GIÁO ÁN TIẾNG ANH LỚP 2 CẢ NĂM NXB GD

GIÁO ÁN TIẾNG ANH LỚP 2 CẢ NĂM NXB GD; GIÁO ÁN TIẾNG ANH LỚP 2 CẢ NĂM NXB GDGIÁO ÁN TIẾNG ANH LỚP 2 CẢ NĂM NXB GDGIÁO ÁN TIẾNG ANH LỚP 2 CẢ NĂM NXB GDGIÁO ÁN TIẾNG ANH LỚP 2 CẢ NĂM NXB GDGIÁO ÁN TIẾNG ANH LỚP 2 CẢ NĂM NXB GDGIÁO ÁN TIẾNG ANH LỚP 2 CẢ NĂM NXB GD

Teacher’s name: Week:

TIẾNG ANH 2 FUN TIME 1 LESSON 1 Time allocation: 1 period

I.

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

- identify the words pizza, kitten, popcorn, bike;

- recognize, spell and pronounce correctly the words

pasta, popcorn, pizza, kite, bike and kitten;

II INPUT Language:

-Sounds /p/ (letter p) and /k/ (letter k)

-Vocabulary: pasta, popcorn, pizza, kite, bike and kitten

Resources/Material:

- Student’s book, page 12

- Teacher’s guide, pp 21-23

- Website sachmem.vn

- Flashcards with letter p and k

- Flashcards with the pictures of the words Unit 1 and 2

- Computer, projector

PROCEDURE Warm-up – Find and circle the words Then say – Let’s play – Homelink

Procedure Teaching and learning activities manageme Classroom

nt Warm-up 5 minutes

Option 1: Revising the sounds and words

- Show flashcards: Show flashcards and

ask pupils to say: letters p, k, pasta, popcorn, pizza, kite, bike and kitten.

- Game: What’s missing?

Hide a flashcard, have pupils say themissing one

Option 2: Singing

- Give some pupils the flashcards of Unit 1 and Unit 2.

- Ask the whole class to sing the songs in

Unit 1 and Unit 2 together

- Have pupils with the flashcards stand upand show flashcards when they sing thewords they have

- Lead to Activity 1, Fun time 1

Whole class work

Individual work/ Groupwork

Individual workWhole class work

1 Find and circle the words Then say 12 minutes

Step 1 Have pupils look at each picture and say the

words Ask What do you see? Whole class workStep 2 Ask pupils to look at the word search, find

and circle the words in it individually

Explain how to do the task Find and circle the words in the word search Then say the words

Model with the first word if necessary Givefurther support to those pupils who find itdifficult to do the task

Whole class work

Individual work

Step 3 Have pupils exchange their answers in pairs

or groups Ask them to point to the words andsay them until they feel confident Go aroundand give further support to those pupils whofind it difficult to do the task

Pair work/ Group work

Step 4 Call some pupils to show the circled words Individual

and say them in front of the class.

If teacher uses sachmem.vn or slides, he/ she

can show the word search and call on one ortwo pupils to go to the board and point to thewords in the word search

Pupils from the teams take turns to write thewords

Group workWhole class work

2 Let’s play: Stand up! Sit down! 13 minutes

Step 1 Have all pupils sit down

Teacher holds up a flashcard and say a word

If the flashcard and the word are the same,pupils stand up; if not, pupils sit still Callsome pupils to say the correct word

Whole class work

Step 2 Model the position of the first flashcard

Instruct pupils to follow each position Helpthem practise this until they understand

Follow the same procedure with the otherflashcards

Whole class work

Individual work

Step 3 Have the whole class play the game Call two

pupils to be the observers of the game Hold

up the flashcards and have pupils play thegame

Whole class work

Step 4 Divide the class into two or four teams

Each team plays the game Give stars/points

Whole class

whole class to stand up/sit down.

Home link 5 minutes

- Have pupils say the letters b and c togetherwith the sounds /p/ (letter p) and /k/ (letter p)again

Write letter p and k on the board Ask pupils

to speak out all of the words they have learnt

with letter p, k

- Tell pupils to practise saying the letters,

sounds and words at home

Whole class work/

Individual work

Teacher’s name: Week:

TIẾNG ANH 2 FUN TIME 1 Lesson 2 Time allocation: 1 period

I.

