Global Success_Grade 2_Lesson plan Review 1_ Giáo án review 1

TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

REVIEW 1
Phil and Sue – Period 1
Date: _______________
I. OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- repeat and understand a short story
- identify and say the words they have learnt
Language:
- Vocabulary: pasta, pizza, kite, bike, kitten, sail, sea,
rainbow, road

- Structures:
Is he/she _____ (verb + –ing)? and Yes, he/she is. /
No, he/she isn’t. to ask and answer questions about
actions in progress.
Let’s look at the _____! to suggest doing something.
What can you see? and I can see a _____. to describe
features of a scene.
Resources/Material:
- Student’s book, page 20
- Teacher’s guide, pp. 38 - 39
- hoclieu.vn
- Flashcards/ Poster
- Computer, projector
1


III. PROCEDURE

Procedure
Warm-up

Warm-up – Listen and read – Look again and circle –
Wrap-up

Teaching and learning activities

Classroom
management

5 minutes

-

Remind pupils of the names of the topics Whole class
they have learnt from Unit 1 to Unit 4.
Option 1
- Revise Units 1 to 4 topics by showing
pictures of a birthday party, a backyard,
the seaside and the countryside.
Encourage pupils to use the words and
sentence structures that they learnt.
- Say “Open your books at page 20 and look
at Review 1, Phil and Sue.”
Option 2
Group work
Have pupils play a game (e.g. Slap the
board, Pelmanism) with the words they
have learnt in the previous units.
Option 3
Group work
Stick some flashcards including some
pictures of the words from Units 1 to Unit
4 on the board. Write the words on the
board. Have pupils match.
1. Listen and read. 15 minutes
Step 1: Have pupils look at the picture of the boy, the Whole class
girl and the speech bubbles. Introduce again
the two new characters Phil and Sue and help
pupils identify them (their names, genders, …)
by asking them some questions such as Who’s
the boy? Who’s the girl? What are they doing?

Check comprehension.
2


Step 2: Have pupils look at Picture 1 (saying Look at Whole class
Picture 1, please!) and describe the picture.
(Picture (1) shows Sue flying over the
countryside. She sees Ba flying a kite. Sue is
saying “Look! Ba’s flying a kite!”).
Step 3: Play the recording several times for pupils to Whole class
listen and repeat the sentences in the bubbles
of picture 1, saying “Listen, point to the
sentence and repeat, please!”
Step 4: Repeat the same procedure with Pictures 2, 3 Whole class
and 4. Correct pronunciation, if necessary.
Give further support to those pupils who find it
difficult to do the task.
Step 5: Play the recording of the whole story several Individual work
times and have pupils listen, point to the
speech bubbles and repeat until they feel
confident. Go around and offer help, if
necessary.
Step 6: Have pupils work in pairs to act out the story. Pair work
Go around the class to offer help and correct
pupils’ pronunciation, if necessary.
Step 7: Invite a few pairs to act out the story for the Pair work
class. Encourage them to use gestures, face
expressions, … Observe and support pupils
when needed.
Extension: For more advanced classes, have pupils close Individual work

their books and try to remember what the
characters are doing in each picture.
2. Look again and circle. 8 minutes
Step 1: Explain to pupils that they are going to look at
the four pictures and circle the words that
appeared in the story.

Whole class

Step 2: Have pupils point to and say the word bike
(say “Point to the word bike. Say bike.”).

Whole class

3


Step 3: Have pupils look again at the story and try to Whole class/
find a bike in one of the pictures (say “Look Individual work
again. Is there a bike in the story?”). If there is
a bike, pupils should circle the word/picture; if
not, then they do not need to circle the word/
picture.
Step 4: Ask pupils to look at the other pictures and Individual work
circle the words in the chain, saying “Use your
pencil to circle the words”. Give pupils time to
work. Give further support to those pupils who
find it difficult to do the task.
Step 5: Invite some pupils to show what they have
done. Praise them if they have done well. Have

the class say all of the words they have circled.
Answers: pizza, rainbow, sea, kitten

Whole class/
Individual work

Wrap-up: 5 minutes
Revise the main teaching point of the lesson by Whole class
asking pupils some questions about the story.
Option 1
Whole class
Using hoclieu.vn, show the pictures of the
story without showing the text. Have pupils
tell the story from their memory.
Option 2
Individual work
Show flashcards of the words that appear in
the story and have pupils say the words.
Option 3
Individual work/
Have pupils play Slap the board with the words Group work
from Units 1-4.

