1

WEEK 1
Date of teaching: / 9/ 2021 (2B, A)
English
GETTING STARTED
Period 1: Lesson 1
I. Objectives: By the end of this lesson, students will be able to gain the following
1. Knowledge
- Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten
- Structures: How old are you? I’m (eight). / Open your book!
2. Language skills
- Count from one to ten, and ask how old someone is.
- Identify and follow classroom instructions
3. Core competencies & Personal qualities
- Building up interests and good habits in learning English
- Building up responsive and independent-working characteristics to be a life-long
learner
- Presenting communicative through learning activities in classrooms
- Being collaborative and supportive in teamwork
II. Teaching aids
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III. Procedures

Steps/Activities Organization
Warm-up
- Say “Hello” to the whole class. - Teacher –
- Ask students to give their names to get to know each other. whole class
Set the classroom rules. (E.g. Sit nicely. / Be nice. / Listen to the
teacher. / Hands up. ….)
*Option 1: "Simon says" game
- Tell students they must only follow commands that start with - Teacher –
"Simon says..." whole class
- Demonstrate the game by giving the students different.
- Commands. If the command starts with "Simon says," students
must do the action. If it doesn’t start with "Simon says," students
who do the action must sit down.
- Have one student come to the front of the class to be "Simon."
Swap roles and repeat with a new "Simon."
*Option 2:"Read my lips" game
- Divide the class into teams.  Students in
- Teacher says a sentence silently. groups
- Have the students try to guess what the sentence is.
- Give that team one point if it’s a correct guess.
The team that gets the most points win.
 2

New lesson
Sing the “Numbers Song Let's Count 1-10” (Source:
https://www.youtube.com/watch?v=85M1yxIcHpw&t=27s)
A. Listen and point. Repeat. (CD1 - track 02)
- Use some real things and pictures to introduce the numbers from 1  Teacher –
to 10. whole class
- Have students listen to each new word.
- Have students listen to each new word and repeat all together and
individually. Correct student’s pronunciation if necessary.
- Arrange the flashcards on the board, play audio, and point to each
flashcard.
- Play audio again and have students point to the numbers in their
books.
- Play audio again and have students listen and repeat several times.
- Change the order of the flashcards, point to them individually and
have students say the words, correct pronunciation when needed.
- Have students work in pairs, one of them points to the picture in
the book and the other says the word.
*Option 1: Game: “Heads up. What's missing?”
- Divide the class into two teams.  Students in
- Arrange the flashcards on the board and remove one card when groups
students are not looking.
- One student from each team calls out the missing flashcard.
*Option 2: Game: “Slap”
- Split the class into four teams. Have them stand in four lines.  Students in
- Place some cards on the board. groups
- Have four students come to the board to face off.
Call out a word, e.g. seven, and have students run to the board then
slap the picture and repeat the word. The winner is the student who
slaps the picture at first.
B. Listen and point. (CD1 – Track 03)
- Introduce the situation: “The teacher and the students are asking  Teacher –
and answering about age.” whole class
- Play audio and have students look at the picture.
- Demonstrate the activity by pointing to the new vocabulary items.
- Play audio. Have students listen and point.
Have students work in pairs, ask and answer about their age.
C. Sing. (CD1 – Track 04)
- Have students turn to page 70.  Teacher –
- Play audio and have students listen. whole class
- Read the lyrics and do actions following them.
- Play audio and have students listen, sing along, and do
the actions.
D. Point, say and do.  Teacher/
*Practice (optional). Whole class/
 3

- Divide the class into two teams. groupwork

- Show a flashcard to the class.
- Have Team A ask the question and Team B answer.
- Swap roles and repeat.
(Teacher shows a flashcard "six.")
• Team A: "How old are you?"
• Team B: "I'm six."
*Point, ask, and answer.
- Divide the class into pairs.
- Have Student A point to a picture and ask, have Student B answer.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of
the class.
E. Play “Magic finger”.
- Have students look at the example.  Teacher –
- Divide the class into pairs. whole class/
- Have Student A write a number with their finger on Student B's pairs
back and ask "How old are you?"
- Have Student B try to guess which number it is and answer, e.g.
"I'm six." Have students swap roles and repeat.
Wrap up
*Option 1: Workbook-page 2 and 3
- Divide the class into groups of five.  Teacher/
- Have students open their workbooks – page 2 and 3 Whole class/
A. What’s next? Look, read, and write the numbers. groupwork
- T makes an example first, then have students do the remains.
B. Look and write.
- Have students write the missing letters.
C. Listen and (√) the box. (WB 02)
- Have students listen and put the tick the correct box.
D. Look, read, and (√) the box.
- Have students look, read and tick the correct box.
Teacher and students correct all the exercises and give stamps or
stickers to the whole class.
*Option 2: "Memory chain" game
- Divide the class into groups.  Teacher/
- Have St A ask St B a question. Whole class/
- Have Student B answer the question. groupwork
- Next, have St B turn to St C and ask the question, then have St C
answer using St B’s answer with one extra activity.
- Have Student C repeat the question to the next student, and so on.
- If a St forgets a sentence, the group must start from St A again.
- The winning group is the first one to have all members finish
speaking.
 4

Date of teaching: / 9/ 2021 (2)

English
GETTING STARTED
Period 2: Lesson 2
I. Objectives: By the end of this lesson, students will be able to gain the following
1. Knowledge
- Vocabulary: open your book, close your book, hands up, hands down
- Structures: Open your book!
2. Language skills
- Understand and follow simple instructions in class.
- Ask and answer the question related to numbers (How old are you?)
3. Core competencies & Personal qualities
- Building up interests and good habits in learning English.
- Building up responsive and independent-working characteristics to be a life-long
learner.
- Presenting communicative skills through learning activities in classrooms.
- Being collaborative and supportive in teamwork.
II. Teaching aids
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student’s book, notebook, workbook.
III. Procedures

Steps/Activities Organization
Warm-up
Song: Hello, how do you do?  Teacher –
(Source: https://www.youtube.com/watch?v=0r9oD44HZzY whole class
*Option 1: Game: “Who is faster?”
- Divide the class into groups.
- Arrange the flashcards on the board.  Students in
- Invite a student from each group to go to the board. groups
Teacher says a word and the students run to tap the right card.
*Option 2: Game: “Whisper”
- Arrange children into rows of at least six.
- Secretly show a flashcard to the first child in each group. This
child whispers the word to the child next to him/her.
- Children continue whispering the word to the child next to them  Students in
until the word reaches the final child. groups
The final child says the word out loud, and the first child holds up
the flashcard to see whether the word is correct.
New lesson
A. Listen and point. Repeat. (CD1 - track 05)  Teacher –
- Use pictures to introduce classroom commands.
 5

- Have students listen to each new word. whole class/

- Have students listen to each new word and repeat all together individuals
and individually. Correct student’s pronunciation if necessary.
- Arrange the flashcards on the board, play audio, and point to
each flashcard.
- Play CD again and have Ss point to the pictures in their books.
- Play CD again and have students listen and repeat.  Students in
*Option 1: Game: “Heads up. What's missing?” teams
- Divide the class into two teams.
- Arrange the flashcards on the board and remove one card when
students are not looking.
- One student from each team calls out the missing flashcard.  Teacher –
*Option 2: Game: “Do as I say” whole class/
- Have students to do as the teacher says, not as the teacher does individuals
and repeat playing the game.
E.g. Teacher says, “Open your books.” but he/ she closes his/ her
book.
Students listen to the teacher carefully and open their books.  Teacher –
B. Listen and point. (CD1 – Track 06) whole class
- Introduce the situation.
- Play audio and have students look at the picture.
- Demonstrate the act by pointing to the new vocabulary items.
- Play audio. Have students listen and point.  Teacher –
C. Sing. (CD1 – Track 07) whole class
- Have students turn to page 70.
- Play audio and have students listen.
- Read the lyrics and do actions following them.
- Play audio and have Ss listen, sing along, and do the actions.
D. Point, say, and do.  Students in
*Practice (optional). teams
- Divide the class into two teams.
- Show a flashcard to the class.
- Have Team A call out the command and Team B do the action.
- Swap roles and repeat.
- e.g. (Teacher shows a flashcard "hands up.")
 Team A: "Hands up!"
 Team B put their hands up.  Teacher –
*Point, say, and do. whole class/
- Divide the class into pairs. pairs
- Have Student A point and say, have Student B do the action.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the act in front of the
class.
E. Play “Simon says”.
- Have students look at the example.
 6

- Tell Ss they must only follow commands that starts with "Simon  Teacher –
says..." whole class
- Demonstrate the game by giving the students different
commands. If the command starts with "Simon says…”, students
must do the action. If it doesn’t start with "Simon says," students
who do the action must sit down.
- Have one student come to the front of the class to be "Simon."
Swap roles and repeat with a new "Simon."
Wrap up
*Option 1: Workbook-page 4 and 5
- Have students open their workbooks (page 4 and 5) and choose  Teacher –
part C (page 5) to do first. whole class
- Play audio and have students listen and tick the correct box.
- Have students look at part A,B and D of page 4 and 5.
- Set up time limit by 1 minute timer bomb (source:
https://www.youtube.com/watch?v=vwqQPeeVM1s).
- Have students start reading and doing all parts A, B, D. When
the time ends by explosion students stop doing their exercises.
- Have Ss change their workbooks together. Check understanding
as a whole class and give the correct answers. Then the teacher
gives stamps or stickers to the whole class.
*Option 2: "Pass the card" game
- Divide the class into teams.
- Have students from each team stand in a line.  Students in
- Give the first student of each team a card and say "Go." teams
- The students say the corresponding words and pass the cards
over their heads to the ones behind them.
- Have teams continue the game until their card reaches the last
person.
- The last student in each line races to hand their card to the
teacher and says the word.
- Give the first team to name their card correctly one point.
- The team that gets the most points wins.
 7

WEEK 2
Date of teaching: / 9/ 2021 (2B, A)
English
GETTING STARTED
Period 3: Lesson 3
I. Objectives: By the end of this lesson, students will be able to gain the following
1. Knowledge
- Phonics: Review: Aa to Mm
2. Language skills
- Review writing and making proper sounds of the letters from A to M.
- Practice listening and speaking numbers – from one to ten.
3. Core competencies & Personal qualities
- Building up interests and good habits in learning English.
- Building up responsive and independent-working characteristics to be a life-long
learner.
- Presenting communicative skills through learning activities in classrooms.
- Being collaborative and supportive in teamwork.
II. Teaching aids
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks
III. Procedures

Steps/Activities Organization
Warm-up
- Sing the “Hello” song (super simple songs)  Teacher –
Source: (https://www.youtube.com/watch?v=tVlcKp3bWH8) whole class
*Option 1: "Memory chain" game
- Divide the class into groups.  Teacher -
- Have St A say a sentence (classroom command) to St B. Whole class/
- Have St B repeat St A’s sentence to St C and add their own groupwork
idea.
- Have St C repeat the two sentences to St D and add their own
idea, and so on.
- If a st forgets a sentence, the group must start from St A again.
The winning group is the first one to have all members finish
speaking.
*Option 2: "Flashcard walk" game
- Divide the class into teams.  Teacher -
- Place several flashcards on the classroom floor. Whole class/
- Have Ss from each team come up the front. groupwork
- Play some music and have the Ss walk around the flashcards.
- Stop the music and say the name of one flashcard.
- Have the Ss pick up the correct flashcard and say a sentence
using the word on the flashcard.
 8

- Give the first team to make a correct sentence one point.

The team that gets the most points win.
New lesson
*Sing the alphabet song.
- Play the alphabet song and have students listen.  Teacher –
- Play audio again and have students sing the song. whole class
- Put the flashcards on the board for the letters in red (A to M).
Point to each flashcard, call out the letter's name, and have
students repeat.
1. Write the letters.
- Have Ss look at the pictures and call out the things they can see.  Teacher –
- Demonstrate the activity using the example. whole class/
- Have students write the letters. individuals
- Check answers as a whole class.
*Listen and repeat. (CD1 – Track 08)
- Point to the pictures and say the letters' sounds.  Teacher –
- Play audio. Have students listen and repeat the letter sounds. whole class
2. Listen and point. (CD1 – Track 09)
- Have students look at the pictures.
- Demonstrate pointing to the correct letter when you hear the  Teacher –
sound or word. whole class
- Play audio. Have students point to the correct picture at the top
of the page when they hear the appropriate sound or word.
3. Put a (  ) or a (  ).
- Have students look at the pictures and call out the words.  Teacher –
- Demonstrate the activity using the example. whole class/
- Have students put a tick or a cross. Individuals
- Check answers as a whole class.
4. Follow the letters and say the sounds.
- Have students call out the beginning sounds.  Teacher –
- Demonstrate the activity. whole class
- Have students solve the maze with their fingers and say the
letter sounds as they pass them.
5. Write the letters.
- Have Ss look at the pictures and call out the things they can see.  Teacher –
- Demonstrate the activity using the example. whole class/
- Have students write the letters. Individuals
- Check answers as a whole class.
*Listen and repeat. (CD1 – Track 10)
- Point to the pictures and say the letters' sounds.  Teacher –
Play audio. Have students listen and repeat the letter sounds. whole class
6. Listen and point. (CD1 – Track 11)
- Have students look at the pictures.  Teacher –
- Demonstrate pointing to the correct letter when you hear the whole class
sound or word.
 9

- Play audio. Have students point to the correct picture at the top
of the page when they hear the appropriate sound or word.
7. Circle the letter.
- Have students look at the pictures and call out the words.  Teacher –
- Demonstrate the activity using the example. whole class
- Have students look at the letters and circle the correct beginning
sounds. Check answers as a whole class.
8. Play “Board race”.
- Have students look at the example.  Teacher –
- Divide the class into teams and have one student from each whole class/
team stand a distance from the board. group work
- Write two letters on the board and then say a word beginning
with one of their sounds.
- Have the Ss race to the board, touch that letter, and say the
correct letter sound.
- The first student to touch the letter and say the sound gets a
point for their team. Continue with other students and letters.
Wrap up
*Option 1: Workbook (P6, 7)  Teacher –
- Have Ss open their workbooks and choose part C to do first. whole class/
- Play audio and have Ss listen and tick the correct box. pairs work
- Have Ss look at part A, B and D of page 6 and 7.
- Set up time limit by 1minute timer bomb (source:
https://www.youtube.com/watch?v=vwqQPeeVM1s).
- Have Ss start reading and doing all parts A, B, D. When the
time is up, Ss stop doing their exercises.
- Have Ss change their workbooks together.
- Check understanding as a whole class and give the correct
answers. Then the T gives stamps or stickers to the whole class.
*Option 2: “Memory game”
- Put up the phonics cards on the board.
- Ask the Ss to memorize the order in which the items appear.  Teacher –
- Remove the phonics cards and ask individual Ss to name the whole class
items in the correct order.
- Change the order of the phonics cards and repeat the activity.
Date of teaching: / 9/ 2021 (2B, A)
English
UNIT 1: FEELINGS
Lesson 1
I. Objectives: By the end of this lesson, students will be able to gain the following
1. Knowledge
- Vocabulary: happy, sad, fine/ OK, great
- Structures: How are you? I'm (happy).
2. Language skills
 10

- Identify and use descriptive adjectives to impress their feelings.

- Talk about how they feel.
3. Core competencies & Personal qualities
- Building up interests and good habits in learning English
- Building up an awareness of taking care of others in their family or community
- Being collaborative and supportive in teamwork
- Building up responsive and independent-working characteristics to be a life-long
learner
II. Teaching aids
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III. Procedures

Steps/Activities Organization
Warm-up
*Sing the “Phonics song”  Teacher –
(Source: https://www.youtube.com/watch?v=BELlZKpi1Zs) whole class
*Option 1: “Follow the leader” game
- Have students line up behind the teacher and follow him/her
around the classroom.
- Do an action and shout out the word for that action.
- Have students copy the action and repeat the word.  Teacher –
E.g. open your book, close your book, hands up, hands down whole class
*Option 2: Vanishing Alphabet Flashcards
- Divide the class into groups.
- Teacher places flashcard letters (a – m) in front of the students.
- Give them a few moments to memorize the letters and then tell
them to close their eyes.
- The teacher takes away one of the flashcards and then tell the  Teacher –
students to open their eyes again. whole class/
- The first group that can guess the missing letter flashcard win group work
that flashcard (for 1 point) and take away a flashcard in the next
round.
New lesson
A. Listen and point. Repeat. (CD1 - Track 12)
- Use some pictures to introduce the feelings.  Teacher –
- Have students listen to each new word. whole class/
- Have Ss listen to each new word and repeat all together and individuals/
individually. Correct student’s pronunciation if necessary. pairs work
- Arrange the flashcards on the board, play audio, and point to each
flashcard.
- Play audio again and have Ss point to the numbers in their books.
- Play audio again and have Ss listen and repeat several times.
 11

- Change the order of the flashcards, point to them individually and  Teacher –
have students say the words, correct pronunciation when needed. whole class/
- Have students work in pairs, one of them points to the picture in individuals
the book and the other says the word.
*Option 1:"Guessing" game
- Arrange the flashcards on the board and write a number under
each card.
- Have Ss look at the flashcards for the count of ten. Turn the  Teacher –
flashcards over to face the board when the Ss are not looking. whole class/
- Call out a number and have students take turns to guess the face- group work
down card. Turn the card over after each guess.
*Option 2: “Slap” game
- Split the class into four teams.
- Have them stand in four lines.
- Write words (happy, sad, fine/OK, great) on the board.
- Have four students come to the board to face off.  Teacher –
- Call out a word (E.g. happy) and have students run to the board whole class
then slap the word. The winner is the student who slaps the correct
word at first.
B. Listen and point. (CD1 – Track 13)
- Introduce the situation. Bill and Kim are greeting each other…  Teacher –
- Play audio and have students listen and look at the picture. whole class/
- Demonstrate the act by pointing to the new vocabulary items. pairs work
- Play audio. Have students listen and point.
C. Sing. (CD1 – Track 14)
- Have students turn to page 70.
- Play audio and have students listen.
- Read the lyrics and do actions following them.
- Play audio and have Ss listen, sing along, and do the actions.
- Have students go around and find their partners to ask and
answer the questions.  Teacher –
E.g: Student A: How are you? whole class
Student B: I’m (happy).
*Workbook-page 8
- Have students look at part A, B of page 8.
- Set up time limit by 1 minute timer bomb (source:
https://www.youtube.com/watch?v=vwqQPeeVM1s).
- Have students start reading and doing all parts A, B. When the
time ends by explosion students stop doing their exercises.
- Have students change their workbooks together.
- Check understanding as a whole class and give the correct
answers.
Wrap up
*Option 1: Running dictation
- Stick some pictures (happy, sad, angry, scared) on the walls in  Teacher –
 12

the class. whole class/

- Have Ss work in pairs. One runs and find the pictures around pairs work
him/ her, then turn back to his pair and tell what he/ she has seen.
E. g. happy His/ Her friend write down the word he/ she has heard.
*Option 2: "Magic finger" game
- Divide the class into pairs.  Teacher –
- Have St A choose 1 word. (happy, sad, fine, OK, great) whole class/
- Have St A write a word with their finger on St B's back. E.g. pairs work
happy.
- Have St B try to guess which word it is. Then st A make a
sentence with this. E.g. I’m happy. Have Ss swap roles and repeat.
Date of teaching: / 9/ 2020 (2B, A)
English
UNIT 1: FEELINGS
Lesson 1
I. Objectives: By the end of this lesson, students will be able to gain the following.
1. Knowledge
- Vocabulary: happy, sad, fine / OK, great
- Structures: How are you? I'm (happy).
2. Language skills
- Talk about how they feel
3. Core competencies & Personal qualities
- Building up interests and good habits in learning English
- Building up an awareness of taking care of others in their family or community
- Building up non-verbal communication skills through feeling expression
- Being collaborative and supportive in teamwork
II. Teaching aids
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student’s book, notebook, workbook.
III. Procedures

Steps/Activities Organization
Warm-up
*Sing “How are you?” (Feelings) song  Teacher –
(Source: https://www.youtube.com/watch?v=j1QBY35LdfA) whole class
*Option 1: “Pass the ball” game
- Have the teacher write a word on the board which misses a  Teacher –
letter or more. (E.g. h__pp__) whole class/
- Give one student a ball. individuals
- Have students listen to music and pass the ball.
- Stop music.
- Have the student with a ball try to fill the missing letters.
*Option 2: “Hangman” game
 13

- Split the class into four teams.

- Draw the hangman board and draw blank spaces for the word  Teacher –
the teacher wants them to guess. whole class/
- Have each team guess a letter. If they guess it correctly then team work
they get one point for each letter in the word. If they get it wrong
then draw a head, body, 2 legs and 2 arms.
- When the teacher draws all the parts of body the game is over
and the teacher starts a new game.
- The winner is the one with the most points at the end of the last
puzzle.
New lesson
D. Point, say and do.
*Practice (optional).  Teacher –
- Divide the class into two teams. whole class/
- Show a flashcard to the class. group work
- Have Team A ask the question and Team B answer.
- Swap roles and repeat.
E.g: (Teacher shows a flashcard "great".)
• Team A: "How are you?"
• Team B: "I'm great."
*Point, ask, and answer.
- Divide the class into pairs.  Teacher –
- Have St A point to a picture and ask, have St B answer. whole class/
- Swap roles and repeat. pair work
- Afterwards, have some pairs demonstrate the activity in front of
the class.
*"Hot seat" game
- Divide the class into teams.  Teacher –
- Have a student from each team sit on the chair facing the Whole class/
classroom with the board behind them. team work
- Teacher writes a word on the board.
- Have the other students describe the word.
- Give the first team to guess correctly will have one point.
- The team that gets the most points win.
E. Play the “Chain” game
- Have students look at the example.  Teacher –
- Divide the class into groups of four. Whole class/
- Have the students stand up. group work
- Have St A turn to St B and ask the question, then have St B
answer.
- Next, have St B turn to St C and ask the question, then have St
C answer.
- Continue until all Ss have practiced.
- Have some groups demonstrate the activity in front of the class.
*Workbook-page 9
 14

C. Listen and circle. (WB 05)

- Have students listen and circle the correct answers.  Teacher –
D. Look, read, and put a (√) or a (x). Whole class/
- Have students look, read, tick the correct box and cross the individuals
others.
- Teacher and students correct all the exercises and give stamps
or stickers to the whole class.
Wrap up
*Option 1: “Mingle” game  Teacher –
- Divide the class into pairs. Whole class/
- Play some music and encourage children to dance or walk pair work
around.
- Stop the music suddenly.
- When the music stops, each child finds a partner. He/ She asks
his/ her partner “How are you?” and his/ her partner answers the
question “I'm happy/ fine/ OK…”.
- Play the music and continue in this way.
*Option 2: Play the game “Interview”
- Give each student a handout.  Teacher –
- Have the student goes around the classroom and ask five of Whole class/
their friends “What’s your name?”, “How are you?”, then write individuals
down the answers.
- Have the student asks their friends spell a – m and count from 1
to 10. If his/her friend do correctly then write (). If they can’t
do then write ().