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

- write the words pizza, kite, bike and pasta and complete the sentence structures:

The _ is yummy.

Is he/she _ (verb + _ing)?

Yes, he/she is / No, he/she isn’t.

II INPUT Language:

- Sounds /p/ (letter p) and /k/ (letter k)

- Vocabulary: pasta, popcorn, pizza, kite, bike and kitten.

- Structure: The _ is yummy., Is he/she _

(verb + -ing)? and Yes, he/she is / No, he/she isn’t.;

PROCEDURE Warm-up – Look, read and write – Let’s play – Homelink

Procedure Teaching and learning activities managemen Classroom

t Warm-up 5 minutes

Option 1:

Guessing game:

Do actions of eating pizza, eating popcorn, riding a bike, flying a kite, playing with a kitten for pupils to guess

Pupils say out loud the words when the seethe flashcards

Option 2:

- Have pupils play The Matching Game.

Stick the picture flashcards on the board

Write the words from Unit 1 and Unit 2 on

the board Call on some pupils to go to theboard and draw lines to match the wordsand the pictures

- Lead to Activity 3, Fun time 1.

Whole class work/

Individual work

Whole class work

Individual work

3 Look, read and write Then say aloud 13 minutes

Step 1 Have pupils read the words in the first

question, then say Read the words, please!

Have them look at the pictures and ask them

What can you see in the pictures? Have them

point to each picture and say the word (pizza,

kite, bike and pasta)

Whole class work

Individual work

Step 2 Have pupils spell the words pizza, kite, bike

and pasta then write on the small boards,

check their writing

Ask them to write the words on their books,

say Write the words, please!

Whole class work

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 correctanswers

KEY: 1 pizza 2 kite 3 bike 4 pasta

Whole class work

Individual work

Step 4 Show the pictures in Activity 3 on

sachmem.vn or on the screen Point to the

words randomly and call on some pupils toread the words in front of the class

Otherwise, show the flashcards and invitesome pupils to look at the flashcards and saythe words

Whole class work

Step 5 Have pupils say the completed sentences

aloud (say “Now say.”) Do this severaltimes, with pupils saying the sentences bothindividually and in chorus Correct theirpronunciation if necessary, and praise themwhen their pronunciation is good

Individual work / Pair work

Extensio

n

Ask pupils to work in groups and practisespeaking the words by drawing and guessingwith the words pasta, popcorn, pizza, kite,

bike in two minutes Then show their

pictures in front of the class Ask somepupils to go to the board, say and write thewords

Group work/Individual work

4 Let’s play: Spelling chain 12 minutes

Step 1 Have pupils look at the picture and read the

sentences, saying Let’s play: Spelling chain

Whole class work

Step 2 Give instruction: Divide the class into two

(or more) teams The team plays the gamestands in a circle Give a flashcard with thefirst letter written to the first team member

The rest of the team work together to spellthe word Take turns to say a letter, move in

a clockwise direction from the first pupil tothe last one It is done when all pupils in theteam say the word aloud A correctly spelledand pronounced word scores one point

Step 5 Ask the whole class to play the game if the

time allows This time pupils can point to

Whole class work

any pupil they like in class.

Extended activity:

If there is some time left, ask pupils to create

a chant with the sentences Ask them to saythe sentences and clap their handsresponsively

1 team say, the other team say responsively:

The pizza is yummy / Pizza, pizza, pizza

The pasta is yummy / Pasta, pasta, pasta

Is he flying a kite? / Yes, he is Yes, he is

Is she riding a bike? / Yes, she is Yes, she is

Whole class work

Home link 5 minutes

Option 1:

Show flashcards and have pupils say thewords Ask some pupils to make sentenceswith the words

Option 2:

Write incomplete sentences on the board(with pictures) Invite some pupils to go tothe board and write the letters to completethe sentences

The _ is yummy / (pizza)The _ is yummy / (pasta)

Is he flying a _? / (kite)

Is she riding a _? / (bike)

- Tell pupils to practise saying the words

and make sentences at home

Whole class work

Individual work

Teacher’s name: Week:

TIẾNG ANH 2 FUN TIME 2

LESSON 1 Time allocation: 1 period

I.

