Global Success_Grade 2_Lesson plan Unit 12_Giáo án Unit 12

TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 12. At the café
Lesson 1 – Period 1
Date: _______________
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- pronounce the sound of the letter A/a in isolation;
- say the words grapes, cake and table.

II. INPUT

Language:
- Sound /eɪ/

- Vocabulary: grapes, cake, table
Resources/Material:
- Student’s book, p. 51
- Teacher’s guide, pp. 101 - 103
- hoclieu.vn
- Flashcards for Unit 12
- Flashcards/pictures of food and fruit
- Flashcards/pictures of different categories for Fun Corner,
e.g. (1) object: table; (2) food: cake; (3) fruit: grapes;
- Poster for Unit 12
- 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

- Ask pupils to sing the song in Unit 11, Lesson 3
and make the gesture (e.g. expressing what you
are
doing
while
singing).
- Have some pupils demonstrate the song in
front of the class, the rest of the class listen to
them and clap their hands.
Option 2
- Ask some pupils to talk about the position of
things.
- Get some pairs of pupils to practise talking
about the position of things, using The ___ is/
are on the table.
Option
3
- Show pupils some pictures/ slides of things/
food/ fruit (grapes, cake, yogurt, jam, jelly, pizza,
popcorn, table, box …).
- Ask pupils some questions about the animals
(in Vietnamese), e.g. Do you like …? What food/
fruit do you like? Where is the cake?

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 A/a, the
words next to the thing/ food/ fruit and the
colour of the letter A/a.
Explain that the name of the letter A/a is
sometimes different to its sound (say “Listen.
2


/eɪ/ /æ/.”). Encourage pupils to say words
containing the sound /æ/, which they learnt in
Tieng Anh 1. Check comprehension.
Step 2: Ask pupils to point to the letter A/a. Have them Individual
listen and repeat the sound of the letter A/a work
more than once, if necessary (say “Point to the
letter A/a, listen and repeat, please!”).
Explain that the name of the letter A/a is
sometimes the same as its sound (say “Listen.
/eɪ/ /eɪ/.”)
Step 3: Tell pupils to point to the word grapes (say Whole class
“Point to the word grapes”). Ask them to listen
and repeat the word (say “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 cake and Whole class
the table. Correct pronunciation, if necessary.
Step 5: Play the recording again and have them listen, Whole class
point to the letter A/a and the words grapes,
cake and table 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 A/a and the words work
grapes, cake and table in front of the class,
saying “Excellent!” when they performed well.
Extension: For better pupils, use the new and learnt Individual
vocabulary about food and fruit (grapes, apples, work
cake, yogurt, jam, jelly, pizza, popcorn, …). Show
half hidden part of the flashcard for students
and ask "What's this?”.
Have students guess and answer the name of
the food and fruit.
3


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 A/a, the thing/ food/ fruit, if
necessary.
Step 2: Get them to point to the letter A/a and say it Whole class
(say “Point to the letter A/a and say, please!”).
Step 3: Let them point to the grapes in the picture and Individual
say the word grapes as a model (say “Point to work

the grapes and say “grapes”, please!”). Remind
them of the sound of the letter a in the word
grapes.
Step 4: Follow the same procedure with the food/ thing. Whole class
Go 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 A/a, the /Pair work
thing/food/ fruit, 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 say Individual
the sound of the letter and the words in front of work
the class. If they performed well, praise them,
saying “Good work!”.
Fun corner: Spell it! 8 minutes
Step 1: Divide the class into two teams. Say “You are
going to play Spell it game.".

Whole class

Step 2: Display three sets of flashcards showing the letters to

Group work

spell the words cake (C -A - K - E), table (T - A - B - L E) and grapes (G - R - A - P - E - S) Give pupils two
minutes to prepare.

Step 3: Divide the class into three teams. Give each Group work
4


team a set of flashcards.
Explain that all teams must spell a word using
their flashcards. A correct word scores one
point.
Step 4: Play the game. Remember to nominate a pupil Group work
from each team before spelling the word.
Step 5: Count the points for each team and announce Group work
the winner.
The team with the most points wins. The
winning team must then correctly pronounce all
of the words.
Wrap-up: 5 minutes
- Revise the main teaching point of the lesson:
the sound of the letter a and the words grapes,
cake, table.
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 12, 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.
Option 3

Using pictures and flashcards, get some pupils to
match the words grapes, cake, table and the
pictures. Then ask the class to say the words
aloud.

TIẾNG ANH 2
LESSON PLAN
5

Whole class

Whole class

Individual
work

Individual
work


School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:

Approved by:

____________________
____________________
____________________

Unit 12. At the café
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- say the letter A/a, the words grapes, cake, table and the
phrases/sentences containing /a/ and grapes, cake, table
in a chant;
- listen and identify the words grapes, cake, table;
- write the letter A/a and complete the words _rapes, _ake,
_able.