WEEK 3
Date of teaching: 21, 22/ 9/ 2020 (2B, A)
English
UNIT 1: FEELINGS
Lesson 2
I. Objectives: By the end of this lesson, students will be able to gain the following
1. Knowledge
- Vocabulary: nut, nose
2. Language skills
- Recognize and make the /n/ sound.
- Ask and answer about their feelings.
3. Core competencies & Personal qualities
- Building up interests and good habits in learning English.
- Building up non-verbal communication skills through feeling expression
 15

- Building up an awareness of taking care of others in their family or community

- Being collaborative and supportive in teamwork
II. Teaching aids
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector / interactive whiteboard/TV.
- Students’ aids: Student’s book, notebook, workbook
III. Procedures

Steps/Activities Organization
Warm-up
- Sing the “Hello” song  Teacher –
(Source: https://www.youtube.com/watch?v=gghDRJVxFxU) whole class
*Option 1: Play “Pass the balls” game
- Give two different colored balls to two students, a red ball (ask  Teacher –
the question) and a yellow ball (answer the question). Whole class/
- Have students listen to music and pass the balls. pair work
- Stop music suddenly.
- Have the student with a red ball make a question for the child
who has yellow ball.
E.g: St with the red ball will ask “How are you?” The child with
the yellow ball will answer his/ her friend’s question “I’m
happy.”.
*Option 2: Play “Spin the Bottle” game  Teacher –
- Divide the class into the group of five. Whole class/
- Have students sit in a circle with a bottle in the middle. groupwork
- Teacher spins the bottle.
- When it stops, the student who is pointed to has to answer the
teacher’s question. E.g. “How are you?”. The student who
answers the teacher’s question will spin the bottle.
- Have students continue the game as the same way.
New lesson
1. Listen and repeat. Trace. (CD1 - Track 15)  Teacher –
- Introduce letter Nn and its sound whole class/
- Play audio. Have students listen and repeat. individuals/
- Demonstrate tracing the letters with your finger. pair work
- Have students trace the letters with their fingers.
- Have Ss work in pairs, one traces the word and one guesses.
Have some students demonstrate the activity in front of the class.
2. Listen and repeat. Trace. (CD1 - track 16)
- Introduce the words that begin with letter N.  Teacher –
- Play audio and have students look at the picture. whole class
- Demonstrate the act by pointing to the new vocabulary items.
- Play audio. Have students listen and point.
3. Sing. (CD1 – Track 17)
- Play audio and have students listen.  Teacher –
 16

- Have students look at the lyrics. whole class

- Read the lyrics and do actions following them.
- Play audio and have Ss listen, sing along, and do the actions.
- Have students make a new verse with the word "nose" and sing
along the same melody as the first one.
4. Listen and clap. (CD1 - track 18)
- Demonstrate the activity.  Teacher –
- Have students stand up. whole class
- Have students clap when they hear the letter sound.
“I spy” game
- Have one st think of a word and tell the others the first letter. “I  Teacher –
spy with my little eye, something beginning with letter __” whole class/
- Have the other students guess the word Whoever wins gets to Individuals
be the spy!
Wrap up
*Option 1: Game: “Slapping”  Teacher –
- Have students sit in a circle and place some flashcards in the whole class/
middle of the circle. Individuals
- Tell students to put their hands on their heads.
- Shout out the letter/ word of one of the flashcards and have the
students race to touch it. The student who touches it first get to
keep the object. The student who has the most flashcards at the
end of the game is the winner.
*Option 2: "Musical dictation" game
- Divide the class into teams.
- Have each team take out a pencil and a piece of paper.
- Play some music and have teams pass their pencil from one  Teacher –
student to the next within the group.
Whole class/
- When the music stops, the students who have just received the
pencil write down on their paper what the teacher has dictated to groupwork
them (E.g. “nut”)
- Give the 1st team to write the word/ sentence correctly one
point.
- The team that gets the most points win.
Date of teaching: / 9/ 2021 (2B, A)
English
UNIT 1: FEELINGS
Lesson 2
I. Objectives: By the end of this lesson, students will be able to gain the following
1. Knowledge
- Vocabulary: octopus, orange
- Structures: Consolidation: (Minh)’s thirsty

2. Language skills
 17

-Recognize the sounds - /ɒ/ in words and produce them individually

3. Core competencies & Personal qualities
- Building up interests and good habits in learning English.
- Building up an awareness of taking care of others in their family or community
- Being collaborative and supportive in teamwork
- Building up responsive and independent-working characteristics to be a life-long
learner
II. Teaching aids
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector / interactive whiteboard/TV.
- Students’ aids: Student’s book, notebook, workbook
III. Procedures

Steps/Activities Organization
Warm-up
- Sing the “Phonics song”  Teacher –
(source: https://www.youtube.com/watch?v=BELlZKpi1Zs) whole class
*Option 1: "What is missing?" game
- Divide the class into teams.  Teacher –
- Place some flashcards on the board (nut, nose and some Whole class/
flashcards of previous letters). teams work
- Have students from the teams close their eyes.
- Remove one of the pictures.
- Students have to remember and say the missing pictures.
- Give the first team to guess correctly one point.
The team that gets the most points wins.
*Option 2: “Chalkboard Fun” game ( letter a to n)
- Divide the class into 4 teams.  Teacher –
- Each student takes out a small chalkboard, rag and a piece of Whole class/
chalk. teams work
- Call out a letter/a word and have students write that letter/word
and then hold up the chalkboard when finished.
- Give the first team which has all the correct letter/word one
point. The team that gets the most points wins.
New lesson
5. Listen and repeat. Trace. (CD1 - Track 19)  Teacher –
 Play audio. Have students listen and repeat. whole class/
 Demonstrate tracing the letters with your finger. individuals/
 Have students trace the letters with their fingers. pair work
 Have students work in pairs, one traces the letter and one
guesses
Have some students demonstrate the activity in front of the class.
6. Listen and repeat. Write. (CD1 - track 20)
 Have students look at the pictures.  Teacher –
 Demonstrate the activity. whole class
 18

 Play audio. Have students point to the letter as they hear it.
 Play audio again. Have students listen and repeat.
 Have students trace and write the letters.
Have some students demonstrate the activity in front of the class.
7. Sing. (CD1 – Track 21)
 Play audio and have students listen.
 Have students look at the lyrics.  Teacher –
 Read the lyrics and do actions following them. whole class
 Play audio and have students listen, sing along, and do the
actions.
Have students make a new verse with the word "orange" and sing
along the same melody as the first one.
8. Listen and hop. (CD1 - track 22)
 Demonstrate the activity.
 Have students stand up.  Teacher –
 Have students hop when they hear the letter sound. whole class
Workbook - page 10 and 11
 Have students open their workbooks (page 10 and 11) and
choose part C (page 11) to do first.
 Play audio and have students listen and write the number  Teacher –
into the box. whole class/
 Have students look at part A,B and D of page 10 and 11. Individuals/
 Set up time limit by 3 minutes timer bomb (source: pairs
https://www.youtube.com/watch?v=ycIfThGcNuw).
 Have students start reading and doing all parts A, B, D.
When the time ends by explosion students stop doing their
exercises.
 Have students change their workbooks together.
Check understanding as a whole class and give the correct
answers to the students.
Wrap up
Option 1:  Teacher –
Phonics posters whole class/
- Tell children you are going to make a phonics poster. Individuals
- Hand out sheets of paper and colored pencils.
- Give children the “n” sound.
- They must draw pictures of one or two words with the “n”
sound and color them. Somewhere on the poster they
should write the sound.
Put the phonics posters around the classroom.
Option 2:
“Hot Potato” game
 Write up a letter of the alphabet on the blackboard. (E.g.  Teacher –
“N”) Whole class/
 Get a soft ball and throw it to a student. Individuals
 19

He/ She must say a word beginning with that letter (E.g. nut) and
then throw the ball back to the teacher, or to another student.

WEEK
Date of teaching: / 9/ 2021 (2B, A)
English
UNIT 1: FEELINGS
Lesson 3
I. Objectives: After completing this lesson, Ss will be able to gain the following:
1. Knowledge
- Vocabulary: scared, bored, hungry, thirsty
- Structures:(Minh)'s (thirsty).
2. Language skills: Talk about how other people feel.
3. Core competencies & Personal qualities
- Building up interests and good habits in learning English
- Building up awareness of taking care of others in their family or community
- Being collaborative and supportive in teamwork
- Building up responsive and independent-working characteristics to be a life-long
learner
II. Teaching aids:
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III. Procedures
Steps/Activities Organization
Warm-up
Sing the “Phonics song”
(source: https://www.youtube.com/watch?v=BELlZKpi1Zs)  Teacher – whole
Option 1: class
“Who is faster?” game  Teacher – whole
 Divide the class into groups. class
 Arrange the flashcards on the board. (nut, nose, orange,
octopus)
 Invite a student from each group to go to the board.
Teacher says a word and the students run to tap the right card.
Option 2
"Pictionary" game
 Divide the class into teams.  Teacher – Whole
 Have a student from each team stand at the board with a class/ groupwork
marker or a piece of chalk and tell them something to
draw, e.g. “nut”
 Have teams try to guess what the student from their team
is drawing.
 Give the first team to guess correctly one point.
 Repeat with different students.
 20

The team that gets the most points wins.

New lesson
A. Listen and point. Repeat. (CD1 - Track 23)  Teacher – whole
 Use some pictures to introduce the feelings. class/ individuals/
 Have students listen to each new word. pair work
 Have students listen to each new word and repeat all
together and individually. Correct student’s pronunciation if
necessary.
 Arrange the flashcards on the board, play audio, and point
to each flashcard.
 Play audio again and have students point to the numbers
in their books.
 Play audio again and have students listen and repeat.
 Play audio again and have students listen and repeat
several times.
 Change the order of the flashcards, point to them
individually and have students say the words, correct
pronunciation when needed.
 Have students work in pairs, one of them points to the
picture in the book and the other says the word.
Option 1:
"Word Tennis" game
 Have one student come to the front and play with you.  Teacher – whole
 Say a word from the lesson or unit, and pretend to hit a class/ pair work
ball to the student. Have the student respond with another
word and hit it back to you. Continue until someone
repeats a word or can't go.
 Divide the class into pairs and have them play with each
other.
 Have some pairs demonstrate the activity in front of the
class.
Option 2:
“Seven lives” game  Teacher – whole
 Draw or stick seven bodies outlines on the board. class/ individuals

 Choose a word. Draw one line on the board for each letter
in a word, for example: _ _ _ _ _ _ (hungry).
 Have students put up their hands to say a letter, if the
letter is in the word, teacher writes it on the line. If the
letter is not in the word, the teacher removes one of the
bodies from the board.
When students complete the word or lose all seven lives the
game finishes.
B. 1. Listen and point. (CD1 – Track 24)
 Have students call out the people they can see.
 21

 Have students listen and follow.  Teacher – Whole

 Play audio and demonstrate pointing. class
 Play audio. Have students listen and point.
2. Listen and repeat. (CD1 - Track 25)
 Have students look at the useful language box.
 Play audio. Have students listen to the useful language.  Teacher – whole
Have students practice the useful language. class/ individuals/
C. Play the "Pretend" game. pair work
 Have students look at the example.
 Have one student come to the front of the class.
 Have that student show an emotion silently.  Teacher – whole
 Have the other students try to guess the emotion. class
 Have students swap roles and repeat.
Workbook – page 12
 Have students open their books -page 12 and have them
look at the exercises of part A and B carefully.
 Set up time limit by 2 minutes timer bomb  Teacher – whole
(source: https://www.youtube.com/watch?v=NpyCI345WMM) class/ individuals/
 Have students start reading and doing all parts A and B. pair work
When the time ends by explosion students stop doing their
exercises.
 Have students change their workbooks together.
Check understanding as a whole class and give the correct
answers. Then the teacher gives stamps or stickers to the whole
class.
Wrap up
Option 1:  Teacher – whole
Running dictation class/
 Stick some pictures ( happy, sad, angry, scared ) on the pair work
walls in the class.
Have students work in pairs. One runs and find the pictures
around him/ her, then turn back to his pair and tell what he/ she
has seen. E. g. happy His/ Her friend write down the word he/
she has heard.
Option 2
"Pass the card" game
 Divide the class into teams. Teacher – whole
 Have students from each team stand in a line. class/ groupwork
 Give the first student of each team a card (scared, bored,
hungry, thirsty) and say "Go."
 The students say the corresponding words and pass the
cards over their heads to the ones behind them.
 Have teams continue the game until their card reaches the
last person.
 22

 The last student in each line races to hand their card to the
teacher and says the word.
 Give the first team to name their card correctly one point.
 The team that gets the most points wins.

Date of teaching: / 9/ 2021 (2B, A)

English
UNIT 1: FEELINGS
Lesson 3
I. Objectives:
After completing this lesson, students will be able to gain the following:
1. Knowledge
Vocabulary:
scared, bored, hungry, thirsty
Structures:
(Minh)'s (thirsty).
What's your name?
My name's (Vinh).
2. Language skills
Talk about how other people feel and ask someone his/her name.
3. Core competencies & Personal qualities
• Building up interests and good habits in learning English
• Building up awareness of taking care of others in their family or community
• Being collaborative and supportive in teamwork
• Building up responsive and independent-working characteristics to be a life-
long learner
II. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
III. Procedures:
Steps/Activities Organization
Warm-up  Teacher –
Sing “How are you?”(Feelings) song whole class
(source: https://www.youtube.com/watch?v=j1QBY35LdfA)
Option 1:
"Musical dictation" game
 Divide the class into teams.  Teacher –
 Have the teacher write the sentence in wrong order (E.g. whole class/
thirsty/Minh’s/.) groupwork
 Have each team take out a pencil and a piece of paper.
 Play some music and have teams pass their pencil from one
 23

student to the next within the group.

 When the music stops, the students who have just received
the pencil write down on their paper what the teacher has
dictated to them.
 Give the first team to write the sentence in correct order one
point.
The team that gets the most points wins.
Option 2:
"Read my lips" game
 Divide the class into teams.  Teacher –
 Teacher says a sentence silently. whole class/
 Have the students try to guess what the teacher said. groupwork
 Give that team one point if it’s a correct guess.
The team that gets the most points wins.
New lesson
D. 1. Listen and read. (CD1 – Track 26)  Teacher –
 Introduce the situation. whole class/
 Have students call out the people they can see. individuals
 Play audio and have students listen and read.
2. Listen and repeat. (CD1 - Track 27)
- Have students look at the useful language box.  Teacher –
- Play audio. Have students listen to the useful language. whole class/
- Have students practice the useful language. pair work
"Hot seat" game
- Divide the class into teams.  Teacher –
- Have a student from each team sit on the chair facing the whole class/
classroom with the board behind them. groupwork
- Teacher writes a word on the board.
- Have the other students describe the word.
- Give the first team to guess correctly one point. The team that
gets the most points wins.
E. Play the "Chain" game.
 Have students look at the example.
 Divide the class into groups of four.  Teacher –
 Have the students stand up. whole class/
 Have Student A turn to Student B and ask the question, then individuals
have Student B answer.
 Next, have Student B turn to Student C and ask the question,
then have Student C answer.
 Continue until all students have practiced.
 Have some groups demonstrate the activity in front of the
class.
Workbook - page 13
C. Listen and (√) the box.
 24

 Have students look at exercise C page 13, identify all

pictures and guess the answers .
 Play audio. Have students listen and tick the correct box.
 Have students listen and check the answers.  Teacher –
D. Look, read, and (√) the box. whole class/
 Have students look, read and tick the correct box. individuals
E. Look, trace, and draw lines.
 Have students look at the pictures, read the question and
answers, then trace the answers and draw lines.
Check understanding part C, D, E as a whole class and give the
correct answers to the students.
Wrap up
Option 1  Teacher –
“Musical chairs” game whole class/
 Have students sit on their seats. pair work
 Play music and ask them to move around.
 Take away two chairs and suddenly stop music. Have
students sit on any chairs. The two students who have no
chairs to sit on will make questions and answers.
E.g.
 Student A: What’s your name?
 Student B: My name is (Vinh).
Swap roles and continue.
Option 2
"Whispering" game
 Divide the class into teams.
 Have students from each team stand or sit in a row.  Teacher –
 Whisper a word/ sentence to the first students of each team. whole class/
 Have the first students whisper the word/sentence to the groupwork
second students.
 Have teams continue whispering the word/sentence until it
reaches the last students.
 The last student in the row has to say out the word/sentence.
 Give the first team to say the word/sentence correctly one
point.
The team that gets the most points wins.

Date of teaching: / 9/ 2021 (2B, A)

English
UNIT 2: SHAPES
Lesson 1
I. Objectives: After completing this lesson, Ss will be able to gain the following:
1. Knowledge
- Vocabulary: circle, square, rectangle, triangle
 25

- Structures: What shape is it? It's a (triangle).

2. Language skills: Ask and answer about the shape of objects
3. Core competencies & Personal qualities
- Building up interests and good habits in learning English
- Being collaborative and supportive in teamwork
- Building up responsive and independent-working characteristics to be a life-long
learner
- Demonstrating problem-solving skills through learning activities
II. Teaching aids:
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III. Procedures

Steps/Activities Organization
Warm-up  Teacher – whole
Sing “How are you?” (Feelings) song class
(Source: https://www.youtube.com/watch?v=j1QBY35LdfA)
Option 1:  Teacher – whole
Play “Pass the balls” game class/ pair work
 Give two different colored balls to two students, a red
ball (ask the question) and a yellow ball (answer the
question).
 Have students listen to music and pass the balls.
 Stop music suddenly.
 Have the student with a red ball make a question for the
child who has yellow ball.
E.g Student with the red ball will ask “What’s your name?”
The child with the yellow ball will answer his/ her friend’s
question “My name is (Vinh).”.
Option 2:
Play “Spin the Bottle” game
 Divide the class into the group of five.  Teacher – whole
 Have students sit in a circle with a bottle in the middle. class/ groupwork
 Teacher spins the bottle.
 When it stops, the Student who is pointed to has to
answer the teacher’s question. E.g. “What’s your
name?”. The student who answers the teacher’s question
will spin the bottle.
Have students continue the game as the same way.
New lesson
Sing the song “What shape is it?”  Teacher – whole
(source: https://www.youtube.com/watch? class
v=9GFEjNL0XXw)
A. Listen and point. Repeat. (CD1 - Track 28)  Teacher – whole
 26

 Use some pictures to introduce the shapes (circle, square, class/ individuals/
rectangle, triangle). pair work
 Have students listen to each new word.
 Have students listen to each new word and repeat all
together and individually. Correct student’s
pronunciation if necessary.
 Arrange the flashcards on the board, play audio, and
point to each flashcard.
 Play audio again and have students point to the numbers
in their books.
 Play audio again and have students listen and repeat.
 Have students work in pairs, one points to the shapes and
one says the words. Swap roles and continue.  Teacher – whole
Option 1: Play "Heads up. What's missing?" game class/ groupwork
 Divide the class into two teams.
 Arrange the flashcards on the board and remove one card
when students are not looking.
 One student from each team calls out the missing
flashcard.  Teacher – whole
Option 2: Play "Flashcard walk" game class/ groupwork
 Divide the class into teams.
 Have students draw four shapes on four different paper.
 Place four paper on the floor.
 Have students from each team come up the front.
 Play some music and have the students walk around the
flashcards.
 Stop the music and say a shape. (E.g. triangle)
 Have the students pick up the correct shape.
 Give the first team to pick the correct shape one point.
The team that gets the most points wins.
B. Listen and point. (CD1 – Track 29)
 Introduce the situation. Bill and Sue are asking and
answering about shapes.  Teacher – Whole
 Play audio and have students look at the picture. class/ pair work
 Demonstrate the activity by pointing to the new
vocabulary items.
 Play audio. Have students listen and point.
Have students work in pairs and play roles of the
conversations, using all words of part A.
C. Sing. (CD1 – Track 30)
 Have students turn to page 70.
 Play audio and have students listen.  Teacher – whole
 Read the lyrics and do actions following them. class/ groupwork
 Play audio and have students listen, sing along, and do
the actions.
 27

 Divide the class into two groups, one sings the questions
and one sings and draw in the air the answers.
Workbook page 14
A. Look, read, and put a (√) or a (x)
 Have students open their Workbooks page 14 and have
them look at the pictures and read the works, then put a
tick or a cross.  Teacher – whole
B. Look, write, and draw lines. class
 Teacher makes a first example to guide students how to
do the task.
Have students look, write and draw lines.
Wrap up
Option 1:  Teacher – whole
Throw the dice class/ pair work
 Put children in pairs. Each pair has a die with the
numbers 1–6.
 Number the sentences like the list below:
1.Draw a triangle.
2.Draw a rectangle.
3.Draw a square.
4.Draw a circle.
5.Draw your favorite shape.
6.Draw a circle and a square.
Children take turns throwing the die, draw the shape, then
ask and answer the question.
E.g.
• Student 1: What shape is it?
• Student 2: It's a circle.
Option 2:
"Pictionary" game  Teacher – whole
 Divide the class into teams. class/ groupwork
 Have a student from each team stand at the board with a
marker or a piece of chalk and tell them something to
draw, e.g. “square”
 Have teams try to guess what the student from their team
is drawing.
 Give the first team to guess correct picture one point.
 Repeat with different students.
The team that gets the most points wins.

Date of teaching: / 9/ 2021 (2B, A)

English
UNIT 2: SHAPES
Lesson 1
I. Objectives:After completing this lesson, Ss will be able to gain the following:
 28

1. Knowledge
- Vocabulary: circle, square, rectangle, triangle
- Structures: What shape is it? It's a (triangle).
2. Language skills
- Ask and answer about the shape of objects
3. Core competencies & Personal qualities
- Building up interests and good habits in learning English
- Being collaborative and supportive in teamwork
- Building up responsive and independent-working characteristics to be a life-long
learner
- Demonstrating problem-solving skills through learning activities
II. Teaching aids:
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III. Procedures

Steps/Activities Organization
Warm-up  Teacher – whole
Sing the song “What shape is it?” class
(Source: https://www.youtube.com/watch?v=9GFEjNL0XXw)
Option 1:
"Magic finger" game  Teacher – whole
 Divide the class into pairs. class / pair work
 Have Student A draw a shape with their finger on Student
B's back.
 Have Student B try to guess which shape is.
Have students swap roles and repeat.
Option 2:
Play the game “Who is faster?”  Teacher – whole
 Divide the class into groups. class /
 Arrange the flashcards on the board. (circle, square, groupwork
triangle, rectangle)
 Invite a student from each group to go to the board.
Teacher says a word and the students run to tap the right card.
New lesson  Teacher – whole
D. Point, ask and answer. class/
Practice (optional). individuals/
 Divide the class into two teams. groupwork
 Show a flashcard to the class.
 Have Team A ask the question and Team B answer.
 Swap roles and repeat.
E.g.
 29

(Teacher shows a flashcard "circle".)

• Team A: "What shape is it?"  Teacher – whole
• Team B: "It's a circle." class/
Point, ask, and answer. individuals/ pair
 Divide the class into pairs. work
 Have Student A point to a picture and ask, have Student B
answer.
 Swap roles and repeat.
 Afterwards, have some pairs demonstrate the activity in
front of the class.
E. Play "Guess the picture”.
 Have students look at the example.  Teacher – whole
 Divide the class into two teams. class/ groupwork
 Have a student stand facing away from the board and stick
a flashcard on the board behind them.
 Have someone from the same team ask the student a
question about the flashcard.
 Have the student try to guess the answer without looking
at the flashcard.
 Give that team one point if it's a correct guess.
 Have teams take turns.
"Memory chain" game
 Divide the class into groups.  Teacher – whole
 Have Student A ask Student B “What shape is it?” class/ groupwork
 Have Student B answer the question.
 Next, have Student B turn to Student C and ask the
question, then have Student C answer using Student B’s
answer with one extra shape.
 Have Student C repeat the question to the next student,
and so on.
 If a student forgets a sentence, the group must start from
Student A again.
 The winning group is the first one to have all members
finish speaking.
Workbook page 15
Have students open their Workbooks page 15.
C. Listen and color. (WB 8)  Teacher – whole
 Have students look at exercise C and look at all shapes, class
identify them and guess the answers could be.
 Play audio. Have students listen and color the pictures.
 Play audio again. Have students listen and check.
 Check understanding and give the correct answers as a
whole class.
D. Read and draw.
 Have students read the questions and answers, then draw
 30

shapes.
Check understanding and give the correct answers as a whole
class.
Wrap up
Option 1  Teacher – whole
Shapes in the air class
 Say a word silently.
 Have students guess the word and draw it in the air.
Continue the game to the end.
Option 2
“Ball Circle” game
 Divide the class into groups of 5–10. Each group sits in a  Teacher – whole
circle. Give each group a ball and a chalkboard. class/ groupwork
 One student draws a shape (circle, square, rectangle,
triangle) and asks, “What shape is it?” and throws the ball
to another student. He/she has to answer his/her friend’s
question.
 This student will continue drawing and asking: “What
shape is it?” then throwing the ball to another student.
Continue until every student has a turn.

Date of teaching: / 9/ 2021 (2B, A)

English
UNIT 2: SHAPES
Lesson 2
IV. Objectives:
After completing this lesson, students will be able to gain the following:
4. Knowledge
Vocabulary:
pen, penguin, queen, question
Structures:
Consolidation: What shape is it? – It’s a rectangle.
5. Language skills
Recognize the sound of letters – “Pp” and “Qq” and produce them individually
Ask and answer about the shape of objects
6. Core competencies & Personal qualities
• Building up interests and good habits in learning English
• Being collaborative and supportive in teamwork
• Building up responsive and independent-working characteristics to be a life-
long learner
• Demonstrating problem-solving skills through learning activities
V. Teaching aids:
 31

Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
VI. Procedures:

Steps/Activities Organization
Warm-up
Sing the song “What shape is it?”  Teacher –
(Source: https://www.youtube.com/watch?v=9GFEjNL0XXw) whole class
Sing the song and draw the shapes in the air.
Option 1:
"Stepping stones" game  Teacher – whole
 Divide the class into four teams. class/
 Draw a river with some stones across it on the board. groupwork
 Each team has a symbol to represent each team, e.g.
"triangle”, "circle", …
 Have teams play rock, paper, scissors to see which team
goes first.
 For each correct answer, draw or attach the symbol of the
corresponding team to a stone in the direction of the
opposite side of the river.
The first team to cross the river has to write a sentence with
their symbol. (E.g. It’s a circle.)
Option 2:
“Run and Draw” game  Teacher – whole
 Divide the class into four groups. class/
 Have students stand in four lines. groupwork
 Say a sentence. (E.g. It’s a triangle.) and have the first
student in each line run to the board, draw that shape and
write the sentence.
Have students continue the game as the same way.
New lesson
Sing the alphabet song.  Teacher – whole
 Play the alphabet song and have students listen. class
 Play audio again and have students sing the song.
 Put the flashcards on the board for the letters in red (A to
P).
 Point to each flashcard, call out the letter's name, and have
students repeat.
1. Listen and repeat. Trace. (CD1 - Track 31)  Teacher – whole
 Use some real thing and pictures to introduce the letter p class/
and the words. individuals/ pair
 Have students listen to each new word. work
 Have students listen to each new word and repeat all
 32

together and individually. Correct student’s pronunciation

if necessary.
 Play audio. Have students listen and repeat.
 Demonstrate tracing the letters with your finger.
 Have students trace the letters with their fingers, then have
them work in pairs and trace the letter for their friends say
it.
Have some students demonstrate the activity in front of the
class.
2. Listen and repeat. Write. (CD1 - track 32)
 Have students look at the pictures.  Teacher –
 Demonstrate the activity. Whole class
 Play audio. Have students point to the letter as they hear it.
 Play audio again. Have students listen and repeat.
 Have students trace and write the letters.
Have some Ss demonstrate the activity in front of the class.
3. Sing. (CD1 – Track 33)
 Play audio and have students listen.
 Have students look at the lyrics.  Teacher – whole
 Read the lyrics and do actions following them. class
 Play audio and have students listen, sing along, and do the
actions.
Have students make a new verse with the word "penguin" and
sing along the same melody as the first one.
4. Listen and clap. (CD1 - track 34)
 Demonstrate the activity.  Teacher – whole
 Have students stand up. class
 Have students clap when they hear the letter sound.
Patty Cake
- Divide the class into pairs.
- Have children sit facing each other. Children slap their
knees once, clap their hands once, and then clap their
partner’s hands once as they both say /p/ /p/ pen, …
Continue doing the action for the remain word.
Wrap up
Option 1:  Teacher – whole
Workbook page 16 class
 Have students open their workbooks page 16.  Teacher – whole
 Have students look at part A and B, read the instruction of class/
each. groupwork
 Set up time limit by 3 minutes timer bomb (source:
https://www.youtube.com/watch?v=ycIfThGcNuw).
 Have students start doing their exercises. When the time
ends by explosion students stop their work.
 33

Check understanding as a whole class and give the correct

answers. Then the teacher gives stamps or stickers to the whole
class.
Option 2
Run and Write.
 Divide the class into groups of five.
 Number the students in each group from one to five.
 The teacher says the letter or word (E.g. pen) and a number
from one to five.
 Have the students which have that number run to the board
and write down the word.
 The first student writes the correct word gets one point for
their team.
Continue with other words and numbers.

