Review & Reflection
The last stop on the A2 trail. Two sessions that pull all ten units together — one to review the language, one to help students see how far they have come and decide what comes next.
Can-Do Statements
By the end of these two sessions, students can:
- Talk about their own life across all ten A2 topics — routines, hobbies, travel, food, technology, health, work, and money.
- Choose the right tense for the job: present simple for habits, present continuous for now, past simple for finished actions, be going to for plans.
- Use the A2 modal verbs accurately — can / can't, should / shouldn't, have to / don't have to.
- Compare things with comparative and superlative adjectives.
- Name what they do well and what is still hard, using simple, honest language.
- Set two clear goals for the next stage of their English.
A2 Grammar at a Glance
Project this table. It is the fastest way for students to see that they have covered a complete grammar system, not ten separate lessons.
| Unit 1 — Greetings | The verb to be · subject pronouns · questions with What / Where |
| Unit 2 — Daily Routines | Present simple · adverbs of frequency · at / in / on for time |
| Unit 3 — Hobbies | Preference verbs + -ing · good at / interested in + -ing |
| Unit 4 — Travel | be going to · would like to + infinitive · there is / there are |
| Unit 5 — Food | Countable & uncountable · some / any · much / many / a lot of |
| Unit 6 — Technology | Present continuous · present simple vs continuous · question forms |
| Unit 7 — Health | should / shouldn't · asking for advice · talking about symptoms |
| Unit 8 — Media | Past simple regular & irregular · did / didn't |
| Unit 9 — Work | have to / has to · don't have to · can / can't |
| Extra — Shopping | Comparatives & superlatives · this / that / these / those |
If you are short on time, review only the four tenses (rows 2, 4, 6, and 8). Those carry the most weight going into B1.
Materials Needed
Timed Lesson Stages
1. Warm-Up — Ten Words, Ten Units
Write the ten unit titles on the board. In pairs, students have three minutes to write one word they remember from each unit. Then pairs read their lists aloud and the class builds one master list.
This is a memory check that costs you nothing to prepare, and it tells you within five minutes which units have faded.
2. Grammar Auction
Give each team an imaginary $1,000. Read out ten sentences — some correct, some not (use the Error Clinic table below). Teams bid on the sentences they believe are correct. A correct buy doubles the money; a wrong buy loses it.
Teams must say why a sentence is wrong before they collect the prize. That one rule turns a guessing game into a grammar lesson.
3. Tense Sorting Race
Four columns on the board: every day, right now, yesterday, next week. Call out time expressions and short sentences; teams race to put them in the right column and say the matching tense.
Push for the reason, not only the answer: "Why past simple?" — "Because it finished."
4. Error Clinic
Put six sentences from the Error Clinic table on the board with the errors left in. Students work in pairs to find and fix them, then one pair explains each correction to the class.
Students correcting students is the point here. Stay quiet longer than feels comfortable.
5. Wrap-Up
Each student says one sentence: "The easiest thing for me is…" Collect two or three examples on the board and leave them up for Session 2.
1. Self-Assessment
Hand out the Can-Do Checklist below (or project it and have students copy the ten lines). Students mark each statement easy, OK, or hard — no discussion yet, just an honest first reaction.
Students who still have their earlier unit workbooks open should also look at the score card breakdown from any two units, which shows exactly which grammar areas cost them points.
Tell them plainly: the score is information, not a judgment. A low mark on one area is simply where to spend next month.
2. Then & Now
On paper, students write two short paragraphs: "In September I could…" and "Now I can…" Four or five sentences each is plenty.
Students who started with the alphabet and can now describe a weekend often do not notice the distance they have traveled until they write it down.
3. Speaking — The Interview Circle
Two circles, inside facing outside. Each pair gets 90 seconds on one question, then the outside circle moves one place. Questions pull directly from the ten units:
- What do you usually do on Saturday morning? (present simple, Unit 2)
- What are you going to do this summer? (be going to, Unit 4)
- What did you do last weekend? (past simple, Unit 8)
- What should someone do to stay healthy? (should, Unit 7)
- What is the best app on your phone, and why? (superlatives, Extra)
- What do you have to do at school every day? (have to, Unit 9)
Six questions, six tenses, no worksheet. Listen for accuracy and note two or three errors for the board afterward.
