Global Success_Grade 2_Lesson plan Review 3_ Giáo án Review 3

TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

REVIEW 3
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: yogurt, yams, yo-yos, zoo, zebu, zebra,
sliding, riding, driving, grapes, cake, table

- Structures:
Do you like the _____? and Yes, I do./No, I don’t. to ask
and answer questions about likes and dislikes.
They’re _____ (verb + -ing). to say what other people are
doing.
The _____ is/are on the table. to talk about the position of
things.
Resources/Material:
- Student’s book, p. 54
- Teacher’s guide, pp. 107 - 108
- 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

- Revising the sounds and words of the topics Whole class
they have learnt from Unit 9 to Unit 12.
Option 1
- Revise Units 9 to 12 topics by showing pictures
of a grocery store, a zoo, a playground and a
café. Encourage pupils to use the words and
sentence structures that they learnt.
- Say “Open your books at page 54 and look at
Review 3, 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
Game What’s missing?
Hide a flashcard and have pupils say the
missing one.

1. Listen and read. 15 minutes
Step 1: Have pupils look at the pictures, ask some Whole class
questions to help them identify the context.
Draw pupils’ attention to Picture 1 (saying “Look
at Picture 1, please!”) and describe the picture.
(Picture (1) shows Phil, Peter and Lucy at a table.
On the table, there is a birthday cake, grapes,
and yogurt. Phil is saying “Today is Super Sue’s
birthday.” Lucy is saying “The cake is on the
table.” Peter is saying “And the grapes are on

the table, too.”).
2


Step 2: 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 3: 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 4: Play the recording of the whole story several Individual
times and have pupils listen, point to the speech work
bubbles and repeat until they feel confident. Go
around and offer help, if necessary.
Step 5: Have pupils work in pairs to act out the story. Go Pair work
around the class to offer help and correct pupils’
pronunciation, if necessary.
Step 6: 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
their books and try to remember some work
sentences that the characters say in the story.
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 appeared
in the story.

Whole class

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

Whole class

Step 3: Have pupils look again at the story and try to Whole class/
find grapes in one of the pictures (say “Look Individual
again. Are there grapes in the story?”). Check work
pupils’ answer. Let them circle the word/picture
of “grapes”.
Step 4: Ask pupils to look at the other pictures and circle
3

Individual


the words in the chain, saying “Use your pencil
to circle the words or pictures.”. Give pupils time
to work. Give further support to those pupils
who find it difficult to do the task.

work

Step 5: Invite some pupils to show what they have done. Whole class/
Praise them if they have done well. Have the Individual
class say all of the words they have circled.
work

Answers: grapes, yogurt, cake, riding
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
Show flashcards of the words that appear in the work
story and have pupils say the words.
Option 3
Individual
Have pupils play Slap the board with the words work/
from Units 9 - 12.
Group work

4


TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________

____________________

School year: ____________________
Week:
____________________
Approved by: ____________________

REVIEW 3
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: /j/ (letter Y/y), /z/ (letter Z/z), /aɪ/ (letter I/i),
and /eɪ/ (letter A/a)
- Vocabulary: yogurt, yams, yo-yos, zoo, zebu, zebra, sliding,
riding, driving, grapes, cake, table
- Structures:
Do you like the ____? and Yes, I do./ No, I don’t. to ask and
answer questions about likes and dislikes.
They’re ___ (verb + –ing). to say what other people are
doing.
The ___ is/ are on the table. to talk about the position of
things.

What do you want? and I want some _____. to ask and
answer questions about what someone wants to buy.
Resources/Material:
- Student’s book, p. 55
- Teacher’s guide, pp. 109 - 110
- hoclieu.vn
5


- Flashcards
- Computer, projector
III.
PROCEDURE

Warm-up – Listen and tick or cross – 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
Group work
Have pupils play Hot seat to revise the words
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 or cross. 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 “yo-yos/
cake/ ox/ sliding”.
Step 2: Have pupils look at Picture 1. Play the recording
and ask pupils to listen and tick or cross the box.
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, 3 and 4. Go around and offer help,
if necessary.
Step 4: Check the answers by asking “Tick or cross?”.
When pupils answer correctly, confirm by saying
6

Whole class/

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


“1. tick”/“2. tick”/ “3. cross”/“4. cross” and
encourage them to repeat.
Audio script: 1. A: What do you want?
B: I want some yo-yos.
2. The cake is on the table.
3. I like the zebra.
4. They’re riding bikes.
Answers: 1.√ 2.√ 3. X 4. X
Extension:

Put the flashcards of Units 9 - 12 at different Group work
places in the class. Have pupils play in groups of
four. Say one word, for example, ox, the pupils
will try to run to the flashcard “ox” 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 (/eɪ/, /j/, /z/, /aɪ/).
Step 2: Play the recording, ask pupils to listen and circle Individual
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 “/eɪ/ Individual
or /aɪ/?” Invite some pupils to say the sounds work
they have heard. When pupils answer correctly,
confirm by saying “/eɪ/” and encourage them to
repeat.
Step 4: Repeat Step 3 for Questions 2, 3 and 4.
Individual
work
Audio script: 1. a 2. y 3. z 4. i
Extension: Divide pupils into groups. Have them listen to
one sound, for example /eɪ/, and in one minute,
pupils try to find out the words containing the
sound /eɪ/ such as grapes, cake, table ... The
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group with the most correct words wins.
3. Write and say. 10 minutes
Step 1: Draw pupils’ attention to Picture 1, say “Look at Whole class
Picture 1”. Have pupils point and say the words
(say “Point and say.”). When pupils answer
correctly, confirm by saying “grapes/ yams/
driving/ zoo”.