OBJECTIVE

S

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

- spell and pronounce the words question, square, quiz, fox, ox and box;

- recognize the words quiz, rainbow, square, box, road, fox, ox, sail and question while listening;

II INPUT Language:

-Vocabulary: question, square, quiz, fox, ox and box;

Option 1: Revising the sounds and words

- Show flashcards: Show flashcards and

ask pupils to say: square, box, fox, quiz.

- Game: Pass the ball.

Give flashcards for pupils to pass withthe music, then when the music stops,those who get the flashcards will say thewords

Option 2: Singing

- Give some pupils the flashcards square, box, fox, quiz.

- Ask the whole class to sing the songs in

Unit 5 and Unit 6 together

- Have pupils holding the flashcards stand

up and show flashcards when they singthe words they are holding

- Lead to Activity 1, Fun time 2

Whole class work

Individual work/group work

Individual workWhole class work

1 Rearrange the letters to make words Then say 12 minutes

Step 1 Have pupils look at each picture and say the

words Ask What do you see? Whole class workStep 2 Ask pupils to look at the pictures then

rearrange the letters to make words correctly

Then say

Explain how to do the task

Rearrange the letters to make words Then say

Model with the first word if necessary Give further support to those pupils who find it difficult to do the task

Whole class work

Individual work

Step 3 Have pupils exchange their answers in pairs or

groups Ask them to point to the words and saythem until they feel confident Go aroundand give further support to pupil who find it

Pair work/ Group work

difficult to do the task.

Step 4 Call some pupils to write the words on the

board, ask them to say in front of the class (asmany pupils do it as possible.), then practicespeaking in pairs

If teacher uses sachmem.vn or slides, he/she

can show the wordsearch and call on one ortwo pupils to go to the board and point to thewords in the wordsearch

Individual work/ Pair work

Extensio

n After the pupils find the words and pronouncethem, organize a short game Divide the class

into two teams Call on one pupil from eachteam to go to the board Call out a word andthe two pupils have to write them on the board

Give a point to each correct word Pupils fromthe teams take turns to write the words

Group workWhole class work

2 Let’s play: Bingo 13 minutes

Step 1 Give each pupil a bingo grid

Give instruction: ask pupils to write the words

from Units 3-6 (teacher writes on the board

for pupils to write in to their bingo grid 3 x 3:

sail, sand, sea, rainbow, river, boat, questions,square, quiz, box, fox, ox)

Individual work

Step 2 Model the game Instruct pupils to listen to the

words and cross out the words they have

Have them continue this activity until theycross out the words in a row or column

Follow the same procedure with the rest

Whole class work

Individual workStep 3 Have the whole class play the game Call 5

first pupils to be the winners of the game andpraise them

Ask pupils to say the words in their bingogrid

Whole class work

Home link 5 minutes

- Show the flashcards and have pupils saythe words again

Option 1:

Show flashcards and have pupils say thewords in groups (make a competition)

Option 2:

Have pupils guess what the next flashcard is

- Tell pupils to practise saying the letters,

sounds and words at home

Whole class work/

Individual work

Teacher’s name: Week:

TIẾNG ANH 2 FUN TIME 2 Lesson 2 Time allocation: 1 period

I.

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

- spell the words quiz, rainbow, square, box, fox, ox

- write the words quiz, fox, box and question and

complete the sentence structures:

What’s he/she doing? He’s/She’s _

Is there a _? Yes, there is./ No, there isn’t

II INPUT Language:

-Four sets of pictures as jigsaw puzzles: (1) a girl doing a quiz, (2) a fox, (3) a box and (4) a boy answering a question Underneath each picture is sentence structures with a gap for completion

PROCEDURE Guess and write Then say – Let’s play – Homelink

Procedure Teaching and learning activities Classroom manageme

nt Warm-up 5 minutes

Option 1:

Quick guessing game:

Show flashcards quickly for the pupils toguess what they are

Pupils raise hands then say out loud thewords when they see the flashcards

Option 2:

Have pupils play The Matching Game Stick

the picture flashcards on the board Write the

words quiz, fox, box, question on the board.

