Global Success_Grade 2_Lesson plan Unit 11_Giáo án Unit 11

TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 11. In the playground
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 I/i (/aɪ/);
- correctly pronounce the sound of the letter I/i (/aɪ/) in
isolation and in the words sliding, riding and driving.

II. INPUT

Language:

- Sound /aɪ/
- Vocabulary: sliding, riding, driving
Resources/Material:
- Student’s book, p. 48
- Teacher’s guide, pp. 95-97
- hoclieu.vn
- Flashcards for Unit 11
- Flashcards for Warm-up (a set of large flashcards showing
target words in verb + –ing form (including sliding, riding
and driving)
- Poster for Unit 11
- 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
having them sing the song from Unit 10, Lesson
3.
Option 2
Whole class
Refresh pupils’ memory of the previous unit by
showing pictures of different animals you can
see at the zoo (e.g. zebu, zebra, monkey, tiger,
snake). Encourage them to identify each animal
by saying “That’s a _____.” Say “Do you like the
____?” and encourage them to answer with
“Yes, I do./ No, I don’t.”
Option 3
Whole class
Introduce the topic of the new unit by showing
a picture of a playground. Ask pupils what they
like to do in the playground.

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
playground. A girl is driving a toy car. A boy is
riding a bike. Some other children are sliding.
Sliding, riding and driving are labelled, with the
letter i in red).
Step 2: Have pupils point to the letter I/i (say “Point to Individual work
the letter I.”). Explain that the name of the
letter I/i is the same as its sound (say “Listen.

/aɪ/ /aɪ/.”).
2


Step 3: Play the recording of the name and sound of Whole class/
the letter I/i 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
necessary, and praise them when their
pronunciation is good.
Step 4: Have pupils look at some children sliding (say Individual work
“Look at the children sliding.”). Then have them
point to the word sliding (say “Point to the
word sliding.”). Draw their attention to the
colour of the letter i (say “Look at the colour of
the letter i. It is red.”).
Step 5: Play the recording of sliding 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.
Step 6: Repeat Steps 4 and 5 for riding and driving.

Whole class/
Individual work

Step 7: Play the recording in full and encourage pupils Whole class/
to repeat the name and sound of the letter I/i, Individual work

sliding, riding and driving both individually and
in chorus.
Extension: Have pupils play Chinese whisper.
Group work
- Place pupils in 3 rows/ groups.
- Hand out picture/ cards of sliding, riding,
driving to the first pupil in each row.
- Have pupils in each row name the activity on
each picture/card to the classmate behind
them.
2. Point and say.

7 minutes

Step 1: Have pupils point to the letter I/i and correctly
pronounce its name and sound (say “Point to
the letter I. Say /aɪ/. Now say /aɪ/.”)
3

Whole class


Step 2: Have pupils point to and correctly pronounce Whole class/
the word sliding (say “Point to the word sliding. Individual work
Say sliding.”). 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 3: Repeat Step 2 for riding and driving.

Whole class/
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:

Action race 8 minutes

Step 1: Divide the class into two teams. Tell pupils to Group work
stand together in their teams.
Step 2: Explain that when you show pupils a flashcard, Group work
teams race to mime the action. The first team to
correctly mime the action wins one point.
Step 3: Play the game. The team with the most points Group work
wins.
Wrap-up: 5 minutes
Revise the main teaching point of the lesson: the Whole class
sound of the letter i and the words sliding,
riding, driving.
Option 1
Whole class
Using hoclieu.vn, have pupils look at the
activities in the picture and repeat the words
after the recording.
Option 2
Individual
Using Poster for Unit 11, ask pupils to point to work

the activities in the picture and say the words.
For better pupils, teacher may cover the words
and ask them to point to the activities and say
the words aloud.
4


Option 3
Individual
Using pictures and flashcards, get some pupils to work
match the words sliding, riding, driving and the
pictures. Then ask the class to say the words
aloud. For better class, teacher may use the
verbs that pupils have learnt, e.g. washing,
running.

5


TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:

Week:
Approved by:

____________________
____________________
____________________

Unit 11. In the playground
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- correctly pronounce the sound of the letter I/i (/aɪ/), the
words riding, driving, sliding and say the sentence
structure He’s/She’s/They’re _____ (verb + –ing). in a
chant;
- recognize target words and sentence structure while
listening;
- complete the words r_ding, dr_ving and sl_ding.

II. INPUT

Language:
- Sound /aɪ/
- Vocabulary: riding, driving, sliding
- Phrases/sentences with the sound /aɪ/, the words riding,
driving, sliding, the sentence structure He’s/She’s/They’re
_____ (verb + –ing).
Resources/Material:

- Student’s book, p. 49
- hoclieu.vn
- Teacher’s guide, pp. 97-99
- Workbook, pp. 34-35
6


III. PROCEDURE

- Computer, projector
Warm-up – Listen and chant – Listen and tick – Write and
say – 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 (I/i, /aɪ/).
- Show pictures of the words that pupils learnt in
Lesson 1 (sliding, riding, driving) and encourage

them to say the words in chorus. More
advanced classes can add other words that
contain the letter I/i.
Option 2
Group work
Ask the class to play Action race again, using the
words in Lesson 1, Unit 11 and those in the
previous units, saying “Now let us play Action
race!”
Option 3
Whole class
Ask the class to play Find the odd one out, using
the words in Lesson 1, Unit 11 and those in the
previous units, saying “Now let us play Find the
odd one out!”.
3. Listen and chant. 10 minutes
Step 1: Draw pupils’ attention to the picture and have Whole class
them point to the bike (say “Look at the picture.
Point to the bike.”).
Step 2: Say “She’s riding a bike.” and encourage pupils Whole class
to repeat. To reinforce their understanding,
mime riding a bike.
Step 3: Repeat Steps 1 and 2 for driving and sliding.
Whole class
Step 4: Play the recording of the chant to familiarize Whole class
7


pupils with the words and rhythm (say “Listen.”).
Step 5: Have pupils point to each line of the chant (e.g.

