Giáo án môn tiếng anh lớp 2 bộ sách kết nối tri thức với cuộc sống mẫu mới

TIẾNG ANH 2
LESSON PLAN
School: __________________
__
Grade: __________________
__
Teacher __________________
:
__

School
year:
Week:

__________________
__
__________________
__
Approve __________________
d by:
__

Unit 1. At my birthday party
Lesson 1 – Period 1
Date: _______________
I. OBJECTIVES

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

III.
PROCEDURE

- correctly pronounce the name of the letter P/p (/piː/).
- correctly pronounce the sound of the letter P/p (/p/) in
isolation and in the words pasta, popcorn and pizza.
Language:
- Sound /p/
- Vocabulary: pasta, popcorn, pizza
Resources/Material:
- Student’s book, page 6
- Teacher’s guide, pp. 7 - 9
- sachmem.vn
- Flashcards for Unit 1
- Flashcards/ pictures of the food items
- Flashcards/ pictures of different categories for Fun Corner,
e.g. (1) school objects: book, pen, pencil; (2) food: cake,
apple, mango; (3) toys: ball, car, top; (4) animals: monkey,
tiger, goat; (5) body parts; hand, hair, head, …
- Poster for Unit 1
- Computer, projector
Warm-up – Listen and repeat – Point and say – Fun
corner – Wrap-up

Procedure

Teaching and learning activities

II. INPUT

1

Classroom
management


Warm-up

5 minutes
Option 1
- Write on the board Hello, I’m _____! Say
“Hello, I’m _____!” Walk around the class,
greeting pupils. Encourage them to answer
“Hello, I’m _____!”
- Introduce the topic of the new unit by playing
the song “Happy Birthday!” and encouraging
pupils to sing along.
Option 2
- Ask some pupils to talk about the food they
like.
- Get some pairs of pupils to practise talking
about their favourite food, using I like _____.
Option 3
- Show pupils some pictures/ slides of popular
food items (cake, pizza, noodles, chicken, chips,
…).
- Ask pupils some questions about food items (in
Vietnamese), e.g. Have you ever eaten …? Do
you like …? What food do you often eat at a
birthday party?
1. Listen and repeat. 10 minutes
Step 1: Draw pupils’ attention to the picture (say “Look

at the picture.”). Ask questions to help them
identify the context (Four children are sitting at a
table. On the table, there is a birthday cake, a
plate of pasta, a bowl of popcorn and a pizza.
Peter is blowing out seven candles on the birthday
cake. Pasta, popcorn and pizza are labelled, with
the letter p in red).
Step 2: Have pupils point to the letter P/p (say “Point to
the letter P.”). Explain that the name of the letter
P/p is different to its sound (say “Listen. /piː/ /p/.”).
Step 3: Play the recording of the name and sound of the
letter P/p and encourage pupils to repeat (say
“Listen and repeat.”). Do this several times, with
pupils repeating both individually and in chorus.
Correct their pronunciation if necessary, and
praise them when their pronunciation is good.
2

Whole class

Whole class
Individual work

Whole class

Whole class

Individual work

Whole class

Individual work


Step 4: Have pupils look at the pasta (say “Look at the
pasta.”). Then have them point to the word pasta
(say “Point to the word pasta.”). Draw their
attention to the colour of the letter p (say “Look
at the colour of the letter p. It is red.”).
Step 5: Play the recording of pasta and encourage pupils
to repeat (say “Listen and repeat.”). Do this
several times, with pupils repeating both
individually and in chorus. Correct their
pronunciation if necessary, and praise them when
their pronunciation is good.
Step 6: Repeat Steps 4 and 5 for popcorn and pizza.

Whole class

Whole class
Individual work

Whole class
Individual work
Step 7: Play the recording in full and encourage pupils to Individual work
repeat the name and sound of the letter P/p, pasta,
popcorn and pizza both individually and in chorus.
Extension: For better pupils, use the new and learnt Individual work
vocabulary about food (cake, fish and chips,
apple, chicken, noodles, banana, pizza, popcorn,
pasta) to make simple sentences, e.g. I like