Call on some pupils to go to the board anddraw lines to match the words and thepictures

- Lead to Activity 3, Fun time 2.

Whole class work/

Individual work

Whole class work/

Individual work

3 Guess and write Then say 13 minutes

Step 1 Have pupils look at the pictures and ask them

What can you see in the pictures? Have thempoint to each picture and read the sentences

What’s the missing word? (quiz)

Whole classwork

Individual workStep 2 Have pupils spell the words quiz then write on

the small boards, check their writing

Call some pupils bring their boards to the board

to show their writing Praise the good writings

Do the same with the others

Whole classwork

Individual work

Step 3 Ask them to write the words on their books, say

Write the words, please!

Get pupils to check their answers in pairs Thenask some pairs to give their answers Givecomments and confirm the correct answers

KEY: 1 quiz 2 fox 3 box 4 question

Whole classwork

Individual work

Step 4 Show the pictures in Activity 3 on sachmem.vn Whole class

or on the screen Point to the words randomlyand call on some pupils to read the words infront of the class.

Otherwise, show the flashcards and invite somepupils to look at the flashcards and say thesentences

work

Step 5 Have pupils say the completed sentences aloud

(say “Now say.”) Do this several times, withpupils saying the sentences both individuallyand in chorus Correct their pronunciation ifnecessary, and praise them when theirpronunciation is good

Individual work /Pair work

Extensio

n Ask pupils to work in groups and practisespeaking the words by doing actions and

guessing with the words quiz, fox, box, question in five minutes Ask some pupils to

go to the board, do actions for other teams toguess

Group work/

Individual work

4 Let’s play: Spelling bee 12 minutes

Step 1 Say Let’s play: Spelling bee

Divide the class into two teams: Team A andTeam B

Have pupils look at the pictures and spell thewords

Whole classwork

Step 2 A pupil in Team A gets a picture, says the word

A pupil in Team B has to spell the wordcorrectly

Group work

Step 4 Have pupils take turns to play the game in

groups one by one

Support and give them help, when necessary

Group work

Step 5 Ask the whole class to play the game if the

time allows

Whole classwork

board and write the next letter, one by one,until it becomes a word.

Practise writing as many words as possible

Homelink 5 minutes

Option 1:

Show flashcards and have pupils say thewords Ask some pupils to make sentenceswith the words

Option 2:

Game: Hot seat

Ask a pupil to come to the front, the otherpupils will do the action for him/ her toguess

This game can be played in groups to bemore interesting

Whole class work

Individual work

Whole class work/

Group work

TIẾNG ANH 2 LESSON PLAN

School: _

_

School year:

REVIEW 1 Phil and Sue – Period 1

Date: _

I.

OBJECTIVE

S

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: pasta, pizza, kite, bike, kitten, sail, sea, rainbow, road

- Structures:

Is he/she _ (verb + –ing)? and Yes, he/she is /

No, he/she isn’t to ask and answer questions about

- Remind pupils of the names of the

topics they have learnt from Unit 1 to Unit 4.

Option 1

- Revise Units 1 to 4 topics by showing

pictures of a birthday party, a backyard,the seaside and the countryside

Encourage pupils to use the words andsentence structures that they learnt

- Say “Open your books at page 20 and look at Review 1, Phil and Sue.”

Stick some flashcards including some

pictures of the words from Units 1 to Unit 4 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 picture of the boy,

the girl and the speech bubbles Introduce

again the two new characters Phil and Sue

and help pupils identify them (their names, genders, …) by asking them some questions such as Who’s the boy? Who’s the girl?

What are they doing? Checkcomprehension

Whole class

Step 2: Have pupils look at Picture 1 (saying Look

at Picture 1, please!) and describe thepicture (Picture (1) shows Sue flying overthe countryside She sees Ba flying a kite

Sue is saying “Look! Ba’s flying a kite!”)

Whole class

Step 3: Play the recording several times for pupils

to listen and repeat the sentences in the

bubbles of picture 1, saying “Listen, point

to the sentence and repeat, please!”

