Giao An HK 1 Famiily National 2

GIÁO ÁN TIẾNG ANH 2 NĂM 2021 - 2022
FAMILY AND FRIENDS NATIONAL EDITION - SÁCH CHÂN TRỜI

SÁNG TẠO
UNIT STARTER HELLO!
School : Subject : ENGLISH
Class :2 UNIT STARTERS: HELLO!
Period : 1 LESSON :1
Teacher : ……………………………..…… Week :1

……………………….. Lesson duration : 35 minutes
I. AIMS: Students know how to say 4 colors.
II. OBJECTIVES: By the end of this lesson, students will be able to:
- Say 4 color words.
- Practice color words in song.
- Improve listening and speaking skills.
III. LANGUAGE:
Language focus: listening, speaking
Vocabulary: orange, pink, brown, purple
IV. RESOURCES AND MATERIALS:
Flashcards 1-5, audio tracks 03-05, …
V. TEACHING PROCEDURES:
STAGES TEACHER’S ACTIVITIES NOTES
Warm up - Say” Hello” to the whole class. whole class
8 mins - Move around shake their hands and say” Hello”.

- Encourage students to say Hello to you.
-Ask students to say Hello to the friends next to them as
well as shake hands.
Play Hello song (track 01)
- Practice singing the song
 Singing line by line
 Singing along in chorus
Guessing game:
- Show students 5 pictures in black and white: an
apple, a cloud, a lemon, rocks, bananas.
- Ask students to guess what color they are.

- Show them the colored pictures: a red apple, a
blue cloud, a green lemon, black rocks, yellow
bananas.
Lead in:
Presentation - Play flashcards 5-8 on the board.

whole class
5 mins - Point to each picture and say the word.
- Point to the cards, students say the word.
1. Listen, point and repeat (track 03)
- Ask students to open their books.
Guided - Play track 3, listen and point.
Practice - Play again, ask students to listen and point.

7 mins individuals
- Play again, ask students to listen and repeat.
Board race Game:
- Stick the flash cards around the class.

- Divide students into 5 groups.
- Students take turns 1 by 1.
- 1 student from each group stand up.
- Ask students to listen and run to the correct flashcards.
- Hold up a color word: Orange.
- Students run to the correct flashcards and say aloud.
2. Listen and point (track 04)
- Play track 4, hold up your book and point.
- Students listen to track 04 again and point.
- Students listen again and say the words.
3. Listen and sing (track 05)

-Show your book to your students, elicit as many
information as you can about the picture.
- Play track 05, students listen and point.
- Students listen again and sing along.
4. Point and say. Stick. groups
- Show students how to do:
 Point to each color and ask students to say the words.
 Students point and repeat in chorus

Pair/ Group
 Say:” Let’s stick!”
practice
10 mins  stick the sticker and say: “pink”
- Ask students to work in pairs to say and stick
- Go around for help if necessary.
• Below level: Students draw an object they have with colors

orange, pink, brown or purple and color it.
- Ask them to write the color word in that colored pen or
crayon.
• At level: Ask students to unscramble these anagrams words:
pnik, oaerng, bnrwo, pplrue
-Ask them to write the color word in that colored pen or

crayon.
• Above level: Ask students to unscramble these anagrams

words: pnik, oaerng, bnrwo, pplrue
- Ask them to think of 2 more colors and write down.
Pair work: Printable Resources
- Show students how to do the task.
- Students work in pairs.
pairs
4. Workbook page 4
- Ask students to do exercises in workbook page 4.
- Go around to help and encourage the students.

individuals
Sing and act out (track 05)
- Divide the class into 4 groups. groups
- Give each group a flashcard: ROSY,

TIM, BILLY, MISS JONES
Conclusion
5 mins - Play the chant.
- Students listen and stand up when they

hear their group’s name.
GOODBYE SONG (track 02)
VI. REFLECTION:
LESSON PLAN
TIẾNG ANH 2 FAMILY and FRIENDS NATIONAL EDITION
Class 2 UNIT STARTERS: HELLO!
Period : 2 LESSON 2
Teacher: ……………………………..…… Week : 1

I. AIMS: Students know how to ask and answer about their age and favorite color.
II. OBJECTIVES: By the end of this lesson, students will be able to
- ask the question “How old are you?’’
- say: “I like…”
- sing a song.
- Improve Listening, Speaking and Reading skills.

III. LANGUAGE:
Vocabulary: How old are you?
I’m six.
I like purple.
Flashcards 5-8, audio tracks 06-07, …
Warm up - Greet students whole

class
5 mins - Play HELLO SONG, ask student to sing along.
Review Sing a song (track 05) whole
3 mins class
Lead in:
- Hold up each of the Flashcards 5-8 for students

to say the words. whol
Presentation e
- Say a color, students point and repeat.
5 mins class
- Hold up your favorite color and say: I like
(pink).
- - Draw a big heart and say again: I like (pink).
Guide 1. Listen and repeat track 06

Practie - Play track 05, listen and point.
10 míns - Play again, ask students to listen and point.

2. Listen and sing: track 07
- Show your book to your students, elicit as many

information as you can about the picture.
- Play the recording for the children to listen to.
- Play the recording again and sing along.
3. Ask and Answer
- Ask students to look at the picture and

speech bubbles.
- Have 2 students demonstrate the question

and answer. pairs
- Ask students to work in pairs to exchange
questions and answers.
- Move around for help if necessary. pairs
4. Look and Say
- Point to the speech bubble, model

Pair/
the sentence.
Proup
- Ask students to work in pairs to make groups
practice
similar sentences using other pictures.
7 mins
Game matching
- Write color words on the board.
- Show them a color and ask: What color is it?
- Students answer and circle the correct words.
. Below level:
- Mouth the color words silently.
- Students guess which word is being said.
. At level:

individu
a ls
. Above level:
(ask them to use colors that they learnt in grade 1)
Let’s talk!

speech bubble.
- Ask students to read the text in

speech bubble.
- Students work in pairs practicing using

other color words.
- Students work in groups of 4 doing these

activities in printable resources.
5. Workbook p.5
- Ask student to do exercise in workbook p.5.
- Go around to help and encourage

the students.
Pass the ball game
- Play the music and students pass a ball to play the game.
- Stop the music.
Conclusion - The whole class asks: “How old are you?”
5 mins - The student holding the ball has to stand up

and answer: “I’m…..”
- Give stickers to correct answers.
Goodbye song
VI. REFLECTION:
LESSON PLAN
School: Subject :
ENGLISH
Class 2 UNIT STARTERS:
HELLO!
Period : 3 LESSON 3
Week :
Teacher: ……………………………..…………………………….. 2
Lesson duration : 35
minutes
I. AIMS: Students know how to recognize letters a, b, c, d, e and pronounce the sounds /æ/, /b/, /k/,
/d/, /e/, and /f/.
- recognize and trace the uppercase and lowercase forms of the letters a, b, c, d, e
- pronounce the sounds /æ/, /b/, /k/, /d/, /e/, and /f/.
- improve listening and speaking skills.
III. LANGUAGE:
Language focus: listening, writing
Vocabulary: Apple, bat, tub, cat, dog, bird, egg, fig, leaf
Extra language: (The bird) is in (the tub).
(The bird) is on (the leaf).
Audio tracks 07-10, Phonics cards 1-9, …
- Greet the students. whole

Warm up
- Play HELLO SONG, ask student to sing along. class
5 mins
- Ask students to greet each other in pairs.
Review Sing a song (track 07) whole

3 mins class
Lead in:
Presentat
- Put phonics cards 1-9 on the board.
i on
whol
- Point to the cards and say the word.
5 mins e
- Point and ask students to say the words. class
1. Listen, point, and repeat. Write. Track 08
- Play track 08, listen and point.
- Play again, ask students to listen and point.
- Model the writing activity.
2. Listen and chant: track 09
- Play the recording, ask students to listen to the chant.
- Put Phonics cards 1–2 in different places around the room.
- Play the chant again.

Guide
- Students point to the cards.
d
Practic - Play the chant again, pause for students to repeat.
e 3. Listen to the sounds. Connect the letters.

Track 10
10 mins
- Play track 10.
- Students connect the letters.
4. Look and point to the sounds b, d and f.
- Read the sentences.
- Students listen.
- Read again, ask students to raise their hands when they hear sounds
/b/, /d/ and /f/.
- Ask them to listen again and point to letters b, d, and f when
they hear them in the sentences.
Let’s talk!
- Ask students to look at the picture and speech

bubble.
- Ask: “What is the girl holding?”
- Students read the text in speech bubble. pairs
- Students work in pairs and take turns saying

the word. Then say other words from the lesson.
- Students work in pairs doing the activity in

printable resources.
groups
Game: Listen and choose
Pair/ - Write some words on the board.

Group - Students listen to the sound and choose the correct words.
practic
Pair work pairs
e
7 mins
• Below level:
- Place the phonics cards on the board

groups
- Create a mime for each word.
- Say the word and ask students to mime

• At level:
- Say the word, students do the mime.
- Mime the word, students say the word
• Above level:
- Say the word, students do the mime.
- Mime the word, students say the word individ

- Students work in pairs. u
als
Workbook p. 6
- Ask student to do exercise in workbook page 6.

Telephone game:
- Whisper a word (apple, cat, dog, tub, bird, egg, fig, leaf)
into the ears of the first students in each row.
Conclusi
- They whisper the word into the next student’s ear in their
o n
row until the whisper gets to the last student in the row.
5 mins
- The last student in the row has to say out the word.
- The team or teams that get the pronunciation right scores a point.
Goodbye song
VI. REFLECTION:
LESSON PLAN

School : Subject :
ENGLISH

HELLO!
Period : 4 LESSON 4
Week :
Teacher: …………………………….. 2
……………………………..
minutes
I. AIMS: Review numbers 1-10.
- Review how to say the numbers 1-10.
- Write 1-10 in words.
- Improve listening, speaking and writing skills.
III. LANGUAGE:
Language focus: listening, speaking and writing skills
Vocabulary: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, one, two, three, four, five, six, seven, eight, nine, ten
Audio tracks 11-12, ….
- Play HELLO SONG, ask student to sing along. whole class
Warm up - Ask students to greet each other in pairs.
5 mins
Chant (track 09) whole class
Review - Place Phonics cards on the board.
3 mins - Play the chant.
- Students listen, chant and point to the correct cards.
Lead in:
Presentation - Write number 1-10 on the board. whole class
5 mins - Ask students to look at the numbers and say.
2. Point and sing: track 12
- Point to the pictures and say Let’s count.

