TIẾNG ANH 2
LESSON PLAN
School: ____________________ School year: ____________________
Grade: ____________________ Week: ____________________
Teacher: ____________________ Approved by: ____________________
Unit 2. In the backyard
Lesson 1 – Period 1
Date: _______________
I. OBJECTIVES By the end of the lesson, pupils will be able to:
- 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.
II. INPUT 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
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III. PROCEDURE Warm-up – Listen and repeat – Point and say – Fun corner
– Wrap-up
Classroom
Procedure Teaching and learning activities
management
Warm-up 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). Whole class
- The pupil mimes the action of eating pizza (or Individual
popcorn/pasta) and the class guess what he or work
she is eating by saying “He/She is having ____”.
Option 3 Whole class
Have pupils play The Matching Game. Stick the Individual
picture flashcards on the board. Write the work
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 Whole class
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 Individual
the letter K.”). Explain that the name of the work
letter K/k is different to its sound (say
“Listen. /keɪ/ /k/.”).
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Step 3: Play the recording of the name and sound of the Whole class
letter K/k and encourage pupils to repeat (say Individual
“Listen and repeat.”). Do this several times for work
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 Whole class
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 Whole class
to repeat (say “Listen and repeat.”). Do this Individual
several times for pupils to repeat individually work
and in chorus. Correct their pronunciation if
necessary.
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 Individual
to repeat the name and sound of the letter K/k, work
the words kite, bike and kitten both individually
and in chorus.
Extension: For better pupils, use the flashcards of kite, Individual
kitten and bike and have pupils make labels for work
them. 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.
3
Step 2: Have pupils point to and correctly pronounce Whole class
the word kite (say “Point to the kite. Say kite.”). Individual
Do 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 Group/
practice of Steps 1 to 3. Go around the class to Pair work
give 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 Whole class
one pack of flashcards. Say “You are going to
play a word game.”
Step 2: Explain the game: when the teacher Group work
pronounces 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 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. Group work
Step 4: Count the points for each team and announce Group work
the winner.
Wrap-up: 5 minutes
Revise the main teaching point of the lesson: Whole class
the sound of the letter k and the words kite,
kitten and bike.
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Option 1
Using sachmem.vn, have pupils look at the Whole class
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. Individual
For better pupils, teacher may cover the words work
and ask them to point to the things and say the
words aloud.
Option 3
- Show half hidden part of the flashcards kite, Whole class
bike, kitten and ask: "What’s this?”.
- Have pupils guess and say out the word.
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TIẾNG ANH 2
LESSON PLAN
School: ____________________ School year: ____________________
Grade: ____________________ Week: ____________________
Teacher: ____________________ Approved by: ____________________
Unit 2. In the backyard
Lesson 2 – Period 2
Date: _______________
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.
II. INPUT 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
6
III. PROCEDURE Warm-up – Listen and chant – Listen and circle – Look and
write – Wrap-up
Classroom
Procedure Teaching and learning activities
management
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, …).
Option 2
Ask two groups of three to play Red words, Group work
green words with the target vocabulary they
have learnt.
Option 3
Ask two groups of three to play Pelmanism with Group work
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 Whole class
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 Whole class
repeat (say “Repeat, please!”).
Step 3: Repeat Steps 1 and 2 for He’s riding a bike. and Whole class
She’s playing with a kitten.
Step 4: Play the recording of the chant to familiarize Whole class
pupils with the words and rhythm
(say “Listen.”).
Step 5: Have pupils point to each line of the chant Individual
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(e.g. say “Point to line one.”). Play the recording work
of each line and encourage pupils to chant (say Whole class
“Listen and chant.”).
Step 6: Play the recording in full and encourage pupils Whole class
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 Group work
turns to chant a line. The whole class can clap
along or do other actions.
Extension: With better classes, help pupils change some Individual
line in the chant and sing it in front of the class. work
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 Whole class
words (say “Point and say.”). When pupils
answer correctly, confirm by saying “kite/ bike/
kitten/ puppy”.
Step 2: Play the recording and allow pupils time to Individual
complete the activity (say “Listen and circle.”). work
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
“1b. I have a bike.”/“2a. I have a kitten.” and work
encourage them to repeat.
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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 Whole class
say “K” (/keɪ/).
Step 2: Write the letter K (upper case) on the board Individual
again, but this time more slowly. Invite a few work
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). 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
“Look and write.”). Allow pupils time to work
complete the activity. Go around the class to
offer support and feedback.
Extension: For better pupils, have them do Activity 4, Individual
Unit 2 in their workbooks. work
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 Whole class
and circle and say about them, e.g. kite,
kitten, ... Encourage better pupils to use learnt
structure He’s/She’s _____ (verb + –ing).
Option 3
To reinforce the vocabulary, get pupils to do Individual
Activity 1, Unit 1 in their workbooks. work
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TIẾNG ANH 2
LESSON PLAN
School: ____________________ School year: ____________________
Grade: ____________________ Week: ____________________
Teacher: ____________________ Approved 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
10
- Computer, projector
III. PROCEDURE Warm-up – Listen and repeat – Let’s talk – Let’s sing –
Wrap-up
Procedure Teaching and learning activities Classroom
management
Warm-up 5 minutes
Option 1
- Have pupils listen to the recording, then sing Whole class
the chant on Page 10. Individual
- Select some better pupils to sing the chant in work
front of class. The class listens to them and
claps hands along.
Option 2 Individual
Let two or three pupils point to the pictures in work
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 Group work
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 Whole class
at the picture.”).
Step 2: Have pupils point to the sentence (say “Point to Whole class
the sentence.”). Play the recording and encourage
pupils to repeat (say “Listen and repeat.”).
Step 3: Ask pupils to repeat the sentence both Whole class
individually and in chorus several times. Correct Individual
their pronunciation if necessary, and praise work
them when their pronunciation is good.
Step 4: Ask pupils to work in pairs, repeat the questions Pair work
and answers of the boy and the girl in the
pictures. Go around and correct pronunciation
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to make sure pupils can repeat the sentence
correctly.
7. Let’s talk. 10 minutes
Step 1: Write Is he/she _____? on the board. Whole class
Underneath the question, write Yes, he/ she is.
and No, he/ she isn’t.
Step 2: Draw pupils’ attention to Picture a. Say “Is Whole class
he…?” and encourage them to complete the
sentence with “flying a kite”.
Step 3: Say “Is he flying a kite?”. Point to each of the Whole class
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 Whole class
Step 5: Have pupils work in pairs to look at each picture Pair work
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 Whole class
pictures in Tiếng Anh 1 such as the boy is Group work
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 Whole class
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 Whole class
with the rhythm and melody (say “Listen.”).
Step 3: Read the song line by line and encourage pupils Whole class
to repeat (say “Listen and repeat.”). Do this
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several times, with pupils repeating both Individual
individually and in chorus. Correct their work
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
Revise the main teaching point of the lesson: Whole class
the 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 Whole class
actions in progress, using the structures Group work
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 Individual
their workbooks. work
Option 3: Show pupils the lyrics of the song Individual
with some missing words, e.g.: work
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.
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