Date of teaching: / 9/ 2021 (2B, A)

English
UNIT 2: SHAPES
Lesson 2
I. Objectives: After completing this lesson, Ss will be able to gain the following:
1. Knowledge
- Vocabulary: pen, penguin, queen, question
- Structures: Consolidation: What shape is it? – It’s a rectangle.
2. Language skills
- Recognize the sound of letters – “Pp” and “Qq” and produce them individually
- Ask and answer about the shape of objects
3. Core competencies & Personal qualities
- Building up interests and good habits in learning English
- Being collaborative and supportive in teamwork
- Building up responsive and independent-working characteristics to be a life-long
learner
- Demonstrating problem-solving skills through learning activities
II. Teaching aids:
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III. Procedures:

Steps/Activities Organization
Warm-up
Sing the “Phonics song”
(Source: https://www.youtube.com/watch?v=BELlZKpi1Zs)  Teacher – whole
 34

Option 1: class
"Guess the word" game
 Divide the class into four teams.  Teacher – Whole
 Write a word on the board with several or all letters class/ groupwork
missing. (E.g. p __ n g __ __ n)
 Have each team take turns calling out a letter.
 Add the missing letters to the word if correctly guessed.
 Give that team one point if it’s a correct guess.
 Continue until the students guess the word correctly.
The team that gets the most points wins.
Option 2:
“Pass the chalk” game
 Divide the class into groups of five.  Teacher – Whole
 Have students sit in a circle. class/ groupwork
 Each group takes out a chalkboard and a piece of chalk.
 Play music and have students pass the piece of chalk
around the group.
 When the music stops, the student holding the chalk is the
writer, and he/she is the only one who can write. The rest
of the team can help and offer contributions, but they can’t
write.
 The teacher shows a flashcard and the student holding the
piece of chalk writes down the word/letter.
 The first team that finishes writing the word hold up their
chalkboard and says “Stop!”.
 If the word is spelt correctly, give that team one point.
The team that gets the most points wins.
New lesson
Sing the alphabet song.  Teacher – whole
 Play the alphabet song and have students listen. class
 Play audio again and have students sing the song.
 Put the flashcards on the board for the letters in red (A to
Q).
 Point to each flashcard, call out the letter's name, and have
students repeat.
5. Listen and repeat. Trace. (CD1 - Track 35)
 Use some pictures to introduce the letter q and the words.  Teacher – whole
 Have students listen to each new word. class/ individuals/
 Have students listen to each new word and repeat all pair work
together and individually. Correct student’s pronunciation
if necessary.
 Play audio. Have students listen and repeat.
 Demonstrate tracing the letters with your finger.
 Have students trace the letters with their fingers, then have
them work in pairs and trace the letter for their friends say
 35

it.
Have some students demonstrate the activity in front of the
class.
6. Listen and repeat. Write. (CD1 - Track 36)  Teacher – Whole
 Have students look at the pictures. class
 Demonstrate the activity.
 Play audio. Have students point to the letter as they hear
it.
 Play audio again. Have students listen and repeat.
 Have students trace and write the letters.
Have some students demonstrate the activity in front of the
class.
7. Sing. (CD1 – Track 37)
 Play audio and have students listen.
 Have students look at the lyrics.  Teacher – Whole
 Read the lyrics and do actions following them. class
 Play audio and have students listen, sing along, and do the
actions.
Have students make a new verse with the word "question" and
sing along the same melody as the first one.
8. Listen and clap. (CD1 - track 38)  Teacher – whole
 Demonstrate the activity. class
 Have students stand up.
 Have students clap when they hear the letter sound.
Patty Cake
 Divide the class into pairs.
 Have children sit facing each other. Children slap their
knees once, clap their hands once, and then clap their  Teacher – whole
partner’s hands once as they both say /kw/ /kw/ queen, … class
Continue doing the action for the remain word.
Wrap up
Option 1:  Teacher – whole
Workbook page 17 class
 Have students open their workbooks page 17.
C. Listen and circle. (WB 09)
 Have students identify all pictures and guess the answers
could be.
 Play audio. Have students listen and circle.
 Play audio again. Have students listen again and check.
 Check understanding and give the correct answers as a
whole class.
D. Look and write.
 Have students look at the pictures and the words with
missing letters. Have them try to complete these.
 36

Check understanding and give the correct answers to the

students. Then the teacher gives stamps or stickers to the whole
class.
Option 2:
"Pass the card" game
 Divide the class into teams.  Teacher – Whole
 Have students from each team stand in a line. class/ groupwork
 Give the first student of each team a card (pen, penguin,
queen, question) and say "Go."
 The students say the corresponding words and pass the
cards over their heads to the ones behind them.
 Have teams continue the game until their card reaches the
last person.
 The last student in each line races to hand their card to the
teacher and says the word.
 Give the first team to name their card correctly one point.
 The team that gets the most points wins.

Date of teaching: / 9/ 2021 (2B, A)

English
REVIEW 1
I. Objectives: After completing this lesson, students will be able to:
1. Language competence
- Identify shapes.
- Talk about feelings.
- Ask and answer about names.
2. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning activities
3. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
II. Teaching aids:
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III. Procedures
 37

Steps/Activities Organization
Warm-up  Teacher – whole
Sing the “Phonics song” class
(source: https://www.youtube.com/watch?v=BELlZKpi1Zs)
Option 1:
“Seven lives” game  Teacher – whole
 Draw or stick seven bodies outlines on the board. class/ individuals

 Choose a word. Draw one line on the board for each

letter in a word, for example: _ _ _ _ _ _ _ (penguin).
 Have students put up their hands to say a letter, if the
letter is in the word, teacher writes it on the line. If the
letter is not in the word, the teacher removes one of the
bodies from the board.
When students complete the word or lose all seven lives the
game finishes.
Option 2:  Teacher – whole
“True or False” game class/ groupwork
 Divide the class into four groups.
 Each group stands in a line.
 Drawfour lines on the floor and write "True" on one side
and "False" on the other side.
 Hold up a flashcard/object and say its word.
 If students think that word is correct then jump on the
True side, if not they jump on the False side.
 If all the students in the group are correct, give that
group one point.
The group which has most points wins.
New lesson
A. Listen and draw lines. (CD1 - Track 39)  Teacher – whole
 Have students look at the pictures and call out the people class/ individuals
and feelings they can see.
 Play audio and demonstrate the activity using the
example.
 Play audio. Have students listen and draw lines.
Play audio again and check answers as a whole class.
B. Play the "Chain" game.
 Have students look at the example.
 Divide the class into groups of four.
 Have the students stand up.  Teacher – whole
 Have Student A turn to Student B and ask the question, class/ groupwork
then have Student B answer.
 Next, have Student B turn to Student C and ask the
question, then have Student C answer.
 Continue until all students have practiced.
 38

Have some groups demonstrate the activity in front of the

class.
“Ball Circle” game
 Divide the class into groups of five. Each group sits in a
circle. Give each group a ball.
 One student asks, “What’s your name?” or “How are
you?” and throws the ball to another student who has to
answer.
 After this student answers, he/she continues asking a
question “How are you?” or “What’s your name?” and
throws the ball to another student.
 Continue until every student has had a turn.
Workbook page 18
 Have students open their workbooks page 18.
A. Look, read, and (√)the box.
 Have students look at the pictures and read the words
carefully, the put a tick or a cross.
B. Listen and put a (√) or a (x).
 Have students identify all pictures and guess the answers
could be.
 Play audio. Have students listen and put a tick or a cross.
 Play audio again. Have students listen again and check
their answers.
 Check understanding and give the correct answers as a
whole class.
C. Look, read, and circle.
 Have students look at the pictures, read the sentences then
circle.
Check understanding part A, B, C and give the correct
answers as a whole class.
Wrap up
Option 1:  Teacher – whole
“Pass the pen” class/ groupwork
 Divide the class into groups of four. Have them sit
round a table.
 Give each group a small pile of paper strips (five or
more strips depending on the number of items you
want to revise) and a board pen.
 Play music and have students pass the pen around the
group. When the music stops, the child holding the pen
is the writer, and he or she is the only one who can
touch the pen. The rest of the team can help and offer
contributions, but they can’t touch the pen.
Gives a word/ a sentence to write down by showing a picture
(e.g. sad / He’s sad.) and the child holding the pen writes the
 39

word on a strip of paper.The first team to finish writing the

word/ the sentence hold up their strip of paper and say Stop!
The other teams look to check if the word is spelt correctly,
and if so a point is awarded to that team and the game
continues, with the music starting again and the pen being
passed around.
Option 2:
“Mingle” game
 Have students imagine that they have a problem.  Teacher – whole
 Play some music and encourage children to dance or walk class/ individuals
around.
 Stop the music suddenly.
 When the music stops, each child finds a partner. He/ She
asks his/her partner“What’s your name?”/ “How are
you?”, and his/ her partner answers the question.
Play the music and continue in this way.

Date of teaching: / 9/ 2021 (2B, A)

English
REVIEW 2
I. Objectives: After completing this lesson, students will be able to:
1. Language competence
- Identify shapes
- Develop the four-English skills (Listening, Speaking, Reading, and Writing)
2. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning activities
3. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
II. Teaching aids:
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
-,Students’ aids: Student books, notebooks, workbooks.
III. Procedures

Steps/Activities Organization
Warm-up  Teacher –
 40

Sing “How are you?”(Feelings) song whole class

(source: https://www.youtube.com/watch?v=j1QBY35LdfA)  Teacher –
Option 1: whole class/
“Musical chairs” game pair work
 Have students sit on their seats.
 Play music and ask them to move around.
 Take away two chairs and suddenly stop music. Have
students sit on any chairs. The two students who have no
chairs to sit on will make questions and answers.
E.g.
 Student A: What’s your name?
 Student B: My name is (Vinh).
 Student A: How are you?
 Student B: I’m happy.
Swap roles and continue.
Option 2:  Teacher –
"Board race" game whole class/
 Divide the class into four teams and have one student from groupwork
each team stand a distance from the board. 
 Divide the board into four columns.
 The teacher asks, “What’s your name?” or “How are you?”
and have the students race to the board, then write their
answers.
 The first student has the correct answer gets one point for
their team.
 Continue with other students.
The team that gets the most points wins.
New lesson
A. Listen and circle (A or B). (CD1 - Track 40)  Teacher – whole
 Have students look at the pictures and call out the shapes class/
they can see. individuals/ pair
 Play audio and demonstrate the activity using the example. work
 Play audio. Have students listen and circle A or B.
 Play audio again and check answers as a whole class.
 Have students work in pairs, practice asking and answering
the questions with the circle shapes.
B. Point, ask, and answer.
 Divide the class into pairs.  Teacher – whole
 Have Student A point to an object in the classroom and ask, class/ pair work
have Student B answer.
 Swap roles and repeat.
 Afterwards, have some pairs demonstrate the activity in
front of the class.
Game: “Whisper”  Teacher – whole
 Arrange children into rows of at least six. class/
 41

 Secretly show a flashcard (shape) to the first child in each groupwork

group. This child whispers the word to the child next to
him/her.
 Children continue whispering the word to the child next to
them until the word reaches the final child.
 The final child says the word out loud, and the first child
holds up the flashcard to see whether the word is correct.
Workbook page 19
 Have students open their workbooks page 19.
D. What’s next? Look, read, and draw the shapes.  Teacher – whole
 Have students identify the shapes of question number 1, class/
read each out loud and draw the correct shape into the box. individuals
 Continue the next question.
E. Listen and (√) the box. (WB 11)
 Have students identify all shapes and guess the answers
could be.
 Play audio. Have students listen and tick.
 Play audio again. Have students listen again and check their
answers.
 Check understanding and give the correct answers as a
whole class.
F. Draw lines.
 Have students look at the shapes, read the questions and
answers, then match.
Check understanding and give the correct answers as a whole
class.
Wrap up
Option 1  Teacher – whole
“Drawing on backs” game class/
 Divide the class into four teams. groupwork
 Have each team stands in a line, with the first child
standing near the board and the last child standing near the
back of the classroom.
 The teacher shows a shape (E.g. a triangle) to the last
student of each line, but don't let other students look at the
card. Then, the teacher says “Go”
 Have students take turn drawing the shape very slowly on
their classmates’ backs with their fingers.
 The first student of the line goes to the board, draws the
shape, and writes a sentence “It’s a triangle.”.
The first team with the correct shape and sentence wins.
Option 2  Teacher – whole
Draw and say class/
 Divide the class into small groups. groupwork
 Give each group a blank sheet of paper. 
 42

 Have them draw their own pictures, using the shapes they
have learnt to draw.
 Have each group show their picture and describe it.
E.g. This is our picture. It is a (robot). It has one big circle, one
square and………

Date of teaching: / 9/ 2021 (2B, A)

English
UNIT 3: NUMBERS
Lesson 1
I. Objectives: After completing this lesson, Ss will be able to gain the following:
1. Knowledge
- Vocabulary: eleven, twelve, thirteen, fourteen, fifteen
- Structures: How many (circles) are there? (Twelve) (circles)
2. Language skills
- Ask and answer about the number of objects using the structure – “How many
(circles) are there?”
3. Core competencies & Personal qualities
- Building up interests and good habits in learning English
- Being collaborative and supportive in teamwork
- Building up responsive and independent-working characteristics to be a life-long
learner
II. Teaching aids:
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III. Procedures

Steps/Activities Organization
Warm-up  Teacher – whole
Sing the song “What shape is it?” class
(Source: https://www.youtube.com/watch?
v=9GFEjNL0XXw)
Option 1:
 Teacher – Whole
"Magic finger" game
class/ pair work
 Divide the class into pairs.
 Have Student A draw a shape with their finger on
Student B's back and ask, “What shape is it?”
 Have Student B try to guess what the shape is.
Have students swap roles and repeat.
Option 2:
"Inside the bag" game  Teacher – Whole
class/ groupwork
 43

 Teacher prepares some flashcards or objects (about 10

flashcards or objects), then, put them into four bags.
Give each team a bag.
 Divide the class into four teams.
 Divide each team into pairs.
 Have each pair come to the front of the class and choose
a card from the bag.
 Have one student asks, “What shape is it?” and the other
answers. Swap roles.
The first team to ask and answer correctly wins.
New lesson  Teacher – Whole
A. Listen and point. Repeat. (CD1 - Track 41) class/ individuals/
 Review numbers from 1 to ten. pair work
 Introduce numbers from 11 to 15. Arrange the flashcards
on the board, play audio, and point to each flashcard.
 Play audio again and have students point to the numbers
in their books.
 Play audio again and have students listen and repeat.
 Have students work in pairs, one points to the numbers
and one says the words. Swap roles.
Option 1:
"Heads up. What's missing?" game  Teacher – Whole
 Divide the class into two teams. class/ groupwork
 Arrange the flashcards on the board and remove one card
when students are not looking.
Have one student from each team calls out the missing
flashcard.
Option 2:
"Flashcard walk" game  Teacher – Whole
 Divide the class into four teams. class/ groupwork
 Place flashcards (from 11 – 15) on the classroom floor.
 Have students from each team come up the front.
 Play some music and have the students walk around the
flashcards.
 Stop the music and say a number.
 Have the students pick up the correct flashcard then run
to the board and write down the number.
 Give the first team to pick and write the correct number
one point.
The team that gets the most points wins.
B. Listen and point. (CD1 – Track 42)
 Have students look at the picture and identify the details
of it.
 Introduce the situation. Bill and Sue are asking about the  Teacher – Whole
 44

number of shapes. class/ groupwork/

 Play audio and have students look at the picture. pair
 Demonstrate the activity by pointing to the new
vocabulary items.
 Play audio. Have students listen and point.
 Divide the class into two groups, one reads the question
and one reads the answer.
Have students work in pairs, point to the pictures, practice
asking and answering the questions.
C. Sing. (CD1 – Track 43)
 Have students turn to page 70.
 Play audio and have students listen.
 Read the lyrics and do actions following them.  Teacher – whole
Play audio and have students listen, sing along, and do the class/ pairs
actions.
Workbook - page 20
 Have students open their workbooks, page 20 and see
what they will have to do.
 Set up time limit by 1 minute timer bomb (source:
https://www.youtube.com/watch?v=vwqQPeeVM1s).  Teacher – whole
 Have students start reading and doing all parts A, B.
When the time ends by explosion students stop doing
their exercises.
 Have students change their workbooks together.
Check understanding as a whole class and give the correct
answers.
Wrap up
Option 1  Teacher – Whole
Find your partner class/ pair work
 Give each student one card. The card will have
number of shapes.
 Have students find the partner who has the same cards.
Have them make questions and answers.
 Have students hands up when they have finished their
work.
Check students who are correct.
Option 2
“Hot Potato” game
 Teacher – Whole
 Have the teacher prepares some pictures or flashcards
class/ individuals
and sticks them on the board.
 Point at a picture and asks, “How many …… are there?”
 Get a soft ball and throw it to a student.
He/ She must answer then throw the ball to the other student
which has to answer the following question.
 45

Date of teaching: / 9/ 2021 (2B, A)

English
UNIT 3: NUMBERS
Lesson 1
VII. Objectives:
After completing this lesson, students will be able to gain the following:
7. Knowledge
Vocabulary:
eleven, twelve, thirteen, fourteen, fifteen
Structures:
How many (circles) are there?
(Twelve) (circles).
8. Language skills
Ask and answer about the number of objectives using the structure “How many
(circles) are there?”
9. Core competencies & Personal qualities
• Building up interests and good habits in learning English
• Being collaborative and supportive in teamwork
• Building up responsive and independent-working characteristics to be a life-
long learner
VIII. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
IX. Procedures:
Time Steps/Activities Organizat
5’ Warm-up
Option 1:  Teacher – Who
“Give Me” game groupwork
 Prepares many cards which have number (from 11 to 15) on
the back. Elicit the different flashcards you have.
 Then place all the flashcards around the classroom.
 Divide the class into groups of five.
 Give the students one minute to find the cards. Each group
has to find five different cards.
 When time is up, the teacher says "Give me number
(twelve)". The student with the (twelve) card should hold up
and repeat the letter or word.
Option 2:  Teacher – Who
"Guess the word" game groupwork
 Divide the class into four teams.
 Write a word on the board with several or all letters missing.
(E.g. _ _ _ _ _ _ _ – fifteen)
 Have each team take turns calling out a letter.
 46

 Add the missing letters to the word if correctly guessed.

 Give that team one point if it’s a correct guess.
 Continue until the students guess the word correctly.
 The team that gets the most points wins.
Sing the song of Unit 3 (lesson 1)
 Have students sing and draw shapes in the air.
 Teacher – who
New lesson
25’ D. Point, ask and answer.  Teacher – Who
Practice (optional). groupwork
 Divide the class into two teams.
 Show a flashcard to the class.
 Have Team A ask the question and Team B answer.
 Swap roles and repeat.
E.g.
(Teacher shows a flashcard "circle".)
(Teacher shows flashcard "thirteen.")
• Teacher: "triangle"
• Team A: "How many triangles are there?"  Teacher – Who
• Team B: "Thirteen triangles." pair work
Point, ask, and answer.
 Divide the class into pairs.
 Have Student A point to a picture and ask, have Student B
answer.
 Swap roles and repeat.
 Afterwards, have some pairs demonstrate the activity in front
of the class.
Answer key
1. How many squares are there? Twelve squares.
2. How many balls are there? Fifteen balls.
3. How many pencils are there? Eleven pencils.
4. How many books are there? Thirteen books.
5. How many triangles are there? Eleven triangles.
6. How many bananas are there? Fourteen bananas.  Teacher – Who
7. How many flowers are there? Fifteen flowers. pair work
8. How many cats are there? Twelve cats.
9. How many circles are there? Thirteen circles.
Back - to - back dictation
 Divide the class into pairs and have them sit back - to - back.
Give each child a blank sheet of paper and have them draw
number of objects.
 Child A asks: “ How many (squares)? are there?”. Child B
answers: “ (Twelve)(squares).” and child A writes down the
words. Swap the roles.
 Once finished, the two children compare the answers.
 47

E. Look at part D. Play the "Memory" game.  Teacher – Who

 Have students look at the example. pair work
 Divide the class into two pairs.
 Have Student A look at part D for ten seconds, then close
their books.
 Have Student B ask questions about part D using the useful
language from the lesson and have Student A answer.
 Have students swap roles and repeat.
 Afterwards, have some pairs demonstrate the activity in front
of the class.
Workbook page 21  Teacher- Whol
 Have students open their workbooks, page 21
C. Listen and (√) the box. (WB 12)
 Have students look at part C, read the words and guess the
answer could be.
 Play audio and have students listen and tick the correct box.
 Have students listen again and check.
D. Look, read, and color.
 Have students look at part D and see what they will have to
do.
 Have students read the questions and answers, count the
objects.
 Set up time limit by 1 minute timer bomb (source:
https://www.youtube.com/watch?v=vwqQPeeVM1s).
 Have students start coloring the correct objects. When the
time ends by explosion students stop doing their exercises.
 Have students change their workbooks together.
 Check understanding as a whole class and give the correct
answers.
5’ Wrap up
Option 1  Teacher – Who
"Musical dictation" game groupwork
 Divide the class into teams.
 Have each team take out a pencil and a piece of paper.
 Play some music and have teams pass their pencil from one
student to the next within the group.
 When the music stops, the students who have just received
the pencil write down on their paper what the teacher has
dictated to them.
 Give the first team to write the word/sentence correctly one
point.
 The team that gets the most points wins.
Option 2  Teacher – Who
“Ball Circle” game groupwork
 48

 Divide the class into groups of five. Each group sits in a

circle. Give each group a ball.
 Prepares some pictures then give to each group.
 Have one student points at the picture and asks “How many
…… are there?” then this student throws the ball to another
student who has to answer. The student then asks, “How
many …… are there?” and throws the ball to another student.
 Continue until every student has had a turn.

Date of teaching: / 9/ 2021 (2B, A)

English
Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:........................................................................

Period: 1
UNIT 3: NUMBERS
Lesson 2
X. Objectives:
After completing this lesson, students will be able to gain the following:
10.Knowledge
Vocabulary:
Consolidation
Structures:
Consolidation
11.Language skills
Practice asking and answering about the number of objects using the structure
“How many (circles) are there?”
12.Core competencies & Personal qualities
• Building up interests and good habits in learning English
• Being collaborative and supportive in teamwork
• Building up responsive and independent-working characteristics to be a life-
long learner
XI. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
XII. Procedures:
Time Steps/Activities Organizat
5’ Warm-up  Teacher – who
Sing the song of Unit 3 (lesson 1)
 Have students sing and draw shapes in the air.
Option 1:  Teacher – Who
"Tic, tac, toe" game groupwork
 Divide the class into four groups.
 49

 Each team divides into pairs.

 Have teams play rock, paper, scissors to see which team goes
first.
 Have the winning team choose a space, then one pair from
that team go to the board.
 One student will point at the picture or flashcard and ask
“How many …… are there?” and the other student will
answer.
 Have the pair mark that space as theirs if they use the useful
language correctly.
 Have teams take turns.
 The team that gets three spaces in a horizontal, vertical, or
diagonal line wins the game.
Option 2:  Teacher – Who
“Chalkboard Fun” game groupwork
 Divide the class into four teams.
 Each student takes out a small chalkboard, rag and a piece of
chalk.
 The teacher prepares some flashcards or pictures and sticks
them on the board.
 The teacher points at the picture or flashcard and asks “How
many …… are there?”, then gives the students fifteen
seconds to write down their answers.
 When the time is up, all the students hold up the chalkboards.
 Give the team which has all the correct answers one point.
 The team that gets the most points wins.
25’ New lesson
Sing the alphabet song.  Teacher – Who
 Play the alphabet song and have students listen.
 Play audio again and have students sing the song.
 Put the flashcards on the board for the letters in red (A to O).
 Point to each flashcard, call out the letter's name, and have
students repeat.
1. Listen and repeat. (CD1 - Track 44)
 Have students look at the pictures.
 Point to the pictures and say the letters' sounds.  Teacher – Who
 Play audio. Have students listen and repeat the letter sounds. individuals
2. Listen and point. (CD1 - track 45)  Teacher – Who
 Have students look at the pictures. pair work
 Demonstrate pointing to the correct letter when you hear the
sound or word.
 Play audio. Have students point to the correct picture at the
top of the page when they hear the appropriate sound or
word.
 Have students work in pairs, practice pointing and saying the
 50

sounds or the words. Swap roles.