Guided
- Play track 12, students listen, clap and count.
Practic
e 10 - Ask students to sing along line by line.
mins - Play again and ask students to sing along.
3. Count and Say pairs
- Point to each balloon to elicit all the colors.
- Ask: “How many orange balloons?”
- Count and say: “Four”
- Say: “Now, your turn!”
- Students work in pairs to ask, answer, count

and write.
• Below level:
- Place 10 flashcards of colors on the board.

Number them 1-10.
- Say the color. Students say the number.
• At level:
groups
Pair/ - Place 10 flashcards of colors on the board.
Group Number them 1-10.
Practice
7 mins
• Above level:
- Place 10 flashcards of colors on the board.

Number them 1-10.
- Ask students to make sentences. EX: I

have 10 orange balloons.
pairs
Let’s talk
speech bubble. Say: “Six.”
- Ask: “What are they?” (teddy bears) pairs
- Have students read number SIX.
- Students work in pairs and take turns holding

up their school things and saying the correct
numbers.
Pair work: using

Printable
Resources.
- Ask students to work in pairs.
- Model how to do on the board.
individuals
4. Workbook page 7

Bean bag circle: 1, 2, 3, 4, 5, 6, 7, 8, 9,
Conclusion 10
5 mins - Tell students the rules of the game.
- Play a song.
- While the song is playing, students pass a bag to
the person next to them (hand by hand).
- Whenever the song is stopped, the person who

is holding the bag must stand up and take out a
picture. Student looks and says the number.
- Stop the song several times to get more

students to say.
VI. REFLECTION:
LESSON PLAN
School : Subject :
ENGLISH

HELLO!
Period : 5 LESSON 5
Week :
Teacher: …………………………….. 3
……………………………..
Lesson duration :
35 minutes
I. AIMS: Students know how to recognize letters g, h, j, k, l and m and pronounce the sounds /ɡ/,
/h/, /i/, /dʓ/, /k/ and /m/.
- recognize and trace the uppercase and lowercase forms of the letters g, h, j, k, l and m.
- pronounce the sounds /ɡ/, /h/, /i/, /dʓ/, /k/ and /m/ at the beginning and ending of words.
- Improve listening, speaking skills.
III. LANGUAGE:
Language focus: listening, speaking skills
Vocabulary: goat, dog, hat, ink, jelly, kite, yak, lion, ill, mom
Review: (The yak) has (a hat).
Extra language: Mom says: “Look!”
Audio tracks 13-15, Phonics cards 1-9, 10-19, …
5 mins
Sing the chant (track 09) whole class

Review
- Play the chant.
11 mins
- Students listen, chant and point to the correct cards.
Lead in:
- Write g, h, i, j, k, l and m on the board.
- Point, say the letter name and the sound. whole class
Presentation - Ask students to repeat.

5 mins
- Draw the lowercase letters in the air.
- Ask students to guess.
Guide 1. Listen, point, and repeat. Write. Track 13

d
Practic
e
3 mins - Play track 13, listen to the letters.
- Play track 13, listen and point to the words.
2.Listen and chant. Track 14
- Point to the pictures and say the words.
- Point to each picture and say the word, ask students to

repeat in chorus.
- Put Phonics cards in different places around the room.
- Play the chant again, ask students to point to the correct

cards when they hear the words that begin or end in that
sound.
- Play the chant again, pause for students to repeat.
3. Listen to the sounds. Connect the letters. Track 15.
- Point to the sounds in the book, ask students to

say aloud.
- Ask students to listen to the sounds and follow

them from left to right as they listen.
4. Look and point to the sounds k and m.
- Point to the yak and the hat in your book and say: The
yak has a hat.
- Ask students to repeat in chorus.
- Elicit a word which starts with m: mother goat.
- Ask students to find out the m at the end of the word:

Mom
- Elicit 2 words which end with k: yak and look
• Below level:
- Ask student to read the text from activity 4.
- Try to get them to say it faster and faster.
• At level:
Groups
- Write the text on the board, rub out some
words (leave only the first letters)
- Ask student to read the text.
- Try to get them to say it faster and faster.
• Above level:
Pair/
- Ask student to read the text.
Group
practice - Try to get them to say it faster and faster.
7 mins - Each time rub out a word, so they

eventually say everything from memory.
Let’s talk!
individuals
- Point to the picture and speech bubble. Then ask:
What is it? (a kite)
- Have a student read the word KITE.
- Students take turns saying words from the lesson. groups

Game:
- Ask students to look at the pictures pairs
- Listen to the sounds
- Choose the correct pictures.
Pair work
5. Workbook page 8
individuals
Stop the bus
- Put the students into groups of four. Groups
Conclusion - Ask students to take out a mini board for each group.
5 mins - Say a word.
- Students listen and write down that word.
- The first team to finish shouts 'Stop the Bus!'.

- Check their answers by asking them to read the letter
in chorus.
(correct letter: 1 point; correct word: 3 points)
- Demo the game with an example.
VI. REFLECTION:
LESSON PLAN
School : Subject :
ENGLISH

HELLO!
Periods : 6 LESSON 6
Week :
Teacher: …………………………….. 3
……………………………..
Lesson duration :
35 minutes
I. AIMS: Students know how to say days of the week
- Say days of the week.
- Use adjectives BIG and LITTLE.
- Sing a chant.
- Improve listening and speaking skills.
III. LANGUAGE:

Vocabulary: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, big, little
Audio tracks 14, 16-18, …
-Greet students. whole class

Warm up
-Sing Hello song.
5 mins
-Ask students sing along the song.
Review Chant track 14 whole class
3 mins - Play track 14, students sing along.
Lead in:
- Show students a calendar, circle the day of today

and say its name. whole class
Presentation - Place word cards (days of the week) on

the board.
5 mins
- Point to each word and say its name.
- Students repeat.
Listen, point and repeat. Track 16.
- Ask students to open their book.
Guide - Play track 16, listen and point to the words.

d
Practic
Listen and chant. Track 17.
e 7
- Point to the pictures and say the words.
mins
- Point to each picture and say the
word, ask students to repeat in
chorus.
- Put word cards in different places around the room.
- Play the chant again, ask students to point to the

correct cards when they hear the word.
Listen and repeat. Track 18.
- Point to the picture and ask:

“What is it?”
- Elicit the answer: A teddy bear.
- Point and say: It’s a little teddy bear. Point to the

other and say: It’s a big teddy bear.
- Play track 18, students listen to the audio.
- Play again, students listen and repeat.
- Students work in pairs to practice with other things.
Point and Say

Pair/
Group - Point to pictures in the book and say: It’s a pairs
practice little chair.
10 mins
- Ask students to repeat.
- Students work in pairs to

practice making sentences.
. Below level: groups
- Give students the word of the days (with

the vowels gapped out. Example:
FR_D_Y)
- Students complete the words.
. At level:
- Students work in groups of 5.
- Ask them to make a line.
- Students take turn to write the days of the week.
. Above level:
- Students work in groups of 5.
- Ask them to make a line.
- Students take turn to write a sentence (dictated

by the teacher) on the board. Others can help by
calling out, spelling.
o Example : It’s Monday.
It’s a little ball.

Groups
Game: listen and choose
- Show students the days of the week.
- Say a day.
- Students listen and circle.
Workbook p. 9 individuals

Draw and write individuals
Conclusion
5 mins
It’s a big ball.
Goodbye song
- Students sing along the song.
VI. REFLECTION:
LESSON PLAN
School : Subject :
ENGLISH
Class :2 UNIT STARTERS:

HELLO!
Periods : 7 CULTURE
Week :
Teacher: ……………………………..…………………………….. 4
Lesson duration :
35 minutes
I. AIMS: Students know names and flags of six countries: Vietnam, Korea, The U.S.A, Thailand,
and Switzerland
- describe six national flags.

- say six names of countries.
- say where you are from.
- improve listening, speaking and reading skills.
III. LANGUAGE:
Language focus: listening, speaking, reading

Vocabulary: Viet Nam, Korea, The U.S.A, Thailand, and Switzerland
I’m from…..It’s (red). It has (many stars).
The Flag is (red and yellow). The (star) is (yellow).
Flash cards 51-55, audio tracks 96-97, …
- Greet students. whole class
Warm up Hello song
5 mins - Ask students sing along

the song.
Name the countries whole class
Review - Show students 6 flags (Vietnam.

Australia, Cambodia, Japan, Canada,
3 mins
United Kingdom).
- Ask students to name the countries

Lead in:
Presentation - Use flashcards 51-55 to elicit
5 mins the vocabulary for this lesson. whole class
- Students listen and repeat.

- Students point and say.
1. Listen, point, and repeat. Track 96
- Play the first part of the track for children

to listen and point to the flags.
- Play the second part of the track for children

to point to and repeat the words.
- Play several times if necessary.
2. Listen and point. Track 97

Guide
d - Ask students to look at the children and the flags.
Practic - Point to each child, elicit the name of the country

e 8
- Play track 97, students listen and point
mins
- Play the track again, students listen and repeat
- Point to the speech bubble next to Vietnamese

boy, point to Vietnam on the world map and
say: “I’m from Vietnam”.
- Continue with all the sentences in this way.

3. Point and say. groups
Students point to the map of Vietnam and

say: “I’m from Hue”.
4. Read and look. Say.

Pair/ pairs
- Point to American Flag and ask: “What
Group
color is it?”
practice
- Elicit the answer: “It’s red, blue and white.”
10 mins
- Point to the stars and say: “It has many stars.
The stars are white.”
- Ask students to repeat and say: “It’s the U.S.A”.

- Students work in pairs to match the sentences to the
country.
5.Say
- Students work in pairs to point to the flags and say Individuals

sentences to describe them.
6. Workbook page 50 and 51
- Ask student to do exercise in workbook page 50

and 51.
1. Design group’s flag
. Below level: groups
- Students work in groups to design their group flag.
. At level:
- Students write something to describe their flag

Conclusion using these suggestions: “It’s…… It has…....”
5 mins
. Above level:
- Students think and write something to

describe their flag.
2. Goodbye song
- Students sing along.
VI. REFLECTION:
LESSON PLAN

School : Subject :
ENGLISH

HELLO!
Periods : 8 CONSOLIDATION
AND TEST
UNIT
STARTERS
Week : 4
Teacher: ……………………………..……………………………..
Lesson duration :
35 minutes
I. AIMS: Students do Unit Starters Test.
- Review Unit Starters.
- Check their understanding about asking and answering about age,

counting 1-10, colors and days of the week.
- Get feedback for students’ learning as well as teacher’s teaching.
- Improve integrated skills.
III. LANGUAGE:
Language focus: reading and writing
Vocabulary: review Unit Starters
Flash cards, audio tracks, …
Warm up - Greet students. whole class
5 mins Hello song

Ask students to sing along the
song.
Beanbag game whole class
- Tell students the rules of the game.
- Play a song.
- While the song is playing, students pass a bag.

