TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 15. In the clothes shop
Lesson 1 – Period 1
Date: _______________
I. OBJECTIVES

II. INPUT

By the end of the lesson, pupils will be able to:
- correctly pronounce the name of the letter combination
Sh/sh (/ʃ/);
- correctly pronounce the sound of the letter combination
sh (/ʃ/) in isolation and in the words shirts, shoes and
shorts.

Language:
- Sound /ʃ/
- Vocabulary: shirts, shoes, shorts
Resources/Material:
- Student’s book, p. 65
- Teacher’s guide, pp. 127-129
- hoclieu.vn
- Flashcards for Unit 15
- Poster for Unit 15
- Flashcards/Pictures for Warm-up and Fun Corner
- 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
Whole class

- Refresh pupils’ memory of the previous unit
by showing pictures of a brother, sister and
grandmother on the board.
- Underneath each picture, write the person’s
age. Say “How old is your brother/ sister/
grandmother?” and encourage pupils to
answer using the full sentence structure
“He’s/ She’s _____.”
Option 2
Whole class
Refresh pupils’ memory of the previous unit by
having them sing the song from Unit 14,
Lesson 3.
Option 3
Whole class
Introduce the topic of the new unit by showing
pictures of clothes or by bringing some items
of clothing to class. Discuss what the clothes
are (e.g. T-shirt, skirt, trousers) and where you
might buy them.

1. Listen and repeat.

10 minutes

Step 1: Draw pupils’ attention to the picture (say Whole class
“Look at the picture.”). Ask questions to help
them identify the context (The picture shows a
clothes shop. Shirts, shoes and shorts are
labelled, with the letter combination sh in red).


2


Step 2: Have pupils point to the letter combination sh Individual work
(say “Point to the letter combination sh.”) and
listen to its sound /ʃ/ (say “Listen /ʃ/”.)
Step 3: Play the recording of the sound of the letter Whole class/
combination sh and encourage pupils to repeat Individual work
(say “Listen and repeat.”). Do this several
times, with pupils repeating both individually
and in chorus. Correct their pronunciation if
necessary, and praise them when their
pronunciation is good.
Step 4: Have pupils look at the shirts (say “Look at the Individual work
shirts.”). Then have them point to the word
shirts (say “Point to the word shirts.”). Draw
their attention to the colour of the letter
combination sh (say “Look at the colour of the
letter combination sh. It is red.”).
Step 5: Play the recording of shirts and encourage Whole class/
pupils to repeat (say “Listen and repeat.”). Individual work
Do this several times, with pupils repeating
both individually and in chorus. Correct their
pronunciation if necessary, and praise them
when their pronunciation is good.
Step 6: Repeat Steps 4 and 5 for shoes and shorts.

Whole class/
Individual work


Step 7: Play the recording in full and encourage pupils Whole class/
to repeat the name and sound of the letter Individual work
combination sh, shirts, shoes and shorts both
individually and in chorus.
Extension: In group, have pupils draw shirts, shoes, shorts Group work
and make labels for the pictures. The ask them
show the pictures to the class and say the
words.
2. Point and say.

7 minutes

3


Step 1: Have pupils point to the letter combination sh Whole class
and correctly pronounce its sound (say “Point
to the letter combination sh. Say /ʃ/”).
Step 2: Have pupils point to and correctly pronounce Whole class/
the word shirts (say “Point to the shirts. Say Individual work
shirts.”). Do this several times, with pupils
repeating both individually and in chorus.
Correct their pronunciation if necessary, and
praise them when their pronunciation is good.
Step 3: Repeat Step 2 for shoes and shorts.

Whole class/
Individual work


Step 4: Put pupils into pairs or groups for further Group work/
practice of Steps 1 to 3. Go around the class to Pair work
offer help or correct pupils’ pronunciation, if
necessary.
Fun corner: What’s missing? 8 minutes
Step 1: Divide the class into two teams: Team A and Group work
Team B.
Step 2: Write Team A and Team B side by side at the top Group work
of the board. Underneath each heading, stick a
different set of flashcards.
Step 3: Point to each flashcard and say the word. Group work
Encourage pupils in the relevant team to repeat.
Step 4: Tell pupils to look carefully at the flashcards and Group work
remember their team’s words. Explain that
when you say “Close your eyes!”, pupils should
close their eyes. You will then remove one of the
flashcards from the board. When you say “Open
your eyes!”, pupils should open their eyes.
Step 5: Encourage each team to call out the missing Group work
word from their set. A correct answer scores one
point.
Step 6: Play the game. The team with the most points Group work
wins.
4


Wrap-up:

5 minutes
Revise the main teaching point of the lesson: the Whole class

sound of the letter combination sh and the
words shirts, shoes, shorts.
Option 1
Whole class
Using hoclieu.vn, have pupils look at the clothes
items in the picture and repeat the words after
the recording.
Option 2
Whole class/
Using Poster for Unit 15, ask pupils to point to Individual
the things in the picture and say the words. work
For better pupils, teacher may cover the words
and ask them to point to the clothes items and
say the words aloud.
Option 3
Individual
For better pupils, using the new and learnt in the work
previous units vocabulary and have the pupils
make labels for the clothes items. Ask them to
attach the cards to the corresponding items and
practise saying the words.