Whole class

Step 4: Repeat the same procedure with Pictures 2,

3 and 4 Correct pronunciation, if necessary

Give further support to those pupils whofind it difficult to do the task

Whole class

Step 5: Play the recording of the whole story

several times and have pupils listen, point

to the speech bubbles and repeat until theyfeel confident Go around and o er help, ifffnecessary

Individual work

Step 6: Have pupils work in pairs to act out the

story Go around the class to o er help andffcorrect pupils’ pronunciation, if necessary

Pair work

Step 7: Invite a few pairs to act out the story for the

class Encourage them to use gestures, faceexpressions, … Observe and support pupilswhen needed

Individual work

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 bike

(say “Point to the word bike Say bike.”) Whole class

Step 3: Have pupils look again at the story and try

to find a bike in one of the pictures (say

“Look again Is there a bike in the story?”)

If there is a bike, pupils should circle theword/picture; if not, then they do not need

Whole classIndividual work

to circle the word/picture

Step 4: Ask pupils to look at the other pictures and

circle the words in the chain, saying “Useyour pencil to circle the words” Givepupils time to work Give further support tothose pupils who find it difficult to do thetask

Individual work

Step 5: Invite some pupils to show what they have

done Praise them if they have done well

Have the class say all of the words they have circled

Answers: pizza, rainbow, sea, kitten

Whole classIndividual work

Wrap-up: 5 minutes

Revise the main teaching point of the lesson

by asking pupils some questions about thestory

Whole class

Option 1

Using sachmem.vn, show the pictures of the

story without showing the text Have pupilstell the story from their memory

Option 3

Have pupils play Slap the board with the words from Units 1-4. Individual work

Group work

TIẾNG ANH 2 LESSON PLAN

School: _

_

School year:

Date: _

I.

OBJECTIVE

S

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: /p/ (letter p), /k/ (letter k), /s/ (letter s), and /r/ (letter r)

- Vocabulary: pasta, pizza, popcorn, kite, bike, kitten, sail, sea, sand, rainbow, road, river

Option 2

Have pupils play Hot seat to revise the

words they learnt in previous units Group work

Option 3

Have pupils play Pass the ball game Give

flashcards for pupils to pass with the music,then when the music stops, those who getthe flashcards will say the words

Whole classGroup work

1 Listen and tick 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

“river/ road/ pizza/ pasta/ sea/ sand”

Whole classIndividual workStep 2: Play the recording and ask pupils to listen

and tick the correct box (say “Listen and

tick”) Give further support to those pupils

who find it difficult to do the task Play the

recording again, if necessary (say “Listen again.”)

Whole classIndividual work

Step 3: Follow the same procedure with the pictures

of questions 2 and 3 Go around and o erffhelp, if necessary

Whole classIndividual workStep 4: Check the answers by asking “a or b?”

When pupils answer correctly, confirm by saying

“1a river”/“2b pasta”/ “3a sea” and encourage them to repeat

Whole class

Audio script: 1 river 2 pasta 3 sea

Answers: 1 a 2 b 3 a

Extension: Put the flashcards of Units 1-4 at different

places in the class Have pupils play ingroups of four Say one word, for example,

pasta, the pupils will try to run to the

flashcard “pasta” as fast as he/she could toslap 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 andsay.”) Invite some pupils to say the lettersand the sounds in front of the class

Whole class

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

circle the letters of the sounds (say “Listenand circle.”) Allow pupils time to completethe activity Play the recording again, ifnecessary (say “Listen again.”)

Individual work

Step 3: Check the answer to Question 1 by asking

“/s/ or/r/?” Invite some pupils to say thesounds they have heard When pupilsanswer correctly, confirm by saying “/s/.”

and encourage them to repeat

Individual work

Step 4: Repeat Step 3 for Questions 2, 3 and 4 Individual

work

Audio script: 1 s 2 r 3 p 4 k Extension: Divide pupils into groups Have them listen

to one sound, for example /s/, and in oneminute, pupils try to find out the words

contaning the sound /s/ such as sea, sun, sail, 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

“popcorn/ kitten/ sand/ rainbow”

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 theclass to o er support ff

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 correctanswers

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 tocomplete them

E.g: _ ite , _ iver, _izza, _opcorn, …

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 askthem to close their eyes Have them opentheir eyes again and say what words havebeen missing

Whole classGroup work

Option 2

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

Group workIndividual work

Group work

TIẾNG ANH 2 LESSON PLAN

REVIEW 1 Self check – Period 3

Date: _

I.

