Global Success_Grade 2_Lesson plan Unit 8_Giáo án Unit 8

TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 8. In the village
I. OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- pronounce the sound of the letter V/v in isolation.
- say the words village, van and volleyball.
Language:
- Sound /v/

- Vocabulary: village, van, volleyball
Resources/Material:

- Student’s book, page 34
- Teacher’s guide, pp. 66 - 68
- hoclieu.vn
- Flashcards for Unit 8
- Flashcards/pictures of village scenery and things in the
village.
- Flashcards/pictures of different categories for Fun Corner,
e.g. (1) food: yogurt, jelly, jam, juice; (2) things in nature:
sand, sea, river, rainbow; (3) animals: fox, ox, goat;
(4) things in the classroom: question, square, quiz; …
(5) things in the village: volleyball, van; …
- Poster for Unit 8
- Computer, projector
III. PROCEDURE Warm-up – Listen and repeat – Point and say – Fun corner
– Wrap-up
1


Lesson 1 – Period 1
Date: _______________

Procedure
Warm-up

Teaching and learning activities

Classroom
management

5 minutes

Option 1
- Refresh pupils’ memory of the previous unit by
singing a song to the tune of Frère Jacques:
Pass me the jam. Pass me the juice.
Here you are. Here you are.
Pass me the jelly. Pass me the jelly.
Here you are. Here you are
- Make the gesture while singing (e.g. expressing
what you want to have 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 their abilities
(in Vietnamese).
- Get some pairs of pupils to practise asking and
answering about their abilities, using Can you
___? – Yes, I can./ No, I can’t.
Option 3
- Show pupils some pictures/ slides of cities,
towns and villages.
- Ask pupils to talk about the city, town or
village where they live and ask them some
questions about the things in the cities and
villages they know about (in Vietnamese), e.g.
Do you live in the city or in the village? Have
you ever been to the …? What can you see in
the city/ village?
2

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 V/v, the
words next to the village/things and the colour
of the letter V/v. Check comprehension.
Step 2: Ask pupils to point to the letter V/v. Have them Individual
listen and repeat the sound of the letter V/v, work
saying Point to the letter V/v, listen and repeat,
please! more than once, if necessary.
Explain that the name of the letter V/v is
different to its sound (say “Listen. /viː/ /v/.”)
Step 3: Tell pupils to point to the word village, saying Whole class
Point to the word “village”. 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 van and Whole class
the volleyball. Correct pronunciation, if
necessary.

Step 5: Play the recording again and have them listen, Whole class
point to the letter V/v and the words village, van
and volleyball 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 again and call a few pupils to Individual
say the sound of the letter V/v and the words work
village, van and volleyball in front of the class,
saying Excellent! when they performed well.
Extension: For better pupils, use the new and learnt Individual
vocabulary about things around them (box, sea, work
rainbow, road, village, van, volleyball…).
3


Show half hidden part of the flashcard for
students and ask: "What’s this?” Have students
guess and answer the name of the things.
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 V/v, the village/things, if necessary.
Step 2: Get them to point to the letter V/v and say it, Whole class
saying Point to the letter V/v and say, please!
Step 3: Let them point to the village in the picture and Individual
say the word village as a model, saying Point to work
the village and say “village”, please! Remind
them of the sound of the letter v in the word
village.
Step 4: Follow the same procedure with the animals. Go Whole class

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 V/v, the things, Pair work
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
say the sound of the letter and the words in work
front of the class. If they performed well, praise
them, saying Good work!
Fun corner: Red words, green words 8 minutes
Step 1: Divide the class into three or four teams. Say Whole class
You are going to play Red words, green words
game.

4


Step 2: Give each team a set of word cards and have Group work
them place the cards face down in a line on the
table.
Step 3: Explain that one pupil in each team should turn Group work
over the first card in the line and try to say the
word on it. If the pupil pronounces it correctly,
he/she should do one of the following:
a) If the word is written in green: Continue
his/her turn by turning over the next card in the

line and trying to say the word on it.
b) If the word is written in red: Collect all the
word cards he/she has correctly pronounced.
Play then passes to the next pupil.
If the pupil does not pronounce the word
correctly, all the cards should be placed face
down again and turn passes to the next pupil.
Step 4: Play the game. Remember to nominate a pupil Group work
from each team before saying the word.
Step 5: Add up how many word cards each team has Group work
won. The team with the most word cards wins.
Wrap-up: 5 minutes
- Revise the main teaching point of the lesson:
the sound of the letter v and the words village,
van, volleyball.
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 8, 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.
5

Whole class

Whole class

Individual
work


Option 3
Individual
Using pictures and flashcards, get some pupils to work
match the words village, van, volleyball and the
pictures. Then ask the class to say the words
aloud.