3. Draw lines.  Teacher – Who
 Have students look at the pictures and call out the things they individuals
can see.
 Demonstrate the activity using the example.
 Have students draw lines from the letters to the pictures.
 Check answers as a whole class.
4. Play “Guess the picture”.  Teacher – Who
 Have students look at the example. groupwork
 Divide the class into two teams.
 Have a student stand facing away from the board and stick a
flashcard on the board behind them.
 Have someone from the same team ask the student a question
about the flashcard.
 Have the student try to guess the answer without looking at
the flashcard.
 Give that team one point if it's a correct guess.
 Have teams take turns.
Workbook page 22
 Have students open their workbooks, page 22 .
 Have them look at part A and B and think what they will
have to do.
 Set up time limit by 1 minute timer bomb (source:
https://www.youtube.com/watch?v=vwqQPeeVM1s).  Teacher – Who
 Have students start reading and doing parts A and B. When individuals
the time ends by explosion students stop doing their
exercises.
 Have students change their workbooks together.
 Check understanding as a whole class and give the correct
answers.
5’ Wrap up
Option 1  Teacher – Who
“Thumbs Up or Down” game individuals
 Show a phonics card one at a time and have students identify
the sound or the word teacher says by putting their thumbs
up or down.
E.g.
 Teacher: (hold up the nut phonics card) nose.
 Students: (putting their thumbs down).
 Teacher: nut.
 Students: (putting their thumbs up).
 Repeat the activity with other phonics cards.
Option 2  Teacher – Who
“Mingle” game pair work
 Play some music and encourage students to dance or walk
 51

around.
 Stop the music suddenly. When the music stops, each student
finds a partner.
 One student asks “What’s this?” and the other has to answer
(E.g. It’s a (nut).) Then swap roles.
 Play the music and continue in this way.

Date of teaching: / 9/ 2021 (2B, A)

English
Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 2
UNIT 3: NUMBERS
Lesson 2
XIII. Objectives:
After completing this lesson, students will be able to gain the following:
13.Knowledge
Vocabulary:
Consolidation
Structures:
Consolidation
14.Language skills
Practicing asking and answering the number of objects using the structure “How
many (circles) are there?”
15.Core competencies & Personal qualities
• Building up interests and good habits in learning English
• Being collaborative and supportive in teamwork
• Building up responsive and independent-working characteristics to be a life-
long learner
XIV. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
XV. Procedures:
Time Steps/Activities Organizat
5’ Warm-up  Teacher – who
Alphabet Line-up
 Give each S an alphabet flashcard.
 Play the Alphabet song and have the students skip around in a
circle, singing along to the song.
 Stop music at random points and the students have to line up
in the correct alphabetical order according to their cards.
 52

Option 1:  Teacher – Who

“I spy” game groupwork
 Divide the class into groups of five.
 Have one student in each group says "I spy with my little eye,
something beginning with letter (n)” . The remain students
try to guess the word (e.g. "nut").
 Continue with other students in each group.
Option 2:  Teacher – Who
"Touch" game groupwork
 Divide the class into four teams.
 Have one student from each team stand a distance from the
board.
 Stick some flashcards on the board.
 Then the teacher says a letter or a word. (E.g. Please touch
letter “N” three times!)
 Have the students race to the board, touch that flashcard, and
say the correct word.
 The first student to touch the flashcard and say the word gets
a point for their team.
 Continue with other students.
25’ New lesson
5. Listen and repeat. (CD1 - Track 46)  Teacher – whol
 Have students look at the pictures. individuals
 Point to the pictures and say the letters' sounds.
 Play audio. Have students listen and repeat the letter sounds.
 Have some students repeat the letter sounds.
6. Listen and point. (CD1 - Track 47)  Teacher – Who
 Have students look at the pictures. pair work
 Demonstrate pointing to the correct letter when you hear the
sound or word.
 Play audio. Have students point to the correct picture at the
top of the page when they hear the appropriate sound or
word.
 Have students work in pairs, practice pointing and saying the
sounds or words. Swap roles.
7. Circle the odd one out.  Teacher – whol
 Have students look at the pictures and call out the words. individuals
 Demonstrate the activity using the example.
 Have students look at the pictures and circle the odd one out.
( For excellent students, teacher can ask them why they
choose the odd one out.)
 Check answers as a whole class.
8. Play "Stepping stones”.  Teacher – whol
 Divide the class into pairs. pair work
 Have Student A start at letter A and say the first letter sound
 53

or word.
 Have Student B start at letter B and say the first letter sound
or word.
 Have students take turns saying the letter sounds or words as
they go all the way around.
Workbook page 23  Teacher – whol
 Have students open their workbooks, page 23. individuals
C. Listen and (√) the box. (WB 13)
 Play audio and have students listen and tick the correct box.
D. Look and write.
 Set up time limit by 1minute timer bomb (source:
https://www.youtube.com/watch?v=vwqQPeeVM1s).
 Have students start reading and writing the letters. When
the time ends by explosion students stop doing their
exercises.
 Have students change their workbooks together.
 Check understanding as a whole class and give the correct
answers for part C and D.
5’ Wrap up
Option 1  Teacher – Who
“Concentration” game groupwork
 Divide the class into four teams.
 Prepares many cards, some have letters (n, o, p, q) on their
backs, some have the words on their backs.
 Stick prepared cards on the board (stick which card has
letter on one side and which card has word on the other
side) and don’t allow students see their backs.
 Students take turns in turning over 2 cards (saying the cards
aloud). If the cards match, then the student keeps the cards.
If the cards are different, the student sticks the cards back
on the board in their original places.
 Continue with other students.
 The team that gets the most cards wins.
Option 2  Teacher – Who
"Bingo" game groupwork
 Divide the class into groups of five.
 54

 Write all words on the board (nut, nose, nine, orange,

octopus, pen, penguin, pink, queen, question)
 Have students choose nine words on the board and write
them down on their piece of paper.
 One student read the words aloud.
 Tell the students that any time his/her friend reads a word that
they have written down, they can cross out that word.
 When one student has crossed out three words in a vertical or
horizontal or diagonal line, then, shouts "Bingo!".

Date of teaching: / 9/ 2021 (2B, A)

English
Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:..............................................

Period: 1
UNIT 3: NUMBERS
Lesson 3
XVI. Objectives:
After completing this lesson, students will be able to gain the following:
16.Knowledge
Vocabulary:
sixteen, seventeen, eighteen, nineteen, twenty
Structures:
There are (sixteen) (triangles).
17.Language skills
Talk about the number of objects using the structure “There are (sixteen)
(triangles).”
18.Core competencies & Personal qualities
• Building up interests and good habits in learning English
• Being collaborative and supportive in teamwork
• Building up responsive and independent-working characteristics to be a life-
long learner
XVII. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
XVIII. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher – whole class
Alphabet Wave
 Divide the a-z flashcards among all your students.
 Put students in a line and play the ABC song. As it
plays each student must hold up their corresponding
 55

alphabet flashcard.
Option 1:  Teacher – Whole class/
"Pictionary" game groupwork
 Divide the class into teams.
 Have a student from each team stand at the board
with a marker, a piece of chalk and tell them
something to draw, e.g. "octopus"
 Have teams try to guess what the student from their
team is drawing.
 Give the first team to guess correctly one point.
 Repeat with different students.
 The team that gets the most points wins.
Option 2:  Teacher – Whole class/
“Musical Flashcards” game groupwork
 Divide the class into four teams.
 Each team stands in a line.
 The first student in each line comes to the front.
 Play some music and the students walk around some
flashcards in a circle.
 When the music stops, teacher says a letter or a
word (E.g. “queen”) and the students must race to
pick up that card.
 The first student who picks up the flashcard and say
correctly then gets one point for his/her team.
 Continue with other students.
 The team that gets the most points wins.
New lesson
25’ A. Listen and point. Repeat. (CD1 - Track 48)  Teacher – Whole class/
 Arrange the flashcards on the board, play audio, and individuals
point to each flashcard.
 Play audio again and have students point to the
numbers in their books.
 Play audio again and have students listen and repeat.
Option 1  Teacher – whole class/
"Guess" game individuals
 Arrange the flashcards on the board and write a
number under each card.
 Have students look at the flashcards for the count of
ten. Turn the flashcards over to face the board when
the students are not looking.
 Call out a number and have students take turns to
guess the face-down card. Turn the card over after  Teacher – whole class/
each guess. individuals
Option 2
“Yell it” game
 56

 Have students close their eyes and turn their backs

so they can't see what you are doing.
 Take a flashcard or a picture and hide it
somewhere in the classroom (behind a curtain, on
a chair, under a book, etc).
 Shout "Go!" and have students race around the
classroom looking for that flashcard or picture.
The student that finds it yells it out and wins a
point.
B. 1. Listen and point. (CD1 – Track 49)  Teacher – Whole class/
 Have students call out the shapes they can see.
 Have students listen and follow.
 Play audio and demonstrate pointing.
 Play audio. Have students listen and point.
 Have students work in pairs, one says the sentences  Teacher – Whole class
and one points to the correct pictures. Swap roles.
2. Listen and repeat. (CD1 - Track 50)
 Have students look at the useful language box.
 Play audio. Have students listen to the useful
language.
 Have students practice the useful language.
C. Play “Stepping stones”.  Teacher – Whole class/
 Divide the class into pairs. individuals/ pair work
 Have Student A start at A and say the first sentence.
 Have Student B start at B and say the first sentence.
 Have students take turns saying the sentences as
they go all the way around.  Teacher – Whole class/
Workbook page 24 individuals
 Have students open their workbooks, page 24.
A. Draw lines.
 Have students look at the numbers, read the words,
then draw lines.
 Check understanding and give the correct answers
as a whole class.
B. Look, read, and circle.
 Have students look at the numbers, read the words
and circle the correct one.
 Check understanding and give the correct answers
as a whole class.
5’ Wrap up
Option 1  Teacher – Whole class/
 Have students work in groups of five. groupwork
 Give each group a blank sheet of paper and have
them draw their own picture, using shapes to draw.
 When they finish their drawing, stick it on the board
 57

and have the other groups make sentences about it.

E.g. There are sixteen squares.
Option 2  Teacher – Whole class/
"Pass the card" game groupwork
 Divide the class into four teams.
 Have students from each team stand in a line.
 Have the teacher prepares cards from 16 to 20.
 Give the first student of each team a card and say
"Go."
 The students say the corresponding words and pass
the cards over their heads to the ones behind them.
 Have teams continue the game until their card
reaches the last person.
 The last student in each line races to hand their card
to the teacher and says the word.
 Give the first team to name their card correctly one
point.
 The team that gets the most points wins.

Date of teaching: / 9/ 2021 (2B, A)

English
Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 2
UNIT 3: NUMBERS
Lesson 3
XIX. Objectives:
After completing this lesson, students will be able to gain the following:
19.Knowledge
Vocabulary:
Consolidation
Structures:
Excuse me, please.
20.Language skills
Use the imperative expression to show basic requests
21.Core competencies & Personal qualities
• Building up interests and good habits in learning English
• Being collaborative and supportive in teamwork
• Building up responsive and independent-working characteristics to be a life-
long learner
XX. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
 58

XXI. Procedures:
Time Steps/Activities Organizatio
5’ Warm-up  Teacher – Whole
Sing “Number song 1-20”
(source: https://www.youtube.com/watch?v=D0Ajq682yrA)
Option 1:  Teacher – Whole
"What is missing?" game groupwork
 Divide the class into four teams.
 Place all the number flashcards from 16 to 20 in wrong
order on the board.
 Have students from the teams close their eyes.
 Remove one number.
 Students have to remember and say the missing number.
 Give the first team to guess correctly one point.
 The team that gets the most points wins.
Option 2:  Teacher – Whole
“Racing” game groupwork
 Divide the class into four teams.
 Have each team stands in a line.
 Have the teacher prepares some cards and writes down
numbers on one side and things/objects on the other side,
then put them into the box.
 Have the teacher picks one card from the box.
 Have the first student in each line run to the board and
write the sentence. (E.g. There are (eighteen) (squares).)
 Give the first team to write correctly one point.
 The team that gets the most points wins.
New lesson
25’ D. 1. Listen and read. (CD1 – Track 51)  Teacher – Whole
 Introduce the situation at different places and let the individuals
students know when we will use “ Excuse me, please.”
 Have students call out the people they can see.
 Play audio and have students listen and read.
 Ask some students repeat the sentence.  Teacher – Whole
2. Listen and repeat. (CD1 - Track 52) individuals
 Have students look at the useful language box.
 Play audio. Have students listen to the useful language.
 Have students practice the useful language.
E. Role-play.  Teacher – Whole
 Divide the class into pairs. pair work
 Have students practice the dialogue.
 Swap roles and repeat.
 Afterwards, have some pairs demonstrate the activity in
front of the class.
 Imagine more situations and ask the students to practice
 59

saying “ Excuse me, please.”  Teacher – Whole

Sing the song “I’m sorry Excuse me”
(source: https://www.youtube.com/watch?v=QufK96vZ5HY)
 Play the song then have students watch and sing along.
Workbook page 25  Teacher – Whole
 Have students open their workbooks page 25. individuals
C. Listen and circle. (WB 14)
 Have students identify all pictures and guess the answers
could be.
 Play audio. Have students listen and circle.
 Play audio again. Have students listen again and check.
 Check understanding and give the correct answers as a
whole class.
D. Read, count, and write.
 Have students look at the pictures, count the objects and
read the sentences with missing words. Have them try to
complete these.
 Check understanding and give the correct answers to the
students.
E. Look and write.
 Have students look at the pictures and read the sentences
with missing words. Have them try to complete these.
 Check understanding and give the correct answers to the
students.
5’ Wrap up
Option 1  Teacher – Whole
“Pass the ball” game individuals
 Give student a ball.
 Have students listen to music and pass the ball.
 Stop music.
 Have the student with a ball make a sentence. E.g. Excuse
me, please.
Option 2  Teacher – Whole
“Musical chair” game groupwork
 Have students sit on their seats.
 Play music and ask them to move around.
 Take away one chair and suddenly stop music.
 Have students sit on any chair.
 The student who has no chair to sit on will say “Excuse
me, please!”.

Date of teaching: / 9/ 2021 (2B, A)

English
UNIT 4: ANIMALS
Lesson 1
 60

I. Objectives: By the end of this lesson, students will be able to gain the following:
1. Knowledge
- Vocabulary: duck, goat, pig, cow
- Structures: What's that? It's a (duck).
2. Language skills
- To be able to ask and say what the animals presented are called in English.
3. Core competencies & Personal qualities
- Raising interests and good habits in learning English
- Building up an awareness of the living environment protection
- Practicing communicative skills through learning activities in classrooms
- Demonstrating team-working and problem-solving skills through learning activities
in classrooms
II. Teaching aids
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student’s book, notebook, workbook.
III. Procedures

Steps/Activities Organization
Warm-up
*Sing Counting numbers (1-20) song  Teacher –
(https://www.youtube.com/watch?v=D0Ajq682yrA) whole class
*Option 1: "Lucky number" game
- Divide the class into four teams.  Teacher –
- Have each team stand in a line. whole class/
- Prepare some cards with points on their backs from 1 to 20 and group work
put them in a box.
- Have each student pick a card from the box and talk about the
content of it, e.g. “There are seventeen triangles!” then get
corresponding points for his/ her team.
- Continue with the other students.
- The team that gets the most points win.
*Option 2: “Spin the Bottle” game
- Divide the class into the groups of five.  Teacher –
- Have ss sit in a circle with a bottle in the middle. whole class/
- One student spins the bottle. When it stops, the st who is group work
pointed to has to say, “Excuse me, please!” then continue
spinning the bottle.
- Have students continue the game as the same way.
New lesson
A. Listen and point. Repeat. (CD1 - Track 53)
- Use some pictures to introduce the animals (duck, goat, pig,  Teacher –
cow). whole class/
- Have students listen to each new word. individual, pair
- Arrange the flashcards on the board, play CD, and point to work.
 61

each flashcard.
- Play CD again and have Ss point to the numbers in their books.
- Play audio again and have students listen to each new word
and repeat all together and individually. Correct student’s
pronunciation if necessary.
- Have students work in pairs, one of them points to the picture
in the book and the other says the word.
*Option 1: "Word Tennis" game
- Have one student come to the front and play with you.  Teacher –
- Say a word from the lesson or unit, and pretend to hit a ball to Whole class/
the St. Have the St respond with another word and hit it back to pairs work.
you. Continue until someone repeats a word or can't go.
- Divide the class into pairs and have them play with each other.
- Have some pairs demonstrate the activity in front of the class.
*Option 2: "Guessing" game
- Arrange the flashcards on the board and write a number under  Teacher –
each card. Whole class/
- Have Ss look at the flashcards for the count of ten. Turn the Individuals
flashcards over to face the board when the Ss are not looking.
- Call out a number and have students take turns to guess the
face-down card. Turn the card around after each guess.
B. Listen and point. (CD1 – Track 54)
- Have students look at the picture and identify the details of it.  Teacher –
- Introduce the situation. Whole class/
- Play audio and have students look at the picture. individuals/
- Demonstrate the act by pointing to the new vocabulary items. groupwork
- Play audio. Have students listen and point.
- Have Ss work in groups of three. One is Sue, one is Bill and
one listens to their friends then point.
C. Sing. (CD1 – Track 55)  Teacher –
- Have students turn to page 70. Whole class/
- Play audio and have students listen. individuals/ pair
- Read the lyrics and do actions following them. work
- Stick pictures of animals on the walls and have Ss work in
pairs. One points and sings the question; one acts and sing the
answer.
- Play audio and have Ss listen, sing along, and do the actions.
*Workbook - page 26  Teacher –
- Have students look at part A, B of page 26. Whole class/
- Set up time limit by 1 minute timer bomb (source: individuals/
https://www.youtube.com/watch?v=vwqQPeeVM1s).
- Have students start reading and doing all parts A, B. When the
time is up, students stop doing their exercises.
- Have students interchange their workbooks.
- Check understanding as a whole class and give the correct
 62

answers.
Wrap up
*Option 1: Back - to - back dictation
- Divide the class into pairs and have them sit back - to - back.  Teacher –
Give each child a blank sheet of paper. Whole class/
- Have children draw their favorite animals. pair work
- Child A asks: “What’s that?”. Child B answers: “ It’s a…” and
child A writes down the name of that animal. Swap the roles.
- Once finished, the two children compare the answers.
*Option 2: “Follow the leader” game
- Have students line up behind the teacher and follow him/her  Teacher –
around the classroom. Whole class
- Say a word about an animal and say its sound.
- Have Ss copy the action and repeat the word. (E.g. a cow -
moo)

Date of teaching: / / 2021 (2B, A)

English
UNIT 4: ANIMALS
Lesson 1

Date of teaching: / / 2021 (2B, A)

English
UNIT 4: ANIMALS
Lesson 2
I. Objectives: By the end of this lesson, students will be able to gain the following
1. Knowledge
- Vocabulary: rabbit, robot
- Letters: Rr
2. Language skills
- To be able to recognize the /r/ sounds.
- Practice language skills – the structure “What is that? – It’s a…”
3. Core competencies & Personal qualities
- Raising interests and good habits in learning English
- Building up an awareness of the living environment protection
- Practicing communicative skills through learning activities
- Demonstrating team-working and problem-solving skills through learning activities
II. Teaching aids
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector / interactive whiteboard / TV.
- Students’ aids: Student’s book, notebook, workbook.
III. Procedures

Steps/Activities Organization
 63

Warm-up
*Sing the song “Old Mac Donald Had a Farm”.  Teacher –
(Source: https://www.youtube.com/watch?v=_6HzoUcx3eo) whole class
*Option 1: “Pass the balls” game
- Prepares some pictures/flashcards.  Teacher –
- Give two different colored balls to two students, a red ball (ask whole class/
the question) and a yellow ball (answer the question). pair work
- Have students listen to music and pass the balls.
- Stop music suddenly.
- Have the student with a red ball point at the flashcard /picture
and make a question for the student who has yellow ball.
E.g. The student with the red ball will ask “What’s that?” The
student with the yellow ball will answer his/ her friend’s
question “It’s a (goat).”
*Option 2: “Board Scramble” game
- Divide the class into four teams.  Teacher –
- Place flashcards / pictures on the board and give students ten Whole class/
seconds to memorize. team work
- Swipe the flashcards / pictures over, then, scramble them but
slow enough that students can see them.
- Have students from four teams go to the board.
- The teacher chooses one flashcard / picture and asks, “What’s
that?”
- The first student who answers correctly will get one point for
his/her team. E.g. It’s a (bird).
- The team that gets the most points win.
New lesson
*Sing the alphabet song.
- Play the alphabet song and have students listen.  Teacher –
- Play audio again and have students sing the song. whole class
- Put the flashcards on the board for the letters in red (A to R).
- Point to each flashcard, call out the letter's name, and have
students repeat.
1. Listen and repeat. Trace. (CD1 - Track 56)  Teacher –
- Play audio. Have students listen and repeat. Whole class/
- Demonstrate tracing the letters with your finger. individuals
- Have students trace the letters with their fingers.
- Have some students demonstrate the activity in front of the
class.
2. Listen and repeat. Write. (CD1 - track 57)  Teacher –
- Have students look at the pictures. Whole class/
- Demonstrate the activity. individuals
- Play audio. Have students point to the letter as they hear it.
- Play audio again. Have students listen and repeat.
- Have students trace and write the letters.
 64

- Have some Ss demonstrate the activity in front of the class.

3. Sing. (CD1 – Track 58)  Teacher –
- Play audio and have students listen. Whole class/
- Have students look at the lyrics. individuals
- Read the lyrics and do actions following them.
- Play audio and have Ss listen, sing along, and do the actions.
- Have students make a new verse with the word "robot" and
sing along the same melody as the first one.
4. Listen and jump. (CD1 - track 59)  Teacher –
- Demonstrate the activity. Whole class/
- Have students stand up. individuals
- Have students jump when they hear the letter sound.
*Workbook - page 28
- Have students open their workbooks, page 28 .  Teacher –
- Have them look at part A and B and think what they will do. Whole class/
- Set up time limit by 3 minutes timer bomb (source: individuals
https://www.youtube.com/watch?v=ycIfThGcNuw).
- Have students start reading and doing parts A and B. When the
time ends by explosion students stop doing their exercises.
- Have students interchange their workbooks.
Check understanding as a whole class and give the correct
answers.
Wrap up
*Option 1: "Body writing" game
- Divide the class into teams.  Teacher –
- Ask a student from one team to leave the classroom. Whole class/
- Give his or her team a flashcard and have them form the words individuals/
with their bodies, using one letter per student. team work
- Have the student who left the room return and try to read the
word that his or her team is forming.
- Give that team one point if it’s a correct guess.
- Continue with the other teams.
-MThe team that gets the most points win.
*Option 2: "Magic finger" game
- Divide the class into pairs.  Teacher –
- Have Student A write a letter or a word with their finger on Whole class/
Student B's back. pair work
- Have Student B try to guess which letter or word it is.
Have students swap roles and repeat.

Date of teaching: 30/ 9/ 2020 (2B, A)

UNIT 4: ANIMALS
Lesson 2
 65

Date of teaching: 30/ 9/ 2020 (2B, A)

English
Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period:
REVIEW 3
XXII. Objectives:
By the end of this lesson, students will be able to gain the following:
22.Knowledge
Vocabulary: Consolidation
Structures: Consolidation
23.Language skills
To review talking about the number of objects and identifying animals
24.Core competencies & Personal qualities
• Building up interests and good habits in learning English
• Building up responsive and independent-working characteristics to be a life-
long learner
• Presenting communicative skills through learning activities in classrooms
• Being collaborative and supportive in teamwork
XXIII. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.

XXIV. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher –
Sing the Phonics song whole class
(Source: https://www.youtube.com/watch?
v=ffeZXPtTGC4)
Option 1:  Teacher –
"Touch" game Whole class/
 Divide the class into four teams. groupwork
 Have one student from each team stand a distance from
the board.
 Stick some flashcards on the board.
 Says a letter or a word. (E.g. Please touch letter “S”
three times!)
 Have the students race to the board, touch that flashcard,
and say the correct word. The first student to touch the
flashcard and say the word gets a point for their team.
 Continue with other students.
 66

Option 2:  Teacher –
"Guess the word" game Whole class/
 Divide the class into four teams. groupwork
 Write a word on the board with several or all letters
missing. (E.g. _ _ _ – sun)
 Have each team take turns calling out a letter.
 Add the missing letters to the word if correctly guessed.
 Give that team one point if it’s a correct guess.
 Continue until the students guess the word correctly.
 The team that gets the most points win.
New lesson
25’ A. Listen and (√) the box. (CD1 - Track 64)  Teacher –
 Have students look at the pictures and call out the Whole class/
animals and shapes they can see. individuals/
 Play audio and demonstrate the activity using the pair work
example.
 Play audio. Have students listen and tick the box
 Have students change their books together.
 Play audio again and check answers as a whole class.
B. Play “Magic Finger”.  Teacher –
 Have students look at the example. Whole class/
 Divide the class into pairs. pair work
 Have Student A write a number with their finger on
Student B's back and ask, e.g. “How many balls are
there?”
 Have Student B try to guess which number it is and
answer, e.g. “Twelve balls.”.
 Have students swap roles and repeat.
“Mingle” game  Teacher –
 Prepares some flashcards or pictures and sticks them on Whole class/
the board. pair work
 Play some music and encourage students to dance or
walk around.
 Stop music suddenly. Have each student find a partner.
 One student points at one picture and asks, “How many
birds are there?” and the other answers.
 Have students swap roles.
 Play music and continue in this way.
Workbook - page 30  Teacher –
A. Look, read, and (√) the box. whole class/
 Have students look at the pictures and read the words groupwork/
carefully, the put a tick or a cross into the correct box. individuals
 Check understanding and give the correct answers to the
students.
B. Listen and put a (√) or a (x). (WB 17)
 67

 Have students identify all pictures and guess the answers

could be.
 Play audio. Have students listen and put a tick or a cross.
 Play audio again. Have students listen again and check
their answers.
 Check understanding and give the correct answers as a
whole class.
C. Look, write, and draw lines.
 Have students look at the shapes, read the questions and
answers, then match.
 Check understanding and give the correct answers as a
whole class.
5’ Wrap up
Option 1  Teacher –
“Cross the River” game Whole class/
 Place flashcards on floor in winding manner. individuals
 Each card represents a stepping stone in the river.
Students must say a word/ a phrase/ a question/…. in
order to step on it and cross the river.
Option 2  Teacher –
"Inside the bag" game Whole class/
 Teacher prepares some cards (about 10 cards), writes out groupwork
numbers on one side and things/objects on the other
side, then, put them in four bags. Give each team a bag.
 Divide the class into four teams.
 Divide each team into pairs.
 Have each pair come to the front of the class and choose
a card from the bag.
 Have one student asks, “How many (erasers) can you
see?” and the other answers. Swap roles.
 The first team to ask and answer correctly wins.