OBJECTIVE

S

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: pasta, pizza, popcorn, kite, bike, kitten, sail, sea, sand, rainbow, road, river

Procedure Teaching and learning activities Classroom

managemen t Warm-up 5 minutes

Option 1

- Have pupils sing one or two songs from

Units 1 - 4 to revise the words and

structures they have learnt If pupils do notremember the songs, play the recording forthem to sing along

Whole class

Option 2

Show pupils the lyrics of a chant or a song

from Units 1 - 4 with some missing words,

I can see a river.

A near the road

Then ask pupils to listen to the chant/songand fill in the blanks, then sing the completechant/song aloud

Whole classIndividual work

4 Read and tick 8 minutes

Step 1: Have pupils read and say the sentence

structure in Question 1 Let’s look at the river! (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 answercorrectly, confirm by saying “sand/river”

Whole class

Step 3: Have pupils read the sentence again and tick Individual

the correct box (say “Read and tick.”)Allow pupils time to complete the activity.

Give further support to those pupils whofind it difficult to do the task

work

Step 4: Check answers by saying “a or b.?” When

pupils answer correctly, confirm by saying “b

Let’s look at the river!” and encourage them

to repeat

Whole class

Step 5: Repeat Steps 1 to 4 for the sentence

structures in Question 2 Is she flying a kite?

and Question 3 I can see a road

Whole classIndividual work

Extension: Say aloud some sentences and have pupils

slap the suitable pictures Group work

5 Guess, read and circle Then say 8 minutes

Step 1: Draw pupils’ attention to Picture 1 and

encourage them to guess what is in the

picture (say “Look at Picture 1 Guess what

it is.”)

Whole class

Step 2: Have pupils read the two sentences

underneath Picture 1 (say “Look at and read the sentences.”)

Whole class

Step 3: Say “Circle the correct sentence.” and

allow pupils time to complete the activity Individual work

Step 4: Check answers by saying “a or b?” When

pupils answer correctly, confirm by saying

“a The pasta is yummy.” and encourage

them to repeat

Whole classIndividual workStep 5: Repeat Steps 1 to 4 for Picture 2 and Picture

Extension: Have pupils rearrange the sentences to

make meaningful sentence E.g:

a sail / I / can see (I can see a sail.)flying/ He’s/ a kite (He’s flying a kite.)

Group work

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 k_ _ _ on the board and encourage

pupils to complete the word When they

answer correctly, confirm by saying “kite”

and encouraging them to repeat

Whole class

Step 3: Repeat Step 2 for sea (s_ _), pizza (p_ _ _

_), pasta (p_ _ _ _) and road (r_ _ _).

Whole class

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

time to complete the activity Individual workStep 5: Check answers by inviting pupils to come to

the front and complete the words kite, sea, pizza, pasta and road on the board

Individual work

Extension: Show the pictures of some learnt words and

ask pupils to write the words on theirnotebooks Ask pupils to swap their answerswith other classmates Then check theanswers as a class

Whole classIndividual work

Wrap–up 5 minutes

Option 1: Write a letter, then pupils take

turn go to the board and write the nextletter, one by one, until it becomes a word

Practise writing as many words as possible

Group work

Option 2: Show flashcards and have pupils

say the words Ask some pupils to makesentences with the words

Individual work

Option 3: Write incomplete sentences on

the board (with pictures) Invite some pupils

to go to the board and write the letters tocomplete the sentences

E.g The picture of a plate of pasta and the

text: The _ is yummy

Individual workGroup work

TIẾNG ANH 2 LESSON PLAN

REVIEW 2 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: square, quiz, box, ox, juice, jelly, village, van

- Structures:

What’s he/ she doing? and He’s/ She’s _ (verb + –ing) to ask and answer questions about what

someone is doing

Is there a/an _? and Yes, there is./ No, there isn’t.

to ask and answer questions about whether or not something is present

Pass me the _, please and Here you are to make

and respond to a request

Can you draw a _? and Yes, I can./ No, I can’t to

ask and answer questions about ability

- Remind pupils of the names of the

topics they have learnt from Unit 5 to Unit 8.

