Giáo án Tiếng Anh lớp 2 - Unit 1: At my birthday party

TIẾNG ANH 2
LESSON PLAN
School:

__________________
__
Grade:
__________________
__
Teacher: __________________
__

School
year:
Week:
Approved
by:

_________________
___
_________________
___
_________________
___

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

II. INPUT

1

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

- 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
III.
Warm-up – Listen and repeat – Point and say – Fun

PROCEDURE corner – Wrap-up
Procedur
e
Warm-up

Teaching and learning activities

Classroo
m
manage
ment

5 minutes

Option 1
- Write on the board Hello, I’m _____! Say “Hello, Whole
I’m _____!” Walk around the class, greeting pupils. class
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
Whole
- Ask some pupils to talk about the food they like.
- Get some pairs of pupils to practise talking about class
their favourite food, using I like _____.
Individual
work
Option 3
- Show pupils some pictures/ slides of popular food Whole

class
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?
2


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/.”).

Whole
class

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.
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
Individual
work

Individual
work

Whole
class

Whole
class
Individual
work

Whole
class
Individual
work
Step 7: Play the recording in full and encourage pupils to Individual
repeat the name and sound of the letter P/p, pasta, work
popcorn and pizza both individually and in chorus.
3


Extensio For better pupils, use the new and learnt Individual
n: vocabulary about food (cake, fish and chips, apple, work
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
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
word pasta (say “Point to the pasta. Say pasta.”).
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

Whole
class
Individual
work

Whole
class
Individual
work
Step 4: Put pupils into pairs or groups for further practice of Group/
Steps 1 to 3.  Go around the class to offer help or Pair work
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 play a memory game.”

Whole
class

Step 2: Display both sets of cards face up on the board. Group
Give pupils two minutes to memorize their set.
work

4

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.

Group
work

Group
work

Step 5: Count the points for each team and announce the Group
winner. The team with the most points wins. The work
winning team must then correctly pronounce all of
the words.
Wrap-up: 5 minutes

Revise the main teaching point of the lesson: the Whole
sound of the letter p and the words pasta, popcorn, class
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.

5

Whole
class

Individual
work

Individual
work


6


TIẾNG ANH 2
LESSON PLAN
School:

__________________
__

School
year:

_________________
___

Grade:

__________________
__

Week:

_________________
___

Approved
by:

_________________
___

Teacher: __________________
__

Unit 1. At my birthday party
Lesson 2 – Period 2

Date: _______________
I.
OBJECTIVES

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.

7


II. INPUT

Language:

III.
PROCEDURE

- 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

Procedur
Teaching and learning activities
e
Warm-up

Classroom
managemen
t

5 minutes
Option 1
- Ask pupils what letter and sound they learnt Whole class
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, Group work
using the words in Lesson 1, Unit 1 and

those in the previous units, saying Now let
us play Kim’s game!

8


Option 3
Get pupils to play What’s Missing? Game, Group/
using the pictures and flashcards with the Pair work
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 Whole class
them point to the pasta (say “Look at the
picture. Point to the pasta.”).
Step 2: Say “I like pasta.” and encourage pupils to Whole class
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. Whole class
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.
Extensio For better pupils, cover or omit some
n:
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, _____.
9

Whole class

Individual
work
Whole class
Whole class

Group work

Individual
work


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 Whole class
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 Individual
time to complete the activity (say “Listen and work
tick.”).
Step 3: Play the recording again, if necessary (say Individual
“Listen again.”).
work
Step 4: Check the answers by asking “a or b?” When Whole class
pupils answer correctly, confirm by saying Individual
“1a. I like popcorn.”/“2a. I like pasta.” and work
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.
Step 3: Repeat Steps 1 and 2 for p (lower case).

Whole class

Individual
work

Whole class
Individual
work
Step 4: Have pupils look at the writing grids (say Whole class
“Look and write.”) Allow pupils time to
complete the activity. Go around the class to
10


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.
Extensio - For weaker pupils, have them do Activity 3,
Unit 1 in their workbooks.
n:
- For better pupils, have them do Activity 4,
Unit 1 in their workbooks.
Wrap–up
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.

Individual
work

Whole class
Individual
work

Whole class

Whole class

Individual
work

TIẾNG ANH 2
LESSON PLAN
School:

__________________
__
Grade:
__________________
__

Teacher: __________________
__

11

School
year:
Week:
Approved
by:

_________________
___
_________________
___
_________________
___


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

I.
OBJECTIVES

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.”

II. INPUT

12

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

13


III.
PROCEDURE
Procedur
e
Warm-up

Warm-up – Listen and repeat – Let’s talk – Let’s
sing – Wrap-up

Teaching and learning activities

Classroom
managemen
t

5 minutes

Option 1
- Have pupils listen to the recording, then sing
the chant on Page 7.
- 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

Whole class

Individual
work

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

Whole class

14

Individual
work

Individual
work

Whole class

Whole class
Individual
work

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

Pair work

Step 1: Write The popcorn is yummy. on the board Whole class
and underline the word popcorn. Say “The
popcorn is yummy.”
Step 2: Erase popcorn and replace it with pasta.
Whole class
Say “The pasta is yummy.”
Step 3: Repeat Step 2 for pizza.
Whole class
Step 4: Erase pizza and leave the sentence structure
The _____ is yummy. on the board.
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.

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
Extensio
n:

Whole class
Whole class
Individual
work

Whole class
Individual
work
Individual
work

Step 1: Draw pupils’ attention to the picture (say “Look Whole class
at the picture.”). Say “It’s a birthday party.”
Step 2: Play the recording of the song to familiarize Whole class
pupils with the rhythm and melody (say
“Listen.”).
15


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

Whole class
Individual
work

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.:
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.

Whole class

16

Group work
Group work

Individual
work
Individual
work
Individual
work