_____.; I can see ____.; I’m having _____.
2. Point and say. 7 minutes
Step 1: Have pupils point to the letter P/p and correctly Whole class
pronounce its name and sound (say “Point to the
letter P. Say /piː/. Now say /p/.”). Go around the
class to offer help or correct pupils’ pronunciation,
if necessary.
Step 2: Have pupils point to and correctly pronounce the Whole class
word pasta (say “Point to the pasta. Say pasta.”). Individual work
Do this several times, with pupils repeating both
individually and in chorus. Correct their
pronunciation if necessary, and praise them when
their pronunciation is good.
Step 3: Repeat Step 2 for popcorn and pizza.
Whole class
Individual work
Step 4: Put pupils into pairs or groups for further practice Group/
of Steps 1 to 3. Go around the class to offer help Pair work
or correct pupils’ pronunciation, if necessary.
Fun corner:Kim’s Game 8 minutes
Step 1: Divide the class into two teams. Say “You are going to Whole
3


play a memory game.”
Step 2: Display both sets of cards face up on the board. Give
pupils two minutes to memorize their set.
Step 3: Turn the cards face down on the board. Explain that
when you say a word, a nominated pupil from each
team must run to their set, try to remember which card

shows the relevant picture and turn it over to show to
their team. A correct card scores one point. When the
pupils’ turn is over, they must put the cards back on the
board and return to their seats.
Step 4: Play the game. Remember to nominate a pupil from
each team before saying the word.
Step 5: Count the points for each team and announce the
winner. The team with the most points wins. The
winning team must then correctly pronounce all of the
words.
Wrap-up: 5 minutes
Revise the main teaching point of the lesson: the sound
of the letter p and the words pasta, popcorn, pizza.
Option 1
Using sachmem.vn, have pupils look at the things in the
picture and repeat the words after the recording.
Option 2
Using Poster for Unit 1, ask pupils to point to the things
in the picture and say the words. For better pupils,
teacher may cover the words and ask them to point to
the things and say the words aloud.
Option 3
Using pictures and flashcards, get some pupils to match
the words pasta, popcorn, pizza and the pictures. Then
ask the class to say the words aloud.

4

class
Group

work
Group
work

Group
work
Group
work

Whole
class
Whole
class

Individual
work

Individual
work


TIẾNG ANH 2
LESSON PLAN
School: __________________
__
Grade: __________________
__
Teacher __________________
:
__

School
year:
Week:

__________________
__
__________________
__
Approve __________________
d by:
__

Unit 1. At my birthday party
Lesson 2 – Period 2
Date: _______________
I.
OBJECTIVE
S

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

say the letter P/p, the words pasta, popcorn,
pizza, the phrases/sentences containing /p/ and
pasta, pizza, popcorn, the sentence structure I
like ____. in a chant.
- listen and recognise the words popcorn, pasta and
the sentence structure I like _____.
- write the letter P/p and complete the words _izza,
_opcorn, _asta.

Language:
- Sound /p/
- Vocabulary: pasta, popcorn, pizza
- Phrases/sentences with the sound /p/ and the
words pasta, pizza, popcorn
Resources/Material:
- Student’s book, page 7
- sachmem.vn
- Teacher’s guide, pp. 9-11
- Workbook, pp. 4-5
- Flashcards to play games in Warm-up
- Computer, projector
Warm-up – Listen and chant – Listen and tick –
Look and write – Wrap-up
-

II. INPUT

III.
PROCEDUR
5


E
Procedure

Teaching and learning activities

5 minutes
Option 1

- Ask pupils what letter and sound they learnt in
Lesson 1 (P/p, /p/).
- Show pictures of the words that pupils learnt in
Lesson 1 (pasta, pizza, popcorn) and encourage
them to say the words in chorus. More advanced
classes can add other words beginning with the
letter P/p.
Option 2
Ask the class to play Kim’s game again, using the
words in Lesson 1, Unit 1 and those in the previous
units, saying Now let us play Kim’s game!
Option 3
Get pupils to play What’s Missing? Game, using
the pictures and flashcards with the incompleted
words _asta, _opcorn and _izza. Pupils should
guess the missing letters and say the words
correctly.
3. Listen and chant. 10 minutes
Step 1: Draw pupils’ attention to the picture and have them
point to the pasta (say “Look at the picture. Point
to the pasta.”).
Step 2: Say “I like pasta.” and encourage pupils to repeat.
To reinforce their understanding, use gestures or
draw a smiley face on the board.
Step 3: Repeat Steps 1 and 2 for pizza and popcorn.
Step 4: Play the recording of the chant to familiarize pupils
with the words and rhythm (say “Listen.”).
Step 5: Have pupils point to each line of the chant
(e.g. say “Point to line one.”). Play the recording
of each line and encourage pupils to chant (say