Review
- Whenever the song is stopped, the person who is
5 mins
holding the bag must stand up and take out a
flashcard and say aloud.
- Stop the song several times to get more students

to say.
- Show them how to do step by step.
- Demo with an example.

whole class
- Students do the test.
Test
20 mins
- Students hand in their paper.
Conclusion
Goodbye song individuals
5 mins
- Students sing along
VI. REFLECTION:
LESSON PLAN
Class 2 UNIT 1 : IS THIS YOUR MOM?
Periods : 9 LESSON 1
Teacher: ……………………………..………… Week : 5

………………….. Lesson duration : 35 minutes
I. AIMS: Students know how to say family names.

- identify 6 family names.
- use the family names in the context of a chant.
III. LANGUAGE:
Vocabulary: mom, dad, brother, sister, grandpa, grandma
Flash cards 9-14, audio tracks 17, 19, 20; stickers
- Greet students whole class

Warm up Hello song
5 mins - Ask students sing along the song
Chant track 17 (review days of the week) whole class

Review Place word cards around
the class Play the chant
3 mins
Ask students to chant and point.
Lead in:
- Show students a picture of your family, tell them
Present about your family whole class
informatio - Students listen and repeat family names
n 5 mins - Ask students to repeat in chorus
- Students pass the Flashcards and read the vocabulary
individually

- Play the track 19, listen and point
- Play again, ask students to
listen and point
Guide
d
listen and repeat
practic
e
7 mins
Matching Game:
- Students work in group of 5
- Match the words to

correct pictures
2. Listen and chant. Track 20
- Students listen to track 20
- Divide the class into 6 groups
- Give each group a flashcard
- Play the chant again
- Students listen and stand up
when they hear their group’s family
name
- Students listen and chant along
3. Point and say. Stick.

 point to each family name and say the words.
 say: ”Let’s stick!”
 stick the grandpa sticker and say: “GRANDPA”
PAIR
- Go around to help
Below level:
- Place flashcards on the board

- Students take turns to read the words aloud.
At level: groups

Pair/ - Ask students to close their eyes. Take away 1 card.
group - Ask a volunteer to say which one is missing
practice
Above level:
10 mins
- Ask students to close their eyes. Take away 1 card.
-Ask a volunteer to say which one is missing and
write the missing word on the board.
Pairwork:
Pairs
- Ask students to look at the picture and circle

4. Workbook p. 10
- Ask student to do exercise in workbook p.10
- Go around to help and encourage the students
individuals
Draw Whole class

Conclusion Ask student to draw a member in his/her family, then write:
5 mins This is my……
Goodbye song
VI. REFLECTION:
LESSON PLAN

Period : 10 LESSON 2 : GRAMMAR AND SONG
Teacher: ……………………………..…… Week : 5

I. AIMS: Students know how to ask and answer about family names.
- ask question:” Is this your (mom)?”
- answer: “Yes, it is./ No, it isn’t.”
- sing a song
III. LANGUAGE:
Grammar: Is this your (mom)?
Yes, it is. / No, it isn’t.
Flash cards 9-14, audio tracks 20, 21, 22, photo of your family, crayons, worksheet

- Greet the students whole class
Warm up
- Sing Hello song
5 mins
- Class rules
Review What’s missing? game whole class
3 mins Chant track 20
Present Lead in:

-Hold up each of the Flashcards 9-14 for children to
informatio
say the family names.
n 5 mins whole class
- Place the flashcards on the board
- Ask volunteered students to write the words below
the
flashcards.
-Point to the MOM flashcard and ask: “Is this your
mom?”
- Elicit the answer: “Yes, it is”.
- Point to the BROTHER flashcard and ask: “Is this
your dad?”
- Elicit the answer: “No, it isn’t. This is my brother.”
5. Listen and repeat track 21
- Play track 21, listen and point Whole
listen and point
Guide listen and repeat
d 6. Listen and sing: track 22
practic -point to the picture and elicit as much information as
e you can.
-Say “Let’s sing!” and play the recording for the
11 mins
children to listen to
- Play the recording again and sing along.
3. Match the pictures to the words and say.

-Point to GRANDPA flashcard and ask: Is this your Pairs
(sister)?
Pair/ - Trace the path

group -Ask students to work in pairs to ask, answer and
practice draw lines.
Groups
7 mins
• Below level:
- Place flashcards 9-14 around the room.

- Play track 22.
- Students sing and point to correct flashcards.
• At level:
- Take their pictures (lesson 1)

- Play track 22.
- Students sing and hold up their pictures.
• Above level:
- Take their pictures (lesson 1)

- Play track 22.
- Students sing and hold up their pictures.
- Ask students to write the name of the song next to
their pictures: Is this your mom?
LET’S TALK
- Students work in pair read the sentence in speech bubble.

- Students ask and answer about other family members.
- Move around to help
pairs
4. Workbook p. 11

individuals
Conclusion Worksheet
5 mins
VI.REFLECTION:
LESSON PLAN
Class 2 UNIT 1 : IS THIS YOUR

MOM?
Periods : 11 LESSON 3 : SOUNDS AND
LETTERS
Teacher: ……………………………..………… Week : 6
I. AIMS: Students know how to recognize N and O and pronounce /n/, /ɔː/, /ɑː/
- recognize the upper- and lowercase forms of the letters N and O and associate them
with the sounds /n/, /ɔː/, /ɑː/
- pronounce the sounds /n/, /ɔː/, /ɑː/
III. LANGUAGE:
Language focus: listening, speaking. writing
Vocabulary: nose, neck, orange, octopus
Review: I’m (Nellie). This is my (nose).
Audio tracks 23-24
Phonics card 20-23
- Greeting whole class

Warm up
- Play HELLO SONG, ask student to sing along
5 mins
- Class rules
Let’s chant track 09 whole class
Review
- Place Phonics cards 1-2 on the board
3 mins
- Students chant and point to the correct one
Lead in:
- Draw the uppercase N and O and lowercase n and
o on the board.
whole class
Present information - Say the sounds /n/, /ɔː/, /ɑː/
5 mins -Draw dotted outlines of the uppercase N, O

and lowercase n, o on the board.
-Ask different students to come to the board and

connect the dots.
1. Listen, point, and repeat. Write. Track 23. Whole class
- Play track 23, listen and point
- Play again, ask students to listen and point
- Play again, ask students to listen and repeat
Guided practice - Model the writing activity
10 mins 2. Listen and chant: track 24

-Point to the girl and say: “I’m Nellie. This
is my nose. This is my neck.”
-Point to the boy and say: “I’m Ollie. This is
my orange and my octopus.”
- Play the recording, ask students to listen to the
chant.
-Put Phonics cards 20-23 in different
places around the room.
3. Stick and say.
- Point to the picture and the letter o and elicit sounds
/ɔː/, /ɑː/
-Say Let’s stick! Hold up the o sticker and model
placing it in the book in the correct position, individuals
while saying /ɔː/.
- Continue with other pictures.
4. Point to letters Nn and Oo.
- Read the sentences
Pairs
aloud. Students listen
and point Read again
Ask students to hand up when they hear the sounds

/ ɔː/, /ɑː/
Students listen again, point to the letters Nn and Oo.
• Below level:
Pair/ group practice -Divide the class into 4 groups: “nose”, groups
“neck”, “orange” and “octopus”
7 mins
-Play the chant again. Each group should stand
up and sit down again when they hear their
word.
• At level:
-Divide the class into 4 groups:
“nose”, “neck”, “orange” and
“octopus”
up and sit down and say their word.
- Switch groups and repeat.
• Above level:
- Place the flashcards around the room.
-Divide the class into 4 groups:
“nose”, “neck”, “orange” and
“octopus”
individuals
up and sit down, say their word; and point to the
correct cards.
- Switch groups and repeat.
4. Game:
Listen to the sounds and choose the correct pictures
5. Workbook p. 12
Worksheet
Conclusion
5 mins
VI. REFLECTION:
LESSON PLAN
School : Subject :
ENGLISH
Class 2 UNIT 1 : IS
THIS YOUR MOM?
Periods : 12 LESSON 4 :
NUMBERS
Teacher: ……………………………..…………………………….. Week : 6
minutes
I. AIMS: Students know how to recognize numbers 11, 12
- Recognize, say and write the numbers 11 and 12
- use the numbers 11 and 12 in the context of a song
III. LANGUAGE:
Language focus: listening, speaking, writing
Vocabulary: 11, 12, eleven, twelve
Extra language: arrive, in line
Audio tracks 25, 26
- Play HELLO SONG, ask student to sing along whole class

5 mins - Remind students about Class rules
- Stick Class rules on the board
Review Song (Track 12) whole class
4 mins Student sing along
Lead in:
- Hold up 11 pens, count and say 11
Present - Model the word for children to repeat. whole class
informatio - Write number 11 on the board and say ELEVEN.
n 5 mins -Draw dotted outlines of the number 11 on the board
and demo how to write them.
- Do the same steps to teach number 12.
Guided practice
11 mins - Play again, ask students to listen and point
- Model the writing activity
- Ask students to trace and write the numbers
- Point to the picture and count MOMS/DADS
- Ask students to repeat
- Read the song. Ask students to repeat.
- Play all of the song
-Ask students to listen and point to the pictures as
they hear the words.
3. Count and say.
- Point to the MOMS and say: HOW MANY?
- Encourage the children to count and say: TWELVE
- Continue with DADS, BOYS, GIRLS
 Below level: Divide the class into 3 groups:1-4,
5- 8, and 9-10.
The first group: count 1, 2, 3, 4 and clap
The second group: count 5, 6, 7, 8 and stomp their feet
The third group: count 9, 10, 11, 12 and tap their desks
groups
 At level: count from 1 to 12
 Above level:
Pair/
group
- Group 1 sings the 1st verse; group 2 sings
practice
the 2nd verse
7 mins
Let’s talk
- Ask students to look at the picture and speech bubble.
- Say: Eleven.
pairs
- Ask: “How many dads?”
- Students work in pairs counting school things.
Game:
Count and choose the correct numbers
Pair work: using printable resources
- Ask students to work in pair
- Model how to do on the board
pairs
4. Workbook p.13
individuals
Conclusion Game
5 mins Goodbye song
I. REFLECTION:
LESSON PLAN


MOM?
LETTERS
Teacher: ……………………………..……………… Week : 7
…………….. Lesson duration : 35 minutes
I. AIMS: Students know how to recognize P and pronounce /p/

- recognize the upper- and lowercase forms of the letter P and associate them with
the sound /p/
- pronounce the sound /p/
III. LANGUAGE:
Language focus: listening, speaking and writing
Vocabulary: panda, pen
She has a (pen).
Audio tracks 27-28
Phonics card 24-25, work sheet
- Greeting whole
Warm up
- Play HELLO SONG, ask student to sing along class
5 mins
- Class rules
Review Song track 26 whole
5 mins class
Lead in:
Present - Draw the uppercase P and lowercase p on the board.
informatio - Say the sound /p/. whol
n 5 mins -Draw dotted outlines of the uppercase P and lowercase
e
p on the board.
clas
s
- Ask different students to come to the board and
connect the dots.
Guided practice 1. Listen, point, and repeat.

