TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 10. At the zoo
Lesson 1 – Period 1
Date: _______________
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- pronounce the sound of the letter Z/z in isolation;
- say the words zoo, zebu and zebra.

II. INPUT

Language:
- Sound /z/

- Vocabulary: zoo, zebu, zebra
Resources/Material:
- Student’s book, p. 43
- Teacher’s guide, pp. 85 - 87
- hoclieu.vn
- Flashcards for Unit 10
- Flashcards/pictures of zoo animals
- Flashcards/pictures of different categories for Fun Corner,
e.g. (1) objects: kite, volleyball, van; (2) food: yogurt, jelly,
jam; (3) things in nature: sand, sea, river; (4) animals: fox,
ox, goat; (5) pets: kitten, puppy, bird; (6) things in the
classroom: question, square, quiz; …
- Poster for Unit 10
- Computer, projector
1


III. PROCEDURE

Procedure
Warm-up

Warm-up – Listen and repeat – Point and say –
Fun corner – Wrap-up
Teaching and learning activities

Classroom
management

5 minutes

Option 1
- Ask pupils to sing the song in Unit 9, Lesson 3
and make the gesture (e.g. expressing what
you want to eat while singing).
- Have some pupils demonstrate the song in
front of the class, the rest of the class listen
to them and clap hands.
Option 2
- Ask some pupils to talk about the food they
like.
- Get some pairs of pupils to practise asking
and answering about their wants, using
What do you want? – I want some____.
Option 3
- Show pupils some pictures/ slides of popular
animals in the world (monkey, tiger,
elephant, snake, goat, cow, dog, cat, …).
- Ask pupils some questions about the animals
(in Vietnamese), e.g. Have you ever seen …?
Do you like …? What animals can you see at
the zoo?

Whole class

Whole class
Pair work

Whole class

1. Listen and repeat. 10 minutes

Step 1: Have pupils look at the picture (say “Look at Whole class
the picture, please!”) and describe the picture.
Draw pupils’ attention to the letter Z/z, the
words next to the sign/animals and the colour
of the letter Z/z. Check comprehension.
Step 2: Ask pupils to point to the letter Z/z. Have them Individual
2


listen and repeat the sound of the letter Z/z work
more than once, if necessary. (say “Point to the
letter Z/z, listen and repeat, please!”)
Step 3: Tell pupils to point to the word zoo (say “Point Whole class
to the word “zoo”). Ask them to listen and
repeat the word, (say “Listen and repeat,
please!”) Then play the recording again, if
necessary, for them to repeat individually and
in chorus. Correct pronunciation, if necessary. If
they repeat well, praise them, saying Well
done!
Step 4: Repeat the same procedure with the zebu and Whole class
the zebra. Correct pronunciation, if necessary.
Step 5: Play the recording again and have them listen, Whole class
point to the letter Z/z and the words zoo, zebu
and zebra and repeat until they feel confident.
Give further support to those pupils who find it
difficult to do the task, if necessary.
Step 6: Play the recording again and call a few pupils to Individual
say the sound of the letter Z/z and the words work
zoo, zebu and zebra in front of the class, saying

“Excellent!” when they performed well.
Extension: For better pupils, use the new and learnt Individual
vocabulary about animals (fox, ox, duck, goat, work
horse, zebu, zebra). Show half hidden part of
the flashcard for students and ask: "What’s
this?” Have students guess and answer the
name of the animals.
2. Point and say. 7 minutes
Step 1: Have pupils look at the picture again. Ask them Whole class
to describe the picture. Draw their attention to
the letter Z/z, the things/animals, if necessary.
Step 2: Get them to point to the letter Z/z and say it Whole class
(say “Point to the letter Z/z and say, please!”)
Step 3: Let them point to the zoo in the picture and say Individual
3


the word zoo as a model (say “Point to the zoo work
and say “zoo”, please!”). Remind them of the
sound of the letter z in the word zoo.
Step 4: Follow the same procedure with the animals. Whole class
Go around and correct pronunciation, if
necessary. Give further support to those pupils
who find it difficult to do the task.
Step 5: Have pupils work in pairs or in groups to look at Group work /
the picture, point to the letter Z/z, the Pair work
things/animals, say the sound of the letter and
the words. Say “Point to the picture and say,
please!”. Go around and offer help or correct
pronunciation, if necessary.

Step 6: Invite a few pupils to point to the picture and Individual
say the sound of the letter and the words in work
front of the class. If they performed well, praise
them, saying “Good work!”.
Fun corner:

Kim’s Game 8 minutes

Step 1: Divide the class into two teams. Say “You are
going to play a memory game."