Date of teaching: 30/ 9/ 2020 (2B, A)

English
Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period:
REVIEW 4
XXV. Objectives:
By the end of this lesson, students will be able to gain the following:
25.Knowledge
Vocabulary: Consolidation
Structures: Consolidation
26.Language skills
 68

To review talking about the number of objects and identifying animals

27.Core competencies & Personal qualities
• Building up interests and good habits in learning English
• Building up responsive and independent-working characteristics to be a life-
long learner
• Presenting communicative skills through learning activities in classrooms
• Being collaborative and supportive in teamwork
XXVI. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
XXVII. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher –
Sing the song “Old Mac Donald Had a Farm”. whole class
(Source: https://www.youtube.com/watch?
v=_6HzoUcx3eo)
Option 1:  Teacher –
“Ball Circle” game Whole class/
 Divide the class into groups of four. Each group sits in a groupwork
circle. Give each group a ball.
 Prepares some pictures then gives each group at least
one picture.
 One student points at the picture and asks, “How many
…… are there?” and throws the ball to another student
who answers. This student then asks, “How many ……
are there?” and throws the ball to another student.
 Continue until every student has had a turn.
Option 2:  Teacher –
"Memory" game Whole class/
 Divide the class into four teams. groupwork
 Prepares some different pictures and place them on the
board.
 Give the students fifteen seconds to look at the pictures.
 Remove one picture. Then the teacher will ask “How
many (circles) are there?”
 Students have to remember and answer.
 Give the first team to answer correctly one point.
 The team that gets the most points win.
New lesson
25’ A. Listen and circle (A or B). (CD1 - Track 65)  Teacher –
 Have students look at the pictures and call out the Whole class/
animals they can see. individuals
 Play audio and demonstrate the activity using the
example.
 69

 Play audio. Have students listen and circle A or B.

 Play audio again and check answers as a whole class.
B. Play “Board Race”.  Teacher –
 Divide the class into teams and have one student from Whole class/
each team stand a distance from the board. groupwork
 Stick two flashcards on the board and then say one of
them.
 Have the students race to the board, touch that flashcard
and say the correct sentence.
 The first student to touch the flashcard and say the
sentence gets a point for their team.
 Continue with other students.
 The team that gets the most points win.
“Drawing” game  Teacher –
 Divide the class into pairs. Whole class/
 One student draws an animal on a sheet of paper. pair work
 Then the partner answers the question.
 Swap roles and repeat.
 Go around the classroom while the students are doing
the task to provide any necessary help.
E.g.
 Student 1: What's that?
 Student 2: It’s a cow.
Workbook - page 31  Teacher –
D. Look and write. whole class/
 Have students look at the pictures and try to complete individuals
the words.
 Check understanding as a whole class and give the
correct answers to the students.
E. Listen and circle. (WB 18)
 Have students look at exercise D and identify the
numbers and pictures.
 Play audio. Have students listen and circle the correct
animal.
 Have students listen again and check the answers.
 Check understanding as a whole class and give the
correct answers to the students.
F. Find and circle.
 Have students look at the pictures, identify the animals,
then find and circle the words.
 Check understanding as a whole class and give the
correct answers to the students.
5’ Wrap up
Option 1  Teacher –
Running dictation Whole class/
 70

 Stick some pictures about animals on the walls in the pair work
class.
 Have students work in pairs. One runs and find the
pictures around him/ her, then turn back to his pair and
tell what he/ she has seen. E.g.: I see two pigs. His/ Her
friend write down the words he/ she has heard. E.g. two
pigs.
Option 2  Teacher –
"Stepping stones" game Whole class/
 Divide the class into four teams. groupwork
 Draw a river with some stones across it on the board.
 Have a symbol to represent each team. E.g., "rabbit",
"sun"
 Have teams play rock, paper, scissors to see which team
goes first.
 Place some flashcards or pictures about animals on the
board.
 The teacher points at one picture or flashcard and asks,
“What’s that?”.
 The student will answer. (E.g. It’s a rabbit.)
 For each correct sentence, draw or attach the symbol of
the corresponding team to a stone in the direction of the
opposite side of the river.
 The first team to cross the river wins the game.

Date of teaching: 30/ 9/ 2020 (2B, A)

English
UNIT 5: FREE TIME ACTIVITIES
Lesson 1
I. Objectives: By the end of this lesson, students will be able to gain the following:
1. Knowledge
- Vocabulary: soccer, tag, hopscotch, hide-and-seek
- Structures: Let's play (soccer). OK
2. Language skills
- To be able to suggest activities.
- Identify and use vocabulary items about free time activities
3. Core competencies & Personal qualities
- Raising interests and good habits in learning English
- Building up responsive and independent-working characteristics to be a life-long
learner
- Practicing communicative skills through learning activities
- Demonstrating team-working and problem-solving skills through learning activities
II. Teaching aids
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector / interactive whiteboard / TV.
 71

- Students’ aids: Student’s book, notebook, workbook.

III. Procedures

Steps/Activities Organization
Warm-up
Sing “What’s this? What’s that?” song  Teacher –
(source: https://www.youtube.com/watch?v=UKNiCMrd3nU) whole class
Option 1:
“Hot Potato” game
 Prepare some pictures or flashcards and sticks them on the  Teacher –
board. Whole class/
 Point to a picture and asks, “What’s that?” individuals
 Get a soft ball and throw it to a student.
 He / She must answer then throw the ball to the other student
which has to answer the following question.
Continue the game to the end.
Option 2:
"Tic, tac, toe" game  Teacher –
 Divide the class into groups of four with two pairs in each Whole class/
group. groupwork
 Have pairs play rock, paper, scissors to see which pair goes
first.
 Have the winning pair chosen a space, then ask and answer
using the picture (E.g. What’s that? – It’s a pig. / How many
circles are there? – There are fifteen circles.)
 Have the pair mark that space as theirs if they use the useful
language correctly.
 Have pairs take turns.
The pair that gets three spaces in a horizontal, vertical, or
diagonal line wins the game.
New lesson
A. Listen and point. Repeat. (CD1 - Track 66)
 Use some pictures to introduce the new words (soccer, tag,  T - whole class/
hopscotch, hide and seek). Ask students if they know about individuals/ pair
the games and help them understand how to play. work
 Have students listen to each new word.
 Arrange the flashcards on the board, play audio, and point to
each picture in their books.
 Play audio again and have students listen and repeat.
Have students work in pairs, one of them points to the picture in
the book and the other says the word.
Option 1:
"Guess" game
 Arrange the flashcards on the board and write a number  Teacher –
under each card. Whole class/
 72

 Have students look at the flashcards for the count of ten. individuals
Turn the flashcards over to face the board when the students
are not looking.
Call out a number and have students take turns to guess the face-
down card. Turn the card over after each guess.
Option 2:
“Thumbs Up or Down” game  Teacher –
 Show a card one at a time and have students identify the Whole class
word / phrase teacher says by putting their thumbs up or
down.
E.g.
 Teacher: (hold up the soccer card) tag
 Students: (putting their thumbs down).
 Teacher: tag
 Students: (putting their thumbs up).
Repeat the activity with other cards.
B. Listen and point. (CD1 – Track 67)
 Have students look at the picture and identify the details.  Teacher –
 Introduce the situation: “The children are playing together.” Whole class/
 Play audio and have students look at the picture. groupwork
 Demonstrate the activity by pointing to the new vocabulary
items.
Play audio. Have students listen and point.
C. Sing. (CD1 – Track 68)
 Have students turn to page 70.  Teacher –
 Play audio and have students listen. Whole class
 Read the lyrics and do actions following them.
 Play audio and have students listen, sing along, and do the
actions.
"Pretend" game
 Put flashcards in a bag. (soccer, tag, hopscotch, hide and
seek)  Teacher – whole
 Divide the class into four teams. class/
 Have one student come to the front of the class and choose groupwork
an action from the bag then do an action silently.
 Have the other students try to guess the what the action is
and call it out.
E.g. Play soccer.
 Give the first team to guess correct one point.
The team that gets the most points win.
Workbook - page 32
A. Look, read, and circle.
 Have students identify the pictures and read the words.
 Have students identify the pictures and read the words.  Teacher –
 Ask students to call out the activity of picture number 1, then Whole class
 73

think and circle the correct words. This is an example. individuals/ pair
 Have students do the remains then compare their answers. work
 Check understanding as a whole class and give the correct
answers to the students.
B. Look and write.
 Set up time limit by 1minute timer bomb (source:
https://www.youtube.com/watch?v=vwqQPeeVM1s).
 Have students start their work, try to complete the
crossword. When the time ends by explosion students stop
doing their exercises.
 Have students change their workbooks together.
Check understanding as a whole class and give the correct
answers to the students.
Wrap up
Option 1:  Teacher –
Role play Whole class /
 Have students work in groups of six, practice the group work
conversation in their books.
Have some groups demonstrate in front of the class?
Option 2:
"Simon says" game
 Tell students they must only follow commands that start with  Teacher –
"Simon says …" (E.g. Simons says play tag.) Whole class
 Demonstrate the game by giving the students different individuals
commands. If the command starts with "Simon says …"
students must do the action. If it doesn’t start with "Simon
says …" students who do the action must sit down.
 Have one student come to the front of the class to be
"Simon".
Swap roles and repeat with a new "Simon".

WEEK 5
Date of teaching: / 10/ 2020 (2B, A)
English
UNIT 5: FREE TIME ACTIVITIES
Lesson 1
XXVIII. Objectives:
By the end of this lesson, students will be able to gain the following:
a. Knowledge
Vocabulary:
 74

soccer, tag, hopscotch, hide and seek

Structures:
Let's play (soccer).
OK
b. Language skills
To be able to suggest activities.
Practice language skills – the structure “Let’s ….”
c. Core competencies & Personal qualities
• Raising interests and good habits in learning English
• Building up responsive and independent-working characteristics to be a life-
long learner
• Practicing communicative skills through learning activities
• Demonstrating team-working and problem-solving skills through learning
activities
XXIX. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
XXX. Procedures:

Steps/Activities Organization
Warm-up
Sing Hopscotch with Numbers song  Teacher –
( source: https://www.youtube.com/watch?v=aTB-6KlYPg8 ) whole class
Option 1:
"Flashcard walk" game  Teacher –
 Divide the class into four teams. Whole class/
 Place flashcards (soccer, tag, hopscotch, hide and seek) on the groupwork
classroom floor.
 Have students from each team come up the front.
 Play some music and have the students walk around the
flashcards.
 Stop the music and say a word.
 Have the students pick up the correct flashcard then run to the
board and write down (E.g. Let’s play (soccer).).
 Give the first team to pick and write the correct number one
point.
The team that gets the most points wins.
Option 2:
"Board race" game  Teacher –
 Divide the class into four teams and have one student from Whole class/
each team stand a distance from the board. groupwork
 Stick some flashcards or write some words on the board, and
then say one of them.
 Have the students race to the board, touch that flashcard/word,
 75

and say the correct word. The first student to touch the
flashcard and say the word gets a point for their team.
 Continue with other students.
The team that gets the most points wins.
New lesson
*“Guess” game
 Divide the class into two teams.  Teacher –
 Tell students some words that related to a game and have whole class/
them guess what it is. team work
 E.g. Teacher: counting 1,2,3..- hide,
 Students: play hide and seek
 The team guesses correctly will get one point.
D. Point and say.
Practice (optional).  Teacher –
 Divide the class into two teams. whole class/
 Show a flashcard to the class. groupwork
 Have Team A say the statement and Team B respond.
 Swap roles and repeat.
E.g.
(Teacher shows a flashcard "tag".)
• Team A: "Let's play tag."
• Team B: "OK."
Point and say.
 Divide the class into pairs.  Teacher –
 Have Student A point to a picture and Student B say a whole class/
statement. Have Student A respond. pair work
 Swap roles and repeat.
 Afterwards, have some pairs demonstrate the activity in front
of the class.
E. Play the "Chain" game.
 Have students look at the example.  Teacher –
 Divide the class into groups of four. Whole class/
 Have the students stand up. groupwork
 Have Student A turn to Student B and say a statement, then
have Student B respond.
 Next, have Student B turn to Student C and say a statement,
then have Student C respond.
 Continue until all students have practiced.
Have some groups demonstrate the activity in front of the class.
Workbook - page 33
C. Listen and circle. (WB 19)
 Have students look at exercise C, identify the numbers and
pictures then guess the answers could be.  Teacher –
 Play audio. Have students listen and circle the correct picture. Whole class/
 Have students listen again and check their answers. individuals
 76

 Check understanding as a whole class and give the correct

answers to the students.
D. Look, read, and put a (√) or a (x).
 Have students look at the pictures, read the sentences and tick
the correct box, cross the remains.
Teacher and students correct all the exercises as a whole class.

Wrap up
Option 1: Conversation line
 Have students make two lines and stand face to face.  Teacher –
 Student 1 of the first line says, “Let’s play…..!” Then student Whole class/
1 of the second line answers, “Ok./ Yeah, OK.” pair work
Swap roles to the end of the lines.
Option 2: Unscramble the sentences.
 Divide the class into groups of four.
 Give each group a set of flashcards with wrong order  Teacher –
sentences. Whole class/
groupwork
play Let’s soccer. OK.

hide Let’s and seek. play

tag. play Let’s OK.

hopscotch. Let’s OK. play

 Give the students two minutes.

 Have students arrange words to make sentences.
 The first team with all the correct sentences wins.
Date of teaching: 7/ 10/ 2020 (2B, A)
English
UNIT 5: FREE TIME ACTIVITIES
Lesson 2(a)
XXXI. Objectives:
By the end of this lesson, students will be able to gain the following:
1. Knowledge
Vocabulary:
tiger, top
Letters: Tt
2. Language skills
To review the /t/ sound.
Practice language skills – the structure “Let’s…”
3. Core competencies & Personal qualities
• Raising motivations in learning English
 77

• Building up responsive and independent-working characteristics to be a life-

long learner
• Practicing communicative skills through learning activities
• Demonstrating team-working and problem-solving skills through learning
activities
XXXII. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
XXXIII. Procedures:

Steps/Activities Organization
Warm-up  Teacher –
Sing “Hide- and-seek” song Whole class
(Source: https://www.youtube.com/watch?v=Tt_S9qoupAk)
Option 1:  Teacher –
“Chalkboard Fun” game Whole class/
 Divide the class into four teams. groupwork
 Each student takes out a small chalkboard, rag and a piece of
chalk.
 The teacher prepares some flashcards or pictures and sticks
them on the board.
 The teacher points at the picture or flashcard then gives the
students fifteen seconds to write down the sentences
matching with the given word or flashcard. (E.g., Let’s play
(soccer).)
 When the time is up, all the students hold up the
chalkboards.
 Give the team which has all the correct answers one point.
The team that gets the most points win.
Option 2:
“Throwing” game
 Divide the class into four teams.  Teacher –
 Divide the team into pairs. Whole class/
 Have each team stands in two lines. groupwork
 Prepare some cards/pictures and sticks them on the board.
 When the teacher says “Go”, each pair runs to the board.
One student throws a ball to the card/picture then says his/her
partner “Let’s play (tag).” and the other student has to respond
“OK!”. Swap roles.
New lesson  Teacher –
Alphabet Wave Whole class
 Divide the a-z flashcards among all your students.
 Put students in a line and play the ABC song. As it plays
each student must hold up their corresponding alphabet
 78

flashcard.
1. Listen and repeat. (CD1 - Track 69)
 Play audio. Have students listen and repeat.  Teacher –
 Demonstrate tracing the letters with your finger. Whole class/
 Have students trace the letters with their fingers. individuals/
 Have some students demonstrate the activity in front of the pair work
class.
2. Listen and repeat. Write. (CD1 - Track 70)  Teacher –
 Have students look at the pictures. Whole class/
 Demonstrate the activity. groupwork
 Play audio. Have students point to the letter as they hear it.
 Play audio again. Have students listen and repeat.
 Have students trace and write the letters.
 Have some students demonstrate the activity in front of the
class.
3. Sing. (CD1 - Track 71)
 Play audio and have students listen.
 Have students look at the lyrics.  Teacher –
 Read the lyrics and do actions following them. Whole class
 Play audio and have students listen, sing along, and do the
actions.
 Have students make a new verse with the word "top" and
sing along the same melody as the first one
4. Listen and clap. (CD1 - Track 72)
 Demonstrate the activity.  Teacher –
 Have students stand up. Whole class
 Have students clap when they hear the letter sound.
Workbook - page 34
A. Trace the letters.
 Have students look at part A read the instruction.  Teacher –
 Set up time limit by 2 minutes timer (source: Whole class/
https://www.youtube.com/watch?v=BhY264aEZrQ). individuals
 Have students start doing their exercises. When the time
ends by explosion students stop their work.
 Check understanding as a whole class.
B. Say the sounds. Color the correct shapes.
 Have students look at the letters and the corresponding
shapes.
 Have students look at the phonics pictures and color the
corresponding shapes.
Check understanding as a whole class.
Wrap up  Teacher –
Option 1 Whole class/
Spelling race groupwork
 Divide the class into groups and give each group a set of
 79

letter cards
 Say go. Children race to spell the word, using the letter
cards.
 Give one point to each pair that spells the word correctly.
 Continue until all the words have been used.
Option 2
"Pass the card" game
 Divide the class into four teams.  Teacher –
 Have students from each team stand in a line. Whole class/
 Give the first student of each team a card and say "Go." groupwork
 The students say the corresponding words and pass the cards
over their heads to the ones behind them.
 Have teams continue the game until their card reaches the
last person.
 The last student in each line races to hand their card to the
teacher and says the word.
 Give the first team to name their card correctly one point.
 The team that gets the most points win.

WEEK 6
Date of teaching: 12, 13/ 10/ 2020 (2B, A)
English
UNIT 5: FREE TIME ACTIVITIES
Lesson 3 (b)
XXXIV. Objectives:
By the end of this lesson, students will be able to gain the following:
1. Knowledge
Structures:
Happy birthday.
Thank you.
Happy New Year.
Merry Christmas.
2. Language skills
To be able to say "Happy.../Merry..." on special occasions.
Ask and answer about free time activities
3. Core competencies & Personal qualities
• Raising interests in learning English
• Building up good habits and responsive and independent-working
characteristics to be a life-long learner
• Building up intercultural communication competence through learning about
the wishes on special occasions
 80

• Practicing communicative skills through learning activities

• Demonstrating team-working and problem-solving skills through learning
activities
XXXV. Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB
software, projector / interactive whiteboard / TV.
Students’ aids: Student’s book, notebook, workbook.
XXXVI. Procedures:
Time Steps/Activities Organization
5’ Warm-up
Option 1:  Teacher – Whole
"Whispering" game class/ groupwork
 Divide the class into four teams.
 Have students from each team stand in a line.
 Prepare some pictures/flashcards.
 Show a picture/flashcard to the first students in
each line.
 Have the first students whisper what he/she saw
to the second students.
 Have teams continue whispering until it reaches
the last students.
 The last student in the line has to run to the board
and write a sentence with the word. (E.g. I read
book.)
 Give the first team to make a sentence correctly
one point.
 The last students change into the first students
who starts whispering what he/she saw.
 The team that gets the most points win.
Option 2:  Teacher – Whole
"Stepping stones" game class/ groupwork
 Divide the class into four teams.
 Draw a river with some stones across it on the
board.
 Have a symbol to represent each team. E.g.,
"star", "heart"
 Have teams play rock, paper, scissors to see
which team goes first.
 Place some flashcards or write words on the
board.
 The student will say a sentence using a given
flashcard or word. (E.g. I listen to music.)
 For each correct sentence, draw or attach the
symbol of the corresponding team to a stone in
the direction of the opposite side of the river.
 81

 The first team to cross the river wins the game.

New lesson
25’ Songs :  Teacher – Whole
We Wish You a Merry Christmas. class
(source: https://www.youtube.com/watch?
v=hNkvV4PR-q0 )
Happy Birthday
(source: https://www.youtube.com/watch?
v=90w2RegGf9w)
 Play the songs and have students listen to them.
 Ask students if they know when do people sing  Teacher – Whole
these songs. class/ individuals
D. 1. Listen and read. (CD1 – Track 80)
 Introduce the situation: “The children are having
different special occasions like birthday,
Christmas and New Year.”  Teacher – Whole
 Have students call out the people and things they class/ individuals
can see.
 Play audio and have students listen and read.
 Have some students repeat. Correct mistake if
necessary.
2. Listen and repeat. (CD1 - Track 81)
 Have students look at the useful language box.
 Play audio. Have students listen to the useful
language.
 Have students practice the useful language.
E. Role-play.  Teacher – Whole
 Divide the class into pairs. class/ pair work
 Have students practice the dialogue.
 Swap roles and repeat.
 Afterwards, have some pairs demonstrate the
activity in front of the class.
Pass the ball  Teacher – Whole
 Ask the students to stand in a circle. class/ individuals
 Give one student a ball.
 Play music and have that student passes the ball
to the one next to him/her and continue to pass in
the circle.
 Stop music.
 Have the student with a ball say a sentence. E.g.,
Happy birthday.
Workbook - page 37  Teacher – Whole
C. Listen and circle. class/ individuals
 Have students look at exercise C, look at the
pictures and guess the answers could be.
 82

 Play audio. Have students listen and circle the

correct pictures.
 Have students listen again and check the answers.
 Check understanding as a whole class and give
the correct answers to the students.
D. Look, read, and (√) the box.
 Have students look at the pictures, read the words
and tick the correct boxes.
 Give the correct answers to the students.
5’ Wrap up
Option 1:  Teacher – Whole
Running dictation class/ pair work
 Stick some pictures on the walls in the class.
 Have students work in pairs. One runs and find
the pictures around him/ her, then turn back to his
pair and tell what he/ she has just seen. E.g
Happy birthday. His/ Her friend writes down the
words he/ she has just heard.
Option 2:  Teacher – Whole
“Musical chairs” game class/ pair work
 Have students stay at their seats.
 Play music and ask them to move around.
 Take away two chairs and suddenly stop music.
 Have students sit on any chairs.
 The students who have no chairs to sit on will go
to the board.
 One student says, “Happy new year!” or “Merry
Christmas!” and the other student responds
“Thank you!” or says the same with his/her
friend. Swap roles.
 Continue the game in the same way.
Date of teaching: 14/ 10/ 2020 (2B, A)
English
REVIEW (1st Semester)
I. Objectives: After completing this lesson, students will be able to:
1. Language competence
- Review Unit 1 to Unit 5 to prepare for the 1st semester test
2. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning activities
3. Personal qualities
 83

- Build up respective attitudes to others in the community

- Build up spirits of the responsibility for family and the community
II. Teaching aids:
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III. Procedures

Time Steps/Activities Organization

5’ Warm-up  Teacher – whole clas
Song: Hello, how do you do?
(Source: https://www.youtube.com/watch?
v=0r9oD44HZzY)
Sing and do the action together.
Option 1:  Teacher – Whole class
“Chalkboard Fun” game groupwork
 Divide the class into four teams.
 Have each student take out a small chalkboard, rag and
a piece of chalk.
 The teacher picks up a card.
( Cards: happy, sad, fine/Ok, great, scared, bored,
hungry, thirsty)
 Give the students ten seconds to write down a word
matching to the given picture. (E.g. hungry)
 When the time is up, all the students hold up the
chalkboards.
 Give the team which has all the correct answers one
point.
 The team that gets the most points wins.
Option 2:  Teacher – Whole class
“Card recall” game work
 Divide the class into pairs.
 Have each student take out a chalkboard and a piece of
chalk.
 Have each student write down five words ( about
feelings or shapes) and counts to ten, as he/she shows
them to the partner then places the chalkboard face
down.
 The partner has to recall what the five words are.
New lesson
25’  Give each student a worksheet.  Teacher – Whole class
I. Look. What’s next? Write. individuals
 Have students look at the pictures and call out what
they can see.
 Demonstrate the activity using the example.
 84

 Have students guess and write what the following

words.
 Check answers as a whole class.
II. Look. Read the words. Match.  Teacher – Whole class
 Divide the class into pairs. individuals/ pair work
 Have Student A call out the words.
 Have Student B draw lines.
 Swap roles.
 Check answers as a whole class.
III. Read. Match.  Teacher – Whole class
 Divide the class into pairs. individuals/ pair work
 Have Student A ask questions.
 Have Student B answer. Then match the questions and
the answers.
 Swap roles.
 Have students work in pairs, take turns ask and answer
the questions.
IV. Look. Write.  Teacher – Whole class
 Divide the class into four groups. individuals/ groupwor
 Invite one student from each group to come to the
board.
 Explain that the four students are going to race to fill in
the blanks.
 The first student who finishes all the blanks correctly
gets one point for his/her team.
 Continue in the same way.
 Have students complete their exercises in their
worksheet.
5’ Wrap up
Option 1  Teacher – Whole class
“Mystery words” game groupwork
 Prepare some cards ( phonics / feelings/ numbers), then
put them in a bag.
 Divide the class into four teams.
 The teacher chooses a card from the bag. Then, spells
the word.
 The first team to guess what the word is and make a
sentence with the given word correctly gets one point.
Option 2  Teacher – Whole class
“Rope Jump” game groupwork
 Arrange children into four groups.
 Hold a rope at a height that the students should be able
to jump over.
 Invite a student from each group to stand on one side of
the rope.
 85

 On the other side of the rope, put some objects or

flashcards on the table.
 Pick up one flashcard and ask a question.
 The students have to jump over the rope, write down
the answer and say out.
 The team that gets the most point wins.