4. The Study Plan
Each student writes three things and keeps the paper:
- One thing I do well. Make them be specific — "past simple questions", not "speaking".
- One thing I will practice. Also specific, and drawn from their workbook score card.
- One thing I will do this month. A real, small action: read one article a week, watch one show without subtitles, write five sentences every Sunday.
Collect a photo of each plan if you teach the same group next term. It makes an honest starting point for the first B1 lesson.
5. Close
Go around the room once. Each student finishes the sentence: "Next, I want to be able to…" Then say plainly what they have done: ten units, four tenses, and a working A2 vocabulary. Name it out loud, because students rarely give themselves the credit.
More Review Activities
Mistake Hunt
Write a short paragraph on the board containing exactly seven errors from the ten units. Teams race to find all seven and write the corrections. First team with all seven correct wins. Works well as a lesson opener.
Unit Taboo
Students write vocabulary from any unit on slips of paper. In groups, one student describes a word without saying it while the others guess. Forces circumlocution — the single most useful skill at the A2 to B1 border.
Board Race — Ten Topics
Two teams, one board. Call a unit topic; a runner from each team writes a correct full sentence using that unit's grammar. A point for a correct sentence, a bonus point for a correct question form.
My Year in Ten Sentences
Students write one sentence about themselves for each unit topic, then read them to a partner who asks one follow-up question per sentence. A quiet, personal alternative to the noisier games.
Top A2 Errors
These are the errors most likely to survive the whole A2 course. Use them for the Grammar Auction, the Mistake Hunt, or a five-minute board correction.
| Typical Error | Correct Form | Why & How to Fix |
|---|---|---|
| "She go to work at eight." | "She goes to work at eight." | Third person -s in the present simple. The most common A2 error by a wide margin. Drill he/she/it separately. |
| "I have 15 years." | "I am 15 years old." | Age uses be, not have. A first-language transfer error — name it once and students usually fix it. |
| "I like play soccer." | "I like playing soccer." | Preference verbs take the -ing form. Unit 3. |
| "There is many people." | "There are many people." | Plural noun takes there are. Check with the noun, not the sound of the sentence. |
| "He didn't went home." | "He didn't go home." | After did / didn't, use the base form. The past is already carried by did. |
| "She can to drive." | "She can drive." | Modals take the bare infinitive — no to, no -s. |
| "This is more cheaper." | "This is cheaper." | Do not use more with a short comparative. One marker only. |
| "I am going to school every day." | "I go to school every day." | Habit takes the present simple. Every day is the giveaway word. |
| "You must to wear a uniform." | "You have to wear a uniform." | No to after must; at A2, prefer have to for rules. |
| "What you did yesterday?" | "What did you do yesterday?" | Question word order. Write the pattern on the board: question word + did + subject + base verb. |
Revisit Any Unit
Every unit's student workbook is self-grading, and most units have an interactive reading article. Send students straight to the area their score card flagged.
Units 1–5
Shopping & Money has no reading article yet, so its entry links to the workbook only.
Can-Do Checklist
Students mark each line easy, OK, or hard. Used in Session 2, Stage 1. Everything on this list appeared in at least one A2 unit.
| 1 | I can introduce myself and ask someone three questions about their life. |
| 2 | I can describe my daily routine and say how often I do things. |
| 3 | I can talk about my hobbies using like / love / enjoy + -ing. |
| 4 | I can say what I am going to do next weekend. |
| 5 | I can order food and talk about what I eat, using some, any, and a lot of. |
| 6 | I can say what is happening right now, and what happens every day. |
| 7 | I can give simple health advice with should and shouldn't. |
| 8 | I can tell someone what I did last weekend, using the past simple. |
| 9 | I can describe a job: what a person has to do and what they can do. |
| 10 | I can compare two things and say which one is the best. |
How to Measure Success
A student who scores 60% but can name exactly which two areas cost them the points is in better shape than one who scores 85% and cannot say why.
Finish the A2 course strong
Send students back to any unit their checklist flagged — every workbook is self-grading and every reading article has a comprehension quiz.