12 mins Write. Track 27

-Point to the picture and say: “This is Polly. Polly
is a panda. She has a pen.”
- Ask students to repeat.
- Students stand up when they hear: panda, Polly, pen.
• Below level: Chant and mime groups
• At level:
- Place phonics cards around the room.
- Students chant and point.
• Above level:
Pair/ - Students write their own chant with P words.
group - Help them.
practice
- Students read their chant.
7 mins 3. Stick and say.
- Point to the picture and elicit the words: Panda, pen
- Say Let’s stick! Hold up the P sticker. Say the sound /p/.
- Stick letter P next to the picture of the panda.
- Say Now your turn!
Pair work
- Show them how to do. pairs
- Ask them to match and say
4. Point to the letter Pp
- Point o the diagram and say: Point to the letter P and p
- Ask students to find other P and point
- Students work in pairs to find and point.
4. Workbook p. 14
- Ask student to do exercise in workbook p.14 Pairs
individuals
Guessing game Whole
- Ask 1 student to stand in the front class
- Show other students a flashcard (duck,
car, cat, dog).
- They must give their classmates clues
by making the sound
- The student in the front has to make a guess
Conclusion
Worksheet
5 mins
II. REFLECTION:
LESSON PLAN

Periods : 14 LESSON 6 : STORY
Teacher: ……………………………..…… Week : 7

I. AIMS: Students know that it is good to be polite at other people’s home.

- understand a short story
- understand that it is good to BE POLITE AT OTHER PEOPLE’S HOME
- review and consolidate language introduced in unit 1
III. LANGUAGE:
Language focus: listening, speaking, READING
Vocabulary: review unit 1
Flash cards 9-14, audio tracks 29, video unit 1, worksheet
- Greet students whole

Warm up Hello song class

- Stick Class rules
Beanbag Game (review: family names) whole

class
Review - Play a song.
3 mins -While the song is playing, students pass a bag to the person
next to them (hand by hand).
- Whenever the song is stopped, the person who is holding the bag
must stand up and take out a picture. Student looks and says the word.
- Stop the song several times to get more students to say.
Lead in: Whole
Present - Give flashcards 9-14 to 6 students. class
informatio -Say a word, students with the card stands up and says: This is
n 5 mins my (mom).
- Ask the whole class to say: Nice to meet you!
Video unit 1
- Before watching, point to pictures in the book and ask: Who is this?
- Students look and answer the questions.

-Ask students to guess where they are and what they are
doing (in Vietnamese)
- Play the video clip
- Ask students to answer
1. Listen to the story. Track 29
-Ask students to tell what happens in this story. Students

Guide share their ideas in Vietnamese.
d - Ask the students to point to the picture as they listen to the story.
practic -Play the track again, students listen and point to each
e character as they listen to the story.
7 2. Read and say.

a. Substitution drill:
m - Write: Is this your….?on the board
in
- Hold up flashcards 9-14, one by one
s
- Ask students to repeat the questions
b. Point and read:
- Point and read in chorus
- Students read individually

3. Listen again and repeat. Act. Track 29
- Divide the class into groups of 5 to play the parts of Rosy,
Billy, Lucy Grandpa and Mom.
- Students practice acting out the story with the help of the recording.
• Below level: groups
- Pass the flashcards 9-14, play the music.
- Stop the music
- Say a word.
- Student who is holding the flashcards stand up and repeat the word.
• At level:
- Pass the flashcards 9-14, play the music.
- Stop the music

Pair/ - Students who are holding the flashcards stand up and say the word.
group • Above level:
practice - Pass the flashcards 9-14, play the music. individua
10 mins
- Stop the music l s
-Students who are holding the flashcards stand up and say:
This is my….
3. Workbook p. 15
VALUES: Be polite at other people’s homes
- Give each student a worksheet

PART 1:
- Ask students to look at the pictures in part 1
- Point to the first picture in number 1 and ask: Is this girl polite?
- Elicit the answer Yes.
- Ask them to share their ideas
- Say: Be polite at other people’s homes! And write a tick.
- Do the same steps for numbers 2, 3 and 4
- Tell them: “It is good to be polite at other people homes!”
- Ask them to repeat.
PART 2:
- Ask students to draw a picture of you and your family
- Students color it
Goodbye song
Conclusion
Students sing along individua
5 mins l s
IV. REFLECTION:
LESSON PLAN

MOM?
Periods : 15 CULTURE 1 : PETS

IN THAILAND
Teacher: ……………………………..……………… Week : 8
I. AIMS: Students know about Pets in Thailand.
- To say the names of animals we keep as pets.
- To describe a pet.
III. LANGUAGE:
Vocabulary: fish, pet, cat, dog, hamster
Review: colors
Extra language: My pet is (brown). My pet has (two black eyes). What a good (hamster)! My
favorite animal is …
Flash cards 56-59, audio track 89
Warm up Hello song
3 mins Ask students sing along the song
Board race whole class
- Put the class into teams.

-Give them a minute to write a list of as many
animals as they can in English.
Review
Groupwork:
5 mins
- Students work in groups.
- Ask them to group the animals they wrote into 2 groups:
at home/ in the jungle
- Tell students the animals live at our home are called PETS.
Lead in: whole class
-Play the video
Present https://youtu.be/w9mS4CGG
informatio
H38 (amazing Thailand)
n 5 mins
Or show them a picture
- Ask students: What country is it?
- Tell them: Pets in Thailand is not different from those

in
Vietnam.
-Use Flashcards 56–59 to elicit the vocabulary for this
lesson. Hold up the animal flashcards one at a time
and ask What’s this? Model any words that children
do not know.
-Put the flashcards on the board and point to each
one, one at a time, for children to say the
words again.
6. Listen, point, and repeat. Track 98 Whole
- Play the first part of the track class
- Students listen and point.

- Play the second part of the track
- Students point and repeat.
7. Song: https://youtu.be/pWepfJ-8XU0
Pets song
8. Read, look and say.
Guided - Put the flashcard of the pets on the board. Point to
practice the pet’s eyes, nose, and ears and check if
students know
8 mins
these words.
- Now point to the pet’s fur or ears or eyes and ask:
What color are they?
- Elicit some different colors from the class.
- For each pet elicit or say the following My pet is
brown/ black/ orange/ white, etc. My pet has a
black nose. My pet has green /brown eyes. My
pet has white/brown ears. Encourage the
children to repeat with you.
- Finish by saying What a
good dog/cat/hamster/fish!
- Encourage the children to repeat with you.
- Hold up your book and point to the pictures.
- Point to each pet one at a time and elicit
some information about them.
- Now read sentences 1 to 4.
- Tell the children to complete the sentences
with the correct pet.
Pair work pairs
Encourage the children to point to the pictures and say

the sentences with a partner.
9. Point and say
-Encourage the children to point to the pictures and say groups
the words with a partner.
-Model a few sentences together with the class and

then put children in pairs to practice saying It’s a (cat).
Pair/
group 4. Guessing game
practice - read poem: Dear zoo

10 mins
Dear zoo So they sent me (a snake)
By Rod He was too
Campbell I scary! I sent
wrote to the zoo him back
To send me a pet
So they sent me (a
They sent me monkey) He was too
(an elephant) naughty! I sent
He was too him back
big! I sent him

back. So they sent me (a frog)
He was too
So they sent jumpy! Oh I sent
me (a giraffe) him back
He was too tall
I sent him back. So they thought
very hard And sent
So they sent me a puppy
me (a lion) He was
He was so perfect I
fierce! I kept him.
sent him
back
https://youtu.be/FbgMWFIrwOY
So they sent
me (a camel)
He was too
grumpy! I sent
him back
- change the animals and adjectives, make the

poem familiar to the children. EX: a fish/wet, a
cat/lazy,
a hamster/small, …
- make the sound or do the actions
- ask students to guess
- students listen and guess
- Continue the game until you have practiced all of
the words from the vocabulary set.
Free practice individuals
Conclusion • Below level: Ask children to invent a pet. They
5 mins should invent a name for it and decide what it
looks
like. They can draw a picture of their pet.
• At level: Ask children to invent a pet. They should
invent a name for it and decide what it looks like.
They can draw a picture of their pet. Ask them to write
a
simple text about the pet. Give them sentence stems
to help them, e.g. My pet is a …, What a good …!
They can display their pictures in the classroom.
•Above level: Ask children to invent a pet. They
should invent a name for it and decide what it looks
like. They can draw a picture of their pet. Ask them
to write a description with as many details as possible,
including the pets’ color and how many eyes/ears it
has got, etc. Help students to incorporate any new or
requested vocabulary. Remember to make a note of
anything new so that it can be reviewed
III. REFLECTION:
LESSON PLAN
Periods : 16 CONSOLIDATION AND TEST UNIT 1
Teacher: ……………………………..………… Week : 8

I. AIMS: Students do test 1

- Review unit 1
- Check their understanding about colors, counting 3-4
- Get feedback for students’ learning as well as teacher’s teaching
III. LANGUAGE:
Flash cards, audio tracks, worksheet P. 15, 16
Hello song
Warm up
- Ask students sing along the song
5 mins
- Ask students to say aloud 4 class rules
Telephone game (family names) whole class
- Whisper a word into the ears of the first students

in each row.
- They whisper the word into the next student’s ear
Review
in their row until the whisper gets to the last
5 mins student in the row.
- The last student in the row has to say out the
word and hold up the correct r flashcard.
- The team or teams that get the pronunciation
right scores a point.
- Show them how to do step
Test by step
20 mins - Give an example
whole class
- Students do the test
- Students hand in their paper
Conclusion
6 mins
Students sing along
IV. REFLECTION:
LESSON PLAN
Class 2 UNIT 2 : HE’S HAPPY.
Periods : 17 LESSON 1 : WORDS
Teacher: ……………………………..……………… Week : 9

I. AIMS: Students know how to say 6 feelings words.

- identify 6 feelings words
- use these words in the context of a chant
III. LANGUAGE:
Vocabulary: happy, sad, hungry, thirsty, hot, cold
Flash cards 15-20, audio tracks 22, 30, 31