Whole class

Step 2: Display both sets of cards face up on the board. Group work
Give pupils two minutes to memorize their set.
Step 3: Turn the cards face down on the board. Explain Group work
that when you say a word, a nominated pupil
from each team must run to their set, try to
remember which card shows the relevant
picture and turn it over to show to their team.
A correct card scores one point. When the
pupils’ turn is over, they must put the cards
back on the board and return to
their seats.
Step 4: Play the game. Remember to nominate a pupil Group work
from each team before saying the word.

4



Step 5: Count the points for each team and announce Group work
the winner.
The team with the most points wins.
The winning team must then correctly
pronounce all of the words.
Wrap-up 5 minutes
Revise the main teaching point of the lesson:
the sound of the letter z and the words zoo,
zebu, zebra.
Option 1
Using hoclieu.vn, have pupils look at the things
in the picture and repeat the words after the
recording.
Option 2
Using Poster for Unit 10, ask pupils to point to
the things in the picture and say the words.
For better pupils, teacher may cover the words
and ask them to point to the things and say the
words aloud.
Option 3
Using pictures and flashcards, get some pupils
to match the words zoo, zebu, zebra and the
pictures. Then ask the class to say the words
aloud.

5

Whole class

Whole class


Individual
work

Individual
work


TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 10. At the zoo
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES


By the end of the lesson, pupils will be able to:
- say the letter Z/z, the words zoo, zebu, zebra and the
phrases/sentences containing /z/ and zoo, zebu, zebra in a
chant;
- listen and identify the words zoo, zebu, zebra;
- write the letter Z/z and complete the words _oo, _ebu,
_ebra.

II. INPUT

Language:
- Sound /z/
- Vocabulary: zoo, zebu, zebra
- Phrases/sentences with the sound /z/ and the words zoo,
zebu, zebra
Resources/Material:
- Student’s book, p. 44
- hoclieu.vn
- Teacher’s guide, pp. 87- 89
- Workbook, pp. 31-32
- Flashcards to play games in Warm-up
- Computer, projector
6


III. PROCEDURE

Warm-up – Listen and chant – Listen and tick – Look and
write – Wrap-up


Procedure

Teaching and learning activities

Warm-up

5 minutes

Classroom
management

Option 1
Whole class
Ask two or three pupils to look at the picture in
Lesson 1 (Student’s book or hoclieu.vn) and say
the sound of the letter Z/z and the words zoo,
zebu and zebra.
Option 2
Whole class
Ask the class to play Kim’s game again, using the
words in Lesson 1, Unit 10 and those in the
previous units, saying Now let us play Kim’s
game!
Option 3
Get pupils to play What’s Missing Game, using Whole class
the pictures and flashcards with the
incompleted words _oo, _ebu and _ebra. Pupils
should guess the missing letters and say the
words correctly.

3. Listen and chant. 10 minutes
Step 1:

Have pupils look at the chant (say “Look at the
chant, please!”). Draw pupils’ attention to the
first verse and explain its meaning. Ask them
to pay attention to the letter Z/z and the
words zoo, zebu, zebra. Check comprehension.

Whole class

Step 2:

Play the recording of the first verse for pupils
to listen and to get familiarized with the
rhythm (say “Listen to the first verse,
please!”). Then play the recording for them to
listen and repeat until they feel confident,
saying “Listen again and repeat, please!”.

Whole class

Step 3:

Follow the same procedure with the second

Whole class

7



and third verse. Correct pronunciation, if
necessary.
Step 4:

Play the recording all the way through. Ask
pupils to listen and repeat the chant
individually and in chorus, (say “Listen, chant
and clap your hands, please!”). Go around and
offer help, if necessary.

Whole class
Individual
work

Step 5:

Select some pupils to the front of the class to
chant and clap their hands. The rest of the
class may sing the chant and clap their hands
along. If they sing the chant well, praise them,
saying “Great work!”

Individual
work
Whole class

For better pupils, cover or omit some letters/
words in the chant and have them guess and
say all the lines aloud. For example:

Z, z, zoo.
We’re at the _____.
Z, z, zebra.
That’s a _____.
Z, z, zebu.
That’s a ____.