5


TIẾNG ANH 2
LESSON PLAN
School:
Grade:
Teacher:


____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 15. In the clothes shop
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- correctly pronounce the sound of the letter combination
sh (/ʃ/) and the words shoes, shirts and shorts in a chant;
- recognize target words while listening;
- write the letter combination sh and complete the words
_ _irts, _ _oes and _ _orts.

II. INPUT

Language:
- Sound /ʃ/
- Vocabulary: shirts, shoes, shorts

- Phrases/sentences with the sound /ʃ/, the words shirts,
shoes, shorts
Resources/Material:
- Student’s book, p. 66
- hoclieu.vn
- Teacher’s guide, pp. 129-131
- Pictures/flashcards for Warm-up
- Workbook, pp. 46-47
- Computer, projector
6


III. PROCEDURE

Warm-up – Listen and chant – Listen and tick – Write and
say – Wrap-up

Procedure

Teaching and learning activities

Warm-up

5 minutes

Classroom
management

Option 1
Whole class

- Ask pupils what letter combination and
sound they learnt in Lesson 1 (Sh/sh, /ʃ/).
- Show pictures of the words that pupils learnt
in Lesson 1 (shirts, shoes, shorts) and
encourage them to say the words in chorus.
More advanced classes can add other words
with the letter combination sh.
Option 2
Group work
Ask the class to play What’s missing? again,
using the numbers in Lesson 1, Unit 13 and
the numbers learnt in Tieng Anh 1, saying
Now let us play Number race!.
Option 3
Whole class
Get pupils to play What’s Missing? Game,
using the pictures and flashcards with the
words learnt in Lesson 1 and the previous
units. Pupils should guess the missing cards
and say the words correctly.
3. Listen and chant.

10 minutes

Step 1: Draw pupils’ attention to the picture and have Whole class
them point to the shoes (say “Look at the
picture. Point to the shoes.”).
Step 2: Say “shoes” and encourage pupils to repeat.

Whole class


Step 3: Repeat Steps 1 and 2 for shirts and shorts.

Whole class

Step 4: Play the recording of the chant to familiarize Whole class
7


pupils with the words and rhythm (say
“Listen.”)
Step 5: Have pupils point to each line of the chant
(say e. g. “Point to line one.”). Play the
recording of each line and encourage pupils to
chant (say “Listen and chant.”).
Step 6: Play the recording in full and encourage pupils
to chant (say “Listen and chant.”). Pupils can
clap along or do other actions to help them
keep the rhythm.
Step 7: Divide the class into two teams. Teams take it
in turns to chant a line. The whole class can
clap along or do other actions.
Extension:

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

Sh, sh _____.
Shoes, ______ and shorts
Are in the shop.
Are in the ______.

Individual
work/
Whole class
Whole class

Group work

Individual work

4. Listen and tick. 7 minutes
Step 1: Have pupils look at the pictures and say the Whole class
words (say “Point and say.”). When pupils
answer correctly, confirm by saying “shirts/
shorts/shoes/shorts”.
Step 2: Play the recording and allow pupils time to Individual work
complete the activity (say “Listen and tick.”).
Step 3: Play the recording again, if necessary (say
“Listen again.”).

Individual work

Step 4: Check the answers by asking “a or b?”. When Whole class
pupils answer correctly, confirm by saying
“1a. Look at the shirts.”/“2b. Look at the
8



shorts.” and encourage them to repeat.
Audio script: 1. Look at the shirts. 2. Look at the shorts.
Answers: 1. a 2. b
5. Write and say. 8 minutes
Step 1: Write the letter combination sh (lower case) Whole class
on the board and say “sh” (/es/ /eɪtʃ/).
Step 2: Write the letter combination sh (lower case)
on the board again, but this time is more
slowly. Invite a few pupils to come to the front
of the class and write the letter combination
sh (lower case) on the board.
Step 3: Draw pupils’ attention to the picture and
labels (say “Look and write.”). Allow pupils
time to complete the activity. Go around the
class to offer support and feedback.
Step 4: Have pupils say the words (say “Say the
words.”)
Extension: - For weaker pupils, have them do Activity 3,
Unit 15 in their workbooks.
- For better pupils, have them do Activity 4,
Unit 15 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.

