WEEK 20 Date of planning: 29/01/2024

Date of teaching: 30/01-03/02/2024

Class: 2A, 2B
Period 77:
LESSON PLAN
TEXTBOOK: I learn Smart Start grade 2
UNIT 6: AROUND TOWN
Lesson 2: (E-F-G-H)
STAGE 1: DESIRED OBJECTIVES.
A. Objectives:
By the end of this lesson, students will be able to gain the following:
- To be able to review the /t/ and /ʌ/ sounds.
- Ask and answer about places in a town
B. Language focus:
1. Key terms: top, tiger, umbrella.
2. Key grammatical structure:
C. INSTRUCTIONAL RESOURCES.
- Textbook: I learn Smart grade 2: Student’s book, page 43, CD2- track 7,8
- The flashcards: top, tiger, umbrella.
- Computer & projector/ TV.
- Class CDs, flashcards, IWB software, projector/interactive whiteboard/TV.
STAGE 2: ASSESSMENT EVIDENCE
Performance Assessment
Performance Tasks
products tools

To be able to review the /t/ and /ʌ/ Students'practice Observation

Students' listening Questions &
sounds.
 answers
Answer keys

Ask and answer about places in a town Student's talks and Observing
interaction Questions &
communicaton answers
STAGE 3: TEACHING PROCEDURE.
Activity 1. Warm-up

Sing the Phonics song

(Source: https://www.youtube.com/watch?v=ffeZXPtTGC4)
"Touch" game

- Divide the class into four teams.

- Have one student from each team stand a distance from the board.
- Stick some flashcards on the board.
- Then the teacher says a letter or a word. (E.g. Please touch letter “R”)
- Have the students race to the board, touch that flashcard, and say the correct
word.
- The first student to touch the flashcard and say the word gets a point for their
team.
- Continue with other students.

- The team that gets the most points win.

Activity 2. Listen and repeat. Trace. (CD2 - Track 07)

- Have students look at the pictures.

- Point to the pictures and say the letters' sounds.

- Play audio. Have students listen and repeat the letter sounds.
Activity 3. Listen and point. (CD2 - Track 08)
- Have students look at the pictures.
- Demonstrate pointing to the correct letter when you hear the sound or word.
- Play audio. Have students point to the correct picture at the top of the page when
they hear the appropriate sound or word.

- Have students work in pairs, one points to the letter and one says the sound.
Activity 4. Write the letters.

- Have students look at the pictures and call out the things they can see.
- Demonstrate the activity using the example.
- Have students write the letters.

- Check answers as a whole class.

Activity 5. Play the "Chain" game.

- Have students look at the example.

- Divide the class into groups of four.
- Have the students stand up.
- Have Student A say a word for the teams to spell.
- Have Student B say the first letter, then have Student C say the second letter of
the word.
- Continue until the word is completely spelled .

- Have some groups demonstrate the activity in front of the class.

Activity 6. Wrap up.
“Chalkboard Fun” game.

- Divide the class into four teams.

- Have each student take out a small chalkboard, rag and a piece of chalk.
- Prepare some flashcards or pictures and sticks them on the board.
- Point at the picture or flashcard then gives the students fifteen seconds to write
down their answers.
- When the time is up, all the students hold up the chalkboards.
- Give the team which has all the correct answers one point.

- The team that gets the most points win.

