Global Success_Grade 2_Lesson plan Unit 9_Giáo án Unit 9

TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 9. In the grocery store
Lesson 1 – Period 1
Date: _______________
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- correctly pronounce the name of the letter Y/y (/waɪ/);
- correctly pronounce the sound of the letter Y/y (/j/) in
isolation and in the words yogurt, yams and yo-yos.

II. INPUT

Language:

- Sound /j/
- Vocabulary: yogurt, yams, yo-yos
Resources/Material:
- Student’s book, p. 40
- Teacher’s guide, pp. 78 - 80
- hoclieu.vn
- Flashcards for Unit 9
- Flashcards for Warm-up
- Poster for Unit 9
- 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
Whole class

Refresh pupils’ memory of the previous unit by
having them sing the song from Unit 8, Lesson
3.
Option 2
Whole class
Introduce the topic of the new unit by showing
a picture of a grocery store. Ask pupils what
there is to buy in a grocery store.
Option 3
Group work
Ask pupils to play Matching Game, using
pictures/ cards and the words learnt in Unit 8.

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
grocery store. A mother and a son are
shopping. Yogurt, yams and yo-yos are labelled,
with the letter y in red.
Step 2: Have pupils point to the letter Y/y (say “Point to Individual work
the letter Y.”). Explain that the name of the
letter Y/y is different to its sound (say “Listen. /
waɪ/ /j/.”).
Step 3: Play the recording of the name and sound of Whole class/
the letter Y/y 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
2

necessary, and praise
pronunciation is good.

them when their

Step 4: Have pupils look at the yogurt (say “Look at the Individual work
yogurt.”). Then have them point to the word
yogurt (say “Point to the word yogurt.”). Draw
their attention to the colour of the letter y (say
“Look at the colour of the letter y. It is red.”).
Step 5: Play the recording of yogurt 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.
Whole class/
Step 6: Repeat Steps 4 and 5 for yams and yo-yos.
Individual work
Step 7: Play the recording in full and encourage pupils Whole class/
to repeat the name and sound of the letter Y/y, Individual work
yogurt, yams and yo-yos 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.
2. Point and say. 7 minutes
Step 1: Have pupils point to the letter Y/y and correctly Whole class

pronounce its name and sound (say “Point to
the letter Y. Say /waɪ/. Now say /j/.”).
Step 2: Have pupils point to and correctly pronounce Whole class/
the word yogurt (say “Point to the yogurt. Say Individual work
yogurt.”). 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 yams and yo-yos.
Individual work
Step 4: Put pupils into pairs or groups for further Group work/
3


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 (e.g. Group work
yogurt) to the first pupil in each line, they 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, they should call it out. A correct word

scores one point.
Group work
Step 3: Play the game.
Step 4: Count the points for each team and announce Group work
the winner. The team with the most points wins.
The winning team must say all three words
(yogurt, yams, yo-yos) aloud for the rest of the
class.
Wrap-up 5 minutes
Revise the main teaching point of the lesson: the Whole class
sound of the letter y and the words yogurt, yams,
yo-yos.
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 9, 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
4


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 /j/.

5


TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 9. In the grocery store
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- correctly pronounce the sound of the letter Y/y (/j/), the
words yo-yos, yams and yogurt and say the sentence
structure Can you see the _____? in a chant;
- recognize target words and sentence structures while
listening;
- write the letter Y/y and complete the words _ams, _ogurt
and _o-_os.
Language:
- Sound /j/
- Vocabulary: yams, yogurt, yo-yo
- Phrases/sentences with the sound /j/, the words yo-yos,
yams, yogurt, the sentence structure Can you see the
_____?
Resources/Material:
- Student’s book, p. 41
- hoclieu.vn
- Teacher’s guide, pp. 80-82
- Workbook, pp. 28-29
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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 (Y/y, /j/).
- Show pictures of the words that pupils learnt
in Lesson 1 (yogurt, yams, yo-yos) and
encourage them to say the words in chorus.
More advanced classes can add other words
beginning with the letter Y/y.
Option 2
Group work
Ask the class to play Whispers again, using the
words in Lesson 1, Unit 9 and those in the
previous units, saying Now let us play Whispers!
Option 3
Group work
Get pupils to play What’s Missing Game, using
the pictures and flashcards with the incomplete
words _o-_os, _ams, _ogurt. 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 yo-yos (say “Look at the
picture. Point to the yo-yos.”).
Step 2: Say “Can you see the yo-yos?” and encourage Whole class
pupils to repeat. To reinforce their
understanding, point to your eyes as you say
“see”.
Step 3: Repeat Steps 1 and 2 for yams and yogurt.
Whole class
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Step 4: Play the recording of the chant to familiarize
pupils with the words and rhythm (say
“Listen.”).
Step 5: Have pupils point to each line of the chant (say
“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 two teams. 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:
Y, y, yo-yos.
Can you see the _____?
Y, y, yams.
Can you see the _____ ?

