TIẾNG ANH 2

LESSON PLAN

School: ____________________ School year: ____________________

Grade: ____________________ Week: ____________________
Teacher: ____________________ Approved by: ____________________

REVIEW 1
Phil and Sue – Period 1
Date: _______________

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

- repeat and understand a short story
- identify and say the words they have learnt
II. INPUT Language:
- Vocabulary: pasta, pizza, kite, bike, kitten, sail, sea,
rainbow, road
- Structures:
Is he/she _____ (verb + –ing)? and Yes, he/she is. /
No, he/she isn’t. to ask and answer questions about
actions in progress.
Let’s look at the _____! to suggest doing something.
What can you see? and I can see a _____. to describe
features of a scene.
Resources/Material:
- Student’s book, page 20
- Teacher’s guide, pp. 38 - 39
- hoclieu.vn
- Flashcards/ Poster
- Computer, projector

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III. PROCEDURE Warm-up – Listen and read – Look again and circle –
Wrap-up

Classroom
Procedure Teaching and learning activities
management
Warm-up 5 minutes

- Remind pupils of the names of the topics Whole class

they have learnt from Unit 1 to Unit 4.
Option 1
- Revise Units 1 to 4 topics by showing
pictures of a birthday party, a backyard,
the seaside and the countryside. Encourage
pupils to use the words and sentence
structures that they learnt.
- Say “Open your books at page 20 and look
at Review 1, Phil and Sue.”
Option 2
Have pupils play a game (e.g. Slap the Group work
board, Pelmanism) with the words they
have learnt in the previous units.
Option 3
Stick some flashcards including some Group work
pictures of the words from Units 1 to Unit
4 on the board. Write the words on the
board. Have pupils match.
1. Listen and read. 15 minutes
Step 1: Have pupils look at the picture of the boy, the Whole class
girl and the speech bubbles. Introduce again
the two new characters Phil and Sue and help
pupils identify them (their names, genders, …)
by asking them some questions such as Who’s
the boy? Who’s the girl? What are they doing?
Check comprehension.

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 Step 2: Have pupils look at Picture 1 (saying Look at Whole class
Picture 1, please!) and describe the picture.
(Picture (1) shows Sue flying over the
countryside. She sees Ba flying a kite. Sue is
saying “Look! Ba’s flying a kite!”).
Step 3: Play the recording several times for pupils to Whole class
listen and repeat the sentences in the bubbles
of picture 1, saying “Listen, point to the
sentence and repeat, please!”
Step 4: Repeat the same procedure with Pictures 2, 3 Whole class
and 4. Correct pronunciation, if necessary.
Give further support to those pupils who find it
difficult to do the task.
Step 5: Play the recording of the whole story several Individual work
times and have pupils listen, point to the
speech bubbles and repeat until they feel
confident. Go around and offer help, if
necessary.
Step 6: Have pupils work in pairs to act out the story. Pair work
Go around the class to offer help and correct
pupils’ pronunciation, if necessary.
Step 7: Invite a few pairs to act out the story for the Pair work
class. Encourage them to use gestures, face
expressions, … Observe and support pupils
when needed.
Extension: For more advanced classes, have pupils close Individual work
their books and try to remember what the
characters are doing in each picture.

2. Look again and circle. 8 minutes

Step 1: Explain to pupils that they are going to look at Whole class
the four pictures and circle the words
appeared in the story.
Step 2: Have pupils point to and say the word bike Whole class
(say “Point to the word bike. Say bike.”).

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 Step 3: Have pupils look again at the story and try to Whole class
find a bike in one of the pictures (say “Look Individual work
again. Is there a bike in the story?”). If there is
a bike, pupils should circle the word/picture; if
not, then they do not need to circle the
word/picture.
Step 4: Ask pupils to look at the other pictures and Individual work
circle the words in the chain, saying “Use your
pencil to circle the words”. Give pupils time to
work. Give further support to those pupils who
find it difficult to do the task.
Step 5: Invite some pupils to show what they have Whole class
done. Praise them if they have done well. Have Individual work
the class say all of the words they have circled.
Answers: pizza, rainbow, sea, kitten
Wrap-up: 5 minutes
Revise the main teaching point of the lesson by Whole class
asking pupils some questions about the story.
Option 1
Using hoclieu.vn, show the pictures of the Whole class
story without showing the text. Have pupils tell
the story from their memory.
Option 2
Show flashcards of the words that appear in Individual work
the story and have pupils say the words.
Option 3
Have pupils play Slap the board with the words Individual work
from Units 1-4. Group work

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 TIẾNG ANH 2
LESSON PLAN

School: ____________________ School year: ____________________

Grade: ____________________ Week: ____________________
Teacher: ____________________ Approved by: ____________________