Warm up Hello song
- Stick Class rules
Snap! whole class

• Use flashcards 9-14
Review • Say a word
3 mins • Reveal the cards one at time
• When students see the card, they
say: SNAP!
- Use Flashcards 15–20 to introduce the vocabulary

for this lesson.
- Hold the flashcards up one at a time
Present
- Say the words for students to repeat in chorus.
information
- Put the flashcards in different places around the room.
5 mins
- Say a word.
- Students point to the card and repeat the word
in chorus.
4.Listen and point. Track 30
- Play the track 30, listen and point

Game: Hidden pictures
Guessing the pictures’ names

Guided
practice
5.Listen and chant. Track 31
7 mins
- Students listen to track 31
- Give each group a flashcard
-Students listen and stand up when they hear their
group’s word
- Students listen and chant along
Pair/ group • Below level: Use flashcards to practice opposite words:
practice happy/sad, hungry/thirsty, hot/cold
10 mins - Put the flashcards pairs on the board.
- Turn over one card groups
- Elicit the words from the class
• At level: Put the flashcards on the board
- Have the class read

- Remove 1 flashcard
- Students read including the missing word.
- Remove 1 more flashcard.
• Above level:
- Play the chant.
- Pause at every alternate line and elicit the word
from students.
- Remind them that the words will be opposite of the
words in the previous line.
3. Point and say. Stick
 point to Billy in the picture and say: HAPPY
 point to each family member and elicit the
feelings words
Pairs
 say: ”Let’s stick!”
 stick the sticker and say: “happy” and say: Billy
is happy.
- Go around to help
Worksheet
Part 1:
- Model first individuals

- Point to the word in number 1 and ask the students
to read: Cold
- Circle the correct picture
- Ask students to work in pairs, read and circle
Part 2:
- Model first
- Trace, match and say: Cold
Pairs
4. Workbook p.16
Goodbye song
-Use Flashcards 6-10 and hold up one card so that the class groups
can only see the back of it.
- Ask: What do I have?
Conclusion - Students make guesses.
5 mins -When the card has been guessed correctly, put it on
the board.
- Hold up a second card and repeat the procedure.
- Continue until all the cards are on the board.
- Give stickers to correct answers
IV. REFLECTION:
LESSON PLAN
School : Subject :
ENGLISH
Class 2 UNIT 2 : HE’S
HAPPY.
Period : 18 LESSON 2 :
GRAMMAR AND SONG
Teacher: Week : 9
……………………………..……………………………..
Lesson duration : 35 minutes
I. AIMS: Students know how to say feelings.

- Say: He’s happy. She’s hungry.
- sing a song
III. LANGUAGE:
Vocabulary: He’s (happy).
Happy as can be.
Review: boy, girl, happy, sad, hungry, thirsty, hot, cold
Flash cards 15-20, audio tracks 31-33, worksheet (printable resources)
Warm up
- Sing Hello song
6 mins
- Class rules
Review Musical cards whole class
3 mins - Give students flashcards 15-20
- Play track 31, ask students to pass the cards
- Stop the music.
-Students who are holding the cards, stand up and say
the words.
- Continue in this way.
Lead in:
Present
- Hold up each of the Flashcards 15-20 for children to say.
information
- Say: She’s happy. whole class
5 mins
- Hold up desk flashcard and elicit the sentences.
7. Listen and repeat (track 32)

- Play track 32, listen and point Whole
- Play again, ask students to listen
and point
and repeat
8. Listen and sing. Track 33.

Guided - Point to the pictures and elicit as
practice much information as you can.
- Mime the feelings.
12 mins
- Play the song.
- Students listen and mime.
- Play the recording again and
students listen and point to the flashcards as they hear
the words.
- Practice several times singing and
doing the actions.
Pair/ group 9. Point and say.

practice Groups
- Point to picture of the girl in your book and say:
7 mins She’s cold.
- Ask students to repeat in chorus
- Ask students to work in pair practice saying pairs
Game: Matching
game LET’S TALK
- Students read the statement.
• Below level: students work in pairs playing miming
game to guess the feelings words.
• At level: Divide the class into 6 groups.
Give each group a flashcard (15-20)
Play the song
Students sing along and stand up when they hear individuals
their group’s words.

• Above level: give students song lyrics with some
missing words.
Student listen and fill in the missing words.
- Students work in pair ask and answer
- Move around to help
4. Workbook p. 17
Draw and say
Conclusion
5 mins
This is my………..
She’s………….
VI. REFLECTION:
LESSON PLAN
Class :2 UNIT 2 : HE’S HAPPY.

LETTERS
Week : 10
Teacher:
……………………………..……………… Lesson duration : 35 minutes
……………..
I. AIMS: Students know how to recognize Q, R and pronounce /kw/, /r/

- recognize the upper- and lowercase forms of the letters Q, R
- pronounce the sounds /kw/, /r/
III. LANGUAGE:
Vocabulary: queen, quiet, river, rainbow
Look at the (rainbow).
Flash cards 15-20, audio tracks 34-
35 Phonics cards 26-29, stickers

Warm up
5 mins
- Class rules
Listen, point, and say whole class

- Place Flashcards 15-20 around the classroom.
- Call out a vocabulary word, e.g., hungry.
Review - Students point to the correct flashcard.
6 mins - Play the chant from Lesson 1 (Track 31)
of the unit.
- Students point to the correct flashcard
when they hear the word.
Lead in:
-Draw the uppercase Q, R and lowercase q, r on
the board.
whole class
Present information - Say the sounds /kw/, /r/.
-Draw dotted outlines of the uppercase Q, R and
5 mins
lowercase q, r on the board.
-Ask different students to come to the board
and connect the dots.
-Play the recording, ask students to listen to
the chant.
-Put Phonics cards 26-29 in different places
Guided practice around the room.

13 mins
3. Stick and say.
-Point to the picture and the letter o and
elicit sounds /kw/, /r/
-Say Let’s stick! Hold up the p sticker and model
placing it in the book in the correct position, while
saying /p/.
4. Point to letters Qq and Rr.
- Read the sentences aloud.
- Students listen and point
- Read again
- Ask students to hand up when they hear the sounds
/kw/, /q/
-Students listen again, point to the letters Qq and groups
Rr.
• Below level:
-Create a mime for the words: queen,
Pair/ group practice quiet, rainbow, river
7 mins - Ask students to practice saying and miming

• At level:
- Show phonics cards quickly and hide it
- Ask students to call out the words
• Above level:
-Ask students to write their own sentences using
individuals
these words
- Ask students to read their sentences aloud
Matching game
4. Workbook p. 18
Telephone game:
Whisper a word (rainbow, river, quiet, Queen) into
the ears of the first students in each row.
Conclusion
They whisper the word into the next student’s ear in
5 mins their row until the whisper gets to the last student in
the row.
The last student in the row has to say out the word.
The team or teams that get the pronunciation right
scores a point.
VI. REFLECTION:
LESSON PLAN
School : Subject :
ENGLISH
Class 2 UNIT 2 :
HE’S HAPPY.
NUMBERS
Week :
Teachers : ……………………………..…………………………….. 10
Lesson duration :
35 minutes
I. AIMS: Students know how to recognize numbers 13, 14 and count 13, 14
- recognize and say the numbers 13 and 14
- learn the number words thirteen, fourteen
III. LANGUAGE:
Vocabulary: 13, 14, thirteen, fourteen, bottles
Review: 1-12
Audio tracks 36-37, worksheet
Warm up - Play HELLO SONG, ask student to sing along whole class
5 mins - Ask students to greet each other in pairs.
- Remind students about Class rules
Write and count whole class

Review - Write numbers 1-12 on the board
7 mins - Ask students to count with you
Lead in:
Present - Add 13, 14 to your list
information - Point to each number and model the word whole class
5 mins - Demonstrate how to write
- Ask students to draw number in the air

2. Point and sing. Track 37

- Point to the picture and count.
Guided practice
14 mins
- Read the song. Ask students to repeat.
- Play all of the song
-Ask students to listen and point to the pictures as they
hear the words.
- Play the song again for students to sing along
3. Count and say.
- Point to the EGGS and say: HOW MANY?
- Encourage the children to count and say: ELEVEN
- Continue with APPLES, DRINKS, SANDWICHES
Below level: Clap the number quickly (1-14), student pairs
listen and say how many claps you did.
Students work in pair,
individuals
At level: Play the song again and stop randomly,
ask students: What is the next word?
pairs
Above level: Give students the song lyrics and ask them
to change the food words and sing their new version
Game: Count and choose
Let’s talk
- Say: Thirteen.
- Ask: “How many mangoes?”
- Elicit the answer: Thirteen.
- Students work in pairs counting and saying.
Pair work: using printable resources
Pair/ group - Ask students to work in pair
practice - Model how to do on the board
Pairs
7 mins
4. Workbook p.19

pairs
individuals
Telephone game
- Divide the class into 4 teams
- Ask each team to stand in a row
-Whisper a number (1-14) into the ears of
the first students in each row.
Conclusion
-They whisper the word into the next student’s
5 mins ear in their row until the whisper gets to the last
student in the row.
-The last student in the row must write and say
the correct number.
- The team with the correct answer scores a point.
VI.
REFLECTION:
LESSON PLAN
TIẾNG ANH 2 FAMILY and FRIENDS NATIONAL
EDITION
School : Subject :
ENGLISH
Class 2 UNIT 2 : HE’S
HAPPY.
Periods : 21 LESSON 5 : SOUNDS
AND LETTERS
Teacher: Week : 11
……………………………..……………………………..
minutes
I. AIMS: Students know how to recognize S and pronounce /s/

- recognize the upper- and lowercase forms of the letter S and
associate them with the sound /s/
- pronounce the sound /s/
III. LANGUAGE:
Vocabulary: sofa, sock
There’s a (sock), pen, river, sister, lion, sad, mango, hat, nose, snake
Audio tracks 38-39

Warm up
5 mins
- Class rules
Review Song (track 37) whole class

8 mins
Lead in:
- Draw the uppercase S and lowercase s on the board.
Present - Say the sound /s/.
whole class
information -Draw dotted outlines of the uppercase S and lowercase s
5 mins on the board.