TEXTBOOK: I-LEARN SMART START GRADE 2

LESSON 2: PART E. F. G. H
Period 78:
LESSON PLAN
TEXTBOOK: I learn Smart Start grade 2
UNIT 6: AROUND TOWN
LESSON 2: WORKBOOK
STAGE 1: DESIRED OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
 1. Practice doing exercises in workbook.
2. Practice language skills as well as words related to phonics Rr, Ss, Tt, Uu
B. LANGUAGE FOCUS
1. Vocabulary: tiger, rabbit, umbrella, sad, sun, teddy bear, sea, uncle
2. Phonics: Rr, Ss, Tt, Uu
C. INSTRUCTIONAL RESOURCES
- Textbook (I learn smart start 2 WB), CD WB – Track 23
- https://www.youtube.com/watch?v=9IVwqojbWxc
STAGE 2: ASSESSMENT EVIDENCE
Performance Task Performance Products Assessment Tools
1.Practice doing Student’s writing Questions and answers
exercises in workbook. Observation
2.Practice language skills Student’s interaction Questions and answers
as well as words related Students’s writing Observation
to phonics Rr, Ss, Tt, Uu
STAGE 3: TEACHING PROCEDURE
Activity 1: Warm – Up
- Have ss watch a video: The alphabet from I learn smart start from the source
https://www.youtube.com/watch?v=9IVwqojbWxc
Activity 2: Trace and draw lines
- Have ss call out name of letter and picture they can see
- Ask ss draw trace the letter, then draw line from the big letter with the right
picture as well as the little letter
- Go around and check, call some s stand up and share their answers
KEY: 1. S – sea – s 2. T – tiger – t
Activity 3: Look and trace
- Ask ss look at the letter and the pictures
 - Have ss trace the letter by their pen or pencil
- Go around to help if necessary, call some ss go to the board and write the
answer
KEY: 1. umbrella 2. rectangle 3. sad 4. teddy bear
Activity 4: Listen and tick
- Have ss look picture and call out what they are
- Have ss listen the audio
- Have ss listen again and tick
- Call some ss share their answer
- Have ss listen once more time and show the answer
KEY: 1. Ss (sea) 2. Uu (umbrella) 3. Rr (rabbit)
Activity 5: Look and write
- Have ss look at the picture and call out what are they
- Ask ss look at the letter which is missing in each word
- Have them identify what letter it is and write down
KEY: 1. tiger 2. rabbit 3. uncle 4. umbrella 5. sun 6. robot
Activity 6: Wrap – Up
- Have ss play a game in DHA
- Ask ss prepare the next lesson at home
Big idea: After the lesson, student can practice doing exercises in workbook as
well as practice language skills as well as words related to phonics Rr, Ss, Tt,
Uu

TEXTBOOK: I LEARN SMART START 2

LESSON 2: WORKBOOK
Period 79:
LESSON PLAN
TEXTBOOK: I learn Smart Start grade 2
UNIT 6: AROUND US
PROJECT (DRAW AND SHOW FEELINGS)
STAGE 1: DESIRED OUTCOMES
I. OBJECTIVES
By the end of the lesson, student will be able to:
1. Draw feelings
2. Show their feelings by their faces or by their actions
3. Be aware of taking care of the others.
II. LANGUAGE FOCUS
1. Vocabulary: scared, bored, hungry, thirsty, happy, sad, great, fine
2. Structure: I’m (scared)
(Minh)’s (scared)
III. INSTRUCTIONAL RESOURCES
A3 papers, word cards, pencils, rubbers, flashcards, projector
STAGE 2: ASSESMENT EVIDENCE
Performance Tasks Performance products Assessment tools

