Giáo án Tiếng Anh Lớp 2 (Sách Kết nối tri thức với cuộc sống) - Review 3

TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
REVIEW 3
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: yogurt, yams, yo-yos, zoo, zebu, zebra, sliding, riding, driving, grapes, cake, table
Structures:
Do you like the _____? and Yes, I do./No, I don’t. to ask and answer questions about likes and dislikes.
They’re _____ (verb + -ing). to say what other people are doing.
The _____ is/are on the table. to talk about the position of things. 
Resources/Material: 
Student’s book, p. 54
Teacher’s guide, pp. 107 - 108 
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
Revising the sounds and words of the topics they have learnt from Unit 9 to Unit 12.
Option 1
Revise Units 9 to 12 topics by showing pictures of a grocery store, a zoo, a playground and a café. Encourage pupils to use the words and sentence structures that they learnt.
Say “Open your books at page 54 and look at Review 3, 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
Game What’s missing?
Hide a flashcard and have pupils say the missing one. 
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 Phil, Peter and Lucy at a table. On the table, there is a birthday cake, grapes, and yogurt. Phil is saying “Today is Super Sue’s birthday.” Lucy is saying “The cake is on the table.” Peter is saying “And the grapes are on the table, too.”). 
Whole class
Step 2:
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 3:
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 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.
Individual work
Step 5:
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 6:
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 some sentences that the characters say in the story. 
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 grapes (say “Point to the word grapes. Say grapes.”). 
Whole class
Step 3:
Have pupils look again at the story and try to find grapes in one of the pictures (say “Look again. Are there grapes in the story?”). Check pupils’ answer. Let them circle the word/picture of “grapes”.
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 or pictures.”. 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: grapes, yogurt, cake, riding 
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 9-12.
Individual work
Group work
TIẾNG ANH 2
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
REVIEW 3
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: /j/ (letter Y/y), /z/ (letter Z/z), /aɪ/ (letter I/i), and /eɪ/ (letter A/a)
Vocabulary: yogurt, yams, yo-yos, zoo, zebu, zebra, sliding, riding, driving, grapes, cake, table
Structures:
Do you like the ____? and Yes, I do./ No, I don’t. to ask and answer questions about likes and dislikes.
They’re ___ (verb + –ing). to say what other people are doing.
The ___ is/are on the table. to talk about the position of things. 
What do you want? and I want some _____. to ask and answer questions about what someone wants to buy.
Resources/Material: 
Student’s book, p. 55
Teacher’s guide, pp. 109 - 110 
sachmem.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 sachmem, 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 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 “yo-yos/ cake/ ox/ sliding”. 
Whole class
Individual work
Step 2:
Have pupils look at 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. tick”/ “3. cross”/“4. cross” and encourage them to repeat. 
Audio script: 	1. A: What do you want? 
	 B: I want some yo-yos.
Whole class
	2. The cake is on the table.
	3. I like the zebra.
	4. They’re riding bikes. 
Answers: 1.Ö 2.Ö 3. X 4. X
Extension:
Put the flashcards of Units 9-12 at different places in the class. Have pupils play in groups of four. Say one word, for example, ox, the pupils will try to run to the flashcard “ox” 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 (/eɪ/, /j/, /z/, /aɪ/).
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 “/eɪ/ or /aɪ/?” Invite some pupils to say the sounds they have heard. When pupils answer correctly, confirm by saying “/eɪ/” and encourage them to repeat. 
Individual work
Step 4:
Repeat Step 3 for Questions 2, 3 and 4. 
Individual work
Audio script: 1. a 2. y 3. z 4. i 
Extension:
Divide pupils into groups. Have them listen to one sound, for example /eɪ/, and in one minute, pupils try to find out the words contaning the sound /eɪ/ such as grapes, cake, table ... 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 “grapes/yams/driving/zoo”. 
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:
Divide the class into two or four teams. Call on one pupil from each team to go to the board. Say out a word and the two/four pupils have to write them on the board. Give a point to each correct word. Pupils from the teams take turns to write the words. The team with most points wins.
Group 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 9-12. Divide the class into teams. Pupils are going to listen to the word their friends whisper and then pass it 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 3
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: yogurt, yams, yo-yos, zoo, zebu, zebra, sliding, riding, driving, grapes, cake, table
Structures:
Do you like the _____? and Yes, I do./No, I don’t. to ask and answer questions about likes and dislikes.
They’re _____ (verb + –ing). to say what other people are doing.
The _____ is/are on the table. to talk about the position of things. 
 What do you want? and I want some _____. to ask and answer questions about what someone wants to buy.
Resources/Material: 
Student’s book, p. 56
sachmem.vn
Teacher’s guide, pp. 110 - 111
Flashcards
Computer, projector
III. PROCEDURE
Warm-up – Read and tick – Draw a zebra or a zebu. Then ask your friend. – Write the words – Wrap-up
Procedure
Teaching and learning activities
Classroom management
Warm-up
5 minutes
Option 1
Give some pupils the flashcards sliding, riding, driving, grapes, cake, table
Ask the whole class to sing the songs in Unit 11 and Unit 12 together. 
Have pupils holding the flashcards stand up and show flashcards when they sing the words they are holding. 
Whole class
Option 2
Game Pass the ball
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
Individual work
Option 3
Have pupils find and circle the words. 
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Answers: sliding, riding, zebra, zebu, zoo, yams, yo-yos, cake, table
Whole class /
Group work /
Individual work
4. Read and tick. 8 minutes
Step 1:
Have pupils read and say the sentence structure in Question 1: They’re sliding! (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 “riding/ sliding”. 
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 “1b. They’re sliding.” and encourage them to repeat. 
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 slap the suitable pictures. 
Group work
5. Draw a zebra or a zebu. Then ask your friend. 8 minutes
Step 1:
Have pupils draw a zebra or a zebu (say “Draw a zebra or a zebu.”). Give pupils time to complete the activity.
Individual work
Step 2:
Write Do you like the _____? on the board. Underneath the
question, write Yes, ____. and No, ____. Revise the sentence structures in front of the class .
Whole class
Step 3:
Have pupils work in pairs to look at the drawings and practice asking and answering questions about likes and dislikes. Go around the class to offer support and feedback. 
Pair work
Extension:
Have pupils rearrange the words to make meaningful sentence. E.g: 
you / Do / the / zoo / like/ ? 
(Do you like the zoo?)
I / Yes / do /. (Yes, I do.)
don’t / I / No /. (No, I don’t.)
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 s _ _ _ _ _ _ on the board and encourage pupils to complete the word. When they answer correctly, confirm by saying “sliding” and encouraging them to repeat. 
Whole class
Step 3:
Repeat Step 2 for riding (r _ _ _ _ _), zebra (z _ _ _ _), cake (c _ _ _), yogurt (y _ _ _ _ _) and grapes (g _ _ _ _ _). 
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 to 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 cake and the text: 
The _____ is on the table. 
Individual work
Group work