Giáo án Tiếng Anh lớp 2 - Unit 4: In the countryside

TIẾNG ANH 2
LESSON PLAN
School:

__________________
__
Grade:
__________________
__
Teacher: __________________
__

School
year:
Week:
Approved
by:

_________________
___
_________________
___
_________________
___

Unit 4. In the countryside
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 R/r (/ɑː(r)/).
- correctly pronounce the sound of the letter R/r (/r/) in
isolation and in the words rainbow, river and road.

1


II. INPUT

Language:

- Sound /r/
- Vocabulary: rainbow, river and road

Resources/Material:
- Student’s book, Page 17
- Teacher’s guide, pp. 31 - 33
- sachmem.vn
- Flashcards for Unit 4
- Flashcards/ pictures for Fun Corner
- Poster for Unit 4
- Computer, projector

2


III.
PROCEDURE

Procedur
e
Warm-up

Warm-up – Listen and repeat – Point and say – Fun
corner – Wrap-up

Teaching and learning activities
5 minutes

Option 1
- Refresh pupils’ memory of the previous
unit by playing a short vocabulary game
such as Matching game or Slap the board.
- Introduce the topic of the new unit by
showing a picture of the countryside. Find
out if pupils live or have been to the
countryside. What did they do? What did
they see? 
Option 2
Put pupils into teams and have them think of
as many words beginning with the letter S/s
as possible.
Option 3
Have one group of pupils sing the song on
page 16 in front of the class. The class claps
their hands.

3

Classroom
managemen
t

Whole class
Group work

Group work

Whole class
Group work


1. Listen and repeat.
10 minutes
Step 1: Draw pupils’ attention to the picture (say
“Look at the picture.”). Ask questions to help
them identify the context (The picture shows
the countryside. There is a rainbow, a river
and a road. On the road, there is a woman
riding a moped and a girl riding a bike.
Rainbow, river and road are labelled, with
the letter r in red.).
Step 2: Have pupils point to the letter R/r (say “Point
to the letter R.”). Explain that the name of
the letter R/r is different to its sound (say
“Listen. /ɑː(r)/ /r/.” 
Step 3: Play the recording of the name and sound of
the letter R/r and encourage pupils to repeat

(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 the rainbow (say “Look
at the rainbow.”). Then have them point to
the word rainbow (say “Point to the word
rainbow.”). Draw their attention to the colour
of the letter R/r (say “Look at the colour of
the letter r. It is red.”). 
Step 5: Play the recording of rainbow and
encourage pupils to repeat (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 6: Repeat Steps 4 and 5 for river and road. 

4

Whole class

Individual
work

Whole class
Individual
work

Whole class

Whole class
Individual
work

Whole class
Individual
work


Step 7: Play the recording in full and encourage
pupils to repeat the name and sound of the
letter R/r, rainbow, river and road both
individually and in chorus. 
Extension For better pupils, use the new and learnt
: vocabulary in Unit 3 (sea, sail, sand) and
Unit 4 (rainbow, river, road) to make simple
sentences, using the structure learnt in Unit
3: Let’s look at the ____!

Whole class
Individual
work
Individual
work

2. Point and say. 7
minutes

Step 1: Have pupils point to the letter R/r and
correctly pronounce its name and sound
(say “Point to the letter R. Say /ɑː(r)/. Now
say /r/.”) 
Step 2: Have pupils point to and correctly
pronounce the word rainbow (say “Point to
the rainbow. Say rainbow.”). 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 river and road.

Whole class

Whole class
Individual
work

Whole class
Individual
work

Step 4: Put pupils into pairs or groups for further Group/
practice of Steps 1 to 3. Go around the Pair work
class to offer help or correct pupils’
pronunciation, if necessary.
Fun corner: Board race 8 minutes

Step 1: Divide the class into teams (the number of Whole class

teams will depend on the number of words,
as each pupil should be holding a di fferent
beginning or ending). Give each team a set
5


of flashcards and tell them to share them
out so that each pupil has one card. Say
“You are going to play Board race.”  
Step 2: Tell each team to stand in a circle and hold Group work
up their flashcards, so that they can all see
what is written on them. 
Step 3: Explain that when you call out a word, e.g. Whole class
rainbow, the two pupils who are holding the
beginning and ending of the word must find
each other, run to the board and stick the
flashcards in the correct order. The fastest
pair wins one point. 
Step 4: Play the game. The team with the most Group work
points wins.
Wrap-up: 5 minutes

Revise the main teaching point of the Whole class
lesson: the sound of the letter r and the
words rainbow, river, road.
Option 1
Using sachmem.vn, have pupils look at the
things in the picture and repeat the words
after the recording.
Option 2

Using Poster for Unit 4, 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
Have pupils play Slap the board. For better
pupils, teacher may add some more words
from the previous units .