REVIEW 1
Self check – Period 2
Date: _______________

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

- recognise the sounds they have learnt;
- recognise the words they have learnt;
- listen for specific sounds and words.
II. INPUT Language:
- Sounds: /p/ (letter p), /k/ (letter k), /s/ (letter s), and
/r/ (letter r)
- Vocabulary: pasta, pizza, popcorn, kite, bike, kitten, sail,
sea, sand, rainbow, road, river
Resources/Material:
- Student’s book, page 21
- Teacher’s guide, pp. 40 - 41
- hoclieu.vn
- Flashcards
- Computer, projector

5
III. PROCEDURE Warm-up – Listen and tick – Listen and circle – Write and
say – Wrap-up

Classroom
Procedure Teaching and learning activities
management
Warm-up 5 minutes

Option 1 Whole class

Using hoclieu.vn, play the video of the story in Pair work
Lesson 1. Have pupils role play it.
Option 2
Have pupils play Hot seat to revise the words Group work
they learnt in previous units.
Option 3
Have pupils play Pass the ball game. Give Whole class
flashcards for pupils to pass with the music, Group work
then when the music stops, those who get the
flashcards will say the words.
1. Listen and tick. 8 minutes

Step 1: Have pupils look at the pictures and say the Whole class
words (say “Point and say.”). When pupils Individual
answer correctly, confirm by saying work
“river/ road/ pizza/ pasta/ sea/ sand”.
Step 2: Play the recording and ask pupils to listen and Whole class
tick the correct box (say “Listen and tick”). Give Individual
further support to those pupils who find it work
difficult to do the task. Play the recording
again, if necessary (say “Listen again.”).
Step 3: Follow the same procedure with the pictures of Whole class
questions 2 and 3. Go around and offer help, if Individual
necessary. work
Step 4: Check the answers by asking “a or b?”. When Whole class
pupils answer correctly, confirm by saying
“1a. river”/“2b. pasta”/ “3a. sea” and
encourage them to repeat.
Audio script: 1. river 2. pasta 3. sea
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 Answers: 1. a 2. b 3. a
Extension: Put the flashcards of Units 1-4 at different Group work
places in the class. Have pupils play in groups
of four. Say one word, for example, pasta, the
pupils will try to run to the flashcard “pasta” as
fast as he/she could to slap on the word.
2. Listen and circle. 7 minutes
Step 1: Have pupils look at the pairs of letters and say Whole class
the letter sounds in pairs (say “Point and say.”).
Invite some pupils to say the letters and the
sounds in front of the class.
Step 2: Play the recording, ask pupils to listen and Individual
circle the letters of the sounds (say “Listen and work
circle.”). Allow pupils time to complete the
activity. Play the recording again, if necessary
(say “Listen again.”).
Step 3: Check the answer to Question 1 by asking “/s/ Individual
or/r/?” Invite some pupils to say the sounds work
they have heard. When pupils answer
correctly, confirm by saying “/s/.” and
encourage them to repeat.
Step 4: Repeat Step 3 for Questions 2, 3 and 4. Individual
work
Audio script: 1. s 2. r 3. p 4. k
Extension: Divide pupils into groups. Have them listen to
one sound, for example /s/, and in one minute,
pupils try to find out the words contaning the
sound /s/ such as sea, sun, sail, ... The group
with the most correct words wins.
3. Write and say. 10 minutes
Step 1: Draw pupils’ attention to Picture 1, say “Look Whole class
at Picture 1”. Have pupils point and say the
words (say “Point and say.”). When pupils
answer correctly, confirm by saying “popcorn/
kitten/ sand/ rainbow”.

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 Step 2: Have pupils write the letters to complete the Individual
words (say “Look and write.”). Allow pupils work
time to complete the activity. Go around the
class to offer support.
Step 3: Get pupils to check their answers in pairs. Then Pair work
ask some pairs to give their answers. Give
comments and confirm the correct answers.
Step 4: Have pupils say the words (say “Now say.”) Whole class
Extension: Write incomplete words on the board and have Individual
some pupils to write letters to complete them. work
E.g: _ ite , _ iver, _izza, _opcorn, …
Wrap–up 5 minutes
Option 1
Have pupils play Kim’s game. Stick flashcards Whole class
on the board. Have pupils look at the cards Group work
for 30 seconds. Then ask them to close their
eyes. Have them open their eyes again and
say what words have been missing.
Option 2 Group work
Stick some picture cards on the board. Write Individual
the words on the board. Have pupils match. work
Option 3
Have pupils play Whispering game to revise Group work
the words from Units 1-4. Divide the class
into teams. Pupils are going to listen to the
message their friends whisper and then pass
the message to the next pupil. The team
wins if the last person in the team can speak
out the word he/she heard correctly.

