TIẾNG ANH 2
LESSON PLAN
School:

__________________
__
Grade:
__________________
__
Teacher: __________________
__

School
year:
Week:
Approved
by:

_________________
___
_________________
___
_________________
___

Unit 2. In the backyard
Lesson 1 – Period 1
Date: _______________
I.
OBJECTIVES

II. INPUT

1

By the end of the lesson, pupils will be able to:
- correctly pronounce the name of the letter K/k (/keɪ/).
- correctly pronounce the sound of the letter K/k (/k/) in
isolation and in the words kite, bike and kitten.
Language:
- Sound /k/
- Vocabulary: kite, bike, kitten
Resources/Material:
- Student’s book, page 9
- Teacher’s guide, pp. 14 - 16
- sachmem.vn
- Flashcards for Unit 2
- Flashcards for Warm-up and Fun Corner
- Poster for Unit 2
- Computer, projector


III.
PROCEDURE

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

Procedur
e


Teaching and learning activities

Warm-up

Classroom
management

5 minutes

Option 1
- Ask pupils to sing the song in Unit 1,
Lesson 3, Activity 8. Encourage pupils to
do actions or clap in time while singing.
Option 2
- Ask one pupil to come to the board, give
him or her a picture of the pizza (or
popcorn/pasta).
- The pupil mimes the action of eating pizza
(or popcorn/pasta) and the class guess
what he or she is eating by saying “He/She
is having ____”.
Option 3
Have pupils play The Matching Game.
Stick the picture flashcards on the board.
Write the words popcorn, pizza, pasta on
the board. Call on some pupils to go to the
board and draw lines to match the words
and the pictures.

Whole class


Whole class
Individual
work

Whole class
Individual
work

1. Listen and repeat.
10 minutes
Step 1: Have pupils look at the picture (say “Look Whole class
at the picture.”). Ask questions to help them
identify the context. (Three children playing
in the backyard. A girl is flying a kite. A boy
is riding a bike. A girl is playing with a
kitten. Kite, bike and kitten are labelled,
2


with the letter k in red).

Step 2: Have pupils point to the letter K/k (say
“Point to the letter K.”). Explain that the
name of the letter K/k is different to its
sound (say “Listen. /keɪ/ /k/.”).
Step 3: Play the recording of the name and sound
of the letter K/k and encourage pupils to
repeat (say “Listen and repeat.”). Do this
several times for pupils to repeat

individually and in chorus. Correct their
pronunciation if necessary. Praise them
when their pronunciation is good (say
“Excellent! / Great job!”).
Step 4: Have pupils look at the kite (say “Look at
the kite.”). Then have them point to the
word kite (say “Point to the word kite.”).
Draw their attention to the colour of the
letter k (say “Look at the colour of the letter
k. It is red.”).
Step 5: Play the recording of kite and encourage
pupils to repeat (say “Listen and repeat.”).
Do this several times for pupils to repeat
individually and in chorus. Correct their
pronunciation if necessary.
Step 6: Repeat Steps 4 and 5 for bike and kitten.

Individual
work

Step 7: Play the recording in full and encourage
pupils to repeat the name and sound of the
letter K/k, the words kite, bike and kitten
both individually and in chorus.
Extension For better pupils, use the flashcards of kite,
: kitten and bike and have pupils make labels
for them. Ask pupils to match the cards with
the corresponding words and practise
saying the words.
3


Individual
work

Whole class
Individual
work

Whole class

Whole class
Individual
work
Whole class
Individual
work

Individual
work


2. Point and say. 7
minutes
Step 1: Have pupils point to the letter K/k and
correctly pronounce its name and sound
(say “Point to the letter K. Say /keɪ/. Now
say /k/.”). Go around the class to offer help
or correct pupils’ pronunciation, if
necessary.
Step 2: Have pupils point to and correctly

pronounce the word kite (say “Point to the
kite. Say kite.”). Do this several times for
pupils to repeat both individually and in
chorus. Correct their pronunciation if
necessary, and praise them when their
pronunciation is good.
Step 3: Repeat Step 2 for kitten and bike.

