Level
A2
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A2 · Unit 10 · Lesson Plan
Review and Reflection
Students look back on the A2 course — consolidating the key vocabulary, reading, and listening from the year, then reflecting on their progress and setting a clear goal for what comes next.
Lesson overview
What this lesson does
Unit 10 closes the A2 course. Rather than teaching new language, it helps students notice how much they can already do — pulling together the vocabulary and skills from Units 1–9, then turning that into reflection and a goal for next term.
By the end, students will be able to
- Recall and use key vocabulary from across the A2 units in speaking.
- Understand a short A2 reading text and listening recording on familiar topics.
- Talk about what they have learned, what was easy, and what was difficult.
- Write a short reflective text about their learning journey.
- Set one clear, realistic English goal with a simple action plan.
Materials
- Whiteboard or projectorFor brainstorming and modelling the writing.
- Reflection handoutSentence frames + the writing task.
- Goal-setting sheetOne per student for the homework plan.
- Audio recordingA short A2 listening from an earlier unit.
- Students' notebooksTheir work and notes from the year.
At a glance
LevelA2 (Elementary)
Total time90 minutes
Sessions2 × 45 min
SkillsSpeaking · Writing
GroupingPairs & whole class
Session 145 minutes
Review & Speaking
The first session is about activating what students already know and getting them talking. Keep it light and encouraging — the aim is confidence, not testing.
5min
Warm-up — "I can now…"
Students think of one thing they can do in English now that they couldn't at the start of the year.
- Give a model: "I can now order food in a café."
- Pairs share their sentence, then a few report back to the class.
Teacher note: Write a few strong examples on the board — you'll reuse them in the reflection writing later.
12min
Vocabulary review — theme race
Put the unit themes on the board (routines, hobbies, travel, food, technology, health, media, work).
- In small teams, students have 6 minutes to write as many words as they can under each theme.
- Teams swap lists and check; award a point per correct, clearly-spelled word.
- Round up the strongest words as a class word bank.
Differentiation: Stronger students add a collocation or example sentence for bonus points.
13min
Reading review
Hand out a short A2 text that revisits familiar topics (a daily-routine or travel text works well).
- Students read individually and answer 5 comprehension questions (true/false + short answer).
- Check answers in pairs, then as a class. Clarify any recurring problem words.
10min
Listening review
Play a short recording from an earlier unit (or read a dialogue aloud twice).
- First listen: students note the topic and who is speaking.
- Second listen: students answer 4 short comprehension questions.
- Check together and replay any tricky section.
5min
Speaking — progress talk
In pairs, students discuss two questions:
- "Which topic this year did you enjoy most, and why?"
- "What is one thing you still find difficult in English?"
Teacher note: Listen in and jot down a few common difficulties — they feed directly into goal-setting in Session 2.
Session 245 minutes
Writing & Reflection
Now students turn their spoken ideas into a short written reflection, give each other feedback, and set a goal. The sentence frames keep the writing achievable at A2.
20min
Reflective writing — "My English this year"
Students write a short text (about 60–80 words) about their learning. Model one or two sentences on the board first, then let them write independently.
Sentence frames
This year I learned about (topics).
My favourite lesson was (topic) because (reason).
Now I can (new skill).
The most difficult thing for me was (difficulty).
Next, I want to get better at (goal).
Differentiation: Lower students use the frames as-is; stronger students add a linking word (because, but, so) and one extra detail per sentence.
10min
Peer feedback — two stars and a wish
Students swap texts with a partner and give kind, specific feedback.
- Two stars: two things they liked (an idea, a good word, clear sentence).
- A wish: one friendly suggestion to improve.
Teacher note: Model the language first: "I like… because…" / "Maybe you can add…"
8min
Revision time
Students use their partner's feedback to improve their text — fixing a sentence, adding a detail, or correcting spelling.
- Circulate and help with individual questions.
- Encourage students to read their text aloud quietly to check it flows.
7min
Wrap-up — share & celebrate
Invite three or four volunteers to read one sentence they are proud of.
- Highlight progress you noticed across the class this year.
- Briefly introduce the homework: setting one goal for next term.
Homework
Set one English goal
Students choose one realistic goal for next term and make a simple plan to reach it. Hand out the goal sheet or have them write it in their notebooks.
- My goalOne thing I want to get better at in English.
- Why it matters to meA short reason — it keeps the goal personal.
- How I will do itOne or two small, regular actions.
- When & how oftenA realistic routine (e.g. ten minutes, three times a week).
Example: "I want to understand films in English. I will watch one short video with subtitles every evening and write down three new words."
Assessment
How to assess this lesson
This is a formative, low-stakes lesson. Assess effort and reflection rather than accuracy — the goal is for students to feel their progress.
- ParticipationEngages in the warm-up, review games, and pair discussions.
- SpeakingUses reviewed vocabulary and attempts to explain likes and difficulties.
- Written reflectionCompletes the short text with relevant, personal content.
- Depth of reflectionShows genuine thought about progress and a realistic goal.
That's a wrap on A2.
Looking for the next class? Browse the full set of free, editable A2–C1 lesson plans — ready to teach.