6


TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________

____________________
____________________

Unit 8. In the village
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- say the letter V/v, the words village, van, volleyball and
the phrases/sentences containing /v/ and village, van,
volleyball in a chant.
- listen and identify the words village, van, volleyball.
- write the letter V/v and complete the words __illage,
__an, __olleyball.
Language:
- Sound /v/
- Vocabulary: village, van, volleyball

III. PROCEDURE

- Phrases/sentences with the sound /v/ and the words
village, van, volleyball
Resources/Material:
- Student’s book, page 35
- hoclieu.vn
- Teacher’s guide, pp. 68- 70
- Workbook, pp. 25-26

- Flashcards to play games in Warm-up
- Computer, projector
Warm-up – Listen and chant – Listen and tick – Look and
7


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 V/v and the words
village, van and volleyball.
Option 2
Whole class
Ask the class to play Red words, green words
Game again, using the words in Lesson 1, Unit 8
and those in the previous units, saying Now let
us play Red words, green words! game.

Option 3
Whole class
Get pupils to play Pass the Card game.
- Place pupils in 4 rows.
- Hand out picture cards of a village, a van, a
volleyball and a road to the first pupil in each
row.
- Have pupils in each row name the items/
place on each card as they pass the card to the
classmate behind them. Pupils should say the
words correctly.
3. Listen and chant. 10 minutes
Step 1: Have pupils look at the chant, saying Look at the chant, Whole
please! Draw pupils’ attention to the first verse and class
explain its meaning. Ask them to pay attention to the
letter V/v and the words village, van, volleyball. Check
comprehension.
Step 2: Play the recording of the first verse for pupils to listen Whole
and to get familiarized with the rhythm, saying Listen to class
the first verse, please! Then play the recording for them
8


to listen and repeat until they feel confident, saying
Listen again and repeat, please!
Step 3: Follow the same procedure with the second and third Whole
verse. Correct pronunciation, if necessary.
class
Step 4: Play the recording all the way through. Ask pupils to Whole
listen and repeat the chant individually and in chorus, class/

saying Listen, chant and clap your hands, please! Go Individual
around and offer help, if necessary.
work
Step 5: Select some pupils to the front of the class to chant and Individual
clap their hands. The rest of the class may sing the work/
chant and clap their hands along. If they sing the chant Whole
well, praise them, saying Great work!
class
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:
V, v, ____.
This is a ____.
V, v, ____.
This is a ____.
V, v, ____.
This is a ____.

Individual
work/
Whole
class

4. Listen and circle. 7 minutes
Step 1: Have pupils look at the pictures in Question 1 and say Whole
What they can see? Draw pupils’ attention to the class

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 car,
1b: a van.
Step 2: Play the recording of the first sentence for pupils to Individual
listen, saying Now listen, please! Ask pupils what they work
have heard and circled, saying What did you hear? Did
you hear “This is a car” or “This is a van”? Yes, it said
“This is a van”. You circle the letter b. If some pupils
9


say “This is a car”, let them listen to the recording
again, saying "Now listen again, please! Play the
recording and ask What did you hear? Did you hear
“This is a car” or “This is a van”? Yes, “This is a van”.
Circle the letter b. So b is the correct answer.
Step 3: Follow the same procedure with the pictures in Individual
Question 2. Before playing the recording, say Are you work
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 Individual
the pictures and say what they have heard. If they said work
correct words, praise them, saying Well done! or Very
good!
Step 5: Audio script: 1. This is a van. 2. This is a village.
Whole
Answers:

1. b 2. a

5. Look and write. 8 minutes
Step 1: Have pupils look at the letter V (upper case) and
v (lower case). Remind them how to write it.
Step 2: Give pupils time to write the letter V/v independently,
saying Now write the letter V/v with your pencil. You
can demonstrate by air writing of the letter V/v 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
things in the pictures (e.g. What’s this? 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.
10

class
Whole
class
Individual
work

Pair work

Whole
class


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:

Wrap – up

Individual
work

Whole
class/
Individual
work
- For weaker pupils, have them do Activity 3, Unit 8 in Whole
their workbooks.
class/
- For better pupils, have them do Activity 4, Unit 8 in Individual
their workbooks.
work

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 circle
and say about them, e.g. village, van, volleyball.
Encourage better pupils to use learnt structures e.g.
This is a van; This is a village, ...
Option 3

Individual
To reinforce the vocabulary, get pupils to do Activity 1, work
Unit 8 in their workbooks.