Whole class

Whole class
Individual
work

Whole class
Individual
work

Step 4: Put pupils into pairs or groups for further Group/
practice of Steps 1 to 3.  Go around the Pair work
class to give support to those pupils who
find it difficult to do the task.
Fun corner: Word Game 8 minutes

Step 1: Divide the class into teams. Give each Whole class
team one pack of flashcards. Say “You are
going to play a word game.” 
Step 2: Explain the game: when the teacher Group work
pronounces the sound of a letter, e.g. /k/,
pupils should look through their pack of

flashcards to find a word or words
containing that sound, e.g. kite, bike. When
they have found the correct word(s), they
should stick the flashcard(s) on the board.
A correct word scores one point.   The team
4


having the most points at the end of the
game is the winner.
Step 3: Play the game. 

Group work

Step 4: Count the points for each team and Group work
announce the winner.
Wrap-up: 5 minutes

Revise the main teaching point of the Whole class
lesson: the sound of the letter k and the
words kite, kitten and bike.
Option 1
Using sachmem.vn, have pupils look at the
things in the picture and repeat the words
after the recording.
Option 2
Using Poster for Unit 2, ask pupils to point
to the things in the picture and say the
words.
For better pupils, teacher may cover the

words and ask them to point to the things
and say the words aloud.
Option 3
- Show half hidden part of the flashcards
kite, bike, kitten and ask: "What’s this?”.
- Have pupils guess and say out the word.

5

Whole class

Individual
work

Whole class


TIẾNG ANH 2
LESSON PLAN
School:

__________________
__

School
year:

_________________
___


Grade:

__________________
__

Week:

_________________
___

Approved
by:

_________________
___

Teacher: __________________
__

Unit 2. In the backyard
Lesson 2 – Period 2
Date: _______________
I.
OBJECTIVES

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

- say the letter K/k, the words kite, bike, kitten, the
phrases/sentences containing /k/ and kite, bike, kitten,
the sentence structure He’s/She’s _____ (verb + –ing).

in a chant.
- listen and recognise the words kite, bite, kitten and
the sentence structure He’s/She’s _____ (verb + –
ing).
- write the letter K/k and complete the words __ite,
bi__e, __itten.

6


II. INPUT

Language:

III.
PROCEDURE

- Sound /k/
- Vocabulary: kite, bike, kitten
- Phrases/sentences with the sound /k/ and the words
kite, bike, kitten
Resources/Material:
- Student’s book, page 10
- sachmem.vn
- Teacher’s guide, pp. 16- 18
- Workbook, pp. 7-8
- Flashcards to play games in Warm-up
- Computer, projector
Warm-up – Listen and chant – Listen and circle –
Look and write – Wrap-up


Procedur
Teaching and learning activities
e
Warm-up

Classroom
management

5 minutes

Option 1
- Ask pupils what letter and sound they Whole class
learnt in Lesson 1.
- Show pictures of the words that pupils
learnt in Lesson 1 (kite, bike, kitten) and
encourage them to say the words aloud.
- For more advanced classes, ask pupils to
find other words having the letter K/k (book,
cake, duck, …).
7


Option 2
Ask two groups of three to play Red words, Group work
green words with the target vocabulary they
have learnt.
Option 3
Ask two groups of three to play Pelmanism Group work
with the words kite, bike, kitten in front of

the class.
3. Listen and chant. 10 minutes

Step 1: Draw pupils’ attention to the picture and Whole class
have them point to the kite (say “Look at the
picture. Point to the kite.”).
Step 2: Say “He’s flying a kite.” and encourage Whole class
pupils to repeat (say “Repeat, please!”).
Step 3: Repeat Steps 1 and 2 for He’s riding a bike.
and She’s playing with a kitten.