II. INPUT

Language:
- Sound /eɪ/
- Vocabulary: grapes, cake, table
- Phrases/sentences with the sound /eɪ/ and the words
grapes, cake, table

III. PROCEDURE

Resources/Material:

- Student’s book, p. 52
- hoclieu.vn
- Teacher’s guide, pp. 103- 105
- Workbook, pp. 37-38
- Flashcards to play games in Warm-up
- Computer, projector
Warm-up – Listen and chant – Listen and circle – Write and
say – Wrap-up

6


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 A/a and the words
grapes, cake and table.
Option 2

Whole class
Ask the class to play Spell it! game again, using
the words in Lesson 1, Unit 12 and those in the
previous units, saying “Now let us play Spell it!
game!”
Option 3
Whole class
Get pupils to play What’s Missing? Game, using
the pictures and flashcards with the
incompleted words _rapes, _ake and _able.
Pupils should guess the missing letters and say
the words correctly.
3. Listen and chant. 10 minutes
Step 1:

Have pupils look at the chant, saying “Look at
the chant, please!” Draw pupils’ attention to
the first verse and explain its meaning. Ask
them to pay attention to the letter A/a and the
words
grapes,
cake,
table.
Check
comprehension.

Whole class

Step 2:

Play the recording of the first verse for pupils
to listen and to get familiarized with the
rhythm, saying “Listen to the first verse,
please!” Then play the recording for them to
listen and repeat until they feel confident,
saying “Listen again and repeat, please!”.

Whole class

Step 3:

Follow the same procedure with the second
verse. Correct pronunciation, if necessary.

Whole class

7


Step 4:

Play the recording all the way through. Ask
pupils to listen and repeat the chant
individually and in chorus, saying Listen, chant
and clap your hands, please! Go around and
offer help, if necessary.

Whole class/
Individual
work

Step 5:

Select some pupils to the front of the class to
chant and clap their hands. The rest of the
class may sing the chant and clap their hands
along. If they sing the chant well, praise them,
saying “Great work!”.

Individual
work/
Whole 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:
A, a, ____.
A, a, ____.
He’s having a ___.
A, a, ______.
A, a, ______.
She’s having ______.

Individual
work/
Whole class

4. Listen and circle. 7 minutes

Step 1: Have pupils look at the pictures in Question 1 Whole class
and say “What they can see?” Draw pupils’
attention to the 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 boy is having a
cake, 1b: A boy is having apples.
Step 2: Play the recording of the first sentence for Individual
pupils to listen, saying “Now listen, please!” Ask work
pupils what they have heard and circled, saying
“What did you hear? Did you hear “He’s having
a cake.” or “He’s having apples.”? Yes, it said
“He’s having a cake.”. You circle the letter a”. If
8


some pupils say “He’s having apples.”, let them
listen to the recording again, saying “Now listen
again, please! Play the recording and ask “What
did you hear? Did you hear “He’s having a cake.”
or “He’s having apples.”? Yes, “He’s having a
cake.”. Circle the letter a. So a is the correct
answer.”
Step 3: Follow the same procedure with the pictures in
Question 2. Before playing the recording, say
“Are you 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 the pictures and say what they have heard. If
they said correct words, praise them, saying
“Well done!” or “Very good!”.
Step 5: Audio script: 1. He’s having a cake.
2. She’s having grapes.
Answers: 1. a 2. a

Individual
work

Individual
work

Whole class

5. Look and write. 8 minutes
Step 1: Have pupils look at the letter A (upper case) and Whole class
a (lower case). Remind them how to write it.
Step 2: Give pupils time to write the letter A/a Individual
independently, saying “Now write the letter A/a work
with your pencil”. You can demonstrate by air
writing of the letter A/a 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 Pair work
feedback. Ask pupils to work in pairs, swap and
check their answers. Give pupils time to work.
Go around and offer help, if necessary.

9


Step 4: Then have pupils look at the three pictures in Whole class
the activity. Ask some questions to help them
identify the thing and animals in the pictures
(e.g. What’s that? 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.
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:

- For weaker pupils, have them do Activity 3,
Unit 12 in their workbooks.
- For better pupils, have them do Activity 4,
Unit 12 in their workbooks.

Wrap-up

5 minutes
Option 1
Have pupils listen to the recording, then say the
chant again.

Option 2
Ask pupils to look at the pictures in 4. Listen and
circle and say about them, e.g. grapes, cake,
table. Encourage better pupils to use learnt
structures e.g. He’s having a ____;
She’s having____, ...
Option 3
To reinforce the vocabulary, get pupils to do
Activity 1, Unit 12 in their workbooks.