-Ask different students to come to the board and connect the
dots.
2. Listen, point, and repeat. Write. Groups

Track 38
Guided
practice - Play track 38, listen and point
10 mins
- Point to the picture and say: “SOCK, SOFA.”
- Then say: “THERE’S A SOCK ON THE SOFA.”
- Students repeat in chorus.
- Students stand up when they hear the words SOCK, SOFA.
3. Stick and say. Groups
- Point to the picture and elicit the words: sofa, sock
- Say Let’s stick! Hold up the S sticker. Say the sound /s/.
- Stick letter S next to the picture of the sofa.
Matching game
IV.Point to the words that begin with s.
-Hold up phonics card S and say the sound /s/, ask students Pairs
to repeat.
- Say: Point to the words that begin with S.
- Point to sofa
Pair/ group - Say: Now, your turn!
practice  Below level: Place all phonics cards (from unit 1 to
7 mins unit 2) on the board. Say a sound. Students listen, point
and say.
 At level: Elicit the words begins with S that they
have learned. Ask students to make sentences with
these words.
 Above level: Elicit the words begins with S that they individuals
have learned. Ask students to make the longest sentence

with these words. Rub out the words one by one and
see if students can memorize the whole sentence.
Pair work
- Show them how to do.
4. Workbook p. 14
Guessing game Whole
- Ask 1 student to stand in the front class
- Show other students a flashcard (queen,
Conclusion
quiet, river, sock, sofa, rainbow..).
5 mins
- They must give their classmates clues
by making the sound or drawing.
- The student in the front has to make a guess
VI.
REFLECTION:
LESSON PLAN
EDITION
Class :2 UNIT 2 : HE’S

HAPPY.

Teacher: Week : 11
……………………………..……………………………..
I. AIMS: Students know that they must respect other people’s feelings.
- understand that it is good to respect other people’s feelings
- recognize and identify words
- develop listening skills
III. LANGUAGE:
Flash cards 15-20, audio tracks 2, 29, 36, video unit
2, Blank paper, colored pencils, crayons, worksheet
p.21

Warm up Hello song
- Stick Class rules
Song track 33 whole class

Review
- Play the song from Lesson 2 to review the vocabulary
3 mins for this lesson
- Ask students to sing along and point to the correct
flashcards
Game: Yes/No
- show a picture
- Say a sentence. Ex: He’s happy.
- Students listen and say Yes/ No
Lead in:
- Show students the pictures

- Ask students to look at the girl and Billy whole class
- Ask: Is Billy good?
- Ask them to tell you why in Vietnamese
Present
information
5 mins
Video unit 2
-Before watching, hold up Flash cards: Rosy, Tim,
Billy, Mom
- Ask: Who’s this?

- Use flashcards 15-20, elicit the sentence: She is happy.
Guided -Ask students to guess where they are and what they
practice are doing ( in Vietnamese)
9 mins - Play the video clip
- Ask students to answer
-Ask students to tell what happens in this story. Students
share their ideas in Vietnamese.
groups
- Ask the students to point to each character as they listen to
the story.
-Ask students: What does Billy want? What does he make?
Is Billy good or bad? ( Thumb up for GOOD; thumb down
for BAD)
- Ask students to answer why they think so
- Tell students: we should respect other people’s feelings!
- Ask students about ROSY, TIM
2. Read and say.

a. Substitution drill:
- Write: She’s…......on the board
- Hold up flashcards 15-20, one by one
b. Point and read:
- Point and read in chorus
- Students read individually
-Divide the class into groups of four to play the parts
of Rosy, Tim, Billy and Mom.
-Students practice acting out the story with the help of
the recording.
 Below level: match the pictures to the correct words
Pair/ group
 At level: organize the words together with their opposites
practice individuals
 Above level:
10 mins
Give them these pictures:
-Ask them to match with these words: hungry,
happy, thirsty
- Ask them to make sentences: Music makes me happy.
4. Workbook p. 21
VALUES: Respect other people’s feelings

PART 1:
- Point to picture 1 and ask: Is she good or bad?
- pint to number 1 and draw a sad face
- Do the same steps for numbers 2, 3, 4, 5 and 6
- Say: It’s good to respect other people’s feelings!
PART 2
- Ask students to look at pictures in part 2
- Point to the boy and ask: Is he good?
- tell students: It’s good to respect other people’s feelings!
- Students color the picture

Conclusion
Students sing along
5 mins
VI. REFLECTION:
LESSON PLAN
Class 2 UNIT 2 : HE’S HAPPY.
Periods : 23 CULTURE 2 :
TET HOLIDAY IN VIETNAM
Teacher: ……………………………..……… Week : 12

…………………….. Lesson duration : 35 minutes
I. AIMS: Students know about Tet holiday in Viet Nam.

- learn words associated with Tet holiday in Viet Nam
- talk about Tet in Viet Nam
- understand an invitation
III. LANGUAGE:
Vocabulary: card, banh chung, lucky money, flowers
Flash cards 60-63, audio tracks 99-100

Hello song
Warm up
5 mins
Review Game whole class

3 mins

Present - Play the video
information https://youtu.be/EVh4GHl1_1A
5 mins (This is Tết)
- Ask students: What are they wearing? What’s this?
(point to lucky money)
- Use flashcards to teach new words
10. Listen, point, and repeat. Track 99 Whole class
- Play the first part of the track
Guided - Play several times if necessary.
practice
11. Listen and read. Track 100
8 mins - Point to the pictures and ask: What is this?
- Encourage students to answer.
- Explain this is an invitation for a party.
- Play the track, students listen.
- Students listen again and repeat.

12..Point and say.
- Place flashcards around the room. pairs
- Ask students point to the flashcards and say
the words.
- Ask students to work in pairs making sentences.
Guessing game
13. Make an invitation. Say.
• Below level: Give students a copy

groups
of the invitation and ask them to decorate it (using things
that are mentioned in the lesson)
Pair/ group
• At level: Give students a copy of the invitation but
practice
with all the sentences jumped up.
10 mins
Ask them to decorate it (using things that are mentioned in
the lesson)
• Above level: Give students a copy of the invitation but

some information gapped out.
Get them to write their own version of the invitation.
Ask them to decorate it (using things that are mentioned in

the lesson)
5. Workbook p. 53 individuals

Invitation gallery
Conclusion Students move around, look at the others’ invitations and ask
5 mins questions.
Goodbye song
- Play the song
- Students sing along
VI. REFLECTION:
LESSON PLAN
School : Subject :
ENGLISH
Class 2 UNIT 2 :
HE’S HAPPY.
Periods : 24 CONSOLIDATION
AND TEST UNIT
2
Week :
Teacher: ……………………………..…………………………….. 12
minutes
I. AIMS: Students do test 2.

- Review unit 2
- Check their understanding about colors, counting 13-14
III. LANGUAGE:
Language focus: listening, speaking, reading and writing

Hello song
Warm up
5 mins
Beanbag circle (feelings words, numbers 1-14, phonics whole class

cards: q, r, s)

- Play a song.
- While the song is playing, students pass a bag to
Review the person next to them (hand by hand).
5 mins - Whenever the song is stopped, the person who is
holding the bag must stand up and take out a
picture. Student looks and says.
- Stop the song several times to get more students
to say.
Matching game
- Show them how to do the test step

Test by step whole class
20 mins - Give an example
- Students do the test
Conclusion
Goodbye song
7 mins individuals
Students sing along
VI.REFLECTION:
LESSON PLAN
Class 2 UNIT 3 : ARE THESE HIS

PANTS?
Periods : 25 LESSON 1 : WORDS
Teacher : ……………………………..…………… Week : 13

……………….. Lesson duration : 35 minutes
I. AIMS: Students know how to say different clothes.
- identify different clothes.
- practice different clothes in the form of a chant.
III. LANGUAGE:
Vocabulary: dress, socks, T-shirt, pants, shorts, shoes
Flashcards 21-26, audio tracks 33, 41-42, stickers, worksheet p.24, …
V. TEAING PROCEDURES:
- Greet students. whole class
Warm up Hello song
5 mins - Ask students to sing along the song.
Class rules
Review Song (track 33) whole class

3 mins
Tell your students, “Look at my suitcase, what do I have?”
- Use flashcards 21-26 to introduce

the vocabulary for this lesson.
- Hold the flashcards up one at a

time and ask: What’s this/ What are these?
Presentation
- Say the words for children
5 mins to repeat in chorus.
- Put the flashcards in different places around

the room.
- Say a word.
- Students point to the card and repeat the word
in chorus.

- Play the track 41, listen and point and ask students
to be quiet and listen only.
Guided 7. Listen and chant. Track 42
Practice - Students listen to track 42.

7 mins - Divide the class into 6 groups.
- Give each group a flashcard.

- Students listen and stand up when they hear
their group’s clothing.
- Students listen and chant along.

What’s missing? game
- Put flashcards on the board for the children to
say what clothes you have for play time.
- Ask the children to close their eyes (and put their

heads down on the desk). Remove one flashcard
and rearrange the others. Tell children to open their
eyes and ask the class to tell you which card is
missing.
- Repeat this several times, removing a different

card each time.
3. Point and say. Stick.
- Show students how to do the task.
- Point to each clothing, say the word to students.

pairs
- Say “Let’s stick!”
- Pick up the correct sticker, stick and say “dress”.
- Students work in pairs to say and stick.
- Go around for help if necessary.

 Below level: Divide the class into 6 groups. Give each
Pair/ Group
group a flashcard. Play the chant again. Students listen
practice
and stand up when they hear their group’s clothing.
10 mins
 At level: Complete the words. Example: d_ _ss
 Above level: Guessing game.

groups
Give a student a flashcard. He/she has to draw the word in
the air. The others guess.
4. Worksheet
Part 1:
- Model how to do the task first.

- Point to each cloth and ask students “What is it?”.
- Ask students to read the words.
- Point to the pants and ask, “What are these?”. pairs
- Number the picture of pants 1.
- Ask students to work in pairs, say and color.
Part 2:
- Model how to do the task first.
- Point to number 1 and ask, “What’s it?”.
- Elicit the answer “dress”.
- Circle the word DRESS below.
- Say “Now your turn!”.
pairs
5. Workbook p.22
- Ask student to do exercise in their workbook p.22.

to finish the task.
individuals
Conclusion Draw your favorite cloth. individuals
5 mins Goodbye song, groups
VI. REFLECTION:
LESSON PLAN

PANTS?
Period : 26 LESSON 2 : GRAMMAR AND

SONG
Teacher : ……………………………..… Week : 13

………………………….. Lesson duration : 35 minutes
I. AIMS: Students know how to say these sentences Are these her socks? Yes, they are. No,
they aren’t.
- ask the question “Are these her socks?” and answer “Yes, they are. / No,
they aren’t.”.
- sing a song.
III. LANGUAGE:
Vocabulary: Are these her socks? Yes, they are. No, they aren’t.
Review: blue, green, socks, pants, shoes
IV. RESOURCES AND MATERIALS: Flashcards 22-26, audio tracks 42-44, worksheet, …
- Greeting. whole class

Warm up
- Sing Hello song.
8 mins
- Class rules.
Chant (track 42) whole class
Pictionary
Review - Students work in pairs, take out their picture
3 mins (they drew their favorite clothes). pairs
- Students ask and answer What’s this?/ What

are these?.
Lead in:
- Put flashcards 22-26 in a bag.
- Show the bag to the class so that whole class
Presentation they can’t see what’s inside.
5 mins - Turn to the class, look inside the

bag, and take out a card.
- Encourage the children to ask you

questions Is it a …?
Guided 10. Listen and repeat (track 43).