6

Whole class

Individual
work

Individual
work


7


TIẾNG ANH 2
LESSON PLAN
School:

__________________
__

School
year:

_________________
___

Grade:

__________________
__

Week:

_________________
___

Approved
by:

_________________
___

Teacher: __________________
__

Unit 4. In the countryside
Lesson 2 – Period 2
Date: _______________
I.

OBJECTIVES

By the end of the lesson, pupils will be able to:

- say the letter R/r, the sound of the letter R/r (/r/),
the words road, river, rainbow and say the sentence
structure There’s a _____. in a chant;
- listen and recognise the target words and the
structure There’s a _____.
- write the letter R/r and complete the words _oad,
_iver, _ainbow.

8


II. INPUT

Language:

III.
PROCEDURE

- Sound /r/
- Vocabulary: road, river, rainbow
- Phrases/sentences with the sound /r/ and the words
road, river, rainbow
Resources/Material:
- Student’s book, page 18
- sachmem.vn
- Teacher’s guide, pp. 33 - 35

- Workbook, pp. 13-14
- Flashcards to play games in Warm-up
- Computer, projector
Warm-up – Listen and chant – Listen and circle –
Look and write – Wrap-up

Procedur
Teaching and learning activities
e
Warm-up

Classroom
management

5 minutes

Option 1
- Ask pupils what letter and sound they Whole class
learnt in Lesson 1 (R/r, /r/) .
- Show pictures of the words that pupils
learnt in Lesson 1 (rainbow, river, road) and
encourage them to say the words in chorus.
More advanced classes can add other
words beginning with the letter R/r.

9


Option 2
Ask the class to play Board race again, Group work

using the words in Lesson 1, Unit 4 and
those in the previous units, saying Now let
us play Board race!
Option 3
Get pupils to play What’s Missing? Game, Group work
using the pictures and flashcards with the
incompleted words _ainbow, _iver and
_oad. 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 Whole class
have them point to the road (say “Look at
the picture. Point to the road.”).
Step 2: Say “There’s a road.” and encourage pupils Whole class
to repeat.
Step 3: Repeat Steps 1 and 2 for river and rainbow.

Whole class

Step 4: Play the recording of the chant to familiarize Whole class
pupils with the words and rhythm
(say “Listen.”).
Step 5: Have pupils point to each line of the chant Individual
(e.g. say “Point to line one.”). Play the work
recording of each line and encourage pupils Whole class
to
chant
(say “Listen and chant.”).

10


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. The
teams take it in turns to chant a line. The
whole class can clap along or do other
actions.
Extensio For better pupils, cover or omit some
n:
letters/words in the chant and have them
guess and say all the lines aloud. For
example:
R, r, road.
There’s a _oad.
R, r, river.
There’s a _iver.
R, r, rainbow.
There’s a _ainbow.
4. Listen and circle. 7 minutes

Step 1: Have pupils look at the pictures and say the
words (say “Point and say.”). When pupils
answer correctly, confirm by saying “river/
rainbow/ lake/ road”.
Step 2: Play the recording and allow pupils time to
complete the activity (say “Listen and

circle.”).

Whole class

Group work

Individual
work

Whole class

Individual
work

Step 3: Play the recording again, if necessary (say Individual
“Listen again.”).
work

11


Step 4: Check the answers by asking “a or b?” Whole class
When pupils answer correctly, confirm by Individual
saying
work
“1a. There’s a river.”/ “2b. There’s a road.”
and encourage them to repeat.
Audio script: 1. There’s a river. 2. There’s a
road.
Answers:

1. a 2. b
5. Look and write.

8 minutes

Step 1: Write the letter R (upper case) on the board Whole class
and say “R” (/ɑː(r)/).

Step 2: Write the letter R (upper case) on the board Whole class
again, but this time more slowly. Invite a few Individual
pupils to come to the front of the class and work
write the letter R (upper case) on the board.
Step 3: Repeat Steps 1 and 2 for r (lower case).

Step 4: Have pupils look at the writing grids (say
“Look and write.”). Allow pupils time to
complete the activity. Go around the class to
offer support and feedback.
Step 5: Draw pupils’ attention to the pictures and
labels (say “Look and write.”). Allow pupils
time to complete the activity. Go around the
class to offer support and feedback
Extensio - For weaker pupils, have them do Activity
3, Unit 4 in their workbooks.
n:
- For better pupils, have them do Activity 4,
Unit 4 in their workbooks.