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 TIẾNG ANH 2
LESSON PLAN

School: ____________________ School year: ____________________

Grade: ____________________ Week: ____________________
Teacher: ____________________ Approved by: ____________________

REVIEW 1
Self check – Period 3
Date: _______________

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

– recognize the target words and sentence structures;
– write the learnt words.
II. INPUT Language:
- Vocabulary: pasta, pizza, popcorn, kite, bike, kitten, sail,
sea, sand, rainbow, road, river
- Structures:
The ____ is yummy. to express this feeling about a
particular food.
- Is he/she _____ (verb + –ing)? and Yes, he/she is.
/ No, he/she isn’t. to ask and answer questions about
actions in progress.
Let’s look at the _____! to suggest doing something.
What can you see? and I can see a _____. to describe
features of a scene.
Resources/Material:
- Student’s book, page 22
- hoclieu.vn
- Teacher’s guide, pp. 41 - 42
- Flashcards
- Computer, projector
9
III. PROCEDURE Warm-up – Read and tick – Guess, read and circle.
Then say – Write the words – Wrap-up

Procedure Teaching and learning activities Classroom

management
Warm-up 5 minutes

Option 1
- Have pupils sing one or two songs from Units Whole class
1 - 4 to revise the words and structures they
have learnt. If pupils do not remember the
songs, play the recording for them to sing
along.
Option 2
Show pupils the lyrics of a chant or a song from Whole class
Units 1 - 4 with some missing words, e.g.: Individual
What can you see? work
I can see a ______.
A rainbow in the sky.
What ________?
I can see a river.
A ____ near the road.
Then ask pupils to listen to the chant/song and
fill in the blanks, then sing the complete
chant/song aloud.
Option 3
Have pupils play the game Missing flashcard to Group work
revise the sounds and words they learnt in
previous units.
4. Read and tick. 8 minutes
Step 1: Have pupils read and say the sentence Whole class
structure in Question 1 Let’s look at the river!
(say “Read and say.”)
Step 2: Have pupils look at the pictures underneath Whole class
the sentence structure (saying “Look at the
pictures in Question 1, please!") and say what

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 they can see. When pupils answer
correctly, confirm by saying “sand/river”.
Step 3: Have pupils read the sentence again and tick Individual
the correct box (say “Read and tick.”) Allow work
pupils time to complete the activity. Give
further support to those pupils who find it
difficult to do the task.
Step 4: Check answers by saying “a. or b.?” When Whole class
pupils answer correctly, confirm by saying “b.
Let’s look at the river!” and encourage them to
repeat.
Step 5: Repeat Steps 1 to 4 for the sentence structures Whole class
in Question 2 Is she flying a kite? and Question Individual
3 I can see a road. work
Extension: Say aloud some sentences and have pupils slap Group work
the suitable pictures.
5. Guess, read and circle. Then say. 8 minutes
Step 1: Draw pupils’ attention to Picture 1 and Whole class
encourage them to guess what is in the picture
(say “Look at Picture 1. Guess what it is.”)
Step 2: Have pupils read the two sentences Whole class
underneath Picture 1 (say “Look at and read
the sentences.”).
Step 3: Say “Circle the correct sentence.” and allow Individual
pupils time to complete the activity. work
Step 4: Check answers by saying “a or b?” When pupils Whole class
answer correctly, confirm by saying “a. The Individual
pasta is yummy.” and encourage them to work
repeat.
Step 5: Repeat Steps 1 to 4 for Picture 2 and Picture 3. Whole class
Extension: Have pupils rearrange the sentences to make Group work
meaningful sentence. E.g:
a sail / I / can see (I can see a sail.)
flying/ He’s/ a kite (He’s flying a kite.)
6. Write the words. 8 minutes
Step 1: Have pupils look at and describe the picture Whole class
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 using the words they have learnt.
Step 2: Write k_ _ _ on the board and encourage Whole class
pupils to complete the word. When they
answer correctly, confirm by saying “kite” and
encouraging them to repeat.
Step 3: Repeat Step 2 for sea (s_ _), pizza (p_ _ _ _), Whole class
pasta (p_ _ _ _) and road (r_ _ _).
Step 4: Say “Write the words.” and allow pupils time to Individual
complete the activity. work
Step 5: Check answers by inviting pupils to come to the Individual
front and complete the words kite, sea, pizza, work
pasta and road on the board
Extension: Show the pictures of some learnt words and Whole class
ask pupils to write the words on their Individual
notebooks. Ask pupils to swap their answers work
with other classmates. Then check the answers
as a class.
Wrap–up 5 minutes
Option 1: Write a letter, then pupils take turn Group work
go to the board and write the next letter, one
by one, until it becomes a word. Practise
writing as many words as possible.
Option 2: Show flashcards and have pupils say Individual
the words. Ask some pupils to make sentences work
with the words.
Option 3: Write incomplete sentences on the Individual
board (with pictures). Invite some pupils to go work
to the board and write the letters to complete Group work
the sentences.
E.g. The picture of a plate of pasta and the text:
The _____ is yummy.

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