“Listen and chant.”).
Step 6: Play the recording in full and encourage pupils to
chant (say “Listen and chant.”). Pupils can clap
along or do other actions to help them keep the

Classroom
management

Warm-up

6

Whole class

Group work

Group/
Pair work

Whole class

Whole class

Whole class
Whole class
Individual
work
Whole class
Whole class

rhythm.
Step 7: Divide the class into two teams. Teams take it in
turns to chant a line. The whole class can clap
along or do other actions.
Extension: For better pupils, cover or omit some
letters/words in the chant and have them guess
and say all the lines aloud. For example:
P, p, pasta.
P, p, pizza.
P, p, _____.
I like pasta.
I like _____.
I like popcorn.
Yummy, _____, _____.
4. Listen and tick. 7 minutes
Step 1: Have pupils look at the pictures (say “Point and
say.”). When pupils answer correctly, c o n f i r m by
saying “popcorn/ noodles/ pasta/ pizza”.
Step 2: Step 2: Play the recording and allow pupils time to
complete the activity (say “Listen and tick.”).

Group work

Individual
work

Whole class

Individual

work

Step 3: Play the recording again, if necessary (say “Listen Individual
again.”).
work
Step 4: Check the answers by asking “a or b?” When
pupils answer correctly, confirm by saying
“1a. I like popcorn.”/“2a. I like pasta.” and
encourage them to repeat.
Audio script: 1. I like popcorn. 2. I like pasta.
Answers:
1. a 2. a
5. Look and write. 8 minutes
Step 1: Write the letter P (upper case) on the board and say
“P” (/piː/).
Step 2: Write the letter P (upper case) on the board again,
but this time more slowly. Invite a few pupils to
come to the front of the class and write the letter P
(upper case) on the board.

7

Whole class
Individual
work

Whole class
Individual
work

Step 3: Repeat Steps 1 and 2 for p (lower case).

Step 4: Have pupils look at the writing grids (say “Look
and write.”) Allow pupils time to complete the
activity. Go around the class to offer support and
feedback.
Step 5: Have pupils look at the picture and labels (say
“Look and write.”). Allow pupils time to complete
the activity. Go around the class to offer support
and feedback.
Extension: - For weaker pupils, have them do Activity 3, Unit
1 in their workbooks.
- For better pupils, have them do Activity 4,
Unit 1 in their workbooks.
Wrap–up

8

5 minutes
Option 1
Have pupils listen to the recording, then say the
chant again.
Option 2
Ask pupils to look at the pictures in 4. Listen
and circle and say about them, e.g. popcorn,
noodles, ... Encourage better pupils to use learnt
structures e.g. I like popcorn.; I can see
noodles.; ...
Option 3

To reinforce the vocabulary, get pupils to do
Activity 1, Unit 1 in their workbooks.

Whole class
Individual work
Whole class

Individual
work

Whole class
Individual
work

Whole class

Whole class

Individual
work


TIẾNG ANH 2
LESSON PLAN

School: __________________
__
Grade: __________________
__
Teacher __________________

:
__

School
year:
Week:

__________________
__
__________________
__
Approve __________________
d by:
__

Unit 1. At my birthday party
Lesson 3 – Period 3
Date: _______________

I. OBJECTIVES

II. INPUT

III.
PROCEDURE
Procedure
Warm-up

9

By the end of the lesson, pupils will be able to:
- use “The ____ is yummy.” to express this feeling about a
particular food.
- sing a song with the structure “The _____ is yummy.”
Language:
- The ____ is yummy.
Resources/Material:
- Student’s book, page 8
- sachmem.vn
- Teacher’s guide, pp. 11 - 13
- Workbook, page 6
- Pictures/ Slides of animals for Warm-up
- Computer, projector
Warm-up – Listen and repeat – Let’s talk – Let’s sing –
Wrap-up
Teaching and learning activities

Classroom
management

5 minutes
Option 1
Whole class
- Have pupils listen to the recording, then sing the Individual
chant on Page 7.
work


