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

Global Success là bộ sách giáo khoa Tiếng Anh được biên soạn dựa trên Chương trình giáo dục phổ thông môn tiếng Anh (Ban hành kèm theo Thông tư số 322018TTBGDĐT ngày 26 tháng 12 năm 2018 của Bộ trưởng Bộ Giáo dục và Đào tạo) và Khung năng lực ngoại ngữ 6 bậc dùng cho Việt Nam của Bộ Giáo dục và Đào tạo.

TIẾNG ANH 2 LESSON PLAN

School: School year:

Teacher: Approved by:

REVIEW 4 Phil and Sue – Period 1

Date: _

I OBJECTIVES 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.

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

Resources/Material:

- Student’s book, p 71

- Teacher’s guide, pp.141 - 142

- hoclieu.vn

- Flashcards/Poster

- Computer, projector

III PROCEDURE Warm-up – Listen and read – Look again and circle –

Wrap-up

management Warm-up 5 minutes

- Remind pupils of the names of the topics they

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.”

Whole class

Option 2

Have pupils play a game (e.g Slap the board,

Pelmanism) with the words they have learnt in

the previous units

Group work

Option 3

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

Group work

1 Listen and read 15 minutes

Step 1: Have pupils look at the pictures, ask some

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?”

Whole class

The shop assistant is saying “Over there.”)

Step 2: Play the recording several times for pupils to

listen and repeatthe sentences in the bubbles of

Picture 1, saying “Listen, point to the sentence

and repeat, please!”.

Whole class

Step 3: Repeat Step 2 for Pictures 2, 3 and 4 Whole class Step 4: Play the recording of the whole story several

times and have pupils listen, point to the speech

bubbles and repeat until they feel confident

Go around and offer help, if necessary

Whole class

Step 5: Have pupils work in groups to act out the story

Go around the class to offer help and correct

pupils’ pronunciation, if necessary

Group work

Extension: Invite a few pairs to act out the story for the

class Encourage them to use gestures, face

expressions, … Observe and support pupils when

needed

Individual work

2 Look again and circle 8 minutes

Step 1: Have pupils point to and say the word sixteen

(say “Point to the word sixteen Say sixteen.”).

Whole class

Step 2: Have pupils look again at the story and try to find

sixteen in one of the pictures (say “Look again

Is there the word or picture ‘sixteen’ in the

story?”) Explain that if there is ‘sixteen’, pupils

should circle the word/picture; if not, they do not

need to circle the word/picture

Whole class/ Individual work

Step 3: Ask pupils to look at the other pictures and circle

the words in the chain, saying “Use your pencil to

circle the words” Give pupils time to work Give

further support to those pupils who find it

difficult to do the task

Individual work

Step 4: Invite some pupils to show what they have done

Praise them if they have done well Have the class

Whole class/ Individual

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

asking pupils some questions about the story

Whole class

Option 1

Using hoclieu.vn, show the pictures of the story

without showing the text Have pupils tell the

story from their memory.

Whole class

Option 2

Show flashcards of the words that appear in the

story and have pupils say the words

Individual work

Option 3

Have pupils play Slap the board with the words

from Units 13-16.

Individual work/ Group work

TIẾNG ANH 2 LESSON PLAN

School: School year:

Teacher: Approved by:

REVIEW 4 Self check – Period 2

Date: _

I OBJECTIVES 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

II INPUT 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

III PROCEDURE Warm-up – Listen and tick or cross – Listen and circle –

Write and say – Wrap-up

Procedure Teaching and learning activities Classroom

management Warm-up 5 minutes

Option 1

Using hoclieu.vn, play the video of the story in

Lesson 1 Have pupils role play it.

Group work

Option 2

Show flashcards of the letters n, er, sh and t.

Have pupils say the letter names and the letter sounds

Whole class/ Group work

Option 3

Have pupils play Hot seat to revise the words

they learnt in previous units

Group work

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 “thirteen/

shirts/ tent/ nineteen”

Whole class/ Individual work

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.”)

Whole class/ Individual work

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 Step 4: Check the answers by asking “tick or cross?”.

When pupils answer correctly, confirm by saying “1 tick”/“2 cross”/ “3 tick”/“4 cross”

and encourage them to repeat

Whole class

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 3 √ 4 X

Extension: Put the flashcards of Units 13 - 16 at different

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

Group work

2 Listen and circle 7 minutes

Step 1: Have pupils look at the pairs of letters and say

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/ )

Whole class

Step 2: Play the recording, ask pupils to listen and circle

the letters of the sounds (say “Listen and

circle.”) Allow pupils time to complete the

activity Play the recording again, if necessary

(say “Listen again.”).

Individual work

Step 3: Check the answer to Question 1 by asking “/n/

or/ə/?” Invite some pupils to say the sounds they have heard When pupils answer correctly, confirm by saying “/n/” and encourage them to repeat

Individual work

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

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

Picture 1” Have pupils point and say the words

(say “Point and say.”) When pupils answer correctly, confirm by saying “shorts/

grandmother/ eleven/ teapot”

Whole class

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

Individual work

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

Pair work

Step 4: Have pupils say the words (say “Now say.”) Whole class

Extension: Write incomplete words on the board and have

some pupils to write letters to complete them

E.g: _ ent , _ oes, _broth_ _, _fiftee_ , …

Individual work

Wrap-up 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

Stick some picture cards on the board Write the words on the board Have pupils match

Group work/ Individual work

Option 3

Have pupils play Pass the ball game Give

flashcards for pupils to pass with the music,

Individual work

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

TIẾNG ANH 2 LESSON PLAN

School: School year:

Teacher: 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

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 Warm-up – Read and tick – Find the words – Write the

words – Wrap-up Procedure Teaching and learning activities Classroom

management Warm-up 5 minutes

Option 1

- 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

Whole class

Option 2

Show pupils the lyrics of a chant or a song from

Units 13 - 16 with some missing words, e.g.:

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

Whole class/ Individual work

Option 3

Have pupils play the game Mystery bag to revise

the sounds and words they learnt in previous

units

Group work

4 Read and tick 8 minutes

Step 1: Have pupils read and say the sentence

structures in Question 1 Where are the shoes?

Over there (say “Read and say.”)

Whole class

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”

Whole class

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

Individual work

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

Whole class

Step 5: Repeat Steps 1 to 4 for the sentence

structures in Questions 2 and 3 Whole class/Individual work

Extension: Say aloud some sentences and have pupils

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.”)

Whole class

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

Individual work 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

Whole class

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?)

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

Whole class

Step 3: Repeat Step 2 for fifteen (f _ _ _ _ _ _), eighteen

(e _ _ _ _ _ _ _), shorts (sh _ _ _ _), sister (s _ _ _

_ _) and teapot (t _ _ _ _ _)

Whole class

Step 4: Say “Write the words.” and allow pupils time to

complete the activity

Individual work 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

Individual work

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/ Individual work

Wrap-up 5 minutes

Option 1: Have pupils play Pass the ball game.

Give flashcards for pupils to pass with the music,

then when the music stops, those who get the

flashcards will say the words

Whole class

Option 2: Show flashcards and have pupils say

the words Ask some pupils to make sentences

with the words

Individual work

Option 3: Divide the class into two or four

teams Call on one pupil from each team to go

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

Individual work