4


TIẾNG ANH 2
LESSON PLAN
School:
Grade:

Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

REVIEW 1
Self check – Period 2
Date: _______________
I. OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- recognise the sounds they have learnt;
- recognise the words they have learnt;
- listen for specific sounds and words.
Language:
- Sounds: /p/ (letter p), /k/ (letter k), /s/ (letter s), and
/r/ (letter r)
- Vocabulary: pasta, pizza, popcorn, kite, bike, kitten, sail,
sea, sand, rainbow, road, river

Resources/Material:
- Student’s book, page 21
- Teacher’s guide, pp. 40 - 41
- hoclieu.vn
- Flashcards
- Computer, projector

5


III. PROCEDURE

Warm-up – Listen and tick – Listen and circle – Write and
say – Wrap-up

Procedure

Teaching and learning activities

Warm-up

5 minutes

Classroom
management

Option 1
Whole class/
Using hoclieu.vn, play the video of the story in Pair work
Lesson 1. Have pupils role play it.

Option 2
Have pupils play Hot seat to revise the words Group work
they learnt in previous units.
Option 3
Whole class/
Have pupils play Pass the ball game. Give Group work
flashcards for pupils to pass with the music,
then when the music stops, those who get the
flashcards will say the words.
1. Listen and tick. 8 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/
road/ pizza/ pasta/ sea/ sand”.
Step 2: Play the recording and ask pupils to listen and
tick the correct box (say “Listen and tick”). Give
further support to those pupils who find it
difficult to do the task. Play the recording
again, if necessary (say “Listen again.”).
Step 3: Follow the same procedure with the pictures of
questions 2 and 3. Go around and offer help, if
necessary.
Step 4: Check the answers by asking “a or b?”. When
pupils answer correctly, confirm by saying
“1a. river”/“2b. pasta”/ “3a. sea” and
encourage them to repeat.
Audio script: 1. river 2. pasta 3. sea
6

Whole class/

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


Extension:

Answers: 1. a 2. b 3. a
Put the flashcards of Units 1-4 at different Group work
places in the class. Have pupils play in groups
of four. Say one word, for example, pasta, the
pupils will try to run to the flashcard “pasta” as
fast as he/she could to slap on the word.

2. Listen and circle. 7 minutes
Step 1: Have pupils look at the pairs of letters and say Whole class
the letter sounds in pairs (say “Point and say.”).
Invite some pupils to say the letters and the
sounds in front of the class.
Step 2: Play the recording, ask pupils to listen and Individual
circle the letters of the sounds (say “Listen and work
circle.”). Allow pupils time to complete the
activity. Play the recording again, if necessary
(say “Listen again.”).

Step 3: Check the answer to Question 1 by asking “/s/ Individual
or/r/?” Invite some pupils to say the sounds work
they have heard. When pupils answer
correctly, confirm by saying “/s/.” and
encourage them to repeat.
Step 4: Repeat Step 3 for Questions 2, 3 and 4.
Individual
work
Audio script: 1. s 2. r 3. p 4. k
Extension: Divide pupils into groups. Have them listen to
one sound, for example /s/, and in one minute,
pupils try to find out the words containing the
sound /s/ such as sea, sun, sail, ... The group
with the most correct words wins.
3. Write and say. 10 minutes
Step 1: Draw pupils’ attention to Picture 1, say “Look Whole class
at Picture 1”. Have pupils point and say the
words (say “Point and say.”). When pupils
answer correctly, confirm by saying “popcorn/
kitten/ sand/ rainbow”.
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Step 2: Have pupils write the letters to complete the Individual
words (say “Look and write.”). Allow pupils work
time to complete the activity. Go around the
class to offer support.
Step 3: Get pupils to check their answers in pairs. Then Pair work
ask some pairs to give their answers. Give
comments and confirm the correct answers.

Step 4: Have pupils say the words (say “Now say.”)
Whole class
Write incomplete words on the board and have Individual
Extension:
some pupils write letters to complete them.
work
E.g: _ ite , _ iver, _izza, _opcorn, …
Wrap-up

5 minutes
Option 1
Have pupils play Kim’s game. Stick flashcards Whole class
on the board. Have pupils look at the cards for Group work
30 seconds. Then ask them to close their eyes.
Have them open their eyes again and say what
words have been missing.
Option 2
Group work/
Stick some picture cards on the board. Write Individual
the words on the board. Have pupils match.
work
Option 3
Group work
Have pupils play Whispering game to revise the
words from Units 1-4. Divide the class into
teams. Pupils are going to listen to the
message their friends whisper and then pass
the message to the next pupil. The team wins if
the last person in the team can speak out the
word he/she heard correctly.

8


TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

REVIEW 1
Self check – Period 3
Date: _______________
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
– recognize the target words and sentence structures;
– write the learnt words.