- Select some better pupils to sing the chant in front
of class. The class listens to them and claps hands

along.
Option 2
- Invite one or two pupils to write the letter P/p on
the board.
- Get pupils to say words that contain the sound of
the letter P/p (from Lessons 1 & 2 and the learnt
units).
Option 3
- Show pupils pictures/ slides of some food and
drinks they have learnt.
- Ask them to recall and name the food and drink items
(e.g. apple, chips, fish, chicken, milk, ...). Encourage
better pupils say more words if they can.
6. Listen and repeat. 5 minutes
Step 1: Draw pupils’ attention to the picture (say “Look at
the picture.”). Say “The boy likes popcorn. The
popcorn is yummy.”
Step 2: Have pupils point to the sentence (say “Point to the
sentence.”). Play the recording and encourage
pupils to repeat (say “Listen and repeat.”).
Step 3: Ask pupils to repeat the sentence both individually
and in chorus several times. Correct their
pronunciation if necessary, and praise them when
their pronunciation is good.
Step 4: Ask pupils to work in pairs, point to and repeat the
sentence “The popcorn is yummy.” Go around and
correct pronunciation to make sure pupils can
repeat the sentence correctly.
7. Let’s talk. 10 minutes
Step 1: Write The popcorn is yummy. on the board and

underline the word popcorn. Say “The popcorn is
yummy.”
Step 2: Erase popcorn and replace it with pasta.
Say “The pasta is yummy.”
Step 3: Repeat Step 2 for pizza.
Step 4: Erase pizza and leave the sentence structure
The _____ is yummy. on the board.
10

Individual
work

Individual
work

Whole class

Whole class

Whole class
Individual
work
Pair work

Whole class

Whole class
Whole class
Whole class

Step 5: Draw pupils’ attention to Picture a (say “Look at
Picture a.”). Say “The pasta is yummy.” and
encourage them to say the full sentence structure.
Do this several times, with pupils repeating both
individually and in chorus. Correct their
pronunciation if necessary, and praise them when
their pronunciation is good.
Step 6: Repeat Step 5 for Pictures b and c.

Extension
:

Ask pupils to talk about their feeling about
food/drinks they like using The _____ is yummy.
Encourage them to say as much as they can, e.g.
Hi, I’m ___. I Iike ____. The _____ is yummy.
8. Let’s sing. 10 minutes
Step 1: Draw pupils’ attention to the picture (say “Look at
the picture.”). Say “It’s a birthday party.”
Step 2: Play the recording of the song to familiarize pupils
with the rhythm and melody (say “Listen.”).
Step 3: Read the song line by line and encourage pupils to
repeat (say “Listen and repeat.”). Do this several
times, with pupils repeating both individually and in
chorus. Correct their pronunciation if necessary, and
praise them when their pronunciation is good.
Step 4: Say “Let’s sing!”. Play the recording line by line
and encourage pupils to sing along.
Step 5: Have pupils work in groups to make up actions for

the song. Invite a few groups to perform the song
for the class.
Wrap–up
5 minutes
Revise the main teaching point of the lesson: the
structure “The _____ is yummy.” to express one’s
feeling about a favourite food.
Option 1: Ask pupils to draw a food/drink item,
show them to the class and say about the
food/drink, using The ____ is yummy.
Option 2: Have pupils do Activity 6, Unit 1 in
their workbooks.
Option 3: Show pupils the lyrics of the song with
some missing words, e.g.:
11

Whole class
Individual
work

Whole class
Individual
work
Individual
work

Whole class
Whole class
Whole class
Individual

work

Group work
Group work

Whole class

Individual
work
Individual
work
Individual
work


It’s my birthday party.
I like _____.
The _____ is yummy.
Then ask some advanced pupils to guess the
missing words and sing the complete song aloud.

12


TIẾNG ANH 2
LESSON PLAN
School: __________________
__
Grade: __________________
__

Teacher __________________
:
__

School
year:
Week:

__________________
__
__________________
__
Approve __________________
d by:
__

Unit 2. In the backyard
Lesson 1 – Period 1
Date: _______________
I. OBJECTIVES

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

III.
PROCEDURE

- correctly pronounce the name of the letter K/k (/keɪ/).
- correctly pronounce the sound of the letter K/k (/k/) in
isolation and in the words kite, bike and kitten.
Language:

- Sound /k/
- Vocabulary: kite, bike, kitten
Resources/Material:
- Student’s book, page 9
- Teacher’s guide, pp. 14 - 16
- sachmem.vn
- Flashcards for Unit 2
- Flashcards for Warm-up and Fun Corner
- Poster for Unit 2
- Computer, projector
Warm-up – Listen and repeat – Point and say – Fun
corner – Wrap-up