Step 2: Have pupils write the letters to complete the
words (say “Look and write.”). Allow pupils time
to complete the activity. Go around the class to
offer support.
Step 3: Get pupils to check their answers in pairs. Then
ask some pairs to give their answers. Give
comments and confirm the correct answers.
Step 4: Have pupils say the words (say “Now say.”)
Extension:

Wrap-up

Individual
work

Pair work

Whole class
Divide the class into two or four teams. Call on Group work
one pupil from each team to go to the board.
Say out a word and the two/four pupils have to
write them on the board. Give a point to each
correct word. Pupils from the teams take turns
to write the words. The team with the most
points wins.
5 minutes
Option 1
Have pupils play Kim’s game. Stick flashcards
on the board. Have pupils look at the cards for
30 seconds. Then ask them to close their eyes.

Have them open their eyes again and say
what words have been missing.

Whole class/
Group work

Option 2
Group work/
Stick some picture cards on the board. Write the Individual
words on the board. Have pupils match.
work
Option 3
Have pupils play Whispering game to revise
the words from Units 9-12. Divide the class
8

Group work


into teams. Pupils are going to listen to the
word their friends whisper and then pass it to
the next pupil. The team wins if the last
person in the team can speak out the word
he/ she heard correctly.

9


TIẾNG ANH 2
LESSON PLAN

School:
Grade:
Teacher:

____________________
____________________
____________________

School year: ____________________
Week:
____________________
Approved by: ____________________

REVIEW 3
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: yogurt, yams, yo-yos, zoo, zebu, zebra,
sliding, riding, driving, grapes, cake, table
- Structures:
Do you like the _____? and Yes, I do./No, I don’t. to ask
and answer questions about likes and dislikes.

They’re _____ (verb + –ing). to say what other people are
doing.
The _____ is/are on the table. to talk about the position
of things.
What do you want? and I want some _____. to ask and
answer questions about what someone wants to buy.
Resources/Material:
- Student’s book, p. 56
- hoclieu.vn
- Teacher’s guide, pp. 110 - 111
- Flashcards
- Computer, projector
10


III. PROCEDURE

Procedure
Warm-up

Warm-up – Read and tick – Draw a zebra or a zebu. Then
ask your friend. – Write the words – Wrap-up
Teaching and learning activities

Classroom
management

5 minutes
Option 1
Whole class

- Give some pupils the flashcards sliding,
riding, driving, grapes, cake, table
- Ask the whole class to sing the songs in Unit
11 and Unit 12 together.
- Have pupils holding the flashcards stand up
and show flashcards when they sing the
words they are holding.
Option 2
Whole class/
Game Pass the ball
Individual
Give flashcards for pupils to pass with the work
music, then when the music stops, those who
get the flashcards will say the words.
Whole class /
Option 3
Group work /
Have pupils find and circle the words.
Individual
s r y z e b y
work
l
i o y c k o
i d t b a l y
d i a z k m o
i n b o e r s
n g l o n b u
g z e b r a u
Answers: sliding, riding, zebra, zebu, zoo, yams,
yo-yos, cake, table

4. Read and tick. 8 minutes
Step 1: Have pupils read and say the sentence
structure in Question 1: They’re sliding! (say
“Read and say.”)
Step 2: Have pupils look at the pictures underneath the
11

Whole class

Whole class


sentence structure (saying “Look at the pictures
in Question 1, please!") and say what they can
see. When pupils answer correctly, confirm by
saying “riding/ sliding”.
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 “1b.
They’re sliding.” and encourage them to repeat.
Step 5: Repeat Steps 1 to 4 for the sentence structures
in Questions 2 and 3.

Individual
work

Whole class

Whole class/
Individual
work

Extension: Say aloud some sentences and have pupils slap Group work
the suitable pictures.
5. Draw a zebra or a zebu. Then ask your friend. 8 minutes
Step 1: Have pupils draw a zebra or a zebu (say “Draw
a zebra or a zebu.”). Give pupils time to
complete the activity.
Step 2: Write Do you like the _____? on the board.
Underneath the question, write Yes, ____. and
No, ____. Revise the sentence structures in
front of the class .
Step 3: Have pupils work in pairs to look at the
drawings and practice asking and answering
questions about likes and dislikes. Go around
the class to offer support and feedback.
Extension: Have pupils rearrange the words to make
meaningful sentence. E.g:
you / Do / the / zoo / like/ ?
(Do you like the zoo?)
I / Yes / do /. (Yes, I do.)
don’t / I / No /. (No, I don’t.)

Individual
work

Whole class

Pair work

Group work

6. Write the words. 8 minutes
Step 1: Have pupils look at and describe the picture
12

Whole class


using the words they have learnt.
Step 2: Write s _ _ _ _ _ _ on the board and encourage
pupils to complete the word. When they
answer correctly, confirm by saying “sliding”
and encouraging them to repeat.
Step 3: Repeat Step 2 for riding (r _ _ _ _ _), zebra (z _
_ _ _), cake (c _ _ _), yogurt (y _ _ _ _ _) and
grapes (g _ _ _ _ _).
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

Whole class

Whole class

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 write 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 cake and the text:
The _____ is on the table.

13