WORKSHEET
I.Look. What’s next? Write.
octopus uncle penguin nut rabbit sea

…………………………..
nut

1.

…………………………..

2.

3.
…………………………..

4.

…………………………..

…………………………..

5.
 86

6.

…………………………..

II. Look. Read the words. Match.

scared
hungry
thirsty
great
bored

III. Read. Match.

1.What’s your name? ⁎ ⁎ a. I’m happy.
2.How are you? ⁎ ⁎ b. It’s a triangle.
3.What shape is it? ⁎ ⁎ c. Fifteen squares.
4.How many squares are ⁎ ⁎ c. My name’s Bill.
there?
IV. Look. Write.
e l_e_v_ e_ n twelve
__ ________
fourteen _______

sixteen _________ eighteen ______ ______

___
 87

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 2
REVIEW (1st Semester)
XXXVII. Objectives:
After completing this lesson, students will be able to:
1. Language competence
Review Unit 1 to Unit 5 to prepare for the 1st semester test
2. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
3. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
XXXVIII. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
XXXIX. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher – whole clas
Sing the song “Old Macdonald Had a Farm”
(Source: Super Simple Song
https://www.youtube.com/watch?v=_6HzoUcx3eo)
Option 1:  Teacher – Whole class
"Hot seat" game groupwork
 Divide the class into teams.
 Have a student from each team sit on the chair facing
the classroom with the board behind them.
 Teacher writes a word on the board. E.g. cow
 Have the other students describe the word.
 Give the first team to guess correctly one point.
 The team that gets the most points wins.
Option 2:  Teacher – Whole class
 88

“Asking race” game work

 Arrange the students into four lines
 Invite one student from each team come to the board.
 Give four students the same amount of cards.
 The students who received the cards have to show cards
to his/her friends and ask questions about the given
cards. (E.g. What shape is it?)
 The first student in a line answers the first question. If
his/her answer is correct, he/she will get that card from
his/her friend then run to the bottom of the line.
 The second student answers the second question and so
on.
 The first team that finishes asking and answering wins.
New lesson
25’ I. Look. Draw lines.  Teacher – Whole class
 Have students look at the pictures and call out what individuals
they can see. E.g. In the picture I can see a cow.
 Demonstrate the activity using the example.
 Have students draw lines from the words to the correct
pictures..
 Check answers as a whole class.
II. Look. Read. Circle.  Teacher – Whole class
 Divide the class into pairs. individuals/ pair work
 Have Student A ask the question.
 Have Student B answer then circle the correct picture.
 Swap roles.
 Check answers as a whole class.
III. Listen. Number the pictures.  Teacher – Whole class
 Have students identify all pictures. individuals
 Explain the activity.
 Play audio. Have students listen and number.
 Play audio again. Have students listen and check their
answers.
 Check answers as a whole class.
Transcript
1. Minh is sad.
2. There are seventeen circles.
3. It’s a tiger.
4. Let’s play tag.
IV. Look. Read. Complete the sentences.  Teacher – Whole class
 Divide the class into four groups. individuals/ groupwor
 Explain the activity.
 Set up time limit by 5 minutes timer bomb (source:
https://www.youtube.com/watch?v=btRHJ3PGnV0).
 Have students start reading and writing to complete
 89

their tasks. When the time ends by explosion students

stop doing their exercises.
 Check answers as a whole class and give stickers for
the team that has the most correct sentences.
5’ Wrap up
Option 1  Teacher – Whole class
“Words” game groupwork
 Divide the class into four teams.
 Invite one student from each team to come to the board.
 The teacher prepares some flashcards or pictures and
sticks them on the board.
 Give students one minute.
 Each student tries to call out as many words as
possible.
 When the time is up, the student who says the most
words gets one point for his/her team.
 The team that gets the most points wins.
Option 2  Teacher – Whole class
“Speak Button Game” game groupwork
 Divide the class into four groups.
 Invite one student from each group to come to the
board.
 Explain that the four students are going to race to
answer.
 Draw a circle on the board and write the words 'Speak
Button' inside the circle.
 The teacher shows up a flashcard and asks a question.
 The students run to the board and race to touch the
speak button. The first student who touches the button
answers the question. If he/she answers correctly,
he/she gets one point for his/her team.
 Continue in the same way.

I. Look. Read. Draw lines.

a pig a cow a goat a duck
 90

II.
II.
II.
II.
Look. Read. Circle.

1. What’s that?
It’s a duck.

2. What’s that?
It’s a cat.

3. How many cats are there?

Three cats.

III. Listen. Number the pictures.

 91

IV. Look. Read. Complete the sentences.

eat snacks play soccer play hide and seek
play tag listen to music play hopscotch

Let’s ____________________
play hopscotch . Let’s____________________ .

I ____________________ . Let’s ____________________ .

Let’s ____________________ . I ____________________ .

 92

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 1
UNIT 6: AROUND TOWN
Lesson 1
XL. Objectives:
By the end of this lesson, students will be able to gain the following:
1. Knowledge
Vocabulary:
zoo, beach, park, playground
Structures:
I want to go to the (zoo).
2. Language skills
To be able to say where the students want to go.
Identify and use vocabulary items about places
3. Core competencies & Personal qualities
• Being interested in learning about different places in town
• Building up good habits and responsive and independent-working
characteristics to be a life-long learner
• Building up an awareness of the living environment protection
• Practicing communicative skills through learning activities
• Being collaborative and supportive in teamwork
XLI. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
XLII. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher – whole class
Sing “Hopscotch with Numbers” song
( source: https://www.youtube.com/watch?v=aTB-
6KlYPg8 )
Option 1:  Teacher – Whole class/
Conversation line
 Have students make two columns and stand face to
face.
 Student 1 of the first line says, “Let’s play…..!” Then
student 1 of the second line answers, “Ok./ Yeah,
OK.”
 Swap roles to the end of the lines.
Option 2:  Teacher – Whole class/
 93

“Concentration” game groupwork

 Divide the class into four teams.
 Prepare many cards, some have pictures at the back,
some have the sentences at their back.
 Stick the cards on the board (stick the card has picture
on one side and card with the sentence on the other
side) and don’t allow students see the back of the
card.
 Students take turns in turning over 2 cards (saying the
cards aloud). (E.g. Happy New Year.)
 If the cards match, then the student keeps the cards. If
the cards are different, the student sticks the cards
back on the board in their original places.
 Continue with other students.
 The team that gets the most cards win.
25’ New lesson
A. Listen and point. Repeat. (CD2 - Track 01)  Teacher – Whole class/
 Use some pictures to introduce the new words (zoo, individuals/ pair work
beach, park, playground ). Ask students if they know
these places.
 Have students listen to each new word.
 Arrange the flashcards on the board, play audio, and
point to each flashcard.
 Play audio again and have students point to the
numbers in their books.
 Play audio again and have students listen and repeat.
 Have students work in pairs, one of them points to the
picture in the book and the other says the word.
Option 1:  Teacher – Whole class/
"Heads up. What's missing?" game groupwork
 Divide the class into two teams.
 Arrange the flashcards on the board and remove one
card when students are not looking.
 One student from each team calls out the missing
flashcard.
Option 2:  Teacher – Whole class
"Guess" game
 Arrange the flashcards on the board and write a
number under each card.
 Have students look at the flashcards for the count of
ten. Turn the flashcards over to face the board when
the students are not looking.
 Call out a number and have students take turns to
guess the face-down card. Turn the card over after
each guess.
 94

B.  Teacher – Whole class/

1. Listen to the story. (CD2 – Track 02) individuals
 Introduce the situation. E.g. The students are at home
and they think about their weekend.
 Have students call out the things they can see.
 Play audio and have students listen and read.
2. Listen and number. (CD2 – Track 03)
 Play audio and demonstrate the activity using the
example.
 Play audio and have students listen and number.
 Play audio again and check answers as a whole class.  Teacher – Whole class/
Role play groupwork
 Have students work in groups of three, practice the
conversation in their books.
 Have some groups demonstrate in front of the class.
C. Sing. (CD2 – Track 04)  Teacher – Whole class
 Have students turn to page 70.
 Play audio and have students listen.
 Read the lyrics and do actions following them.
 Play audio and have students listen, sing along, and
do the actions.
Workbook page 38  Teacher – Whole class/
A. Look, read, and put a (√ ) or a (x). individuals
 Have students look at the pictures, read the words and
tick the correct box, cross the remains.
 Teacher and students correct all the answers as a
whole class.
B. Look, write, and draw lines.
 Have students look at the words with missing letters
and try to complete these.
 Correct mistakes as a whole class.
 Have students read the words and draw lines to the
correct pictures.
 Check students’ answers as a whole class.
5’ Wrap up
Option 1  Teacher – Whole class/
True or False” Line. individuals
 Put a line of tape on the floor and designate one side
"True" and the other "False".
 Hold up a flashcard/ picture and say its sentence. If
students think the sentence, you have said is correct,
they jump to the “True” side. And if not, they jump to
the “False” side.
 Students that jump to the wrong side are out of the
game and sit down at their desks.
 95

Option 2  Teacher – Whole class/

"Flashcard walk" game groupwork
 Divide the class into four teams.
 Place flashcards (zoo, beach, park, playground) on
the classroom floor.
 Have students from each team come up the front.
 Play some music and have the students walk around
the flashcards.
 Stop the music and say a word.
 Have the students pick up the correct flashcard then
run to the board and write down (E.g. zoo).
 Give the first team to pick and write the correct word
one point.
 The team that gets the most points win.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 2
UNIT 6: AROUND TOWN
Lesson 1
XLIII. Objectives:
By the end of this lesson, students will be able to gain the following:
4. Knowledge
Vocabulary:
zoo, beach, park, playground
Structures:
I want to go to the (zoo).
5. Language skills
To be able to say where the students want to go.
Practice language skills – the structure “I want to….”
6. Core competencies & Personal qualities
• Being interested in learning about different places in town
• Building up good habits and responsive, independent-working characteristics
to be a life-long learner
• Building up an awareness of the living environment protection
• Practicing communicative skills through learning activities
• Being collaborative and supportive in teamwork
XLIV. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
XLV. Procedures:
Time Steps/Activities Organizat
5’ Warm-up  Teacher – who
 96

Sing the song “The Wheels on the bus”

(source: https://www.youtube.com/watch?
v=e_04ZrNroTo&t=164s)
 Students sing along and do the actions together.
Option 1:  Teacher – Who
“Matching” game groupwork
 Divide the class into four teams.
 Have students in each team stand in a line.
 Write the vocabulary on the board.
 Give students flashcards.
 Have students hold the flashcards to match the vocabulary on
the board and speak out the vocabulary.
 The first student to match the vocabulary correctly gets one
point for his/her team.
 The team that gets the most points win.
Option 2:  Teacher – Who
“Thumbs Up or Down” game groupwork
 Divide the class into four groups.
 Hold up a flashcard/object and say a sentence. (E.g. I want to
go to the (zoo).)
 If students think that sentence is correct then put their thumbs
up, if not they put their thumbs down.
 If all the students in the group are correct, give that group one
point.
 The group which has most points wins.
New lesson
D. Point and say.  Teacher – Wh
Practice (optional). individuals/ pa
 Show a flashcard to the class.
 Have students practice the structure using the new word.
 Repeat with other flashcards.
E.g. (Teacher shows a flashcard "beach".)
• Class: " I want to go to the beach."
Point, ask, and answer.
 Divide the class into pairs.
 Have Student A point to a picture and ask, have Student B say,
e.g. "I want to go to the park.”
 Swap roles and repeat.
 Afterwards, have some pairs demonstrate the activity in front of
the class.
Answer key
1. I want to go to the park.
2. I want to go to the playground.
3. I want to go to the zoo.
4. I want to go to the beach.
 97

E. Play the " Guess the picture" game.  Teacher – Wh

 Have students look at the example. groupwork
 Divide the class into two teams.
 Have a student stand facing away from the board and stick a
flashcard on the board behind them.
 Have the student try to guess without looking at the flashcard.
 Give that team one point if it's a correct guess.
 Have teams take turns.
"Whispering" game  Teacher – Who
 Divide the class into four teams. groupwork
 Have students from each team stand in a row.
 Whisper a sentence (E.g., I want to go to the (park).) to the first
students in each row.
 Have the first students whisper the sentence to the second
students.
 Have teams continue whispering the sentence until it reaches
the last students.
 The last student in the row has to say out loud the sentence.
 Give the first team to say the sentence correctly one point.
 The team that gets the most points win.
Workbook page 39
C. Listen and ( √) the box. (WB Track 22)  Teacher – Who
 Have students look at part C, read the words and guess the individuals
answer could be.
 Play audio and have students listen and tick the correct box.
 Have students listen again and check.
D. Look and write.
 Set up time limit by 1minute timer bomb (source:
https://www.youtube.com/watch?v=vwqQPeeVM1s).
 Have students start reading and writing the letters. When the
time is up students stop doing their exercises.
 Have students change their workbooks together.
 Check understanding as a whole class.
5’ Wrap up
Option 1:  Teacher – Who
“Cross the River” game individuals
 Place flashcards on floor in winding manner.
 Each card represents a stepping stone in the river. Students
must say a word/ a phrase/ a question/…. in order to step on it
and cross the river.
Option 2:  Teacher – Who
"Inside the bag" game groupwork
 Teacher prepares some cards, writes out some places on the
back, then, put them in four bags. Give each team a bag.
 Divide the class into four teams.
 98

 Have each student comes to the front of the class and chooses a
card from the bag. Then, write out a sentence with a
corresponding place. (E.g. I want to go to the (park).”
 Continue with other students.
 The first team to finish making the sentences with all the cards
correctly wins.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 1
UNIT 6: AROUND TOWN
Lesson 2
XLVI. Objectives:
By the end of this lesson, students will be able to gain the following:
7. Knowledge
Vocabulary: Consolidation.
8. Language skills
To be able to review the /r/ and /s/ sounds.
Make sentences about places in a town with the structure “I want to”
9. Core competencies & Personal qualities
• Being interested in learning how to pronounce letters r and s exactly.
• Building up good habits and responsive and independent-working
characteristics to be a life-long learner
• Building up an awareness of the living environment protection
• Practicing communicative skills through learning activities
• Being collaborative and supportive in teamwork
XLVII. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.

XLVIII. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher – whole class
Alphabet Line-up
 Give each students an alphabet flashcard.
 Play the Alphabet song and have the students skip
around in a circle, singing along to the song.
 Stop music at random points and the students have to
line up in the correct alphabetical order according to
their cards.
Option 1:  Teacher – Whole class/
“Spin the Bottle” game individuals
 Divide the class into the group of five.
 99

 Have students sit in a circle with a bottle in the

middle.
 One student spins the bottle then points at one
picture/flashcard.
 When it stops, the student who is pointed to has to
say “I want to go to the (zoo).” then spin the bottle.
 Have students continue the game as the same way.
Option 2:  Teacher – Whole class/
"Stepping stones" game groupwork
 Divide the class into four teams.
 Draw a river with some stones across it on the board.
 Have a symbol to represent each team. E.g. "star",
"heart"
 Have teams play rock, paper, scissors to see which
team goes first.
 Place some flashcards or pictures about family
members on the board.
 Make a sentence corresponding to the flashcard or
picture. (E.g. I want to go to the (park).)
 For each correct sentence, draw or attach the symbol
of the corresponding team to a stone in the direction
of the opposite side of the river.
 The first team to cross the river wins the game.
25’ New lesson
1. Listen and repeat. (CD2 – Track 05)  Teacher – Whole class/
 Have students look at the pictures. individuals
 Point to the pictures and say the letters' sounds.
 Play audio. Have students listen and repeat the letter
sounds.
 Have some students repeat the letters and say the
words they can see through the letters.
2. Listen and point. (CD2 – Track 06)  Teacher – Whole class
 Have students look at the pictures.
 Demonstrate pointing to the correct letter when you
hear the sound or word.
 Play audio. Have students point to the correct picture
at the top of the page when they hear the appropriate
sound or word.
3. Circle the letters.  Teacher – Whole class
 Have students look at the pictures and call out the
words.
 Demonstrate the activity using the example.
 Have students look at the letters and circle the correct
beginning sounds.
 Check answers as a whole class.
 100

4. Play “Board race”.  Teacher – Whole class/

 Have students look at the example. groupwork
 Divide the class into teams and have one student from
each team stand a distance from the board.
 Write two letters on the board and then say a word
beginning with one of their sounds.
 Have the students race to the board, touch that letter,
and say the correct letter sound.
 The first student to touch the letter and say the sound
gets a point for their team.
 Continue with other students and letters.
5’ Wrap up
Option 1  Teacher – Whole class/
“Find It” game individuals
 Stick picture flashcards around the classroom.
 Hold up a letter flashcard and have the students
search around the room for an object or a picture
beginning with that letter. (e.g. A - arm, B - book, C -
clock).
Option 2  Teacher – Whole class/
“Patty Cake” game
 Divide the class into pairs.
 Have students sit facing each other.
 The teacher says a word. (E.g. sea)
 The students slap their knees once, clap their hands
once, and then clap their partner’s hands once as they
both say “/s/ /s/ sea”.
 Continue doing the action for each of the two letters
and words.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 2
UNIT 6: AROUND TOWN
Lesson 2
XLIX. Objectives:
By the end of this lesson, students will be able to gain the following:
10.Knowledge
Vocabulary: Consolidation.
11.Language skills
To be able to review the /t/ and /ʌ/ sounds.
Ask and answer about places in a town
12.Core competencies & Personal qualities
• Being interested in learning how to pronounce letters t and u exactly.
 101

• Building up good habits and responsive, independent-working characteristics

to be a life-long learner
• Practicing communicative skills through learning activities in classrooms
• Being collaborative and supportive in teamwork
L. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.

LI. Procedures:
Time Steps/Activities Organizat
5’ Warm-up  Teacher – who
Sing the Phonics song
(Source: https://www.youtube.com/watch?v=ffeZXPtTGC4)
Option 1:  Teacher – Whol
"Touch" game groupwork
 Divide the class into four teams.
 Have one student from each team stand a distance from the
board.
 Stick some flashcards on the board.
 Then the teacher says a letter or a word. (E.g. Please touch
letter “R”)
 Have the students race to the board, touch that flashcard, and
say the correct word.
 The first student to touch the flashcard and say the word gets a
point for their team.
 Continue with other students.
 The team that gets the most points win.
Option 2:  Teacher – Whol
"Pictionary" game groupwork
 Divide the class into four teams.
 Have a student from each team stand at the board with a
marker or a piece of chalk and tell them something to draw,
e.g., "robot"
 Have teams try to guess what the student from their team is
drawing.
 The first team guesses the correct picture earns 1 point.
 Repeat with different students.
 The team that gets the most points win.
25’ New lesson
5. Listen and repeat. Trace. (CD2 - Track 07)  Teacher – Whol
 Have students look at the pictures. individuals
 Point to the pictures and say the letters' sounds.
 Play audio. Have students listen and repeat the letter sounds.
 102

6. Listen and point. (CD2 - Track 08)  Teacher – Whol

 Have students look at the pictures. pair work
 Demonstrate pointing to the correct letter when you hear the
sound or word.
 Play audio. Have students point to the correct picture at the
top of the page when they hear the appropriate sound or word.
 Have students work in pairs, one points to the letter and one
says the sound.
7. Write the letters.  Teacher – Whol
 Have students look at the pictures and call out the things they individuals
can see.
 Demonstrate the activity using the example.
 Have students write the letters.
 Check answers as a whole class
8. Play the "Chain" game.  Teacher – Whol
 Have students look at the example. groupwork
 Divide the class into groups of four.
 Have the students stand up.
 Have Student A say a word for the teams to spell.
 Have Student B say the first letter, then have Student C say
the second letter of the word.
 Continue until the word is completely spelled .
 Have some groups demonstrate the activity in front of the
class.
Workbook page 41  Teacher – Whol
Have students open their Workbooks, page 41. individuals
A. Listen and (√ ) the box. (WB Track 23)
 Have students look at part C, look at the pictures and guess
the answer could be.
 Play audio and have students listen and tick the correct box.
 Have students listen again and check.
 Check students’ understanding and give the correct answers as
a whole class.
B. Look and write.
 Set up time limit by 1minute timer bomb (source:
https://www.youtube.com/watch?v=vwqQPeeVM1s).
 Have students start reading and writing the letters. When the
time is up, students stop doing their exercises.
 Have students change their workbooks together.
 Check understanding and give the correct answers as a whole
class.
5’ Wrap up
Option 1  Teacher – Whol
“Chalkboard Fun” game groupwork
 Divide the class into four teams.
 103

 Have each student take out a small chalkboard, rag and a piece
of chalk.
 Prepare some flashcards or pictures and sticks them on the
board.
 Point at the picture or flashcard then gives the students fifteen
seconds to write down their answers.
 When the time is up, all the students hold up the chalkboards.
 Give the team which has all the correct answers one point.
 The team that gets the most points win.
Option 2  Teacher – Whol
"Guess the word" game groupwork
 Divide the class into four teams.
 Write a word on the board with several or all letters missing.
(E.g. _ _ b _ _ t – rabbit)
 Have each team take turns calling out a letter.
 Add the missing letters to the word if correctly guessed.
 Give that team one point if it’s a correct guess.
 Continue until the students guess the word correctly.
 The team that gets the most points win.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period:
REVIEW 5
LII. Objectives:
By the end of this lesson, students will be able to gain the following:
13.Knowledge
Vocabulary: Consolidation
Structures: Consolidation
14.Language skills
To be able to review suggesting activities and saying where they want to go.
15.Core competencies & Personal qualities
• Building up interests and good habits in learning English
• Building up responsive and independent-working characteristics to be a life-
long learner
• Presenting communicative skills through learning activities in classrooms
• Being collaborative and supportive in teamwork
LIII. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
 104

LIV. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher –
Sing and dance “The Wheels on The Bus” song whole class
(Source: https://www.youtube.com/watch?
v=yWirdnSDsV4)
Option 1:  Teacher –
“Bang!” game Whole class/
 Divide the class into four groups. groupwork
 Prepare some pieces of paper, write words or letters on
them, fold them in half, then, put them into four boxes.
Also add a few cards that say "BANG!".
 Give each group a box.
 Students take turns picking cards.
 If they read out the word correctly, they will keep the
word. If they get a “BANG!” card, they will yell
“BANG!” and then return all their cards (except the
BANG! card) to the can/box.
 After three minutes, the group that has most words in
total is the winner.
Option 2:  Teacher –
“Jump” game Whole class/
 Divide the class into four teams. groupwork
 Have one student from each team stand a distance from
the board.
 Draw four big circles on the floor. Each circle has a
letter (Rr, Ss, Tt, Uu)
 Call out one word (E.g. rabbit).
 The students try to jump into the circle with the
corresponding letter.
 The winner is the student who jumps into the correct
letter circle first.
New lesson
25’ A. Listen and (ü) the box. (CD2 - Track 09)  Teacher –
 Have students look at the pictures and call out the Whole class/
activities they can see. individuals
 Play audio and demonstrate the activity using the
example.
 Play audio. Have students listen and tick the box.
 Play audio again and check answers as a whole class.
B. Play the "Pretend" game.  Teacher –
 Have students look at the example. Whole class
 Have one student come to the front of the class.
 Have that student do an action silently.
 Have the other students try to guess the action.
 105

 Have students swap roles and repeat.

“Yell it” game  Teacher –
 Have students close their eyes and turn their backs so Whole class
they can't see what you are doing.
 Take a letter flashcard or a picture and hide it
somewhere in the classroom (behind a curtain, on a
chair, under a book, etc).
 Shout "Go!" and have students race around the
classroom looking for that letter or the picture. The
student that finds it yells it out and wins a point.
Workbook page 42  Teacher –
A. Find and circle. Whole class/
 Have students look at the pictures, identify the pictures, individuals
then find and circle the words.
 Check understanding as a whole class and give the
correct answers to the students.
B. Listen and put a (√) or a (x). (WB Track 24)
 Have students identify all pictures and guess the answers  Teacher –
could be. Whole class/
 Play audio. Have students listen and put a tick or a cross. individuals
 Play audio again. Have students listen again and check
their answers.
 Check understanding and give the correct answers as a
whole class.
C. Look and write.
 Have students look at the pictures and tell the activities  Teacher –
about them. Whole class/
 Have them read the sentences and try to fill in the individuals
blanks.
 Check students’ mistake as a whole class.
5’ Wrap up
Option 1  Teacher –
“Throw the dice” game Whole class/
 Divide the class into pairs. individuals/
 The teacher prepares dice with the numbers 1 – 6. pair work
 Number the sentences like the list below:
1. Let’s play soccer.
2. Let’s play hopscotch.
3. Let’s play tag.
4. Let’s play hide and seek.
5. Let’s play hopscotch.
6. Let’s play soccer.
 Have pairs of students take turn throwing the dice. One
student of each pair says the sentence that matched the
number on the die, E.g. “Let’s play (tag).” and the other
 106

student responds “Yes” or “No”.