Procedure

Teaching and learning activities

II. INPUT

Warm-up

13

Classroom
management

5 minutes
Option 1
- Ask pupils to sing the song in Unit 1, Lesson 3, Whole class
Activity 8. Encourage pupils to do actions or clap

in time while singing.
Option 2
- Ask one pupil to come to the board, give him or
her a picture of the pizza (or popcorn/pasta).
- The pupil mimes the action of eating pizza (or
popcorn/pasta) and the class guess what he or she
is eating by saying “He/She is having ____”.
Option 3
Have pupils play The Matching Game. Stick the
picture flashcards on the board. Write the words
popcorn, pizza, pasta on the board. Call on some
pupils to go to the board and draw lines to match
the words and the pictures.
1. Listen and repeat. 10 minutes
Step 1: Have pupils look at the picture (say “Look at the
picture.”). Ask questions to help them identify
the context. (Three children playing in the
backyard. A girl is flying a kite. A boy is riding a
bike. A girl is playing with a kitten. Kite, bike and
kitten are labelled, with the letter k in red).
Step 2: Have pupils point to the letter K/k (say “Point to
the letter K.”). Explain that the name of the letter
K/k is different to its sound (say “Listen. /keɪ/
/k/.”).
Step 3: Play the recording of the name and sound of the
letter K/k and encourage pupils to repeat (say
“Listen and repeat.”). Do this several times for
pupils to repeat individually and in chorus.

Correct their pronunciation if necessary. Praise
them when their pronunciation is good (say
“Excellent! / Great job!”).
Step 4: Have pupils look at the kite (say “Look at the
kite.”). Then have them point to the word kite
(say “Point to the word kite.”). Draw their
attention to the colour of the letter k (say “Look
at the colour of the letter k. It is red.”).
Step 5: Play the recording of kite and encourage pupils to
repeat (say “Listen and repeat.”). Do this several
times for pupils to repeat individually and in
chorus. Correct their pronunciation if necessary.
14

Whole class
Individual
work
Whole class
Individual
work

Whole class

Individual
work

Whole class
Individual
work

Whole class

Whole class
Individual
work


Step 6: Repeat Steps 4 and 5 for bike and kitten.

Whole class
Individual
work
Step 7: Play the recording in full and encourage pupils to Individual
repeat the name and sound of the letter K/k, the work
words kite, bike and kitten both individually and
in chorus.
Extension: For better pupils, use the flashcards of kite, kitten Individual
and bike and have pupils make labels for them. work
Ask pupils to match the cards with the
corresponding words and practise saying the
words.
2. Point and say. 7 minutes
Step 1: Have pupils point to the letter K/k and correctly Whole class
pronounce its name and sound (say “Point to the
letter K. Say /keɪ/. Now say /k/.”). Go around the
class to offer help or correct pupils’
pronunciation, if necessary.
Step 2: Have pupils point to and correctly pronounce the Whole class
word kite (say “Point to the kite. Say kite.”). Do Individual
this several times for pupils to repeat both work

individually and in chorus. Correct their
pronunciation if necessary, and praise them when
their pronunciation is good.
Step 3: Repeat Step 2 for kitten and bike.
Whole class
Individual
work
Step 4: Put pupils into pairs or groups for further practice Group/
of Steps 1 to 3. Go around the class to give Pair work
support to those pupils who find it difficult to do
the task.
Fun corner:Word Game 8 minutes
Step 1: Divide the class into teams. Give each team one Whole class
pack of flashcards. Say “You are going to play a
word game.”
Step 2: Explain the game: when the teacher pronounces Group work
the sound of a letter, e.g. /k/, pupils should look
through their pack of flashcards to find a word
or words containing that sound, e.g. kite, bike.
When they have found the correct word(s), they
15


should stick the flashcard(s) on the board. A
correct word scores one point. The team having
the most points at the end of the game is the
winner.
Step 3: Play the game.
Step 4: Count the points for each team and announce the
winner.

Wrap-up: 5 minutes
Revise the main teaching point of the lesson: the
sound of the letter k and the words kite, kitten
and bike.
Option 1
Using sachmem.vn, have pupils look at the
things in the picture and repeat the words after
the recording.
Option 2
Using Poster for Unit 2, ask pupils to point to
the things in the picture and say the words.
For better pupils, teacher may cover the words
and ask them to point to the things and say the
words aloud.
Option 3
- Show half hidden part of the flashcards kite,
bike, kitten and ask: "What’s this?”.
- Have pupils guess and say out the word.