12

Whole class
Individual
work
Individual
work
Individual
work

Individual
work


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. river, rainbow, ... Encourage better
pupils to use learnt structure There’s a
______.; I can see _____.; ...
Option 3
To reinforce the vocabulary, get pupils to
do Activity 1, Unit 4 in their workbooks.

Whole class

Individual
work

Individual
work

TIẾNG ANH 2
LESSON PLAN
School:

__________________
__

School
year:

_________________
___

Grade:

__________________
__

Week:

_________________
___

Approved
by:

_________________
___

Teacher: __________________
__

13


Unit 4. In the countryside
Lesson 3 – Period 3
Date: _______________

I.
OBJECTIVES

By the end of the lesson, pupils will be able to:

II. INPUT

- use the sentence structures What can you see? and
I can see a _____. to describe features of a scene.
- sing a song with the sentence structures What can
you see? and I can see a _____.
Language:

III.

PROCEDURE

- What can you see?
- I can see a _____.
Resources/Material:
- Student’s book, page 19
- sachmem.vn
- Teacher’s guide, pp. 35 - 37
- Workbook, page 15
- Picture cards for Let’s talk
- Computer, projector
Warm-up – Listen and repeat – Let’s talk – Let’s
sing – Wrap-up

Procedure

Teaching and learning activities

Warm-up
14

5 minutes

Classroom
management


Option 1
- Have pupils listen to the recording, then
sing the chant on Page 18.

- Select some better pupils to sing the
chant in front of class. The class listens to
them and claps hands along.
Option 2
- Invite one or two pupils to write the letter
R/r on the board.
- Get pupils to say words that contain the
sound of the letter R/r (from Lessons 1 &
2 and the learnt units: e.g. red,
running, ...).
Option 3
- Divide the class into 3-4 groups.
- Ask each group to nominate one pupil to
join the writing competition.
- Say a word ( e.g. river, rainbow,
road, ... ) and ask the pupils to write it
down.
- Check the mistakes (if any), then ask
pupils to read the words aloud.
- Give the winner(s) stickers or stars.
6. Listen and repeat. 5 minutes

Whole class
Individual
work
Individual
work

Individual/
Group work

Step 1: Draw pupils’ attention to the picture
Whole class
(say “Look at the picture.”). Say “There’s
a rainbow. I can see a rainbow.”
Step 2: Have pupils point to the sentences
Whole class
(say “Point to the sentences.”).
Step 3: Play the recording and encourage pupils Whole class
to repeat (say “Listen and repeat.”).
Step 4: 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.
15

Whole class
Individual
work


7. Let’s talk.

10 minutes

Step 1: Write What can you see? I can see a
rainbow. on the board and underline the
word rainbow. Have two pupils model the
question and answer for the class.

Step 2: Erase rainbow and replace it with road.
Nominate another two pupils to model the
question and answer for the class.
Step 3: Repeat Step 2 for river.

Whole class

Step 1: Draw pupils’ attention to the picture (say
“Look at the picture.”). Say “What can
you see?” and encourage pupils to
answer using the full sentence structure.

Whole class

Whole class
Pair work

Whole class
Pair work
Step 4: Erase river and leave the sentence Whole class
structures What can you see? and I can
see
a
_____.
on the board.
Step 5: Draw pupils’ attention to Picture a (say Whole class
“Look at Picture a.”).
Individual
Divide the class into two groups and work
encourage them to take turns asking and

answering What can you see? - I can see
a road. 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 Show the flashcards of Unit 2 and other
Pair work
learnt words. Ask pupils to work in pairs,
:
make questions and answers using
What can you see? - I can see a _____.
8. Let’s sing. 10 minutes

16


Step 2: Play the recording of the song to Whole class
familiarize pupils with the rhythm and
melody (say “Listen.”).
Step 3: Read the song line by line and encourage Whole class
pupils to repeat (say “Listen and repeat.”). Individual
work
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: Say “Let’s sing!” Play the recording line Whole class
by line and encourage pupils to sing
along.
Step 5: Have pupils work in groups to make up Group work
actions 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 structures What can you see?
- I can see a ___. to describe features of
a scene.
Option 1: Ask pupils to point to a school
thing in the classroom and ask their
friends, using “What can you see? - I can
see a ___.”
Option 2: Have pupils do Activity 6,
Unit 4 in their workbooks.
Option 3: Show pupils the lyrics of the
song with some missing words, e.g.:
What can you see?
I can see a ______.
A rainbow in the sky.
What ________?
I can see a river.
A ____ near the _____.
Then ask some advanced pupils to listen
to the song and fill in the blanks, then

17

Whole class

Pair work

Individual
work
Individual
work


sing the complete song aloud.

18