Individual
work
Whole class

Extension:

4. Listen and circle. 7 minutes
Step 1: Have pupils look at the pictures in Question 1 Whole class
and say “What they can see?”. Draw pupils’
attention to the letters a and b. Check
comprehension. Invite some pupils to point to
the pictures in Question 1 and say the words in
front of the class. Say “Point to the pictures and
say the words, please!” E.g. 1a: a zebra,
1b: a tiger.
Step 2: Play the recording of the first sentence for Individual
pupils to listen, saying “Now listen, please!” Ask work
pupils what they have heard and circled (say
“What did you hear? Did you hear “That’s a
zebra” or “That’s a tiger”? Yes, it said “That’s a
8



zebra”.
You circle the letter a.”). If some pupils say
“That’s a tiger”, let them listen to the recording
again (say “Now listen again, please!” Play the
recording and ask “What did you hear? Did you
hear “That’s a zebra” or “That’s a tiger”? Yes,
“That’s a zebra”. Circle the letter a. So a is the
correct answer.”).
Step 3: Follow the same procedure with the pictures in
Question 2. Before playing the recording, say
“Are you ready? OK, now listen, please!” Play
the recording (several times if needed) for
pupils to listen and circle the correct option.
Step 4: Call a few pupils to the front of the class to
point to the pictures and say what they have
heard. If they said correct words, praise them,
saying “Well done!” or “Very good!”
Step 5: Audio script: 1. That’s a zebra.
2. That’s a zebu.
Answers:
1. a 2. b

Individual
work

Individual
work

Whole class


5. Look and write. 8 minutes
Step 1: Have pupils look at the letter Z (upper case) and Whole class
z (lower case). Remind them how to write it.
Step 2: Give pupils time to write the letter Z/z
independently, saying Now write the letter Z/z
with your pencil. You can demonstrate by air
writing of the letter Z/z or open hoclieu.vn’s
guide for writing. Then let pupils write the
letter. Give further support to those pupils who
find it difficult to do the task.
Step 3: Check the results of pupils’ writing and give
feedback. Ask pupils to work in pairs, swap and
check their answers. Give pupils time to work.
Go around and offer help, if necessary.
Step 4: Then have pupils look at the three pictures in
the activity. Ask some questions to help them
9

Individual
work

Pair work

Whole class


identify the things and animals in the pictures
(e.g. What’s that? What can you see in the
pictures?). Use the first picture as an example,
ask pupils to look at it, guess what letter is

missing and complete the word.
Step 5: Give pupils time to complete the words
independently (say “Look at the pictures and
complete the words, please!”) Go around and
offer help, if necessary.
Step 6: Ask some pupils to show what they have done.
Praise them if they have done well, saying
You’ve done a good job!
Extension: - For weaker pupils, have them do Activity 3,
Unit 10 in their workbooks.
- For better pupils, have them do Activity 4,
Unit 10 in their workbooks.
Wrap–up

Individual
work

Whole class
Individual
work
Whole class
Individual
work

5 minutes
Option 1
Have pupils listen to the recording, then say
the chant again.
Option 2
Ask pupils to look at the pictures in 4. Listen

and circle and say about them, e.g. zoo, zebu,
zebra. Encourage better pupils to use learnt
structures e.g. That’s a zebra; That’s a
zebu, ...
Option 3
To reinforce the vocabulary, get pupils to do
Activity 1, Unit 10 in their workbooks.

10

Whole class

Whole class

Individual
work


TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:

Approved by:

____________________
____________________
____________________

Unit 10. At the zoo
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- use “Do you like the ____?” “ Yes, I do. / No, I don’t.” to
identify someone’s favourite things or animals;
- sing a song with the structure “Do you like the ____?”

II. INPUT

Language:
- Do you like the ____?
Resources/Material:
- Student’s book, p. 45
- hoclieu.vn
- Teacher’s guide, pp. 89 - 91
- Workbook, p. 33
- Pictures/ Slides of animals for Warm-up
- Computer, projector

11



III.
PROCEDURE
Procedure
Warm-up

Warm-up – Listen and repeat – Let’s talk – Let’s sing – Wrapup
Teaching and learning activities

Classroom
management

5 minutes
Option 1
- Have pupils listen to the recording, then sing
the chant on page 44.
- Select some better pupils to sing the chant in
front of class. The class listens to them and
claps hands along.
Option 2
- Show pupils pictures/ slides of some animals
they have learnt.
- Ask them to recall and name the animals (e.g.
zebu, zebra, goat, monkey, ...). Encourage
better pupils to say more words of animals if
they can.
Option 3
- Invite one or two pupils to write the letter Z/z
on the board.
- Get pupils to say words that contain the sound

of the letter Z/z (e.g. zoo, zebu, zebra, zero, ...)
Option 4
- Divide the class into 4 groups.
- Ask each group to nominate one pupil to join
the writing competition.
- Say a word (e.g. zoo, zebu, zebra,... ) and the
pupils write down.
- Check the mistakes of words then ask pupils to
read aloud.
- Give the winner the stars.

