Global Success_Grade 2_Lesson plan Review 4_ Giáo án Review 4

TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year: ____________________
Week:
____________________
Approved by: ____________________

REVIEW 4
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: eleven, thirteen, fourteen, fifteen, brother,
sister, grandmother, shirts, shoes, shorts, tent, teapot,
blanket
- Structures:
How old is your _____? and He’s/She’s _____ (age). to ask

and answer questions about someone’s age.
Where are the _____? and Over there. to ask and answer
questions about where things are.
Resources/Material:
- Student’s book, p. 71
- Teacher’s guide, pp.141 - 142
- hoclieu.vn
- Flashcards/Poster
- Computer, projector
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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 they Whole class
have learnt from Unit 13 to Unit 16.
Option 1
- Refresh pupils’ memory of Units 13 to 16 topics

by showing pictures of a maths class, a home,
a clothes shop and a campsite. Encourage
pupils to use the words and sentence structures
that they learnt.
- Say “Open your books at page 71 and look at
Review 4, 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 Unit 13 to Unit 16 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 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 Sue and Kate in a clothes shop.
They are talking to the shop assistant. Kate is
saying “I want some shirts. Where are they?”.
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The shop assistant is saying “Over there.”).

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 Step 2 for Pictures 2, 3 and 4.

Whole class

Step 4: Play the recording of the whole story several Whole class
times and have pupils listen, point to the speech
bubbles and repeat until they feel confident.
Go around and offer help, if necessary.
Step 5: Have pupils work in groups to act out the story. Group work
Go around the class to offer help and correct
pupils’ pronunciation, if necessary.
Extension: Invite a few pairs to act out the story for the Individual
class. Encourage them to use gestures, face work
expressions, … Observe and support pupils when
needed.
2. Look again and circle. 8 minutes
Step 1: Have pupils point to and say the word sixteen Whole class
(say “Point to the word sixteen. Say sixteen.”).
Step 2: Have pupils look again at the story and try to find Whole class/
sixteen in one of the pictures (say “Look again. Individual
Is there the word or picture ‘sixteen’ in the work
story?”). Explain that if there is ‘sixteen’, pupils
should circle the word/picture; if not, they do not
need to circle the word/picture.
Step 3: Ask pupils to look at the other pictures and circle Individual
the words in the chain, saying “Use your pencil to work

circle the words”. Give pupils time to work. Give
further support to those pupils who find it
difficult to do the task.
Step 4: Invite some pupils to show what they have done. Whole class/
Praise them if they have done well. Have the class Individual
3


say all of the words they have circled.
Answers: brother, shorts, fifteen, shirts

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
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 13-16.
Group work

4


TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year: ____________________
Week:
____________________
Approved by: ____________________

REVIEW 4
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: N/n (/n/), er (/ə(r)/), sh (/ʃ/), T/t (/t/)
- Vocabulary: eleven, thirteen, fourteen, fifteen, brother,
sister, grandmother, shirts, shoes, shorts, tent, teapot,
blanket
Resources/Material:
- Student’s book, p. 72
- Teacher’s guide, pp. 143-144
- hoclieu.vn
- Flashcards
- Computer, projector

5


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
Group work
Using hoclieu.vn, play the video of the story in
Lesson 1. Have pupils role play it.
Option 2
Whole class/
Show flashcards of the letters n, er, sh and t. Group work
Have pupils say the letter names and the letter
sounds.
Option 3
Group work
Have pupils play Hot seat to revise the words
they learnt in previous units.
1. Listen and tick or cross. 8 minutes
Step 1: Have pupils look at the pictures and say the Whole class/
words (say “Point and say.”). When pupils Individual
answer correctly, confirm by saying “thirteen/ work
shirts/ tent/ nineteen”.
Step 2: Have pupils look at the 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.

Whole class/

Individual
work

Whole class/
Individual
work

Step 4: Check the answers by asking “tick or cross?”. Whole class
When pupils answer correctly, confirm by
saying “1. tick”/“2. cross”/ “3. tick”/“4. cross”
and encourage them to repeat.
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Audio script:
1. A:
What
number
is
it?
B: It’s thirteen.
2. A: Where are the shorts?
B: Over there.
3. A: Is the blanket near the tent?
B: No, it isn’t. It’s in the tent.
4. A: How old is your sister?
B: She’s seventeen.
Answers: 1.√ 2. X
Extension:

3. √

4. X

Put the flashcards of Units 13 - 16 at different Group work
places in the class. Have pupils play in groups of
four. Say one word, for example, shorts, the
pupils will try to run to the flashcard “shorts” 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. (/n/; /t/; /ə/; /ʃ/ )
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 “/n/ Individual
or/ə/?” Invite some pupils to say the sounds work
they have heard. When pupils answer correctly,
confirm by saying “/n/” and encourage them to
repeat.
Step 4: Repeat Step 3 for Questions 2, 3 and 4.
Individual
work
Audio script: 1. n 2. t 3. er 4. sh
Extension: Divide pupils into groups. Have them listen to