Practice - Play track 43, listen and point. whole class
13 mins - Play again, ask students to listen
and point.

and repeat.
11. Listen and sing. Track 44.
- Point to the pictures and elicit as

much information as you can.
- Place the flashcards around the

room.
- Play the song.
- Students listen and point to the

flashcards as they hear the words.
- Practice several times singing and

doing the actions.
12.Ask and answer.
- Ask students to look at the picture in their books. pairs
- Model the questions and answers with a student.

- Ask students to work in pairs and exchange
the questions and answers.
Pair/ group
practice • Below level: Play the song. Students listen and give gestures
of putting the clothes on.
9 mins
• At level: Give students the lyrics of the song but cut
them up into lines. Students listen and put the lines in the groups
order.
• Above level: Give students the lyrics with some

missing words. Students listen to the song and fill in the
blanks.
Ask students to replace cloth words with others to make a
new version.
13. Let’s talk.

- Ask students to look at the picture and speech
bubble. pairs
- Students demonstrate the questions and answer.

- Have students work in pairs to ask and answer the
question. Tell them to use other words on the
page.
14. Worksheet p.23.
- Give each pair a worksheet.

pairs
- Students work in pairs to ask and

answer the questions.
- Move around to help students if
necessary.
6. Workbook p. 23.
- Ask student to do exercises in workbook p.23.

to finish the task.
individuals
Draw and say.
- Ask students to take out their favorite pairs
Conclusion clothes pictures.
5 mins - Ask them not to show their picture to their partners.

- Students work in pair guessing what clothes is
by asking “Is it a…?”.
VI. REFLECTION:
LESSON PLAN

PANTS?
LETTERS
Teacher: ……………………………..…… Week : 14
I. AIMS: Students know how to recognize T and U and pronounce /t/ and /ʌ/.
- recognize the upper- and lowercase forms of the letters T and U.
- pronounce the sounds /t/ and /ʌ /.
III. LANGUAGE:
Vocabulary: towel, turtle, umbrella, up

Look at the (turtle). It has a
(towel). It goes up.

IV. RESOURCES AND MATERIALS: Audio tracks 42, 45-46, phonics card 32-35, stickers, …

Warm up
- Play HELLO SONG, ask student to sing along.
5 mins
- Class rules.
Sing and point (track 44). whole class
- Place flashcards 22-26 around the classroom.

Review
- Play the song from Lesson 2 (Track 44) of the unit.
3 mins
- Students point to the correct flashcards when
Lead in:
- Draw the uppercase T, U and lowercase t, u on
the board. whole class
Presentation - Say the sounds /t/ and /ʌ /.
5 mins - Draw dotted outlines of the uppercase T, U and lowercase

t, u on the board.
- Ask different students to come to the board
and connect the dots.
1. Listen, point, and repeat. Write. Track 45. whole class

Guided
Practice
10 mins
2. Listen and chant (track 46).

- Put Phonics cards 32-35 in different places around whole class
the room.
3. Stick and say.
- Point to the picture and the letter o and elicit sounds

/t/ and /ʌ /.
- Say Let’s stick! Hold up the T sticker and model

placing it in the book in the correct position, whole class
while saying /t/.
individuals
4. Point to letters Tt and Uu.
- Read the sentences aloud.

individuals
- Students listen and point to the letters.
- Read the sentences again.
Pair/ Group - Ask students to stand up when they hear the sounds /t/
practice and /ʌ /.
7 mins - Students listen again, point to the letters Tt and Uu.

• Below level: Cut the text of part 4 into 4 sentences.
Give each group a sentence. Read out the text, students
stand up when they hear their sentences.
• At level: Read the text and pause reading at the last word
of each sentence. Ask students to say the last word aloud.
• Above level: Read the text pause reading at the last

word of each sentence. Ask students to say the last word.
Read out the text again, each time drop an extra word for
children to fill in.
5. Workbook p. 24.
- Ask student to do exercises in workbook p.24.

individuals
to finish the task.
Conclusion Matching game: whole class
5 mins - Listen to the sounds and choose the correct words.
VI. REFLECTION:
LESSON PLAN

PANTS?
Periods : 28 LESSON 4 : NUMBERS
Teacher : ……………………………..…… Week : 14

I. AIMS: Students know how to recognize numbers 15, 16 and count 15, 16.
- recognize and say the numbers 15 and 16.
- use the numbers 15 and 16 in the context of a song.
III. LANGUAGE:
Vocabulary: 15, 16, fifteen, sixteen
Review: 1-14, pants, dress
IV. RESOURCES AND MATERIALS: Audio tracks 47-48, …
- Ask students to greet each other
Warm up in pairs.
5 mins - Remind students about Class

rules.
Game: whole class

Review
- Look at the picture, count the items and say
9 mins
the number.
Lead in:
- Write numbers 1-14 on the

board. whole class
Present - Ask students to count with you.

- Add 15, 16 to your list.
information
- Point to each number and model
5 mins
the word.
- Demonstrate how to write.
- - Ask students to draw number
in the air.
Guided practice 1. Listen, point, and repeat. Write. Track 47 whole class
15 mins - Play track 47, listen and point
- Point to the picture of the dresses/pants and count.
- Ask students to count with you.
- Play the song

-Ask students to listen and point to the pictures as
- Play the song again, ask students to sing along.
3. Count and say. pairs

- Ask: How many T-shirts? Count and elicit 15
T- shirts from the class. Say: Fifteen.
- Ask students to work in pair, look and count

the dresses, pants, shorts
• Below level: Play hopscotch with the numbers up to Pairs

16, children have to count out loud as they land on
the numbers.
Pair/ group
practice • At level: place 16 flashcards on the board and
number hem from 1 to 16
7 mins individuals
- Play the music, ask students to pass a ball
- Stop the music and call out a number

- Student who is holding the ball, has to say
the name of the flashcards
• Above level:
- Divide the class into 2 teams. Number students

from 1 to 16.
- Place 16 flashcards on the board and number pairs

hem from 1 to 16
- Play the music
- Stop the music and call out a number

- Students who are with the same number, have
to say the name of the flashcards
- The quicker is the winner individuals
Let’s talk
-Point to the picture and speech bubble. Say FIFTEEN.
And ask: What does the boy have? to elicit the answer:
Fifteen socks.
-Students work in pairs and take turns saying other

numbers.
4. Workbook p.25
Pair work: pairs

Conclusion
- Ask students to work in pair
5 mins
- Model how to do on the board
V.REFLECTION:
LESSON PLAN
Class 2 UNIT 3 : ARE THESE HIS PANTS?
Periods : 29 LESSON 5 : SOUNDS AND LETTERS
Teacher : …………………………….. Week : 15

…………………………….. Lesson duration : 35 minutes
I. AIMS: Students know how to recognize V and pronounce /v/

- recognize the upper- and lowercase forms of the letter V
- pronounce the sound /v/
III. LANGUAGE
Vocabulary: violin, vase
I’m (Victor). I have a (vase).
Audio tracks 49-50
- Greeting whole
Warm up
- Play HELLO SONG, ask student to sing along class
5 mins
- Class rules
Review Game: count and say the numbers whole

10 mins class
Lead in:
- Draw the uppercase V and lowercase v on the board.
Present
- Say the sound /v/
information whole
-Draw dotted outlines of the uppercase V and lowercase v on
5 mins class
the board.
- Ask different students to come to the board and connect the dots.
3. Listen, point, and repeat. Write. Track 49 Groups

Guided - Play again, ask students to listen and repeat
practice - Model the writing activity
10 mins
- Point to the picture and say the words: Vase, violin
- Point to the Victor and say:” I’m Victor. I have a vase.”
- Put Phonics cards 36-37 on the board.
3. Stick and say. Groups

- Point to the picture and elicit the words: Victor and his violin
- Say Let’s stick! Hold up the V sticker. Say the sound /v/.
- Stick letter V next to correct place.
4. Connect the letter Vv. Help Victor find the violin.
Point to the picture of Victor and his violin, explain that they have
to connect by drawing a line.
• Below level: play the chant, student chant and mime (point
to themselves for I’m, playing the violin, holding a vase)
Pair/ group
• At level: Play the chant and stop randomly and ask students
practice
what the next word is.
7 mins
• Above level: write the chant on the board and ask students to
chant. Rub several words off one by one and ask them to chant.
Game
4. Workbook p. 26
- Ask student to do exercise in workbook p.26 Whole
- Go around to help and encourage the students class
individuals
Pair work pairs
Conclusion
- Show them how to do.
5 mins
Children find more words that begin with V
VI. REFLECTION:
LESSON PLAN

PANTS?
Teacher : ……………………………..………… Week : 15

I. AIMS: Students know that they must be helpful to others

II. OBJECTIVES: By the end of this lesson, students will be
able to
- understand that it is good to be helpful to others
III. LANGUAGE:
Flash cards 21-26, audio tracks 42, 51, video unit 3, worksheet
V.TEACHING PROCEDURES:

Warm up Hello song
- Stick Class rules
Chant track 42 (words of family) whole class

- Play the chant track 42 to review the vocabulary for
Review
this lesson
3 mins
- Ask students to chant along and point to the
correct flashcards
Game: matching
Lead in:
Present
information - Use flashcards 21-26 to elicit clothes vocabulary
5 mins - Show flashcards and ask question: What is it?? whole class
What are these? Are these..?
Video unit 2
- Play the video clip
-Pause the video, ask students to guess:” What
happens next?”
Guided
- Students can answer in Vietnamese
practice
10 mins - Play the track
-Ask the students to point to each character as they listen to
the story.
- Ask students: What does Dad do when he sees the clothes

fly away? Is he good or bad?(Thumb up for GOOD; thumb
down for BAD groups
- Ask students to answer why they think so
- Say: Dad helps mom. He is helpful.
- Ask students to repeat: Be helpful to others!
2. Read and say.