 Swap roles. Continue the game in the same way.
Option 2  Teacher –
“Musical chairs” game Whole class/
 Have students stay on their seats. individuals
 Play music and ask them to move around.
 Take away two chairs and suddenly stop music.
 Have students sit on any chairs.
 The two students who have no chairs to sit on will make
commands and responses.
E.g.
 Student A: Let’s play hide and seek!
 Student B: Yes.
 Swap roles and continue the game in the same way.

REVIEW 6
LV. Objectives:
By the end of this lesson, students will be able to gain the following:
16.Knowledge
Vocabulary: Consolidation
Structures: Consolidation
17.Language skills
To be able to review suggesting activities and saying where the students want to
go.
18.Core competencies & Personal qualities
• Building up interests and good habits in learning English
• Building up responsive and independent-thinking characteristics to be a life-
long learner.
• Building up an awareness of the living environment protection
• Presenting communicative skills through learning activities in classrooms
• Being collaborative and supportive in teamwork
LVI. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.

LVII. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher –
Sing and act “If You’re Happy and You Know it Clap Your whole class
Hands” song
(Source: https://www.youtube.com/watch?
v=_yYBRqt1xU0)
Option 1:  Teacher –
 107

“Ball Circle” game Whole class/

 Divide the class into groups of four. Each group sits in groupwork
a circle. Give each group a ball.
 Prepare some pictures then gives each group at least
one picture.
 One student points at the picture and says “Let’s play
(hide and seek).” and throws the ball to another student
who has to respond “Yes” or “No”.
 This student then points at the picture and says “Let’s
play (soccer).” and throws the ball to another student.
 Continue until every student has had a turn.
Option 2:  Teacher –
“Throwing” game Whole class/
 Divide the class into four teams. groupwork
 Divide the team into pairs.
 Have each team stands in two lines.
 Prepare some cards/pictures and sticks them on the
board.
 When the teacher says “Go”, each pair runs to the
board.
 One student throws a ball to the card/picture then says
“Let’s play (tag).” and the other student has to respond.
Swap roles.
 If they answer correctly, they will get those
cards/pictures.
 Continue with the other pairs.
 The team that gets the most cards/pictures win.
New lesson
25’ A. Listen and draw lines. (CD2 - Track 10)  Teacher –
 Have students look at the pictures and call out the Whole class/
people and places they can see. individuals
 Play audio and demonstrate the activity using the
example.
 Play audio. Have students listen and circle A or B.
 Play audio again and check answers as a whole class.
B. Play the "Chain" game.  Teacher –
 Have students look at the example. Whole class/
 Divide the class into groups of four. groupwork
 Have the students stand up.
 Have Student A turn to Student B and say a sentence,
then have Student B say a sentence.
 Next, have Student B turn to Student C and say a
sentence, then have Student C say a sentence.
 Continue until all students have practiced.
 Have some groups demonstrate the activity in front of
 108

the class.
“Hot Potato” game  Teacher –
 Prepare some pictures or flashcards and sticks them on Whole class/
the board. individuals
 Point at a picture.
 Get a soft ball and throw it to a student.
 He/ She must answer then throw the ball to the other
student which has to say a sentence with the
corresponding place. (E.g. I want to go to the (zoo).)
Workbook page 43  Teacher –
D. Look, read, and circle. Whole class/
 Have students identify the pictures and read the words. individuals
 Have students identify the pictures and read the words.
 Ask students to call out the activity of picture number 1,
then think and circle the correct words. This is an
example.
 Have students do the remains then compare the
answers.
 Check understanding as a whole class and give the
correct answers to the students.
E. Listen and number. (WB 25)  Teacher –
 Have students identify the pictures of part E. Whole class/
 Guide them how to do the text. individuals
 Play audio. Have students listen and write the number
in each box.
 Play audio again. Have students listen and check.
 Check understanding and correct mistake as a whole
class.
F. Look, read, and (√) the box.  Teacher –
 Have students look at the pictures, read the words and Whole class/
tick the correct boxes. individuals
 Give the correct answers to the students.
5’ Wrap up
Option 1  Teacher –
Find your partner Whole class/
 Give each student one card. The card will have a picture pair work
to represent a place.
 Have students find the partner who has the same place.
 Have students make a sentence. E.g. I want to go to the
zoo.
 Have students hands up when they have found partner.
 Check students who are correct.
Option 2  Teacher –
“Musical Flashcards” game Whole class/
 Divide the class into four teams. groupwork
 109

 Each team stands in a line.

 The first student in each line comes to the front.
 Play some music and the students walk around some
flashcards in a circle.
 When the music stops, teacher says a place (E.g.
“park”) and the students must race to pick up that card.
 The first student who picks up the flashcard and says a
sentence correctly (E.g. I want to go to the (park).) then
gets one point for his/her team.
 Continue with other students.
 The team that gets the most points win.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching: ….................................................

Period:
REVIEW 6
LVIII. Objectives:
By the end of this lesson, students will be able to gain the following:
19.Knowledge
Vocabulary: Consolidation
Structures: Consolidation
20.Language skills
To be able to review suggesting activities and saying where the students want to
go.
21.Core competencies & Personal qualities
• Building up interests and good habits in learning English
• Building up responsive and independent-thinking characteristics to be a life-
long learner.
• Building up an awareness of the living environment protection
• Presenting communicative skills through learning activities in classrooms
• Being collaborative and supportive in teamwork
LIX. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.

LX. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher –
Sing and act “If You’re Happy and You Know it Clap Your whole class
Hands” song
(Source: https://www.youtube.com/watch?
v=_yYBRqt1xU0)
 110

Option 1:  Teacher –
“Ball Circle” game Whole class/
 Divide the class into groups of four. Each group sits in groupwork
a circle. Give each group a ball.
 Prepare some pictures then gives each group at least
one picture.
 One student points at the picture and says “Let’s play
(hide and seek).” and throws the ball to another student
who has to respond “Yes” or “No”.
 This student then points at the picture and says “Let’s
play (soccer).” and throws the ball to another student.
 Continue until every student has had a turn.
Option 2:  Teacher –
“Throwing” game Whole class/
 Divide the class into four teams. groupwork
 Divide the team into pairs.
 Have each team stands in two lines.
 Prepare some cards/pictures and sticks them on the
board.
 When the teacher says “Go”, each pair runs to the
board.
 One student throws a ball to the card/picture then says
“Let’s play (tag).” and the other student has to respond.
Swap roles.
 If they answer correctly, they will get those
cards/pictures.
 Continue with the other pairs.
 The team that gets the most cards/pictures win.
New lesson
25’ A. Listen and draw lines. (CD2 - Track 10)  Teacher –
 Have students look at the pictures and call out the Whole class/
people and places they can see. individuals
 Play audio and demonstrate the activity using the
example.
 Play audio. Have students listen and circle A or B.
 Play audio again and check answers as a whole class.
B. Play the "Chain" game.  Teacher –
 Have students look at the example. Whole class/
 Divide the class into groups of four. groupwork
 Have the students stand up.
 Have Student A turn to Student B and say a sentence,
then have Student B say a sentence.
 Next, have Student B turn to Student C and say a
sentence, then have Student C say a sentence.
 Continue until all students have practiced.
 111

 Have some groups demonstrate the activity in front of

the class.
“Hot Potato” game  Teacher –
 Prepare some pictures or flashcards and sticks them on Whole class/
the board. individuals
 Point at a picture.
 Get a soft ball and throw it to a student.
 He/ She must answer then throw the ball to the other
student which has to say a sentence with the
corresponding place. (E.g. I want to go to the (zoo).)
Workbook page 43  Teacher –
D. Look, read, and circle. Whole class/
 Have students identify the pictures and read the words. individuals
 Have students identify the pictures and read the words.
 Ask students to call out the activity of picture number 1,
then think and circle the correct words. This is an
example.
 Have students do the remains then compare the
answers.
 Check understanding as a whole class and give the
correct answers to the students.
E. Listen and number. (WB 25)  Teacher –
 Have students identify the pictures of part E. Whole class/
 Guide them how to do the text. individuals
 Play audio. Have students listen and write the number
in each box.
 Play audio again. Have students listen and check.
 Check understanding and correct mistake as a whole
class.
F. Look, read, and (√) the box.  Teacher –
 Have students look at the pictures, read the words and Whole class/
tick the correct boxes. individuals
 Give the correct answers to the students.
5’ Wrap up
Option 1  Teacher –
Find your partner Whole class/
 Give each student one card. The card will have a picture pair work
to represent a place.
 Have students find the partner who has the same place.
 Have students make a sentence. E.g. I want to go to the
zoo.
 Have students hands up when they have found partner.
 Check students who are correct.
Option 2  Teacher –
“Musical Flashcards” game Whole class/
 112

 Divide the class into four teams. groupwork

 Each team stands in a line.
 The first student in each line comes to the front.
 Play some music and the students walk around some
flashcards in a circle.
 When the music stops, teacher says a place (E.g.
“park”) and the students must race to pick up that card.
 The first student who picks up the flashcard and says a
sentence correctly (E.g. I want to go to the (park).) then
gets one point for his/her team.
 Continue with other students.
 The team that gets the most points win.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 1
Unit 7: CLOTHES
Lesson 1
LXI. Objectives:
By the end of this lesson, students will be able to gain the following:
4. Knowledge
Vocabulary:
T-shirt, dress, hat, shirt
Structures:
Is this your (T-shirt)?
Yes, it is.
Is this your (dress)?
No, it isn’t
5. Language skills
To be able to identify clothes.
Identify and use vocabulary items about clothes
6. Core competencies & Personal qualities
• Raising interests in learning English
• Building up good habits and responsive and independent-working
characteristics to be a life-long learner
• Practicing communicative skills through learning activities
• Demonstrating team-working and problem-solving skills through learning
activities
LXII. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
LXIII. Procedures:
 113

Time Steps/Activities Organizat

5’ Warm-up  Teacher – who
Sing “ The Wheels in the Bus” song
(source: https://www.youtube.com/watch?
v=JXBL3h5wK0I&t=33s)
Option 1:  Teacher – Wh
"Read my lips" game groupwork
 Divide the class into teams.
 Teacher says a sentence silently. (E.g. I want to go to the
park.)
 Have the students try to guess what the teacher has said.
 Give that team one point if it’s a correct guess.
 The team that gets the most points wins.
Option 2:  Teacher – Wh
"Board race" game groupwork
 Divide the class into four teams and have one student from
each team stand a distance from the board.
 Stick some flashcards (zoo, beach, park, playground) on the
board, and then say one of them.
 Have the students race to the board, touch that flashcard/word,
and say a sentence with the given word. (E.g. I want to go to
the (zoo).)
 The first student to touch the flashcard and say the sentence
correctly gets a point for their team.
 Continue with other students.
 The team that gets the most points wins.
25’ New lesson  Teacher – Wh
Sing “Clothing Song For Kids”
( Source: Dream English Kids
https://www.youtube.com/watch?v=KFQxBCvgx70)
A. Listen and point. Repeat. (CD2 - Track 11)  Teacher – Wh
 Use some pictures to introduce the new words (T-shirt, dress, individuals/ pa
hat, shirt ). Ask students if someone wears these in the class.
 Have students listen to each new word.
 Arrange the flashcards on the board, play audio, and point to
each flashcard.
 Play audio again and have students point to the pictures in
their books.
 Play audio again and have students listen and repeat.
 Have students work in pairs, one of them points to the picture
in the book and the other says the word.
Option 1:  Teacher – Wh
"Word Tennis" game pair work
 Have one student come to the front and play with you.
 Say a word from the lesson or unit, pretend to hit a ball to the
 114

student. Have the student respond with another word and hit it
back to you. Continue until someone repeats a word or can't
go.
 Divide the class into pairs and have them play together.
 Have some pairs demonstrate the activity in front of the class
Option 2:  Teacher – Wh
"Pictionary" game groupwork
 Divide the class into teams.
 Have a student from each team stand at the board with a
marker or a piece of chalk and tell them something to draw,
e.g. "dress”.
 Have teams try to guess what the student from their team is
drawing.
 Give the first team to guess correctly one point.
 Repeat with different students.
 The team that gets the most points wins.
B. 1. Listen to the story. (CD2 – Track 12)  Teacher – Wh
 Have students look and describe the picture, then call out the groupwork/ pa
things they can see.
 Introduce the situation: “Mai and Sue are in the yard. They are
talking about clothes.”
 Divide the class into two groups, Mai and Sue. Play audio and
have students listen and read.
 Have students work in pairs, listen to the dialogue and repeat.  Teacher – Wh
2. Listen and put a ( √ ) or a ( x ). (CD2 – Track 13)
 Play audio and demonstrate the activity using the example.
 Play audio and have students listen and put a tick or a cross.
 Play audio again and check answers as a whole class
C. Sing. (CD2 – Track 14)  Teacher – who
 Have students turn to page 70.
 Play audio and have students listen.
 Read the lyrics and do actions following them.
 Play audio and have students listen, sing along, and do the
actions.
Role play  Teacher – who
 Have students work in pairs, practice the useful language like pair work
the conversation in their books.
 Have some pairs demonstrate in front of the class.
Workbook – page 44
 Have students open their Workbooks – page 44  Teacher – who
A. Look, trace and draw lines.
 Have students look at the pictures, read the activities, then trace
the words and draw lines to the correct pictures.
 Check understanding and give the correct answers to the
students.
 115

B. Look and write.

 Have students look at the pictures, the letters and the blanks
then try to complete the words.
 Check understanding and give the correct answers to the
students.
5’ Wrap up
Option 1  Teacher – Wh
Conversation line pair work
 Have students make two lines and stand face to face.
 Give each student a flashcard.
 Student 1 of the first line make a question, “Is this your
hat?” Then student 1 of the second line answers, “Yes, it is. /
No, it isn’t.”
 Swap roles to the end of the lines.
Option 2  Teacher – Wh
"Tic, tac, toe" game groupwork
 Divide the class into groups of four with two pairs in each
group.
 Have teams play rock, paper, scissors to see which team
goes first.
 Have the winning team choose a space, then one pair from
that team goes to the board. One student will point to the
picture or flashcard and ask, “Is this your T-shirt?” and the
other student will answer.
 Have the pair mark that space as theirs if they use the useful
language correctly.
 Have teams take turns.
 The team that gets three spaces in a horizontal, vertical, or
diagonal line wins the game.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................
Period: 2
UNIT 7: CLOTHES
Lesson 1
LXIV. Objectives:
By the end of this lesson, students will be able to gain the following:
7. Knowledge
Vocabulary:
T-shirt, dress, hat, shirt
Structures:
Is this your (T-shirt)?
Yes, it is.
Is this your (dress)?
No, it isn’t
 116

8. Language skills
To be able to identify clothes.
Practice language skills – the structure “Is this your T-shirt?”
9. Core competencies & Personal qualities
 Raising interests and good habits in learning English
 Building up responsive and independent-working characteristics to be a
life-long learner
 Practicing communicative skills through learning activities
 Demonstrating team-working and problem-solving skills through learning
activities
LXV. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector / interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
LXVI. Procedures:
Time Steps/Activities Organizatio
5’ Warm-up
 Sing the song of page 46 - part C, track 70.  Teacher – whole
 Divide the class into two teams, one team holds up the
pictures and sings the questions, the other sings the
answers.
Option 1:  Teacher – Whole
"Musical dictation" game groupwork
 Divide the class into four teams.
 Have each team take out a pencil and a piece of paper.
 Play some music and have them pass the pencil from one
student to the next within the group.
 When the music stops, the teacher picks up one flashcard.
 The student who has just received the pencil needs to
quickly write the word down on his/her paper.
 Give the first team to write the word correctly one point.
 The team that gets the most points win.
Option 2:  Teacher – Whole
"Lucky number" game groupwork
 Divide the class into four teams.
 Invite 2 students from each team to participate in the game
 The teacher prepares some cards with random points on
their backs (E.g. 1 / 5 / 10 / 20 points) and put them in a
box.
 Have 2 teams come to the board alternately.
 One student picks up one card and asks a question
matching with the given card. (E.g., Is this your dress?)
 Then his/her partner has to answer.
 Swap roles.
 If the question and the answer are all correct, team will get
 117

the points written at the back of the cards.

 Continue the games with other teams.
 The team that gets the most points wins.
25’ New lesson
Sing “Clothing Song For Kids”  Teacher – Whole
(Source: Dream English Kids
https://www.youtube.com/watch?v=KFQxBCvgx70)
D. Point, ask and answer.  Teacher – Whole
Practice (optional). groupwork/ pair
 Divide the class into two teams.
 Show a flashcard to the class and say “Yes” or “No”.
 Have Team A ask the questions and Team B answer.
 Swap roles and repeat.
 e.g.
(Teacher shows a flashcard "hat".)
• Team A: "Is this your hat?"
• Team B: "Yes, it is."
Point, ask, and answer.
 Divide the class into pairs.
 Have Student A point and ask, have Student B answer.
 Swap roles and repeat.
 Afterwards, have some pairs demonstrate the activity in
front of the class.
Answer key
1. Is this your hat? - Yes, it is.
2. Is this your dress? - No, it isn't.
3. Is this your T-shirt? - Yes, it is.
4. Is this your shirt? - No, it isn't.
5. Is this your T-shirt? - No, it isn't.
6. Is this your bag? - Yes, it is.
7. Is this your hat? - No, it isn't.
8. Is this your dress? - Yes, it is
E. Play "Magic finger."  Teacher – Whole
 Have students look at the example. pairwork
 Divide the class into pairs
 Have Student A write a word with their finger on Student
B’s back.
 Have Student B try to guess which word it is.
 Continue until all students have practiced.
 Have students swap roles and repeat.
“Slapping” game  Teacher – Whole
 Have students stand in a circle and place some flashcards individuals
on the board.
 Tell students to put their hands on their heads.
 Shout out the word of one of the flashcards and have the
 118

students race to touch it. The student who touches it first

get to keep the object.
 The student who has the most flashcards at the end of the
game is the winner.
 Have the students who have less flashcards make
questions for their friends answer.
E.g.
 Is this your hat?
 Yes, it is.
Workbook – page 45  Teacher – Whole
 Have students open their Workbooks – page 45 individuals
C. Listen and put a (√) or a (x).
 Have students identify all pictures and guess the answers.
 Play audio. Have students listen and put a tick or a cross.
 Play audio again. Have students listen again and check
their answers.
 Check understanding and give the correct answers as a
whole class.
D. Look and write.
 Have students look at the pictures, read the questions and
answers then fill in the blanks.
 Check students’ mistake as a whole class.
5’ Wrap up
Option 1  Teacher – Whole
Draw yourself. individuals/ pair
 Individual works.
 Give each student a piece of paper and colored pencils.
Ask them to draw a picture of themselves wearing the
clothes they like at the weekend or when they go out.
 Have children compare their pictures with a partner. Then
make questions and answers about the clothes in their
pictures. E.g. Is this your hat? – Yes, it is.
Option 2  Teacher – Whole
“Throwing” game groupwork
 Divide the class into four teams.
 Divide the team into pairs.
 Have each team stands in two lines.
 Have the teacher prepares some cards/pictures and sticks
them on the board.
 When the teacher says “Go”, each pair runs to the board.
 One student throws a ball to the card/picture then askes
his/her partner “Is this your bag?” and the other student
answers. Swap roles.
 If they say correctly, they will get those cards/pictures.
 Continue with the other pairs.
 119

 The team that gets the most cards/pictures win.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 1
UNIT 7: CLOTHES
Lesson 2
LXVII. Objectives:
By the end of this lesson, students will be able to gain the following:
1. Knowledge
Letters: Vv
Vocabulary:
violin, vest
2. Language skills
To recognize the /v/ sound
Practice language skills – the structure “Is this your ….?”
3. Core competencies & Personal qualities
• Raising interests in learning English
• Practicing communicative skills through learning activities
• Demonstrating team-working and problem-solving skills through learning
activities
• Building up good habits and responsive and independent-working
characteristics to be a life-long learner
LXVIII. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
LXIX. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher –
Sing “Clothing Song For Kids” Whole class
(Source: Dream English Kids
https://www.youtube.com/watch?v=KFQxBCvgx70)
Option 1:  Teacher –
“Chalkboard Fun” game Whole class/
 Divide the class into four teams. groupwork
 Each student takes out a mini chalkboard, rag and a
piece of chalk.
 The teacher prepares some flashcards or pictures and
sticks them on the board.
 The teacher points at the picture or flashcard then gives
the students fifteen seconds to write down the word.
(E.g., hat)
 When the time is up, all the students hold up the
 120

chalkboards.
 Give the team which has all the correct answers one
point.
 The team that gets the most points win.
Option 2:  Teacher –
“Pass the balls” game Whole class/
 Teacher prepares some pictures/flashcards and stick pair work
them on the board.
 Give two different colored balls to two students, a red
ball (ask the question) and a yellow ball (answer the
question).
 Have students listen to music and pass the balls.
 Stop music suddenly.
 Have the student with a red ball point to the
flashcard/picture and make a question for the student
who has yellow ball.
E.g. The student with the red ball will ask “Is this your
(T-shirt)?” The student with the yellow ball will
answer his/ her friend’s question.
 Continue the game as the same way.
25’ New lesson
1. Listen and repeat. Trace. (CD2 - Track 15)  Teacher –
 Play audio. Have students listen and repeat. Whole class/
 Demonstrate tracing the letters with your finger. individuals/
 Have students work in pairs and trace the letters with pair work
their fingers.
 Have some pairs demonstrate the activity in front of the
class.
2. Listen and repeat. Write. (CD2 - Track 16)  Teacher –
 Have students look at the pictures. Whole class/
 Demonstrate the activity. individuals
 Play audio. Have students point to the letter as they
hear it.
 Play audio again. Have students listen and repeat.
 Have students trace and write the letters.
 Have some students demonstrate the activity in front of
the class.
3. Sing. (CD2 - Track 17)  Teacher –
 Play audio and have students listen. Whole class
 Have students look at the lyrics.
 Read the lyrics and do actions following them.
 Play audio and have students listen, sing along, and do
the actions.
 Have students make a new verse with the word "vest"
and sing along the same melody as the first one.
 121

4. Listen and jump. (CD2 - Track 18)  Teacher –

 Demonstrate the activity. Whole class
 Have students stand up.
 Have students jump when they hear the letter sound.
Workbook – page 46  Teacher –
 Have students open their Workbooks – page 46 and Whole class/
guide them how to do part A and B. groupwork
A. Trace the letters.
B. Trace and draw lines.
 Divide the class into groups of seven.
 Set up time limit by 5 minutes timer bomb (source:
https://www.youtube.com/watch?v=btRHJ3PGnV0).
 Have students start doing their exercises part A and B.
When the time is up, students stop doing their writing.
 Give the correct answers and have each group check
the answers together.
5’ Wrap up
Option 1  Teacher –
"Magic finger" game Whole class/
 Divide the class into pairs. pair work
 Have Student A write a letter or a word with their
finger on Student B's back. (E.g. violin)
 Have Student B try to guess which letter or word it is.
 Have students swap roles and repeat.
Option 2  Teacher –
"Pass the card" game Whole class/
 Divide the class into 2 teams. groupwork
 Have 5-6 students from each team form in 2 columns
behind the classroom’s platform with the members of
each team lined up one behind the other.
 Teacher gives the first student of each team a card and
says "Go."
 The student says the word on the card and pass the card
over the head to the ones behind them.
 The goal is to pass the card until it reaches the end of
the line.
 The student at the end of the line runs to the front with
the card and says out loud the word. The passing starts
over.
 Give the first team that names the card correctly one
point.
 When the last student in the line returns to the front,
the game is finished.
 The team that gets the most points win.
 122

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 2
UNIT 7: CLOTHES
Lesson 2
LXX. Objectives:
By the end of this lesson, students will be able to gain the following:
4. Knowledge
Letters: Ww
Vocabulary:
watch, window
5. Language skills
To recognize /w/ sound.
Ask and answer about clothes
6. Core competencies & Personal qualities
• Raising interests and good habits in learning English
• Practicing communicative skills through learning activities in classrooms
• Demonstrating team-working and problem-solving skills through learning
activities in classrooms
• Building up responsive and independent-working characteristics to be a life-
long learner
LXXI. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
LXXII. Procedures:
Time Steps/Activities Organizat
5’ Warm-up  Teacher – who
Option 1:
Sing the “Learn the Letter W” song
(Source: Jack Hartmann Kids Music Channel
https://www.youtube.com/watch?v=mQZ-c3_EDj4)
Option 2:  Teacher – Who
"Guess the word" game groupwork
 Divide the class into four teams.
 Write a word on the board with some letters missing. (E.g., _
_ g _ _ – tiger)
 Have each team take turns calling out a letter.
 Add the missing letters to the word if correctly guessed.
 Give that team one point if it’s a correct guess.
 Continue until the students guess the word correctly.
 The team that gets the most points win.
Option 3:  Teacher – Who
 123