Whole class

Whole class

Individual
work

Group work

6. Listen and repeat. 5 minutes
Step 1: Have pupils look at the picture showing three Whole class
children at the zoo.
One girl is saying “Do you like the zoo?” The
12


other girl is saying “No, I don’t.”. The boy is
saying
“Yes,

I do.”. Explain the meaning of the sentences
and how they are used. Check comprehension.
Step 2: Play the recording several times for pupils to Whole class
listen and repeat the sentence (say “Now listen
and repeat, please!”).
Step 3: Invite a few pupils to listen and repeat the Individual
sentences “Do you like the zoo? Yes, I do. / work
No, I don’t.” in front of the class. Correct their
pronunciation, if necessary or praise them when
they pronounced the sentence correctly, saying
“You did very well!”.
Step 4: Ask some pupils to point to and repeat the Pair work
sentences “Do you like the zoo? Yes, I do. / No,
I don’t”. Go around and correct pronunciation to
make sure pupils can repeat the sentence
correctly.
7. Let’s talk.

10 minutes

Step 1: Have pupils look at the bubble to understand Whole class
how the structure is used. Explain the meaning
of the structure.
Step 2: Have pupils look at the first picture. Say “Look
at Picture 1, please!” Point to the zebra and ask
them, saying “Do you like the zebra?”. Tell them
that if they like the zebra, the answer is
“Yes, I do”; If they dislike the zebra, they can
answer “No, I don’t”.
Step 3: Ask pupils to use the structure Do you like the

_____? in the bubble and Picture 1 (a zebra) to
ask and answer about someone’s favourite, e.g.
Do you like the zebra? Yes, I do / No, I don’t. Get
them to repeat the sentence several times
individually
and
in
chorus.
Check
comprehension.
Step 4: Follow the same procedure with the other
13

Whole class

Pair work/
Whole class

Pair work/


pictures. Make sure pupils understand the Whole class
structure Do you like the _____? and say it with
the right pronunciation and intonation. Give
further support to those pupils who find it
difficult to do the task, if necessary.
Step 5: Ask pupils to work in pairs/ groups, using Do Group work/
you like the _____? with the picture cues.
Pair work
Step 6: Select some pupils to practise the structure they Pair work

have been learning in front of the class. Praise
them, saying “That’s right!” or “Superb!” if they
performed well.
Extension:

Stick flashcards of food, animals, things... on the Pair work
board or around the classroom. Have pupils
point to and identify things/animals in the
classroom. Encourage them to say as much as
they can, e.g. “Do you like the monkey? Yes, I
do/ No, I don’t.”

8. Let’s sing. 10 minutes
Step 1: Have pupils look at the lyrics to get familiarized Whole class
with the first verse of the song. Explain the
meaning of the sentence We’re at the zoo. Say
“Now look at the first verse, please!” Play the
recording several times for pupils to repeat line
after line to make sure that they can sing the
verse correctly. Check comprehension.
Step 2: Follow the same procedure with the second Whole class
verses. Correct pronunciation and the melody of
the song, if necessary.
Step 3: Have pupils listen to the whole song, drawing Whole class
their attention to the pronunciation, the stress
and the melody of the song. Say “Now listen to
the whole song.”

14



Step 4: Let pupils practise singing the song. Help them Group work
sing the song sentence by sentence first. Then Individual
help them to sing the whole song. If there is work
time, let them sing the song several times until
they feel confident.
Step 5: Select some groups to the front of the class to Group work
sing the song or ask some pupils to sing the song
individually. The class may sing along and clap
their hands. Praise them when they performed
well, saying “Fantastic!” or “Excellent!”.
Extension: Practise two-part singing. Divide the class into Group work
two groups and ask each group to sing one part
of the song.
Wrap-up

5 minutes
- Revise the main teaching point of the lesson:
the structure Do you like the _____? to identify
someone’s favourite.
Option 1
Ask pupils to draw an animal or a pet, show
them to the class and ask their friends, using Do
you like the _____?
Revise the main teaching point of the lesson:
the structure Do you like the _____? to identify
someone’s favourite.
Option 2
Ask pupils to draw an animal or a pet, show
them to the class and ask their friends, using

Do you like the _____?
Option 3
Have pupils do Activity 6, Unit 10 in their
workbooks.
Option 4
Show pupils the lyrics of the song with some
missing words, e.g.:
We’re at the ____.
15

Whole class

Individual
work/
Pair work/
Group work

Individual
work

Individual
work
Group work


Do you like the ____?
Yes, I do. Yes, I do.
We’re at the ____.
Do you like the _____?
Yes, I do. Yes, I do.

Then ask some advanced pupils to guess the
missing words and sing the complete song
aloud.

16