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one sound, for example /t/, and in one minute,
pupils try to find out the words containing the
sound /t/ such as tent, teapot, ... The 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 “shorts/
grandmother/ eleven/ teapot”.
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
Write incomplete words on the board and have Individual
some pupils to write letters to complete them.
work
E.g: _ ent , _ oes, _broth_ _, _fiftee_ , …
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

Option 2
Group work/
Stick some picture cards on the board. Write Individual
the words on the board. Have pupils match.
work
Option 3
Individual
Have pupils play Pass the ball game. Give work
flashcards for pupils to pass with the music,
8


then when the music stops, those who get the
flashcards will say the words.

9


TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

REVIEW 4
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: eleven, thirteen, fourteen, fifteen, brother,
sister, grandmother, shirts, shoes, shorts, tent, teapot,
blanket
- Structures:
How old is your _____? and He’s/ She’s _____ (age). to ask
and answer questions about someone’s age.
Where are the _____? and Over there. to ask and answer
questions about where things are.
What number is it? and It’s _____. to ask and answer
questions about numbers.
Is the _____ near _____? and No, it isn’t. It’s _____. to ask
10


and answer questions about the position of things.
Resources/Material:
- Student’s book, p. 73
- hoclieu.vn
- Teacher’s guide, pp. 144 - 145
- Flashcards
- Computer, projector
III. PROCEDURE
Procedure
Warm-up

Warm-up – Read and tick – Find the words – 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
13 - 16 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 13 - 16 with some missing words, e.g.:
work
Is the ____ near the tent?
No, it isn’t. It’s in the ___.
Is the ____ near the tent?
No, it isn’t. It’s in the tent.
Is the ____ near the ____?
No, it isn’t. It’s on the table.
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 Mystery bag to revise

the sounds and words they learnt in previous
units.

4. Read and tick. 8 minutes
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Step 1: Have pupils read and say the sentence
structures in Question 1 Where are the shoes?
Over there. (say “Read and say.”)
Step 2: Have pupils look at the pictures underneath
the sentence structure (saying “Look at the
pictures in Question 1, please!") and say what
they can see. When pupils answer correctly,
confirm by saying “shoes/ shirts”.
Step 3: Have pupils read the sentence structures 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 “a”
and encourage them to repeat the question
and answer.
Step 5: Repeat Steps 1 to 4 for the sentence
structures in Questions 2 and 3.

Whole class

Whole class

Individual work

Whole class

Whole class/
Individual work

Extension: Say aloud some sentences and have pupils Group work
slap the suitable pictures.
5. Find the words. 8 minutes
Step 1: Draw pupils’ attention to the word search and
the list of eight words. Have them point to and
say each word (say “Point and say.”)
Step 2: Ask pupils to look at the word search, find and
circle the words in it individually. Allow pupils
time to complete the activity.
Step 3: Check answers by showing the word search grid
on the board and inviting pupils to come to the
front and circle the words.
Extension: Ask some advanced pupils to make sentences
with these words.
Have pupils rearrange the sentences to make
meaningful sentence. E.g:
shirts / Where / the / are / ?
(Where are the shirts?)
12

Whole class

Individual
work
Whole class

Individual
work


blanket / tent / Is / near / the / the ?
(Is the blanket near the tent.)
6. Write the words.

8 minutes

Step 1: Have pupils look at and describe the picture
using the words they have learnt.

Whole class

Step 2: Write sh_ _ _ _ on the board and encourage
pupils to complete the word. When they answer
correctly, confirm by saying “shirts” and
encourage them to repeat.
Step 3: Repeat Step 2 for fifteen (f _ _ _ _ _ _), eighteen
(e _ _ _ _ _ _ _), shorts (sh _ _ _ _), sister (s _ _ _
_ _) and teapot (t _ _ _ _ _).
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 shirts, fifteen,

eighteen, shorts, sister and teapot on the board.
Extension: Show the picture 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.

Whole class

Wrap-up

Whole class

Individual
work
Individual
work
Whole class/
Individual
work

5 minutes
Option 1: Have pupils play Pass the ball game. Whole class
Give flashcards for pupils to pass with the music,
then when the music stops, those who get the
flashcards will say the words.
Option 2: Show flashcards and have pupils say Individual
the words. Ask some pupils to make sentences work
with the words.
Option 3: Divide the class into two or four Individual
teams. Call on one pupil from each team to go work

to the board. Say out a word or a sentence and
the two/four pupils have to write them on the
board. Give a point to each correct
word/sentence. Pupils from the teams take
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turns to write the words. The team with the
most points wins.

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