Group work
Group work

Whole class

Whole class

Individual
work

Whole class

TIẾNG ANH 2
LESSON PLAN
School:

____________________

Grade:
Teacher:

____________________
____________________

School
year:
Week:
Approved
by:

Unit 2. In the backyard
Lesson 2 – Period 2
Date: _______________
16

____________________
____________________
____________________


I. OBJECTIVES

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

say the letter K/k, the words kite, bike, kitten, the
phrases/sentences containing /k/ and kite, bike, kitten, the
sentence structure He’s/She’s _____ (verb + –ing). in a chant.

-

listen and recognise the words kite, bite, kitten and the
sentence structure He’s/She’s _____ (verb + –ing).

write the letter K/k and complete the words __ite, bi__e,
__itten.
Language:
- Sound /k/
- Vocabulary: kite, bike, kitten
- Phrases/sentences with the sound /k/ and the words kite,
bike, kitten
Resources/Material:
- Student’s book, page 10
- sachmem.vn
- Teacher’s guide, pp. 16- 18
- Workbook, pp. 7-8
- Flashcards to play games in Warm-up
- Computer, projector
Warm-up – Listen and chant – Listen and circle – Look
and write – Wrap-up

-

II. INPUT

III.
PROCEDURE

Classroom
management

Procedure

Teaching and learning activities

Warm-up

5 minutes
Option 1
- Ask pupils what letter and sound they learnt in Whole class
Lesson 1.
- Show pictures of the words that pupils learnt in
Lesson 1 (kite, bike, kitten) and encourage them to
say the words aloud.
- For more advanced classes, ask pupils to find
other words having the letter K/k (book, cake,
duck, …).

17

Option 2
Ask two groups of three to play Red words, green
words with the target vocabulary they have learnt.
Option 3
Ask two groups of three to play Pelmanism with
the words kite, bike, kitten in front of the class.
3. Listen and chant. 10 minutes
Step 1: Draw pupils’ attention to the picture and have
them point to the kite (say “Look at the picture.
Point to the kite.”).
Step 2: Say “He’s flying a kite.” and encourage pupils to
repeat (say “Repeat, please!”).
Step 3: Repeat Steps 1 and 2 for He’s riding a bike. and
She’s playing with a kitten.
Step 4: Play the recording of the chant to familiarize
pupils with the words and rhythm
(say “Listen.”).
Step 5: Have pupils point to each line of the chant
(e.g. say “Point to line one.”). Play the recording
of each line and encourage pupils to chant (say
“Listen and chant.”).
Step 6: Play the recording in full and encourage pupils to
chant (say “Listen and chant.”). Pupils can clap
along or do other actions to help them keep the
rhythm.
Step 7: Divide the class into two teams. Teams take it in
turns to chant a line. The whole class can clap
along or do other actions.
Extension: With better classes, help pupils change some line
in the chant and sing it in front of the class. E.g.

K, k, kite.
A kite, a kite.
He’s flying a kite.
K, k, bike.
A bike, a bike.
She’s riding a bike.
4. Listen and circle. 7 minutes
Step 1: Have pupils look at the pictures and say the words
(say “Point and say.”). When pupils answer
correctly, confirm by saying “kite/ bike/ kitten/
18

Group work

Group work

Whole class

Whole class
Whole class
Whole class

Individual work
Whole class

Whole class

Group work

Individual work

Whole class


puppy”.
Step 2: Play the recording and allow pupils time to
complete the activity (say “Listen and circle.”).
Step 3: Play the recording again, if necessary (say “Listen
again.”).
Step 4: Check the answers by asking “a or b?” When
pupils answer correctly, confirm by saying
“1b. I have a bike.”/“2a. I have a kitten.” and
encourage them to repeat.
Audio script: 1. I have a bike. 2. I have a kitten.
Answers:
1. b 2. a
5. Look and write. 8 minutes
Step 1: Write the letter K (upper case) on the board and
say “K” (/keɪ/).
Step 2: Write the letter K (upper case) on the board again,
but this time more slowly. Invite a few pupils to
come to the front of the class and write the letter
K (upper case) on the board.
Step 3: Repeat Steps 1 and 2 for k (lower case).