- Write: Are these her socks? on the board.
- Elicit the Yes, they are./ No, they aren’t.
- Write: Is this his T-shirt? on the board.
- Elicit the Yes, it is./ No, it isn’t.
-Ask students to read the sentences in each frame of the
story.
- Students read in chorus and then individually.
-Divide the class into 2 groups to play the parts of Dad and
Mom.
-Students practice acting out the story with the help of the
recording.
Below level: Place the flashcards of clothes around the
room.
individuals
Play the story again and ask children to point to the different
flashcards as they hear it in the story.
Pair/ group • At level: Ask six students to come to the front. Give each
practice students a flashcard. Whole class read the story. Students

in the front have to raise their flashcards when they are
10 mins
mentioned in the story.
• Above level: Read the story to the class but “beep” outa
word. Ask students to tell you the missing word.
4. Workbook p. 27
VALUES: Be kind to others

PART 1:
- Point to picture 1 and ask: Is she helpful?
- Ask students to look and write a check if the kid is helpful.
- Students work in pairs sharing their ideas
- Say: Be helpful to others!
PART 2
- Ask students to look at pictures in part 2
- Ask them to match and color
Conclusion Goodbye song individuals

5 mins Students sing along
VII. REFLECTION:
LESSON PLAN
School : Subject :
ENGLISH
Class 2 UNIT 3 :
ARE THESE HIS
PANTS?
Periods : 31 CULTURE 3 :
Week :
Teacher : ……………………………..…………………………….. 16
Lesson duration :
35 minutes
I. AIMS: Students know about sports in the U.S.A.

- learn words associated with sports played in the U.S.A.
- talk about your favorite sport
III. LANGUAGE:
Vocabulary: baseball, basketball, hockey,
badminton What’s your favorite sport?
My favorite sport is……

- Greet students whole

Hello song class
Warm up
5 mins
Brainstorm whole
Review
- Divide the class into 4 teams class
3 mins
- In 1 minute, ask them to list as many sports as possible.
Lead in: whole

- Play the video class
https://youtu.be/7PnIDFd
DPKQ
(fun facts for kids -Countries of the world-
The U.S.A.) https://youtu.be/L30pnCBIOHI
(the top 10 most popular sport in America)
Present
informati
o n
5 mins
- Ask students: What’s this? (point to a ball) What is he wearing?

What
sport is it?
-Point to the children in student book and ask: Where are they
from? (show them the flag as a suggestion)
- Tell them: In the U.S.A., children love playing sports.
- Use flashcards to teach new words
14. Listen, point, and repeat. Track 101 Whole

- Play the first part of the track class
Pass the flashcards:
 Hand out the flashcards to different students
Guided
 Play some music which the students will enjoy.
practic
 Have the students pass the cards to a friend next to them.
e
 Stop the music and ask What is it? to every student holding
11 m
a card to elicit the new words.
i
n
s
15. Listen, read and point. Track 102
- Point to the picture of the boy and say: I’m Jake..
- Point to his basketball and say: I like basketball
- Encourage students to repeat and do the same with other pictures.
- Play the track
- Students listen, point and repeat.
16. Point and say. groups
- Say: I like swimming. My favorite sport is swimming.
- Elicit the answers from students, ask them to answer in full
sentences: My favorite sport is….
- Ask students to read the two speech bubbles.
- Put children into pairs to ask and answer the question with each
other.
.Below level: play miming game: ask 1 student as a time: What’s

your favorite sport?, he/she mimes the sport, the others guess the
sport.
• At level: Ask children to stand up and walk around the classroom and
Pair/ ask the question to as many people as possible.
group
practice
10 mins When a child finds someone with the same answer as her/him
they should walk around the class together and continue asking the
question.
At the end of the activity the class should all be stood in groups of
the same favorite sport.
• Above level: Ask the question around the class to elicit about
5 popular sports. Draw the pictures for the 5 sports.
• Tell the children that they will walk around the classroom, asking the
question, draw a short line (or check mark) under the correct picture. individ
Demonstrate this on the board. u als
• When the children have asked everyone, count up the marks (or
check marks) for each sport and write the numbers on
the board to find out which sport is the most popular.
4. Workbook p. 54
Draw and say

- Ask student to work in group of 10
- Students draw bar graphs of their favorite sports
Conclusion
5 mins
VIII. REFLECTION:
LESSON PLAN
Class :2 UNIT 3 : ARE THESE HIS

PANTS?
Periods : 32 CONSOLIDATION AND TEST UNIT 3

Teacher : ……………………………..… Week : 16
…………………………..
I. AIMS: Students do test 3

- Review unit 3
- Check their understanding about clothes, counting 15-16
III. LANGUAGE:

Hello song
Warm up
5 mins
Hidden pictures game whole class

Review
- Cover the flashcards with 4 pieces of paper
5 mins
- Students guess what it is
- Show them how to do step by step

Test
- Give an example
20 mins
- Students do the test whole class
Conclusion
8 mins
Students sing along
IX. REFLECTION:
LESSON PLAN
EDITION
School : Subject :
ENGLISH
Class 2 FLUENCY TIME 1
Everyday English
Week : 17
Teachers :
……………………………..…………………………….. Lesson duration
: 35 minutes
I. AIMS: Students know how to use every day English.
II. OBJECTIVES: By the end of this lesson, students will

be able to
- Offer your belongings to others.
- Say Thank you and You’re welcome.
- Review previous units.
III. LANGUAGE:
Language focus: listening, speaking, reading.
Vocabulary: Here, share my (crayons).
Thank you. You’re
welcome.
Audio tracks 52-53

Warm up - Greet students. whole class
5 mins Hello song.
- Ask students sing along the song.
- Stick Class rules.
Review Guessing game whole class
3 mins Desk, chair, crayon, pencil, notebook
Lead in:
- Pick up several crayons and offer a

Present
student: Here, share my crayons.
information whole class
- Elicit Thank you from the student.
5 mins
- Say You’re welcome.
- Repeat this with different students.
8. Listen, point, and say. Track 52

- Look at the pictures and ask students what they
can see.
- Play the first part of the track.
- Students point to the correct part of the pictures.

- Play the second part of the track for students to
Guided point and repeat the words.
practice
9. Listen and point. Track 53.
7 mins - Ask students to look at the picture and say what
they are they sharing.
- Play the track.
- Students point to the correct part of the pictures.
- Play the track again.
10. Point and say.

- Point to the picture again and elicit the
conversations from the recording.
- Practice the dialogues with the class.
- Ask students to work in pair to practice the dialogue
Below level: Ask student to match the halves of sentences. groups
Share crayons
Thank you
pairs
You’re welcome
- Ask students to cover 1 half and remember

Pair/ group
another half.
practice
At level: ask students to take out their school things.
10 mins
- Students work in pairs to offer to share their
things using language from this lesson.
Above level ask students to take out their school things.

- Students move around to offer to share their things
using language from this lesson.
11. Workbook P.28
Role play
Conclusion
Play the roles n the dialogue (change the school things). groups
5 mins
VI. REFLECTION:
LESSON PLAN
Class 2 FLUENCY TIME 1
Periods : 34 LESSON 2 : CLIL: Math
Teacher : Week : 17
……………………………..……………
………………..
I. AIMS: Students know how to solve addition problem in English.
- Ask and solve a simple addition problem in English.
- Make some addition problems.
III. LANGUAGE:
Language focus: listening, speaking, writing.
Vocabulary: plus, equals, addition problem, number 1-16.

Warm up
- Sing Hello song
10 mins
- Class rules
Phonics song (track 48) whole class
Review
- Play the song
3 mins
- Students listen and sing along
Game Bingo (1-16)
Lead in:
- Write a simple addition problem on the
Present board: 10+3=.

whole class
information - Elicit the answer and write it up.
- Practice reading and saying aloud:
5 mins
Ten plus three equals thirteen.
-Drill the words addition problem.
15.Listen, point and repeat (track 54)
- Play track 54, listen and point. Whole

16.Listen, point and repeat (track 55)
- Ask students to look at the picture and answer the

question: What can you see?
Guided - Play track 55, listen and point.
practice - Play again, ask students to listen and point.
14 mins - Play again, ask students to listen and repeat.
3. Make some additions problems for your friends
-Ask students to write some simple addition problems

in their notebook.
- Students swap their notebook and solve their partner’s

addition problems.
- Ask them to read out the equation with its answer to
their partner.
• Below level: Give students numbers from 1-16, ask

them to place the number in
groups
order.
• At level: Students work in team.
- Teacher reads a simple addition problem.
- Students listen, write and solve the problem.

• Above level: Students work in teams.
- Give them a number.

- In 2 minutes, they have to think and write down how
many addition problems.
- EX: 16
Pair/ group
->> 10+6; 9+7; 8+8; ….
practice
4. Look and color.
7 mins
Children color the smiley faces depending on how well
they feel they understand what they have learned in Starter
Unit, Units 1, 2, 3 and Fluency Time! 1
pairs
Pair work:
-Students look at the worksheet.
-Show them how to do.

-Students finish exercises CLIL 1 and 2.
-Students work in pairs telling the

addition problems.
individuals
12. Workbook p. 29
-
Students do exercises in
workbook.
-
Move around to help.
Conclusion Goodbye song
5 mins
VI. REFLECTION:

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GIÁO ÁN TIẾNG ANH 2 NĂM 2021 - 2022

FAMILY AND FRIENDS NATIONAL EDITION - SÁCH CHÂN TRỜI

UNIT STARTER HELLO!

School : Subject : ENGLISH

Class :2 UNIT STARTERS: HELLO!

Teacher : ……………………………..…… Week :1

I. AIMS: Students know how to say 4 colors.

- Say 4 color words.

- Practice color words in song.

- Improve listening and speaking skills.

Language focus: listening, speaking

Vocabulary: orange, pink, brown, purple

IV. RESOURCES AND MATERIALS:

Flashcards 1-5, audio tracks 03-05, …

STAGES TEACHER’S ACTIVITIES NOTES

Warm up - Say” Hello” to the whole class. whole class

8 mins - Move around shake their hands and say” Hello”.

Play Hello song (track 01)

- Practice singing the song

 Singing line by line

 Singing along in chorus

- Ask students to guess what color they are.

Presentation - Play flashcards 5-8 on the board.

- Point to the cards, students say the word.

1. Listen, point and repeat (track 03)

- Ask students to open their books.

Guided - Play track 3, listen and point.

Practice - Play again, ask students to listen and point.

Board race Game:

- Stick the flash cards around the class.

- Students take turns 1 by 1.

- 1 student from each group stand up.

- Ask students to listen and run to the correct flashcards.

- Hold up a color word: Orange.

- Students run to the correct flashcards and say aloud.

2. Listen and point (track 04)

- Play track 4, hold up your book and point.

- Students listen to track 04 again and point.

- Students listen again and say the words.

3. Listen and sing (track 05)

- Play track 05, students listen and point.

- Students listen again and sing along.

4. Point and say. Stick. groups

- Show students how to do:

 Point to each color and ask students to say the words.

 Students point and repeat in chorus

- Ask students to work in pairs to say and stick

- Go around for help if necessary.

• Below level: Students draw an object they have with colors

-Ask them to write the color word in that colored pen or

• Above level: Ask students to unscramble these anagrams

- Ask them to think of 2 more colors and write down.

Pair work: Printable Resources

- Show students how to do the task.

- Students work in pairs.

- Ask students to do exercises in workbook page 4.

- Go around to help and encourage the students.