TIẾNG ANH 2
LESSON PLAN
11


School:

Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 8. In the village
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- use “Can you draw a ____?” “ Yes, I can. / No, I can’t.”
to identify someone’s ability.
- sing a song with the structure “Can you draw a ____?”

II. INPUT

Language:
- Can you draw a ____?
Resources/Material:

- Student’s book, page 36
- hoclieu.vn
- Teacher’s guide, pp. 70 - 72
- Workbook, page 27
- Pictures/Slides of animals for Warm-up
- Computer, projector

12


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 35.
- 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 things
they have learnt.
- Ask them to recall and name the place/ things
(e.g. village, van, volleyball, road , ...). Encourage
better pupils to say more words of things if they
can.
Option 3
- Invite one or two pupils to write the letter V/v
on the board.
- Get better pupils to say words that contain the
sound of the letter V/v (e.g. village, van,
volleyball, violin, vase ...).
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. village, van, volleyball,... ) and
the pupils write down.
- Check the mistakes of words then ask pupils to
read aloud.
- Give the winner the stars.
13

Whole class

Whole class

Individual
work

Group work


6. Listen and repeat. 5 minutes
Step 1: Have pupils look at the picture showing three Whole class
children standing at an easel.
One girl is saying “Can you draw a van?” The boy
is saying “Yes, I can.”. The other girl is saying
“No, I can’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 “Can you draw a van?” “Yes, I can. / work
No, I can’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 “Can you draw a van?” “Yes, I can. /
No, I can’t.”. Go around and correct
pronunciation to make sure pupils can repeat
the sentence correctly.
7. Let’s talk.

10 minutes

Step 1: Write Can you draw a _____? on the board. Whole class

Underneath the question, write Yes, I can. and
No, I can’t.
Have pupils look at the bubbles to understand
how the structure is used. Explain the meaning
of the structure.
Step 2: Have pupils look at the first picture. Say Look at Whole class
Picture 1, please! Point to the van and ask them,
saying Can you draw a van? Tell them that if they
can draw a van, the answer is “Yes, I can”; If they
14


cannot draw a van, they can answer “No,
I can’t”.
Step 3: Ask pupils to use the structure “Can you draw a Pair work/
_____?“ in the bubble and Picture 1 (a van) to Whole class
ask and answer about someone’s ability, e.g.
Can you draw a van? Yes, I can / No, I can’t. Get
them to repeat the sentence several times
individually
and
in
chorus.
Check
comprehension.
Step 4: Follow the same procedure with the other Pair work/
pictures. Make sure pupils understand the Whole class
structure “Can you draw a _____?“ 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
“Can you draw a _____?” with the picture cues.

Group/
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. “Can you draw a ____? Yes, I can./
No, I can’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 Can you draw a van?
and the answers “Yes, I can/ No, I can’t.”. Say
Now look at the first verse, please! Play the
15


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 and Whole class

third verses. 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
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 three-part singing. Devide the class into Group work
three groups and ask each group to sing one part
of the song.
Wrap – up

5 minutes
- Revise the main teaching point of the lesson: Whole class
the structure “Can you draw a ____? Yes, I can./
No, I can’t.” to identify someone’s ability.
Option 1
Ask pupils to show a flashcard of an animal or a Individual/
thing to the class and ask their friends, using Pair/ Group
“Can you draw a ____? Yes, I can/ No, I can’t.” work
Revise the main teaching point of the lesson: the

structure “Can you draw a ____? Yes, I can./
No, I can’t.” to identify someone’s ability.
16


Option 2
Have pupils do Activity 6, Unit 8 in their
workbooks.
Individual
Option 3
work
Show pupils the lyrics of the song with some
missing words, e.g.:
Individual
Can you draw a _______?
work
Yes, I can.
Group work
Can you draw a ________?
Yes, I can.
Can you draw a ________?
No, I can’t.
Then ask some advanced pupils to guess the
missing words and sing the complete song aloud.

17