Whole class

Step 4: Play the recording of the chant to familiarize Whole class
pupils with the words and rhythm
(say “Listen.”).
Step 5: Have pupils point to each line of the chant
(e.g. say “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.

8

Individual
work
Whole class

Whole class


Step 7: Divide the class into two teams. Teams take Group work
it in turns to chant a line. The whole class
can clap along or do other actions.
Extensio
n:

With better classes, help pupils change Individual
some line in the chant and sing it in front of work
the class. E.g.
K, k, kite.
A kite, a kite.
He’s flying a kite.

K, k, bike.
A bike, a bike.
She’s riding a bike.
4. Listen and circle. 7 minutes

Step

1:

Have pupils look at the pictures and say the Whole class
words (say “Point and say.”). When pupils
answer correctly, confirm by saying “kite/
bike/ kitten/ puppy”.
Step 2: Play the recording and allow pupils time to Individual

complete the activity (say “Listen and work
circle.”).
Step 3: Play the recording again, if necessary (say Individual
“Listen again.”).
work
Step 4: Check the answers by asking “a or b?” Whole class
When pupils answer correctly, confirm by Individual
saying
work
“1b. I have a bike.”/“2a. I have a kitten.” and
encourage them to repeat.

9


Audio script: 1. I have a bike. 2. I have a
kitten.
Answers:
1. b 2. a
5. Look and write.

8 minutes

Step 1: Write the letter K (upper case) on the board Whole class
and say “K” (/keɪ/).

Step 2: Write the letter K (upper case) on the board Individual
again, but this time more slowly. Invite a few work
pupils to come to the front of the class and
write the letter K (upper case) on the board.

Step 3: Repeat Steps 1 and 2 for k (lower case).
Whole class
Individual
work
Step 4: Have pupils look at the writing grids (say
“Look and write.”) Allow pupils time to
complete the activity. Go around the class to
offer support and feedback.
Step 5: Have pupils look at the picture and labels
(say “Look and write.”). Allow pupils time to
complete the activity. Go around the class to
offer support and feedback.
Extensio For better pupils, have them do Activity 4,
n:
Unit 2 in their workbooks.

Wrap–up

10

5 minutes

Whole class

Individual
work

Individual
work



Option 1
Have pupils listen to the recording, then say Whole class
the chant again.
Option 2
Ask pupils to look at the pictures in 4. Whole class
Listen and circle and say about them, e.g.
kite, kitten, ... Encourage better pupils to
use learnt structure He’s/She’s _____ (verb
+ –ing).
Option 3
Individual
To reinforce the vocabulary, get pupils to
work
do Activity 1, Unit 1 in their workbooks.

TIẾNG ANH 2
LESSON PLAN
School:

__________________
__

School
year:

_________________
___

Grade:


__________________
__

Week:

_________________
___

Approved
by:

_________________
___

Teacher: __________________
__

11


Unit 2. In the backyard
Lesson 3 – Period 3
Date: _______________
I.
OBJECTIVES

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

II. INPUT


- use the sentence structures Is he/ she _____ (verb +
-ing)? and Yes, he/ she is. /No, he/ she isn’t. to ask
and answer about actions in progress.
- sing a song with the sentence structures Is he/she
_____ (verb + -ing)? and Yes, he/ she is. /No, he/ she
isn’t.
Language:

III.
PROCEDURE

- Is he/ she _____ (verb + -ing)?
- Yes, he/ she is. /No, he/ she isn’t.
Resources/Material:
- Student’s book, page 11
- sachmem.vn
- Teacher’s guide, pp. 18 – 20
- Pictures/ Flashcards for Warm-up and Extension
- Workbook, page 9
- Computer, projector
Warm-up – Listen and repeat – Let’s talk – Let’s
sing – Wrap-up