Whole class

Option 2
Whole class
Ask pupils to look at the pictures in 4. Listen
and circle and say about them, e.g. shirts,
shorts, ... Encourage better pupils to use learnt
structures e.g. I can see shirts.; Look at
shorts.; ...
Option 3
Individual work
To reinforce the vocabulary, get pupils to do
Activity 1, Unit 15 in their workbooks.
9


10


TIẾNG ANH 2
LESSON PLAN
School:

Grade:
Teacher:

____________________
____________________
____________________

School year:
Week:
Approved by:

____________________
____________________
____________________

Unit 15. In the clothes shop
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES

By the end of the lesson, pupils will be able to:
- use the sentence structures Where are the _____? and
Over there. to ask and answer questions about where
things are;
- sing a song with the sentence structure Where are the
_____? and Over there. to ask and answer questions
about where things are.

II. INPUT


Language:
- Where are the _____? Over there.
Resources/Material:
- Student’s book, p. 67
- hoclieu.vn
- Teacher’s guide, pp. 131-133
- Workbook, p. 48
- Computer, projector
11


III. PROCEDURE

Procedure
Warm-up

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

Classroom
management

5 minutes
Option 1
Whole class/
- Have pupils listen to the recording, then sing Individual
the chant on page 66.
work
- Select some better pupils to sing the chant in

front of class. The class listens to them and
claps hands along.
Option 2
Individual
- Invite one or two pupils to write the letter work
combination Sh/sh on the board.
- Get pupils to say words that contain the sound
of the letter combination Sh/sh from Lessons 1
& 2 and the learnt units.
Option 3
Individual
Have pupils play Game Pass the Card.
work
- Place pupils in 3 rows.
- Hand out picture cards of shirts, shoes, shorts
to the first pupil in each row.
- Have pupils in each row name the item on
each card as they pass the card to the
classmate behind them.

6. Listen and repeat. 5 minutes
Step 1: Draw pupils’ attention to the picture (say “Look
at the picture.”). Say “Where are the shoes?”
– “Over there.”
Step 2: Have pupils point to the sentences (say “Point
to the sentences.”).

Whole class

Individual

work

Step 3: Play the recording and encourage pupils to Whole class
repeat (say “Listen and repeat.”).
12


Step 4: Do this several times, with pupils repeating both Whole class/
individually and in chorus. Correct their Individual
pronunciation if necessary, and praise them work
when their pronunciation is good.
7. Let’s talk.

10 minutes

Step 1: Write Where are the shoes? on the board and Whole class
underline the word shoes. Say “Where are the
shoes?”
Step 2: Erase shoes and replace it with shorts.
Say “Where are the shorts?”.
Step 3: Repeat Step 2 for shirts.
Step 4: Erase shirts and leave the sentence structures
Where are the _____? and Over there. on the
board.
Step 5: Draw pupils’ attention to Picture a (say “Look at
Picture a.”). Say “Where are the _____?” and
encourage them to complete the sentence with
“shorts”. When they answer correctly, confirm
by saying “Where are the shorts?” and
encourage pupils to repeat the full sentence

structure.
Step 6: Write Over there. on the board. Say “Over
there.” And encourage pupils to repeat.
Step 7: Divide the class into two groups. Explain that
when you show a picture, one group will say
“Where are the shorts/ shirts/ shoes?” and the
other group will say “Over there”. Groups
should take it in turns to ask and answer.
Correct pupils’ pronunciation if necessary, and
praise them when their pronunciation is good.
Extension: 1. Invite some pupils to point to the pictures
and act out the exchanges in front of the class.
2. For better pupils, ask them to point to the
things in the classroom (pens, pencils, books,
bags, …) to ask and answer about them using
Where are the _____? and Over there.
13

Whole class
Whole class
Whole class

Whole class/
Individual
work

Whole class
Group work

Individual

work


8. Let’s sing. 10 minutes
Step 1: Draw pupils’ attention to the picture (say “Look
at the picture.”).

Whole class

Step 2: Play the recording of the song to familiarize
pupils with the rhythm and melody (say
“Listen.”).
Step 3: Read the song line by line and encourage pupils
to repeat (say “Listen and repeat.”). Do this
several times, with pupils repeating both
individually and in chorus. Correct their
pronunciation if necessary, and praise them
when their pronunciation is good.
Step 4: Say “Let’s sing!”. Play the recording line by line
and encourage pupils to sing along.
Step 5: Have pupils work in groups to make up actions
for the song. Invite a few groups to perform the
song for the class.

Whole class

Wrap-up

Whole class/
Individual

work

Whole class
Group work

5 minutes
Revise the main teaching point of the lesson: the Whole class
sentence structure Where are the _____? and
Over there. to ask and answer questions about
where things are.
Option 1: Practise two-part singing. Divide the Group work
class into two groups and ask each group to
sing one part of the song.
Option 2: Have pupils do Activity 6, Unit 15 in
Individual
their workbooks.
work
Option 3: Show pupils the lyrics of the song with Individual
some missing words, e.g.:
work
I like shoes.
Where are the _______?
Over there. ______.
I like shirts.
Where are the _______?
______. ______.
14


Then ask some advanced pupils to guess the

missing words and sing the complete song
aloud.

15