II. INPUT

Language:
- Vocabulary: pasta, pizza, popcorn, kite, bike, kitten, sail,
sea, sand, rainbow, road, river
- Structures:
The ____ is yummy. to express this feeling about a
particular food.
- Is he/she _____ (verb + –ing)? and Yes, he/she is.
/ No, he/she isn’t. to ask and answer questions about
actions in progress.
Let’s look at the _____! to suggest doing something.
What can you see? and I can see a _____. to describe
features of a scene.
Resources/Material:
- Student’s book, page 22
- hoclieu.vn
- Teacher’s guide, pp. 41 - 42
- Flashcards
- Computer, projector
9


III. PROCEDURE

Procedure
Warm-up

Warm-up – Read and tick – Guess, read and circle.

Then say – Write the words – Wrap-up
Teaching and learning activities

Classroom
management

5 minutes
Option 1
Whole class
- Have pupils sing one or two songs from Units
1 - 4 to revise the words and structures they
have learnt. If pupils do not remember the
songs, play the recording for them to sing
along.
Option 2
Whole class/
Show pupils the lyrics of a chant or a song from Individual
Units 1 - 4 with some missing words, e.g.:
work
What can you see?
I can see a ______.
A rainbow in the sky.
What ________?
I can see a river.
A ____ near the road.
Then ask pupils to listen to the chant/ song and
fill in the blanks, then sing the complete chant/
song aloud.
Option 3
Group work

Have pupils play the game Missing flashcard to
revise the sounds and words they learnt in
previous units.

4. Read and tick. 8 minutes
Step 1: Have pupils read and say the sentence Whole class
structure in Question 1 Let’s look at the river!
(say “Read and say.”)
Step 2: Have pupils look at the pictures underneath Whole class
the sentence structure (saying “Look at the
pictures in Question 1, please!") and say what
10


they can see. When pupils answer correctly,
confirm by saying “sand/river”.
Step 3: Have pupils read the sentence again and tick
the correct box (say “Read and tick.”) Allow
pupils time to complete the activity. Give
further support to those pupils who find it
difficult to do the task.
Step 4: Check answers by saying “a. or b.?” When
pupils answer correctly, confirm by saying “b.
Let’s look at the river!” and encourage them to
repeat.
Step 5: Repeat Steps 1 to 4 for the sentence structures
in Question 2 Is she flying a kite? and Question
3 I can see a road.

Individual

work

Whole class

Whole class/
Individual
work

Extension: Say aloud some sentences and have pupils slap Group work
the suitable pictures.
5. Guess, read and circle. Then say. 8 minutes
Step 1: Draw pupils’ attention to Picture 1 and
encourage them to guess what is in the picture
(say “Look at Picture 1. Guess what it is.”).
Step 2: Have pupils read the two sentences
underneath Picture 1 (say “Look at and read
the sentences.”).
Step 3: Say “Circle the correct sentence.” and allow
pupils time to complete the activity.
Step 4: Check answers by saying “a or b?” When pupils
answer correctly, confirm by saying “a. The
pasta is yummy.” and encourage them to
repeat.
Step 5: Repeat Steps 1 to 4 for Picture 2 and Picture 3.
Extension: Have pupils rearrange the sentences to make
meaningful sentences. E.g:
a sail / I / can see (I can see a sail.)
flying/ He’s/ a kite (He’s flying a kite.)

Whole class

Whole class

Individual
work
Whole class/
Individual
work
Whole class
Group work

6. Write the words. 8 minutes
Step 1: Have pupils look at and describe the picture Whole class
11


using the words they have learnt.
Step 2: Write k_ _ _ on the board and encourage Whole class
pupils to complete the word. When they
answer correctly, confirm by saying “kite” and
encouraging them to repeat.
Step 3: Repeat Step 2 for sea (s_ _), pizza (p_ _ _ _), Whole class
pasta (p_ _ _ _) and road (r_ _ _).
Step 4: Say “Write the words.” and allow pupils time to
complete the activity.
Step 5: Check answers by inviting pupils to come to the
front and complete the words kite, sea, pizza,
pasta and road on the board
Extension: Show the pictures of some learnt words and
ask pupils to write the words on their

notebooks. Ask pupils to swap their answers
with other classmates. Then check the answers
as a class.
Wrap–up

Individual
work
Individual
work
Whole class/
Individual
work

5 minutes
Option 1: Write a letter, then pupils take turns Group work
going to the board and writing the next letter,
one by one, until it becomes a word. Practise
writing as many words as possible.
Option 2: Show flashcards and have pupils say Individual
the words. Ask some pupils to make sentences work
with the words.
Option 3: Write incomplete sentences on the Individual
board (with pictures). Invite some pupils to go work/
to the board and write the letters to complete Group work
the sentences.
E.g. The picture of a plate of pasta and the text:
The _____ is yummy.

12