Whole class

Individual
work/
Whole class
Whole class

Group work

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 “yo-yos/
tops/ milk/ yogurt”.
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 can see some yo-yos.”/“2b. I can see some
yogurt.” and encourage them to repeat.
Audio script: 1. I can see some yo-yos.
8

Individual
work
Whole class/
Individual
work

2. I can see some


yogurt.
Answers: 1. a 2. b
5. Look and write. 8 minutes
Step 1: Write the letter Y (upper case) on the board and Whole class
say “Y” (/waɪ/).
Step 2: Write the letter Y (upper case) on the board Individual
again, but this time more slowly. Invite a few work
pupils to come to the front of the class and
write the letter Y (upper case) on the board.
Step 3: Repeat Steps 1 and 2 for y (lower case).
Whole class/
Individual
work
Step 4: Have pupils look at the writing grids (say “Look Individual
and write.”). Allow pupils time to complete the work

activity. Go around the class to offer support
and feedback.
Step 5: Step 5: Draw pupils’ attention to the picture and Individual
labels (say “Look and write.”). Allow pupils time work
to complete the activity. Go around the class to
offer support and feedback.
Extension: - For weaker pupils, have them do Activity 3, Individual
Unit 9 in their workbooks.
work
- For better pupils, have them do Activity 4,
Unit 9 in their workbooks.
Wrap-up

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. yo-yos, tops, ...
Encourage better pupils to use learnt structures
e.g. I can see the yo-yos.; Let’s look at the
tops.; ...
Option

3

9

Individual


To reinforce the vocabulary, get pupils to do
Activity 1, Unit 9 in their workbooks.

10

work


TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 9. In the grocery store
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- use the sentence structures What do you want? and
I want some _____. to ask and answer questions about
what someone wants to buy in a grocery store.
- sing a song with the sentence structures What do you
want? and I want some _____.

II. INPUT

Language:
- What do you want? and I want some _____.
Resources/Material:
- Student’s book, p. 42
- hoclieu.vn
- Teacher’s guide, pp. 82 - 84
- Workbook, p. 30
- Computer, projector

III. PROCEDURE

Warm-up – Listen and repeat – Let’s talk – Let’s sing –
11

Wrap-up
Procedure
Warm-up

Teaching and learning activities

Classroom
management

5 minutes
Option 1
Whole class/
- Have pupils listen to the recording, then sing Individual
the chant on page 41.
work
- Select some better pupils to sing the chant in
front of class. The class listens to them and
claps hands along.
Option 2
Individual
- Invite one or two pupils to write the letter Y/y work
on the board.
- Get pupils to say words that contain the sound
of the letter Y/y (from Lessons 1 & 2 and the
learnt units).
Option 3
Individual
- Draw or show pictures of some yogurt, yams work
and yo-yos. Say “I can see some _____.” and
encourage pupils to complete the sentence

with “yogurt/ yams/ yo-yos”.

6. Listen and repeat. 5 minutes
Step 1: Draw pupils’ attention to the picture (say “Look
at the picture.”).
Step 2: Have pupils point to the sentences (say “Point to
the sentences.”).

Whole class
Individual
work

Step 3: Play the recording and encourage pupils to Whole class
repeat (say “Listen and repeat.”).
Step 4: Have pupils repeat several times both Whole class/
individually and in chorus. Correct their Individual
pronunciation if necessary, and praise them work
when their pronunciation is good.
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7. Let’s talk.

10 minutes

Step 1: Write What do you want? on the board. Whole class
Underneath the question, write I want some
yams. and underline the word yams.
Step 2: Draw pupils’ attention to Picture a (say “Look at Whole class
Picture a.”). Say “What do you want?” and

encourage them to answer “I want some yams.”
Step 3: Erase yams and repeat Steps 2 and 3 for Pictures Whole class
b and c.
Step 4: Have pupils work in pairs to look at each picture Pair work
and practise asking and answering questions
about what they want to buy in a grocery store.
Go around the class to offer support and
feedback.
Extension:

Invite some pupils to point to the pictures and
act out the exchanges in front of the class.

Pair work

8. Let’s sing. 10 minutes
Step 1: Draw pupils’ attention to the picture (say “Look Whole class
at the picture.”). Say “What do you want?” 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 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.
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
13


song for the class.
Wrap–up

5 minutes
Revise the main teaching point of the lesson: the Whole class
structures What do you want? and I want some
_____. to ask and answer questions about what
someone wants to buy in a grocery store.
Option 1: Ask pupils to act out the exchanges Whole class
using things in the classroom, e.g. What do you
want? I want some books.
Option 2: Have pupils do Activity 6, Unit 9 in
Individual
their workbooks.
work
Option 3: Show pupils the lyrics of the song with Individual
some missing words, e.g.:
work
Yo-yos and yogurt
I want some _____.
I want some _____.
Then ask some advanced pupils to guess the
missing words and sing the complete song
aloud.

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