Option 1

- Refresh pupils’ memory of Units 5 to 8

topics by showing pictures of aclassroom, a farm, a kitchen and avillage Encourage pupils to use thewords and sentence structures that theylearnt

- Say “Open your books at page 37 and look at Review 2, Phil and Sue.”

Stick some flashcards including some

pictures of the words from Unit 5 to Unit 8

on the board Write the words on the board

Have pupils match

Group work

1 Listen and read 15 minutes

Step 1: Draw pupils’ attention to the pictures (say

“Look at the pictures.”) Ask questions to

help them identify the context

Whole class

Step 2: Have pupils point to Picture 1 (say “Point

to Picture 1.”) Play the recording for

Picture 1 and encourage pupils to repeat

(say “Listen and repeat.”)

Whole class

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

several times and have pupils listen, point

to the speech bubbles and repeat until theyfeel confident Go around and o er help, ifffnecessary

Whole class

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

story Go around the class to o er help andffcorrect pupils’ pronunciation, if necessary

Group work

Step 6: Invite a few groups to act out the story for

the class Encourage them to use gestures,face expressions, … Observe and supportpupils when needed

Group work

Extension: For more advanced classes, have pupils

close their books and try to remember what

the characters are doing in each picture

Individual work

2 Look again and circle 8 minutes

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

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

Whole class

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

to find a quiz in one of the pictures (say

“Look again Is there a quiz in the story?”)

If there is a quiz, pupils should circle theword/picture; if not, then they do not need

to circle the word/picture

Whole classIndividual work

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

circle the words in the chain, saying “Useyour pencil to circle the words” Givepupils time to work Give further support tothose pupils who find it difficult to do thetask

Individual work

Step 4: Invite some pupils to show what they have

done Praise them if they have done well

Have the class say all of the words theyhave circled

Answers: juice, jelly, village, ox

Whole classIndividual work

Wrap-up: 5 minutes

Revise the main teaching point of thelesson by asking pupils some questionsabout the story

Whole class

Option 1

Using sachmem.vn, show the pictures of

the story without showing the text Havepupils tell the story from their memory

Whole class

Option 2

Show flashcards of the words that appear inthe story and have pupils say the words Individual work

Option 3

Have pupils play Slap the board with the words from Units 5-8. Individual work

Group work

TIẾNG ANH 2 LESSON PLAN

School: _

_

School year:

Date: _

I.

OBJECTIVE

S

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:

Using sachmem.vn, play the video of the

story in Lesson 1 Have pupils role play it

Group work

Option 2

Show flashcards of the letters q, x, j and v.

Have pupils say the letter names and theletter sounds

Whole classGroup work

Option 3

Have pupils play Hot seat to revise the

words they learnt in previous units Group work

1 Listen and tick 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 “jam/

jelly/ van/ volleyball/ square/ circle”

Whole classIndividual work

Step 2: Play the recording and ask pupils to listen

and tick the correct box (say “Listen and

tick”) Give further support to those pupils

who find it difficult to do the task Play the

recording again, if necessary (say “Listen again.”)

Whole classIndividual work

Step 3: Follow the same procedure with the

pictures of questions 2 and 3 Go aroundand o er help, if necessary.ff

Whole classIndividual workStep 4: Check the answers by asking “a or b?”.

When pupils answer correctly, confirm bysaying

“1a jam”/“2b volleyball”/“3a square” andencourage them to repeat

Whole class

Audio script: 1 jam 2 volleyball 3.

Answers: 1 a 2 b 3 a

Extension: Put the flashcards of Units 1-4 at different

places in the class Have pupils play ingroups of four Say one word, for example,

van, the pupils will try to run to the

flashcard “van” as fast as he/she could toslap 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 “Pointand say.”) Invite some pupils to say theletters and the sounds in front of the class

Whole class

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

circle the letters of the sounds (say “Listenand circle.”) Allow pupils time tocomplete the activity Play the recordingagain, if necessary (say “Listen again.”)

