the food they Individual
work
like.
- Get some pairs of pupils to practise talking
about their favourite food, using I like _____.
or The _____ is yummy.
Option 3
Whole class
- Introduce the next unit by showing a picture of
a kitchen and asking pupils questions about it (in
Vietnamese), e.g. Where are they? What are
they doing? What can you see in the kitchen?
What do you do in the kitchen?

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 a
kitchen. There is a mother, son and daughter
sitting at the table. On the table, there is a jug of
juice, a plate of jelly and a jar of jam. Juice, jelly
and jam are labelled, with the letter j in red).
Step 2: Have pupils point to the letter J/j (say “Point to
2

Individual


the letter J.”). Explain that the name of the letter work
J/j is different to its sound (say “Listen. /dʒeɪ/
/dʒ/.”).
Step 3: Play the recording of the name and sound of the Whole class/
letter J/j 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 jug of juice (say “Look at Whole class
the jug of juice.”). Then have them point to the
word juice (say “Point to the word juice.”). Draw
their attention to the colour of the letter j (say
“Look at the colour of the letter j. It is red.”).
Step 5: Play the recording of juice 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
pronunciation if necessary, and praise them
when their pronunciation is good.
Whole class/
Step 6: Repeat Steps 4 and 5 for jelly and jam.
Individual
work
Step 7: Play the recording in full and encourage pupils to Individual
repeat the name and sound of the letter J/j, work

juice, jelly and jam both individually and in
chorus.
Extension: For better pupils, use the new and learnt Individual
vocabulary about food (popcorn, pizza, pasta, work
noodles, milk, jam, juice, jelly) to make simple
sentences, e.g. I like _____.; I can see ____.;
I’m having _____.
2. Point and say. 7 minutes
Step 1: Have pupils point to the letter J/j and correctly Whole class
pronounce its name and sound (say “Point to
the letter J. Say /dʒeɪ/. Now say /dʒ/.”).
3


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

Slap the Board 8 minutes

Step 1: Stick the flashcards on the board.

Whole class

Step 2: Divide the class into three teams and have each Group work
team stand in a line in front of the board.
Step 3: Explain to pupils that when you say one of the Whole class
words, the pupil at the front of each line must
run to the board and slap the correct flashcard
as quickly as possible. The first pupil to slap the
correct flashcard scores one point.
Step 4: Play the game. The team with the most points Group work
wins.
Wrap-up: 5 minutes
Revise the main teaching point of the lesson: Whole class
the sound of the letter j and the words juice,
jelly, jam.
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 7, ask pupils to point to
4


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 work
Using pictures and flashcards, get some pupils
to match the words juice, jelly, jam and the
pictures. Then ask the class to say the words
aloud. For better pupils, teacher may use the
food vocabulary learnt in the previous units.

TIẾNG ANH 2
LESSON PLAN
5


School:
Grade:
Teacher:

____________________
____________________
____________________

School year:

Week:
Approved by:

____________________
____________________
____________________

Unit 7. In the kitchen
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- say the letter J/j, the sound of the letter J/j (/dʒ/), the
words jam, juice and jelly and the sentence structure I like
_____. in a chant;
- listen and recognise the words jelly, juice and the
structure I like _____.
- write the letter J/j and complete the words _elly, _uice,
_am.

II. INPUT

Language:
- Sound /dʒ /
- Vocabulary: jelly, juice, jam
- Phrases/sentences with the sound /dʒ/ and the words
jelly, juice, jam
Resources/Material:
- Student’s book, page 32

- hoclieu.vn
- Teacher’s guide, pp. 61 - 63
- Workbook, pp. 22-23
- Flashcards to play games in Warm-up
- Computer, projector
Warm-up – Listen and chant – Listen and tick – Look and
write – Wrap-up

III. PROCEDURE

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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 (J/j, /dʒ/).
- Show pictures of the words that pupils learnt
in Lesson 1 (juice, jelly, jam) and encourage

them to say the words in chorus. More
advanced classes can add other words beginning
with the letter J/j.
Option 2
Group work
Ask the class to play Slap the Board again, using
the words in Lesson 1, Unit 1 and those in the
previous units, saying Now let us play Slap the
Board!
Option 3
Group work/
Get pupils to play What’s Missing? game, using Pair work
the pictures and flashcards with the
incompleted words _uice, _elly and _am. 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 jam (say “Look at the picture.
Point to the jam.”).
Step 2: Say “I like jam.” and encourage pupils to repeat. Whole class
To reinforce their understanding, lick your lips
or smile and rub your stomach.
Step 3: Repeat Steps 1 and 2 for juice and jelly.
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 Individual
7

(e.g. say “Point to line one.”). Play the recording work/
of each line and encourage pupils to chant (say Whole class
“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. The teams Group work
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:
J, j, jam.
I like _____.
J, j, juice.
I like _____.

Individual
work

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 “jelly/ cake/
jam/ juice”.