10

Individual
work

Whole class/
Individual
work
Whole class/
Individual
work

Whole class

Whole class

Individual
work

TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year: ____________________
Week:
____________________
Approved by: ____________________

Unit 12. At the café
Lesson 3 – Period 3
Date: _______________

I. OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- use The _____ is/are on the table. to talk
about the position of things
- sing a song with the structure The _____ is/are on the
table.
Language:
- The _____ is/are on the table.

Resources/Material:
- Student’s book, p. 53
- hoclieu.vn
- Teacher’s guide, pp. 105 - 106
- Workbook, p. 39
- Pictures/ Slides of thing/ food/ fruit for Warm-up
- 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
Whole class
- Have pupils listen to the recording, then sing
the chant on page 53.
- Select some better pupils to sing the chant in
front of class. The class listens to them and

claps hands along.
Whole class
Option 2
- Show pupils pictures/ slides of some food they
have learnt.
- Ask them to recall and name the food/ fruit
(e.g. grapes, apples, cake, yogurt, jam, jelly,
pizza, popcorn …). Encourage better pupils say
more words of food/ fruit if they can.
Option 3
- Invite one or two pupils to write the letter A/a Individual
work
on the board.
- Get pupils to say words that contain the sound
of the letter A/a (e.g. grapes, cake, table, ...)
Option 4
- Split class into 4 groups.
- Ask each group to nominate one pupil to join
the writing competition.
- Say a word ( e.g. grapes, cake, table,... ) and
the pupils write down.
- Check the mistakes of words then ask pupils to
read aloud.
- Give the winner the stars.

12

Group work

6. Listen and repeat. 5 minutes
Step 1: Have pupils look at the picture showing a table Whole class
with grapes and a cake on it. A girl and a boy
are pointing at the table.
The girl is saying “The cake is on the table.”.
The boy is saying “The grapes are on the
table.” 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 (say “Now listen
and repeat, please!”).
Step 3: Invite a few pupils to listen and repeat the Individual
sentences The cake is on the table; The grapes work
are on the table. 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 The cake is on the table; The grapes
are on the table. Go around and correct
pronunciation to make sure pupils can repeat
the sentence correctly.
7. Let’s talk.

10 minutes

Step 1: Write “The apple is on the table. on the board Whole class
and underline the word apple.”.Say “The apple
is
on

the
table”.
Have pupils look at the bubble to understand
how the structure is used. Explain the meaning
of the structure.
Step 2: Have pupils look at the first picture (say “Look Whole class
at Picture a, please!”). Point to the apple and
say “The apple is on the table.” Tell them that if
they want to talk about the position of
something they can say “The ___ is/ are on the
table.”.
13


Step 3: Ask pupils to use the structure “The ___ is/ are
on the table.” in the bubble and Picture 1 (an
apple) to talk about the position of things, e.g.
“The ___ is/ are on the table.”. Get them to
repeat the sentence several times individually
and in chorus. Check comprehension.
Step 4: Follow the same procedure with the other
pictures. Make sure pupils understand the
structure “Do you like the _____?” 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 “The
___ is/ are on the table.” with the picture cues.

Pair work/

Whole class

Pair work/
Whole class

Group work/
Pair work

Step 6: Select some pupils to practise the structure Pair work
they 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 Pair work
the board or around the classroom. Have pupils
point to and identify things/ food/ fruit in the
classroom. Encourage them to say as much as
they can, e.g. The ___ is/ are on the table.

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 sentences Look at the cake;
The cake is on the table. Say “Now look at the
first verse, please!”. Play the 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 Whole class

and third verses. Correct pronunciation and the
melody of the song, if necessary.
14


Step 3: Have pupils listen to the whole song, drawing
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
sing the song sentence by sentence first. Then
help them to sing the whole song. If there is
time, let them sing the song several times until
they feel confident.

Whole class

Group work/
Individual
work

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. Divide the class Group work
into 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:
the structure The ___ is/ are on the table. to
talk about the position of things.
Option 1
Ask pupils to draw a kind of food or fruit, show
them to the class and tell their friends, using
The ___ is/ are on the table. Revise the main
teaching point of the lesson: the structure The
___ is/ are on the table. to talk about the
position of things.
Option 2
Have pupils do Activity 6, Unit 12 in their
workbooks.
Option 3
Show pupils the lyrics of the song with some
missing words, e.g.:
15

Whole class

Individual/ Pair
work/ Group
work

Individual
work
Individual

work/
Group work


Look at the ___.
The ____ is on the ______.
Look at the _______.
The ________ are on the ______.
We’re having a ____.
We’re having _______.
Then ask some advanced pupils to guess the
missing words and sing the complete song
aloud.

16