Individual work

Step 3: Check the answer to Question 1 by asking

“/k/ or/v/?” Invite some pupils to say the sounds they have heard When pupils answer correctly, confirm by saying “/k/.”

and encourage them to repeat

Individual work

Step 4: Repeat Step 3 for Questions 2, 3 and 4 Individual

work

Audio script: 1 q 2 j 3 x 4 v Extension: Divide pupils into groups Have them listen

to one sound, for example /v/, and in oneminute, pupils try to find out the words

contaning the sound /v/ such as van, village, 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 “fox/ question/ juice/ village”

Whole class

Step 2: Have pupils write the letters to complete

the words (say “Look and write.”) Allow

pupils time to complete the activity Goaround the class to o er support ff

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 correctanswers

Pair work

Step 4: Have pupils say the words (say “Now

Extension: Write incomplete words on the board and

have some pupils to write letters tocomplete them

E.g: _ an , _ am, _uice, _bo_ , …

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 theireyes again and say what words have beenmissing

Whole class

Option 2

Stick some picture cards on the board

Write the words on the board Have pupilsmatch

Group workIndividual work

Option 3

Have pupils play Pass the ball game Give

flashcards for pupils to pass with themusic, then when the music stops, thosewho get the flashcards will say the words

Individual work

TIẾNG ANH 2 LESSON PLAN

School: _

_

School year:

Date: _

I.

OBJECTIVE

S

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: question, square, quiz, box, fox, ox, juice, jelly, jam, village, van, volleyball

- Structures:

What’s he/she doing? and He’s/She’s _ (verb + – ing) to ask and answer questions about what someone

is doing

Is there a/an _? and Yes, there is./No, there isn’t

to ask and answer questions about whether or not something is present

Pass me the _, please and Here you are to make

and respond to a request

Can you draw a _? and Yes, I can./ No, I can’t to

ask and answer questions about ability

Option 1

- Have pupils sing one or two songs from

Units 5 - 8 to revise the words and structures

they have learnt If pupils do not rememberthe songs, play the recording for them to singalong

Whole class

Option 2

Show pupils the lyrics of a chant or a song

from Units 5 - 8 with some missing words,

e.g.:

Is there a fox? Is there a ?

Yes, there is Yes, there is.

There’s a in the box.

Is there an ox? Is there an _?

No, there isn’t No, there isn’t.

There isn’t an _on the farm.

Then ask pupils to listen to the chant/songand fill in the blanks, then sing the completechant/song aloud

Whole classIndividual work

Option 3

Have pupils play the game Mystery bag to

revise the sounds and words they learnt inprevious units

Group work

4 Read and tick 8 minutes

Step 1: Have pupils read and say the sentence

structures in Question 1 Is there a box? Yes,

Whole class

there is (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 pupilsanswercorrectly, confirm by saying “box/

book”

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 thequestion and answer

Whole class

Step 5: Repeat Steps 1 to 4 for the sentence

structures in Questions 2 and 3 Whole classIndividual

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 workStep 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

Extension: Have pupils rearrange the sentences to make

meaningful sentence E.g:

the sail / I / can see (I can see the sail.)flying/ He’s/ a kite (He’s flying a kite.)

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 v _ _ _ _ _ _ on the board and

encourage pupils to complete the word

When they answer correctly, confirm by

saying “village” and encourage them to

repeat

Whole class

Step 3: Repeat Step 2 for square (s _ _ _ _ _), box

(b _ _), juice (j _ _ _ _), jelly (j _ _ _ _) and volleyball (v _ _ _ _ _ _ _ _ _)

Whole class

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

to complete the activity

Individual workStep 5: Check answers by inviting pupils to come to

the front and complete the words village, square, box, juice, jelly and volleyball on the

board

Individual work

Extension: Show the picture of some learnt words and

ask pupils to write the words on theirnotebooks Ask pupils to swap their answerswith other classmates Then check theanswers as a class

Whole classIndividual work

Wrap–up 5 minutes

Option 1: Have pupils play Pass the ball

game Give flashcards for pupils to pass withthe music, then when the music stops, thosewho get the flashcards will say the words

Whole class

Option 2: Show flashcards and have pupils

say the words Ask some pupils to makesentences with the words

Individual work

Option 3: Write incomplete sentences on the

board (with pictures) Invite some pupils to

go to the board and write the letters tocomplete the sentences

E.g The picture of the jam and the text: Pass

me the _, please

Individual work

TIẾNG ANH 2