Step 2: Play the recording and allow pupils time to Individual
complete the activity (say “Listen and tick.”).
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. I
like jelly.”/“2b. I like juice.” and encourage them
to repeat.

Individual
work
Whole class/
Individual
work

Audio script: 1. I like jelly. 2. I like juice.
Answers:
1. a 2. b
5. Look and write. 8 minutes
Step 1: Step 1: Write the letter J (upper case) on the Whole class
8


board and say “J” (/dʒeɪ/).
Step 2: Write the letter J (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 J (upper case) on the board.
Step 3: Repeat Steps 1 and 2 for j (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 7 in their workbooks.
- For better pupils, have them do Activity 4,
Unit 7 in their workbooks.
Wrap-up

Whole class/
Individual
work
Individual
work

Individual
work

Whole class/
Individual
work

5 minutes
Option 1

Have pupils listen to the recording, then say the
chant again.

Whole class

Option 2
Individual
Ask pupils to look at the pictures in 4. Listen and work
circle and say about them, e.g. jelly, cake, ...
Encourage better pupils to use learnt structures
e.g. I’m having ______.; I like ______.; ...
Option 3
Individual
To reinforce the vocabulary, get pupils to do work
Activity 1, Unit 7 in their workbooks.

9


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TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________

____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 7. At my birthday party
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- use the sentence structures Pass me the _____, please.
and Here you are. to make and respond to a request;
- sing a song with the sentence structures Pass me the
_____. and Here you are.
Language:
- Pass me the _____, please.
- Here you are.
Resources/Material:
- Student’s book, page 33
- hoclieu.vn
- Teacher’s guide, pp. 63 - 65
- Workbook, page 24

- Picture cards for Let’s talk
- 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 32.
- 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
- Invite one or two pupils to write the letter J/j work
on the board.
- Get pupils to say words that contain the sound
of the letter J/j (from Lessons 1 & 2 and the
learnt units).
Option 3
Individual
- Have pupils draw a kind of food/ drink.
work/
- Have pupils work in pairs to talk about the
Pair work
food/ drink they like using the sentence structure
I like _____.
6. Listen and repeat. 5 minutes
Step 1: Draw pupils’ attention to the picture (say “Look
at the picture.”).

Whole class

Step 2: Have pupils point to the sentences (say “Point to
the sentences.”).

Whole class

Step 3: Play the recording and encourage pupils to
repeat (say “Listen and repeat.”).

Whole class

Step 4: Do this several times, with pupils repeating both Whole class/
individually and in chorus. Correct their Individual
pronunciation if necessary, and praise them work
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when their pronunciation is good.
7. Let’s talk.

10 minutes

Step 1: Hand out three picture cards showing a jar of Whole class
jam, a jug of juice and a plate of jelly (each card
to a different pupil).
Step 2: Write Pass me the jam, please. on the board and
underline jam. Say “Pass me the jam, please.”
Hold out your hand to indicate that you would
like the pupil holding the picture card of a jar of
jam to pass it to you.
Step 3: Have the pupil repeat the request. When he/ she
says it correctly, respond “Here you are.” and
pass it back to him/her. Write Here you are. on
the board.
Step 4: Erase jam and replace it with juice. Say “Pass me
the juice, please.” The pupil with the picture card
of a jug of juice should pass it to you and say
“Here you are.”
Step 5: Repeat Step 4 for jelly.

Whole class/

Individual
work

Whole class/
Individual
work
Whole class/
Individual
work
Whole class/
Individual
work

Step 6: Erase jelly and leave the sentence structures Whole class/
Pass me the _____, please. and Here you are. on Individual
the board.
work
Step 7: Hand out a picture card to every pupil in the Pair work
class. Put pupils into pairs to practise making
and responding to the request. Go around the
class to offer help or correct pupils’
pronunciation, if necessary.
Extension: Ask pupils to work in pair, make and respond to a Pair work
request using Pass me the _____, please. and
Here you are. Pupils may use things in the
classroom (e.g. pens, pencils, books, …).
8. Let’s sing. 10 minutes
Step 1: Draw pupils’ attention to the picture (say “Look
13

Whole class


at the picture.”). Say “Pass me the jam.” and
encourage pupils to point to the picture of the
jam and respond 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: the Whole class
structures Pass me the _____, please. and Here
you are. to make and respond to a request.
Option 1: Ask pupils to draw a food/ drink item,
show them to the class and make and respond
to a request, using Pass me the _____, please.
and Here you are.
Option 2: Have pupils do Activity 6, Unit 7 in
their workbooks.

Individual
work

Individual
work

Option 3: Show pupils the lyrics of the song with Individual
some missing words, e.g.:
work
Jam, juice, jelly.
Pass me the _____.
Pass me the _____.
Pass me the _____.
Then ask some advanced pupils to guess the
missing words and sing the complete song aloud.
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