1. Draw feelings Student’s drawing Observation

2. Show theirs feelings by Student's performance Observation
their bodies Questions

3.Be aware of taking care Students’ interaction and

of the others. performance Observation

STAGE 3: TEACHING PROCEDURE

Activity 1: Warm – Up
- Have Ss sing a song ( source https://www.youtube.com/watch?v=x23rTDl4AMs )
Activity 2: Draw feelings
- Prepare 5 flashcards about feelings (hungry, thirsty, scared, happy, sad) and show
them on the board
- Ask ss look at the board and guide how to draw each feeling
- Divide class into 5 groups
- Draw again and ask ss look carefully how to draw each feelings
- Prepare 5 word cards with 5 feelings then let each group choose one feeling by
chance to draw
- Have whole class draw by themselves in 10 minutes
- Go around and help ss if necessary
- Have each group show their drawings on the board
Activity 3: Show their feelings
- Demonstrate each feeling by face or parts of body
 Eg: T ( rub the tummy and pretend exhausted ): hungry
Ss: ( rub their tummy and pretend exhausted): hungry
- Ask ss follow and call out what feeling it is
- Speak aloud the feeling and ss do by themselves
- Call some ss to the board and do action to show the feelings
Game: “Do what I say”
- Demonstrate by doing action and speak aloud
- Let ss listen and do the action following T’s speaking not action
Eg: T (rub the tummy and pretend exhausted): happy
S (rub the tummy and pretend exhausted): hungry
- Repeat the procedure with other feelings
- Let some ss do and say wrong have a funny punishment like hopping
Activity 4: Wrap – Up
Game: “Whisper”
- Divide class into 4 groups and ask them make 4 lines
- Whisper one feeling on the first student of each line
- Ask he/she whisper that word to the next one, do it again until the last one
- Have the last one run to the board, call out that word and do action
Eg: The last one of team A hear “bored” from the former person, run to the
board (show a bored face and sigh): Bored
- Ask ss prepare the next lesson at home
Big idea: By the end of the lesson, students not only can share where they
want to go but also they can draw. Besides, thanks to this project, students
will be aware of loving their hometown.

DRAWING PAPERS WITH PLACES

----------------------------------------------------------------------------------------
Period 80:
LESSON PLAN
TEXTBOOK: I learn Smart Start grade 2
UNIT 6: AROUND US
SPEAKING AND LISTENING
Talk about where the students want to go
STAGE 1: DESIRED OUTCOMES
I. OBJECTIVES
By the end of the lesson, students will be able to:
1. Say where the students want to go
2. Identify and use vocabulary items about places
3. Be aware of taking care of their hometown
II. LANGUAGE FOCUS
1. Vocabulary: zoo, beach, park, playground
2. Structure:
I want to go to the (zoo)
III. INSTRUCTIONAL RESOURCES
Handouts, projector, mp3 from source, https://www.youtube.com/watch?
v=teMU8dHLqSI, A4 paper, pencil
STAGE 2: ASSESMENT EVIDENCE
Performance Tasks Performance products Assessment tools

1. Say where the students Student’s talk Observation

want to go Students’ answer Questions and answers

2. Identify and use Student's answer

Observation
vocabulary items about
Students’ interaction Questions
places
3. Be aware of taking care of Students’ performance
Observation
their hometown.

STAGE 3: TEACHING PROCEDURE

Activity 1: Warm – Up
Conversation line
 Have students make two columns and stand face to face.
 Student 1 of the first line says, “Let’s play…..!” Then student 1 of the second line
answers, “Ok./ Yeah, OK.”
 Swap roles to the end of the lines
Activity 2: Speaking
- Prepare a handout for whole class with the question: “where do you want to go to?” and
the answer: “I want to go to…….”
- Demonstrate by doing one example
- Go around the class and ask one student to know where do they live then write one of
the places in there hometown down on the handout
Eg: T ( ask Student A ): where do you want to go to ?
SA: I want to go to the zoo
- Ask all students stand up and go around class to interview 4 other students to collect
information to fill in the handouts
- Go around and help ss if necessary
- Call some students report their result by the structure: I want to go to the (zoo)
Activity 3: Listening
- Prepare a mp3( https://www.youtube.com/watch?v=teMU8dHLqSI) about places
around town and a paper with the lyrics without name of these words
- Ask ss work in groups of 4
- Play the mp3 and have groups listen
- Play again and ask ss look the paper
- Play twice time and have each group fill in the missing words
- Call each group show their answer and give the key
Activity 4: Wrap – Up
- Let whole class sing the song at Activity 3 https://www.youtube.com/watch?
v=teMU8dHLqSI
- Ask ss prepare the next week at home
Big idea: By the end of the lesson, students not only can share where they want to go
but also they can draw. Besides, thanks to this project, students will be aware of
loving their hometown.
HANDOUTS
THE LYRICS OF SONG

Ask 4 students and fill in the handout with these question and answer
Question: Where do you want to go to?
Answer: I want to go to the ……

Name Anh …………… …………… ……………. …………….

Qua
n

Place zoo …………….. ………….. ……………… ………………

s

Where do you want to go to?

I want to go to the …………
I want to go to the …………..
I ……… to go to the …………....
I ……… to go to the ……………..…