Procedur
e
Warm-up

Teaching and learning activities


Classroom
management

5 minutes
Option 1
- Have pupils listen to the recording, then Whole class
sing the chant on Page 10.
Individual

12


- Select some better pupils to sing the chant
in front of class. The class listens to them
and claps hands along.
Option 2
Let two or three pupils point to the pictures in
Listen and circle (Page 10) and say the
sentences, e.g. 1a: I have a kite. 1b: I have a
bike.
Option 3
Get pupils to play What’s Missing? Game,
using the pictures and flashcards with the
incompleted words _ite, _itten and bi_e.
Have pupils guess the missing letters and
say the words correctly.
6. Listen and repeat. 5 minutes

work


Step 1: Draw pupils’ attention to the picture (say
“Look at the picture.”).
Step 2: Have pupils point to the sentence (say “Point
to the sentence.”). Play the recording and
encourage pupils to repeat (say “Listen and
repeat.”).
Step 3: Ask pupils to repeat the sentence both
individually and in chorus several times.
Correct their pronunciation if necessary, and
praise them when their pronunciation is
good.
Step 4: Ask pupils to work in pairs, repeat the
questions and answers of the boy and the
girl in the pictures. Go around and correct
pronunciation to make sure pupils can
repeat the sentence correctly.
7. Let’s talk. 10 minutes

Whole class

Individual
work

Group work

Whole class

Whole class
Individual
work

Pair work

Step 1: Write Is he/she _____? on the board. Whole class
Underneath the question, write Yes, he/ she
is. and No, he/ she isn’t.
Step 2: Draw pupils’ attention to Picture a. Say “Is Whole class
13


he…?” and encourage them to complete the
sentence with “flying a kite”.
Step 3: Say “Is he flying a kite?”. Point to each of Whole class
the possible answers written on the board
and encourage pupils to choose the correct
one. When they answer correctly, confirm
by saying “Yes, he is.”
Step 4: Repeat Steps 2 and 3 for Pictures b and c
Whole class
Step 5: Have pupils work in pairs to look at each Pair work
picture and practice asking and answering
questions about the actions in progress. Go
around the class to offer support and
feedback.
Extensio Show some pictures of action verbs (some Whole class
pictures in Tiếng Anh 1 such as the boy is Group work
n:
running, the girl is having noodles, ...). Have
pupils ask and answer about the actions in
progress, using the structures Is he/she
_____ (verb + -ing)? and Yes, he/she is.

/No, he/she isn’t.
8. Let’s sing. 10 minutes
Step 1: Draw pupils’ attention to the picture (say
“Look at the picture.”). Say “Is she riding a
bike?” and encourage pupils to answer
“Yes, she is.” Say “Is he riding a bike?” and
encourage pupils to answer “No, he isn’t.”
Step 2: Play the recording of the song to familiarize
pupils 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.

14

Whole class

Whole class

Whole class
Individual
work


Step 4: Say “Let’s sing!”. Play the recording line by Group work
line and encourage pupils to sing along.

Step 5: Have pupils work in groups to make up Group work
actions for the song. Invite a few groups to
perform the song for the class.
Wrap–up
5 minutes
Revise the main teaching point of the
lesson: the structures Is he/she _____ (verb
+ -ing)? and Yes, he/she is. /No, he/she
isn’t. to talk about actions in progress.
Option 1: Ask pupils to mime and talk about
actions in progress, using the structures
Is he/she _____ (verb + -ing)? and Yes,
he/she is. /No, he/she isn’t.
Option 2: Have pupils do Activity 6, Unit
2 in their workbooks.
Option 3: Show pupils the lyrics of the song
with some missing words, e.g.:
Where’s Kate?
She’s in the yard.
Is she ______ a bike?
Yes, she is. Yes, she is.
Then ask some advanced pupils to guess
the missing words and sing the complete
song aloud.

15

Whole class

Whole class

Group work
Individual
work
Individual
work