Individual work
Individual work
Whole class
Individual work

Whole class
Individual work

Whole class
Individual work
Step 4: Have pupils look at the writing grids (say “Look Whole class
and write.”) Allow pupils time to complete the
activity. Go around the class to offer support and
feedback.
Step 5: Have pupils look at the picture and labels (say Individual work
“Look and write.”). Allow pupils time to complete
the activity. Go around the class to offer support
and feedback.
Extension: For better pupils, have them do Activity 4, Individual work
Unit 2 in their workbooks.
Wrap–up
5 minutes
Option 1
Have pupils listen to the recording, then say the Whole class
chant again.
Option 2
Ask pupils to look at the pictures in 4. Listen and Whole class
circle and say about them, e.g. kite, kitten, ...
Encourage better pupils to use learnt structure
He’s/She’s _____ (verb + –ing).
Option 3
19


To reinforce the vocabulary, get pupils to do

Activity 1, Unit 1 in their workbooks.

Individual work

TIẾNG ANH 2
LESSON PLAN

School: __________________
__
Grade: __________________
__
Teacher __________________
:
__

School
year:
Week:

__________________
__
__________________
__
Approve __________________
d by:
__

Unit 2. In the backyard
Lesson 3 – Period 3
Date: _______________

I. OBJECTIVES By the end of the lesson, pupils will be able to:
- use the sentence structures Is he/ she _____ (verb + -ing)?
and Yes, he/ she is. /No, he/ she isn’t. to ask and answer
about actions in progress.
- sing a song with the sentence structures Is he/she _____
(verb + -ing)? and Yes, he/ she is. /No, he/ she isn’t.
II. INPUT
Language:
- Is he/ she _____ (verb + -ing)?
- Yes, he/ she is. /No, he/ she isn’t.
Resources/Material:
- Student’s book, page 11
- sachmem.vn
- Teacher’s guide, pp. 18 – 20
- Pictures/ Flashcards for Warm-up and Extension
- Workbook, page 9
- Computer, projector
III.
Warm-up – Listen and repeat – Let’s talk – Let’s sing –
PROCEDURE
Wrap-up
20


Procedure

Teaching and learning activities

5 minutes
Option 1

- Have pupils listen to the recording, then sing the
chant on Page 10.
- Select some better pupils to sing the chant in
front of class. The class listens to them and claps
hands along.
Option 2
Let two or three pupils point to the pictures in
Listen and circle (Page 10) and say the sentences,
e.g. 1a: I have a kite. 1b: I have a bike.
Option 3
Get pupils to play What’s Missing? Game, using
the pictures and flashcards with the incompleted
words _ite, _itten and bi_e. Have pupils guess the
missing letters and say the words correctly.
6. Listen and repeat. 5 minutes
Step 1: Draw pupils’ attention to the picture (say “Look
at the picture.”).
Step 2: Have pupils point to the sentence (say “Point to the
sentence.”). Play the recording and encourage
pupils to repeat (say “Listen and repeat.”).
Step 3: Ask pupils to repeat the sentence both
individually and in chorus several times. Correct
their pronunciation if necessary, and praise them
when their pronunciation is good.
Step 4: Ask pupils to work in pairs, repeat the questions
and answers of the boy and the girl in the
pictures. Go around and correct pronunciation to
make sure pupils can repeat the sentence
correctly.
7. Let’s talk. 10 minutes

Step 1: Write Is he/she _____? on the board. Underneath
the question, write Yes, he/ she is. and No, he/ she
isn’t.
Step 2: Draw pupils’ attention to Picture a. Say “Is
he…?” and encourage them to complete the
sentence with “flying a kite”.

Classroom
management

Warm-up

21

Whole class
Individual work

Individual work

Group work

Whole class
Whole class

Whole class
Individual work

Pair work

Whole class

Whole class


Step 3: Say “Is he flying a kite?”. Point to each of the
possible answers written on the board and
encourage pupils to choose the correct one. When
they answer correctly, confirm by saying “Yes, he
is.”
Step 4: Repeat Steps 2 and 3 for Pictures b and c
Step 5: Have pupils work in pairs to look at each picture
and practice asking and answering questions
about the actions in progress. Go around the class
to offer support and feedback.
Extension: Show some pictures of action verbs (some
pictures in Tiếng Anh 1 such as the boy is
running, the girl is having noodles, ...). Have
pupils ask and answer about the actions in
progress, using the structures Is he/she _____
(verb + -ing)? and Yes, he/she is. /No, he/she
isn’t.
8. Let’s sing. 10 minutes
Step 1: Draw pupils’ attention to the picture (say “Look
at the picture.”). Say “Is she riding a bike?” and
encourage pupils to answer “Yes, she is.” Say “Is
he riding a bike?” and encourage pupils to
answer “No, he isn’t.”
Step 2: Play the recording of the song to familiarize pupils
with the rhythm and melody (say “Listen.”).

