Giáo án Tiếng Anh Lớp 2 (Sách Kết nối tri thức với cuộc sống) - Review 1

TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
REVIEW 1
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: 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 actions in progress.
Let’s look at the _____! to suggest doing something.
What can you see? and I can see a _____. to describe features of a scene. 
Resources/Material: 
Student’s book, page 20
Teacher’s guide, pp. 38 - 39 
sachmem.vn 
Flashcards/ Poster
Computer, projector
III. PROCEDURE
Warm-up – Listen and read – Look again and circle –
Wrap-up
Procedure
Teaching and learning activities
Classroom management
Warm-up
5 minutes
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 and sentence structures that they learnt.
Say “Open your books at page 20 and look at Review 1, 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 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? Check comprehension.
Whole class
Step 2:
Have pupils look at Picture 1 (saying Look at Picture 1, please!) and describe the picture. (Picture (1) shows Sue flying over the 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 who find 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 they feel confident. Go around and offer help, if necessary.
Individual work
Step 6:
Have pupils work in pairs to act out the story. Go around the class to offer help and correct 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, face expressions, Observe and support pupils when needed.
Pair 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:
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 the word/picture; if not, then they do not need to circle the word/picture. 
Whole class
Individual work
Step 4:
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 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 class
Individual 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 sachmem.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 1-4.
Individual work
Group work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
REVIEW 1
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: /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
Resources/Material: 
Student’s book, page 21
Teacher’s guide, pp. 40 - 41 
sachmem.vn 
Flashcards 
Computer, projector
III. PROCEDURE
Warm-up – Listen and tick – Listen and circle – Write and say – Wrap-up
Procedure
Teaching and learning activities
Classroom management
Warm-up
5 minutes
Option 1
Using sachmem.vn, play the video of the story in Lesson 1. Have pupils role play it.
Whole class
Pair work
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 get the flashcards will say the words.
Whole class
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 
“river/ road/ pizza/ pasta/ sea/ sand”. 
Whole class
Individual 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 class
Individual work
Step 3:
Follow the same procedure with the pictures of questions 2 and 3. Go around and offer help, if necessary.
Whole class
Individual work
Step 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 in groups of four. Say one word, for example, pasta, the pupils will try to run to the flashcard “pasta” 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.
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 “/s/ or/r/?” Invite some pupils to say the sounds they have heard. When pupils answer 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 one minute, 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 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: _ 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 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
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 Whispering game to revise the words from Units 1-4. Divide the class into teams. Pupils are going to listen to the message their friends whisper and then pass the message to the next pupil. The team wins if the last person in the team can speak out the word he/she heard correctly.
Group work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
REVIEW 1
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: pasta, pizza, popcorn, kite, bike, kitten, sail, sea, sand, rainbow, road, river
Structures:
The ____ is yummy. to express this feeling about a particular food. 
- Is he/she _____ (verb + –ing)? and Yes, he/she is.
 / No, he/she isn’t. to ask and answer questions about actions in progress.
Let’s look at the _____! to suggest doing something.
What can you see? and I can see a _____. to describe features of a scene. 
Resources/Material: 
Student’s book, page 22
sachmem.vn
Teacher’s guide, pp. 41 - 42
Flashcards
Computer, projector
III. PROCEDURE
Warm-up – Read and tick – Guess, read and circle. 
Then say – 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 1 - 4 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 1 - 4 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 road. 
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 Missing flashcard 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 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 answer
correctly, confirm by saying “sand/river”. 
Whole class 
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.
Individual 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 class
Individual 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 class
Individual work
Step 5:
Repeat Steps 1 to 4 for Picture 2 and Picture 3.
Whole class
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 work
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 
Individual work
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. 
Whole class
Individual work
Wrap–up 5 minutes
Option 1: Write a letter, then pupils take turn go to the board and write the next letter, 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 make sentences 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 to complete the sentences. 
E.g. The picture of a plate of pasta and the text: The _____ is yummy. 
Individual work
Group work