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 three 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:
I, I, riding.
She’s ______ a bike.
I, I, driving.
He’s ______ a car.

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 what
Whole class
the children are doing (say “Point and say. What
are they doing?”). When pupils answer correctly,
confirm by saying “sliding/playing
football/riding a bike/ driving a car”.
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 Individual
“Listen again.”).
work
Step 4: Check the answers by asking “a or b?” When Whole class
pupils answer correctly, confirm by saying
“1a. They’re sliding.”/“2a. She’s riding a bike.”
and encourage them to repeat.
Audio script: 1. They’re sliding. 2. She’s riding a bike.
8


Answers: 1. a 2. a
5. Write and say. 8 minutes
Step 1: Write the letter i (lower case) on the board and Whole class
say “i” (/aɪ/).
Step 2: Write the letter i (lower case) on the board again,
but this time is more slowly. Invite a few pupils to
come to the front of the class and write the letter
i (lower case) on the board.
Step 3: Draw pupils’ attention to the picture and labels

(say “Look and write.”). Allow pupils time to
complete the activity. Go around the class to
offer support and feedback.
Step 4: Have pupils say the words (say “Say the words.”).
Extension:

Wrap-up

- For weaker pupils, have them do Activity 3,
Unit 11 in their workbooks.
- For better pupils, have them do Activity 4,
Unit 11 in their workbooks.

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.

Whole class

Option 2
Whole class
Ask pupils to look at the pictures in 4. Listen and
circle and say about them, e.g. sliding, playing
football, ... Encourage better pupils to use learnt
structures e.g. They’re sliding.; The boys are
playing football.; ...
Option 3
To reinforce the vocabulary, get pupils to do
Activity 1, Unit 11 in their workbooks.

TIẾNG ANH 2
9

Individual
work


LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 11. In the playground
Lesson 3 – Period 3
Date: _______________

I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- use the sentence structure They’re _____ (verb + –ing).
to say what other people are doing.
- sing a song with the sentence structure They’re _____
(verb + –ing).

II. INPUT

Language:
- They’re _____ (verb + –ing).
Resources/Material:
- Student’s book, p. 50
- hoclieu.vn
- Teacher’s guide, pp. 99-101
- Workbook, p. 36
- Computer, projector

III. PROCEDURE

Warm-up – Listen and repeat – Let’s talk – Let’s sing –
Wrap-up
10


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 49.
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 I/i work
on the board.
- Get pupils to say words that contain the sound
of the letter I/i (from Lessons 1 & 2 and the
learnt units).
Option 3

Individual
- Draw or show pictures of activities sliding, work
riding, driving. Say “He’s/ She’s/ They’re
_____.” and encourage pupils to complete the
sentence with sliding, riding, driving.

6. Listen and repeat. 5 minutes
Step 1: Draw pupils’ attention to the picture (say “Look
at the picture.”). Say “They’re driving cars.”

Whole class

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

Individual
work

Step 3: Play the recording and encourage pupils to Whole class
repeat (say “Listen and repeat.”).
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
when their pronunciation is good.
7. Let’s talk.

10 minutes
11

Step 1: Write They’re driving. on the board and Whole class
underline the word driving. Say “They’re
driving.”
Step 2: Erase driving and replace it with sliding. Say Whole class
“They’re sliding.”
Step 3: Repeat Step 2 for riding.
Whole class
Step 4: Erase riding and leave the sentence structure Whole class
They’re _____. on the board.
Step 5: Draw pupils’ attention to Picture a (say “Look at Whole class/
Picture a.”). Say “What are they doing?” and Individual
encourage pupils to answer using the full work
sentence structure. 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 6: Repeat Step 5 for Pictures b and c.
Whole class/
Individual
work
Extension: Invite some pupils to play Charade in front of Whole class
class, miming actions of sliding, riding, driving.
8. Let’s sing. 10 minutes
Step 1: Draw pupils’ attention to the picture (say “Look Whole class
at the picture.”). Say “What are they doing?”
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
12


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
song for the class.
Wrap-up

5 minutes
Revise the main teaching point of the lesson: the Whole class
structure They’re _____ (verb + –ing). to say
what other people are doing.
Option 1: Get pupils to play Listen and clap. In Group work
groups, ask them to stand up and clap when
they hear “i” sound.
Option 2: Have pupils do Activity 6, Unit 11 in
Individual
their workbooks.
work
Option 3: Show pupils the lyrics of the song with Individual
some missing words, e.g.:
work

Riding bikes, _____ bikes.
They’re _____ bikes.
Driving cars, _____ cars.
They’re _____ cars.
Then ask some advanced pupils to guess the
missing words and sing the complete song
aloud.

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