Whole class

Whole class
Pair work

Whole class
Group work

Whole class

Whole class

Step 3: Read the song line by line and encourage pupils Whole class
to repeat (say “Listen and repeat.”). Do this Individual work
several times, with pupils repeating both
individually and in chorus. Correct their
pronunciation if necessary, and praise them when
their pronunciation is good.
Step 4: Say “Let’s sing!”. Play the recording line by line Group work
and encourage pupils to sing along.
Step 5: Have pupils work in groups to make up actions Group work
for the song. Invite a few groups to perform the
song for the class.
Wrap–up
5 minutes

22


Revise the main teaching point of the lesson: the Whole class

structures Is he/she _____ (verb + -ing)? and Yes,
he/she is. /No, he/she isn’t. to talk about actions in
progress.
Option 1: Ask pupils to mime and talk about
actions in progress, using the structures
Is he/she _____ (verb + -ing)? and Yes, he/she
is. /No, he/she isn’t.
Option 2: Have pupils do Activity 6, Unit 2 in
their workbooks.
Option 3: Show pupils the lyrics of the song with
some missing words, e.g.:
Where’s Kate?
She’s in the yard.
Is she ______ a bike?
Yes, she is. Yes, she is.
Then ask some advanced pupils to guess the
missing words and sing the complete song aloud.

23

Whole class
Group work

Individual work
Individual work


TIẾNG ANH 2
LESSON PLAN
School: __________________

__
Grade: __________________
__
Teacher __________________
:
__

School
year:
Week:

__________________
__
__________________
__
Approve __________________
d by:
__

Unit 3. At the seaside
Lesson 1 – Period 1
Date: _______________
I. OBJECTIVES By the end of the lesson, pupils will be able to:

II. INPUT

III.
PROCEDURE
Procedure
Warm-up

24

- correctly pronounce the name of the letter S/s (/es/).
- correctly pronounce the sound of the letter S/s (/s/) in
isolation and in the words sail, sand and sea.
Language:
- Sound /s/
- Vocabulary: sail, sand, sea
Resources/Material:
- Student’s book, page 14
- Teacher’s guide, pp. 24 - 26
- sachmem.vn
- Flashcards for Unit 3
- Flashcards/pictures of seaside
- Flashcards for Fun Corner
- Poster for Unit 3
- Computer, projector
Warm-up – Listen and repeat – Point and say – Fun
corner – Wrap-up
Teaching and learning activities

5 minutes

Classroom
management


Option 1
Refresh pupils’ memory of the previous unit by

having pupils work in pairs to look at the picture
in Unit 2, Lesson 3, Activity 8 and ask and
answer questions about the actions in progress.
Option 2
- Introduce the topic of the new unit by showing
some pictures of the seaside.
- Find out if pupils have been to the seaside and,
if so, what they did there and what they liked
most about it.
1. Listen and repeat. 10 minutes
Step 1: Draw pupils’ attention to the picture
(say “Look at the picture.”). Ask questions to
help them identify the context (The picture
shows the seaside. The sun is shining. A father,
son and daughter are sailing on the sea. The
father is controlling the sail. The son is fishing.
The daughter is looking at the sand on the beach.
Sail, sand and sea are labelled, with the letter s
in red).
Step 2: Have pupils point to the letter S/s (say “Point to
the letter S.”). Explain that the name of the letter
S/s is different to its sound (say “Listen. /es/
/s/.”).
Step 3: Play the recording of the name and sound of the
letter S/s and encourage pupils to repeat (say
“Listen and repeat.”). Do this several times,
with pupils repeating both individually and in
chorus. Correct their pronunciation if necessary,
and praise them when their pronunciation is
good.

Step 4: Have pupils look at the sail (say “Look at the
sail.”). Then have them point to the word sail
(say “Point to the word sail.”). Draw their
attention to the colour of the letter s (say “Look
at the colour of the letter s. It is red.”).
Step 5: Play the recording of sail and encourage pupils
to repeat (say “Listen and repeat.”). Do this
25

Pair work

Whole class

Whole class

Individual work

Whole class
Individual work

Whole class

Whole class
Individual work