"Touch" game groupwork

 Divide the class into four teams.
 Have one student from each team stand a distance from the
board.
 Stick some flashcards on the board.
 Then the teacher says a letter or a word. (E.g. Please touch
letter “T” three times!)
 Have the students race to the board, touch that flashcard, and
say the correct word.
 The first student to touch the flashcard and say the word gets
a point for their team.
 Continue with other students.
25’ New lesson
5. Listen and repeat. Trace. (CD2 - Track 19)  Teacher – Who
 Play audio. Have students listen and repeat. individuals/ pai
 Demonstrate tracing the letters with your finger.
 Have students work in pairs and trace the letters with their
fingers.
 Have some pairs demonstrate the activity in front of the class.
6. Listen and repeat. Write. (CD2 - Track 20)  Teacher – Who
 Have students look at the pictures. individuals
 Demonstrate the activity.
 Play audio. Have students point to the letter as they hear it.
 Play audio again. Have students listen and repeat.
 Have students trace and write the letters.
 Have some students demonstrate the activity in front of the
class.
7. Sing. (CD2 - Track 21)  Teacher – Who
 Play audio and have students listen.
 Have students look at the lyrics.
 Read the lyrics and do actions following them.
 Play audio and have students listen, sing along, and do the
actions.
 Have students make a new verse with the word "window" and
sing along the same melody as the first one.
8. Listen and clap. (CD2 - Track 22)  Teacher – Who
 Demonstrate the activity. pair work
 Have students stand up.
 Have students work in pairs and clap when they hear the
letter sound.
Workbook – page 47 
 Have students open their Workbooks – page 47
C. Listen and circle. (track 27)
 Have students look at exercise C, look at the pictures and
guess the answers.
 124

 Play audio. Have students listen and circle the correct

pictures.
 Have students listen again and check the answers.
 Check understanding and give the correct answers to the
students.
D. Look and write.
 Set up time limit by 1minute timer bomb (source:
https://www.youtube.com/watch?v=vwqQPeeVM1s).
 Have students start reading and writing the letters. When
the time is up, students stop doing their exercises.
 Have students interchange their workbooks.
 Check the answer as a whole class.
5’ Wrap up
Option 1  Teacher – Who
“Patty Cake” game pair work
 Divide the class into pairs.
 Have students sit face to face.
 The teacher says a word. (E.g., violin)
 The students slap their knees once, clap their hands once, and
then clap their partner’s hands once as they both say “v -
violin”.
 Continue doing the action as the same way.
Option 2:  Teacher – Who
“Concentration” game groupwork
 Divide the class into four teams.
 Teacher prepares many cards, some have letter “v” or “w” on
their backs, some have the words (violin, vest, watch,
window) on their backs.
 Stick the cards on the board (stick which card has letter on
one side and which card has word on the other side) and
don’t allow students see their backs.
 Students take turns in turning over 2 cards (saying the cards
aloud).
 If the cards match, then the student keeps the cards. If the
cards are different, the student sticks the cards back on the
board in their original places.
 Continue with other students.
 The team that gets the most cards win.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 1
UNIT 7: CLOTHES
Lesson 3
 125

LXXIII. Objectives:
By the end of this lesson, students will be able to gain the following:
10.Knowledge
Vocabulary:
pants, shorts, shoes, socks
Structures:
These are my (pants).
Yes, please.
No, thank you
11.Language skills
To be able to identify clothes.
Practice language skills – the structure “Is this your …. – No, it isn’t”
12.Core competencies & Personal qualities
• Raising interests and good habits in learning English
• Building up responsive and independent-working characteristics to be a life-
long learner
• Practicing communicative and collaborative skills through learning activities
• Demonstrating team-working and problem-solving skills through learning
activities
LXXIV. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
LXXV. Procedures:
Time Steps/Activities Organizat
5’ Warm-up  Teacher – who
Sing “Act Out The Alphabet” song
(source: Jack Hartmann Kids Music Channel
https://www.youtube.com/watch?v=dLReNTmMkKA)
Option 1:  Teacher – Who
“Clap or Jump” game individuals
 Divide the class into four teams.
 Call out a letter sound or a word with that letter.
 Have students stand up and clap if they hear the “/t/” sound,
jump if they hear the “/ʌ/” sound.
 Repeat the activity with other letter sounds/ words.
Option 2:  Teacher – Who
"Pictionary" game groupwork
 Divide the class into teams.
 Have a student from each team stand at the board with a
piece of chalk and the teacher tells them something to draw.
E.g., "a watch"
 Have teams guess what the student from their team is
drawing.
 Give the first team to guess correctly one point.
 126

 Repeat with different students.

 The team that gets the most points wins.
25’ New lesson
Sing “Clothing Song For Kids”  Teacher – Who
(Source: Dream English Kids
https://www.youtube.com/watch?v=KFQxBCvgx70)
A. Listen and point. Repeat. (CD2 - Track 23)  Teacher – Who
Use some pictures to introduce the new words (pants, shorts, individuals/ pa
shoes, socks). Ask students if someone wears these in the
class.
 Have students listen to each new word.
 Arrange the flashcards on the board, play audio, and point to
each flashcard.
 Play audio again and have students point to the pictures in
the books.
 Play audio again and have students listen and repeat.
 Have students work in pairs, one of them points to the picture
in the book and the other says the word.
Option 1:  Teacher – Who
"Heads up. What's missing?" groupwork
 Divide the class into two teams.
 Arrange the flashcards on the board and remove one card
when students are not looking.
 One student from each team calls out the missing flashcard.
Option 2:  Teacher – Who
"Bingo" game individuals
 Divide the class into groups of five.
 Write about 10 words on the board. (T-shirt, dress, hat, shirt,
pants, shorts, shoes, socks, …)
 Have students choose 9 words and write it to the table in the
prepped handout.
 One student reads random words aloud.
 Tell the students that any time his/her friend reads a word
that they just wrote down, they can cross out that word.
 When one student has crossed out three words in a vertical or
horizontal or diagonal line, then, shouts "Bingo!".
B. 1. Listen and point (CD2 – Track 24)  Teacher – Who
 Have students call out the things they can see. groupwork
 Have students listen and follow.
 Play audio and demonstrate pointing to the pictures or
clothes.
 Play audio. Have students listen and point to their clothes  Teacher – Who
or the pictures.
2. Listen and repeat. (CD2 – Track 25)
 Have students look at the useful language box.
 127

 Play audio. Have students listen to the useful language.

 Have students practice the useful language
C. “Board race” game.  Teacher – who
 Have students look at the example. pair work
 Divide the class into teams and have one student from each
team stand a distance from the board.
 Stick two flashcards on the board and then say one of them.
 Have the students race to the board, touch that flashcard,
and say the correct sentence.
 The first student to touch the flashcard and say the sentence
gets a point for their team.
 Continue with other students
Workbook – page 48  Teacher – who
 Have students open their Workbooks – page 48 and guide
them how to do the exercises of part A and B.
A. Look and trace the correct words.
B. Look and write.
 Divide the class into groups of seven.
 Set up time limit by 5 minutes timer bomb (source:
https://www.youtube.com/watch?v=btRHJ3PGnV0).
 Have students start doing their exercises part A and B. When
the time is up, students stop doing their work. Give the
correct answers and have each group check the answers
together.
5’ Wrap up
Option 1:  Teacher – Who
“Pass the bag” game individuals
 Prepare a bag which has pictures or flashcards inside.
 Give the bag to a student.
 Play music and the student passes the bag to the student next
to him/her and so on with the next student.
 Stop music suddenly.
 Students stop passing.
 The student with a bag will pick up one picture inside and
make a sentence that matches the picture. E.g. “These are my
pants.”
 Play music again and continue this game as the same way.
Option 2:  Teacher – Who
"Pretend" game groupwork
 Teacher writes the words on some pieces of paper and put
them in a bag. (T-shirt, dress, hat, shirt, pants, shorts, shoes,
socks)
 Divide the class into four teams.
 Have one student come to the front of the class and pick one
piece of paper in the bag.
 128

 Have that student mime the pictures

 Other students try to guess.
Then they have to make a sentence with that word.
For example: This is my (shirt)
 Award 1 point for the first team guessing the action correctly.
 The team that gets the most points win.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................
Period: 2
UNIT 7: CLOTHES
Lesson 3
LXXVI. Objectives:
By the end of this lesson, students will be able to gain the following:
13.Knowledge
Vocabulary:
pants, shorts, shoes, socks
Structures:
These are my (pants).
Yes, please.
No, thank you
14.Language skills
To be able to accept or refuse an offer.
Practice language skills – the structure “These are …”
15.Core competencies & Personal qualities
• Raising interests and good habits in learning English
• Practicing communicative and collaborative skills through learning activities
• Building up good habits and responsive, independent-working characteristics
to be a life-long learner
• Demonstrating team-working and problem-solving skills through learning
activities
LXXVII. Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB
software, projector / interactive whiteboard / TV.
Students’ aids: Student’s book, notebook, workbook.
LXXVIII. Procedures:
Time Steps/Activities Organization
How 5’ Warm-up
 Have students prepare some pictures of
clothes. Then have them take their pictures in  Teacher – whole class
front of the class and make sentences about
these pictures.
E.g. These are my pants.
Option 1:  Teacher – Whole class/
“Hangman” game groupwork
 129

 Divide the class into four teams.

 Draw the hangman board and draw blank
spaces for the word the teacher wants them to
guess. (E.g., _ _ _ _ _ - pants)
 Have each team guess a letter.
 If students guess it correctly, they get one
point for each letter in the word. If students
get it wrong, then teacher draws a head,
body, 2 legs and, 2 arms.
 When the teacher draws all the parts of the
body the game is over, and the teacher starts
a new game.
 The winner is the one with the most points at
the end of the last puzzle.
Option 2:  Teacher – Whole class/
“Throwing” game groupwork
 Divide the class into four teams.
 Have each team stand in a line.
 Teacher prepares some cards/pictures and
sticks them on the board, and a ball.
 When the teacher says “Go”, each pair runs
to the board.
 The student throws a ball to the card/picture
then says a sentence matching with that word.
(This is my (dress).)
 If he/she says correctly, he/she will get that
card/picture.
 Continue with the other students.
 The team that gets the most cards/pictures
wins.
New lesson
25’ D. 1. Listen and read (CD2 – Track 26) Teacher – Whole class/
 Introduce the situation. individuals
 Have students call out the things they see.
 Play audio and have students listen and read.
2. Listen and repeat. (CD2 – Track 27)  Teacher – Whole class/
 Have students look at the useful language individuals
box.
 Play audio. Have students listen to the useful
language.
 Have students practice the useful language
E. Role-play  Teacher – Whole class/
 Divide the class into pairs. work
 Have students practice the dialogue.
 Swap roles and repeat.
 130

 Afterwards, have some pairs demonstrate the

activity in front of the class.
Workbook – page 49  Teacher – Whole class/
 Have students open the Workbook – page 49 individuals
C. Listen and number. (Track 28)
 Have students identify the pictures in part C.
 Instruct them how to do the text.
 Play audio. Have students listen and write a
number in each box.
 Play audio again. Have students listen and
check.
 Check understanding and correct mistake as a  Teacher – Whole class/
whole class. groupwork
“Who is faster?” game (For exercise D and E)
D. Look and write.
 Divide the class into four groups.
 Arrange the picture cards, write sentences
with some blanks on the board.
 Invite one student from each group to run to
the board and write the words. Give one point
for each correct word.
E. Look, read and circle.
 Have students continue to work in groups.
 Arrange the picture cards, write the questions
and the answers on the board.
 Invite one student from each group to run to
the board and circle the correct answers. Give
one point for each correct answer.
5’ Wrap up
Option 1:  Teacher – Whole class/
“Mingle” game pairwork
 Teacher prepares some flashcards or pictures
and sticks them on the board.
 Play some music and encourage students to
dance or walk around.
 Stop the music suddenly. When the music
stops, each student finds a partner.
 Student A: Bananas?
 Student B: Yes, please!
 Have students swap roles.
 Play the music and continue in this way.
Option 2:  Teacher – pairs work
“Musical chairs” game
 Have students sit on their seats.
 Play music and ask them to move around.
 131

 Take away two chairs and suddenly stop

music.
 Have students sit on any chairs.
 The two students who have no chairs to sit on
will make questions and answers.
E.g.
 Student A: Bananas?
 Student B: Yes, please!
 Swap roles and continue the game in the
same way.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 1
THEME 8: TRANSPORTATION
Lesson 1
LXXIX. Objectives:
After completing this lesson, students will be able to:
16.Language competence
Identify and use the following vocabulary items and grammatical structures to
ask and answer about types of transportation.
Vocabulary:
bus, boat, plane, motorbike
Structures:
Can you see the (motorbike)?
Yes, I can.
Can you see the (bus)?
No, I can't.
17.Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
18.Personal qualities
- Build up respective attitudes to others in the community
- Build up responsibility for family and the community
LXXX. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
LXXXI. Procedures:
Time Steps/Activities Organizat
 132

5’ Warm-up  Teacher – who

Sing “Clothing Song For Kids”
( Source: Dream English Kids
https://www.youtube.com/watch?v=KFQxBCvgx70)
Option 1:  Teacher – Who
“Slow reveal” game individuals
 Prepare some flashcards about clothes.
 Hold up a flashcard covered by a big piece of paper or a piece
of cloth.
 Slowly reveal the flashcard.
 The child shouts out when they know what the word is.
 If he/she says the correct word, he/she will get one point for
his/her team. Then he/she asks one student from his/her team
with that word. (E.g. pants?). His/her friend answers this
question.
 Continue the game as the same way.
Option 2:  Teacher – Who
“Mingle” game
 Prepare some flashcards or pictures and sticks them on the
board.
 Play music and encourage students to dance or walk around.
 Stop music suddenly. When the music stops, each student
finds a partner.
 Student A: Bananas?
 Student B: Yes, please! ( No, thanks./ No, thank you.)
 Have students swap roles.
 Play music and continue in this way.
25’ New lesson
A. Listen and point. Repeat. (CD2 - Track 28)  Teacher – Who
 Use some pictures to introduce the new words (bus, boat, individuals/ pa
plane, motorbike). Ask students if they know these means
of transportation.
 Have students listen to each new word.
 Arrange the flashcards on the board, play audio, and point
to each flashcard.
 Play audio again and have students point to the pictures in
their books.
 Play audio again and have students listen and repeat.
 Have students work in pairs, one of them points to the
picture in the book and the other says the word.
Option 1:  Teacher – Who
"Guess" game
 Arrange the flashcards on the board and write a number
under each card.
 Have students look at the flashcards for the count of ten. Turn
 133

the flashcards over to face the board when the students are
not looking.
 Call out a number of one of the flashcards and have students
take turns to guess the face-down card. Turn the card over
after each guess.
Option 2:  Teacher – Who
“Follow the leader” game
 Have students line up behind the teacher and follow him/her
around the classroom.
 Do an action or mime the sound of the transportation the
shout out the word for that action/sound.
 Have students copy the action and repeat the word. (E.g. a
plane)
B. 1. Listen to the story (CD2 – Track 29)  Teacher – Who
 Have students look and describe the picture, then call out groupwork/ pa
the things they can see.
 Introduce the situation. Bill and Sue are talking about
means of transportation…..
 Play audio and have students listen and read.
 Divide the class into two groups, Mai and Sue. Play audio
again and have students listen and read.
 Have students work in pairs, listen to the dialogue and
repeat.  Teacher – who
2. Listen and put a ( √ ) or a ( x ) (CD2 – Track 30) individuals
 Play audio and demonstrate the activity using the example.
 Play audio and have students listen and put a tick or a cross.
 Play audio again and check answers as a whole class
C. Sing. (CD2 – Track 31)  Teacher – who
 Have students turn to page 70. individuals
 Play audio and have students listen.
 Read the lyrics and do actions following them.
 Play audio and have students listen, sing along, and do the
actions.
Role play  Teacher – Who
 Have students work in pairs, practice the useful language like pair work
the conversation in their books.
 Have some pairs demonstrate in front of the class.
Workbook page 50
 Divide the class into groups of five.
 Have students open their workbooks – page 50
A. Look and write.
 Explain the activity. Have students read the words and
 Set up time limit by 1minute timer bomb (source:
https://www.youtube.com/watch?v=vwqQPeeVM1s).  Teacher – who
 Have students start reading, choosing the correct words and groupwork/ ind
 134

then write them on the lines under the pictures . When the
time ends by explosion students stop doing their exercises.
 Have students change their workbooks together.
 Check understanding as a whole class.
B. What’s next? Look, read, and write the words.
 Have students identify the pictures of question number 1,
read the name of each picture out loud and write the correct
word on the line.
 Continue doing the next question.
 Check students’ understanding as a whole class.  Teacher – who
groupwork/ ind

5’ Wrap up
Option 1  Teacher – Who
"Pass the card" game groupwork
 Divide the class into four teams.
 Have students from each team stand in a line.
 Give the first student of each team a card (bus, boat, plane,
motorbike) and say "Go."
 These students say the corresponding words and pass the
cards over their heads to the ones behind them.
 Have teams continue the game until their card reaches the last
person.
 The last student in each line races to hand their card to the
teacher and says the word.
 Give the first team to name their card correctly one point.
 The team that gets the most points wins.
Option 2  Teacher – Who
“Run, Draw and Write” game groupwork
 Divide the class into four groups.
 Have students stand in four lines.
 Say a word. (E.g. plane)
 Have the first student in each line run to the board, draw the
object and write the word.
 The fastest student who writes the correct word gets one
point for his/her team.
 The team that gets the most points wins.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................
Period: 2
THEME 8: TRANSPORTATION
Lesson 1
LXXXII. Objectives:
After completing this lesson, students will be able to:
 135

19.Language competence
Identify and use the following vocabulary items and grammatical structures to ask
and answer about types of transportation.
Vocabulary:
bus, boat, plane, motorbike
Structures:
Can you see the (motorbike)?
Yes, I can.
Can you see the (bus)?
No, I can't.
20.Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
21.Personal qualities
- Build up respective attitudes to others in the community
- Build up responsibility for family and the community
LXXXIII. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
LXXXIV. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher – whole class
 Sing the song of part C – page 52 (Student’s Book)
and do the action.
Option 1:  Teacher – Whole class/
"Guess the word" game groupwork
 Divide the class into teams.
 Write a word on the board with several or all letters
missing. (p _ _ _ _ - plane)
 Have each team take turns calling out a letter.
 Add the missing letters to the word if correctly
guessed.
 Give that team one point if it’s a correct guess.
 Continue until the students guess the word correctly.
 The team that gets the most points wins.
Option 2:  Teacher – Whole class/
"Board race" game groupwork
 Divide the class into four teams and have one
student from each team stand a distance from the
board.
 136

 Stick some flashcards or write some words on the

board, and then say one of them.
 Have the students race to the board, touch that
flashcard/word, and say the correct word.
 The first student to touch the flashcard and say the
word gets a point for their team.
 Continue with other students.
 The team that gets the most points wins.
New lesson
D. Ask and answer.  Teacher – Whole class/
Practice (optional). individuals / pair work
 Divide the class into two teams.
 Show a flashcard to the class and say “Yes” or
“No”.
 Have Team A ask the questions and Team B
answer.
 Swap roles and repeat.
E.g.
(Teacher shows a flashcard "motorbike".)
• Teacher: "Yes"
• Team A: "Can you see the motorbike?"
• Team B: "Yes, I can."
Ask, and answer.
 Divide the class into pairs.
 Have Student B look at Student A's picture, Student
A asks, and Student B answers.
 Swap roles and repeat.
 Afterwards, have some pairs demonstrate the
activity in front of the class.
Answer key
Suggested answer key for Student A
Can you see the motorbike?
Yes, I can.
Can you see the car?
No, I can’t.
Can you see the plane?
Yes, I can.
Can you see the boat?
Yes, I can.
Suggested answer key for Student B
Can you see the bus?
No, I can’t.
Can you see the car?
Yes, I can.
Can you see the boat?
 137

Yes, I can.
Can you see the plane?
Yes, I can
E. Play "Guess the picture."  Teacher – Whole class/
 Have students look at the example. groupwork
 Divide the class into two teams.
 Have a student stand facing away from the board
and stick a flashcard on the board behind them.
 Have the student try to guess without looking at the
flashcard.
 Have someone from the same team answer with
"Yes, I can." or "No, I can't."
 Give that team one point if it's a correct guess.
 Have teams take turns
“Board Scramble” game  Teacher – Whole class/
 Divide the class into four teams. groupwork
 Place flashcards/pictures on the board and give 
students ten seconds to remember.
 Swipe the flashcards/pictures over, then, scramble
them but slow enough that students can see them.
 Have students from four teams go to the board.
 The teacher chooses one flashcard/picture and asks,
“Can you see a (bike)?”
 Each group respectively answers.
 The team which has a correct answer gets one point.
 The team that gets the most points wins.
Workbook page 51  Teacher – Whole class/
C. Listen and put a ( √ ) or a ( x ). (WB 29) individuals
 Have students identify all pictures and guess the
answers could be.
 Play audio. Have students listen and put a tick or a
cross.
 Play audio again. Have students listen again and
check their answers.
 Check understanding and give the correct answers
as a whole class.
D. Look, read, and circle.
 Have students identify the pictures and read the
questions and answers.
 Ask students to read the content of picture number
1, then think and circle the correct words. This is an
example.
 Have students do the remains then compare their
answers.
 Check understanding as a whole class and give the
 138

correct answers to the students.

5’ Wrap up
Option 1  Teacher – Whole class/
“Spin the Bottle” game groupwork
 Divide the class into the group of five.
 Have students sit in a circle with a bottle in the
middle.
 The teacher gives some pictures to each group.
 One student points at the picture and asks a question
(E.g. Can you see a bike?) and spins the bottle.
 When it stops, the student who is pointed to has to
answer. Then he/she asks a question and spin the
bottle.
 Have students continue the game as the same way.
Option 2  Teacher – Whole class/
“Pass the balls” game work
 Teacher prepares some pictures/flashcards.
 Give two different colored balls to two students, a
red ball (ask the question) and a yellow ball (answer
the question).
 Have students listen to music and pass the balls.
 Stop music suddenly.
 Have the student with a red ball point at the
flashcard/picture and make a question for the
student who has yellow ball.
E.g. The student with the red ball will ask “Can you
see a (plane)?” The student with the yellow ball will
answer his/ her friend’s question.
 Continue in the same way.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 2
THEME 8: TRANSPORTATION
Lesson 2
LXXXV. Objectives:
After completing this lesson, students will be able to:
7. Language competence
Identify the letter “Y” and correctly pronounce the sound of its - “/j/” in the
following words
Letters: Yy
Vocabulary:
yo-yo, yogurt
8. Core competence
 139

- Build up interests and good habits in learning English

- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
9. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
LXXXVI. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
LXXXVII. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher – whole class
Alphabet Wave
 Divide the a-z flashcards among all your students.
 Put students in a line and play the ABC song. As it
plays each student must hold up their corresponding
alphabet flashcard.
Option 1:  Teacher – Whole class/
"Guess the word" game groupwork
 Divide the class into four teams.
 Write a word on the board with several or all letters
missing. (E.g. _ _ x – fox)
 Have each team take turns calling out a letter.
 Add the missing letters to the word if correctly
guessed.
 Give that team one point if it’s a correct guess.
 Continue until the students guess the word correctly.
 The team that gets the most points wins.
Option 2:  Teacher – Whole class/
"Pass the card" game groupwork
 Divide the class into four teams.
 Have students from each team stand in a line.
 Give the first student of each team a card and say
"Go."
 Have students say the corresponding words and pass
the cards over their heads to the ones behind them.
 Have teams continue the game until their cards
reaches the last students.
 The last student in each line races to hand their card
to the teacher and says the word.
 Give the first team to name their card correctly one
 140

point.
 The team that gets the most points wins.
25’ New lesson
5. Listen and repeat. Trace. (CD2 - Track 36)  Teacher – Whole class/
 Play audio. Have students listen and repeat. individuals/ pair work
 Demonstrate tracing the letters with your finger.
 Have students work in pairs, stand face to face and
trace the letters with their fingers.
 Have some students demonstrate the activity in front
of the class.
6. Listen and repeat. Write. (CD2 - Track 37)  Teacher – Whole class/
 Have students look at the pictures. individuals
 Demonstrate the activity.
 Play audio. Have students point to the letter as they
hear it.
 Play audio again. Have students listen and repeat.
 Have students trace and write the letters.
 Have some students demonstrate the activity in front
of the class.
7. Sing. (CD2 - Track 38)  Teacher – Whole class/
 Play audio and have students listen. individuals/ groupwork
 Have students look at the lyrics.
 Read the lyrics and do actions following them.
 Play audio and have students listen, sing along, and
do the actions.
 Divide the class into four groups.
 Have each group make a new verse with the word
"yogurt" and sing along the same melody as the first
one.
 Have each group sing their song in front of the class.
8. Listen and clap. (CD2 - Track 39)  Teacher – Whole class
 Demonstrate the activity.
 Have students stand up.
 Have students clap when they hear the letter sound.
Jump  Teacher – Whole class/
 Divide the class into four teams. groupwork
 Have one student from each team stand a distance
from the board.
 Draw two big circles on the floor. Each circle has a
letter (Xx, Yy)
 Call out one word (E.g. box).
 The students try to jump into the circle with the
corresponding letter then say “/ks/ box”.
 The winner is the student who jumps into the correct
letter circle first.
 141

Workbook page 53  Teacher – Whole class/

C. Listen and number. (WB 30) individuals
 Have students identify the pictures of part C.
 Guide them how to do the text.
 Play audio. Have students listen and write the
number in each box.
 Play audio again. Have students listen and check.
 Check understanding and correct mistake as a whole
class.
D. Look and write.
 Have students look at the pictures and try to complete
the words.
 Check understanding as a whole class and give the
correct answers to the students.
5’ Wrap up
Option 1  Teacher – Whole class/
“Chalkboard Fun” game groupwork
 Divide the class into four teams.
 Each student takes out a small chalkboard, rag and a
piece of chalk.
 Prepare some flashcards or pictures and sticks them
on the board.
 Say a word or a letter then give the students fifteen
seconds to write down.
 When the time is up, all the students hold up the
chalkboards.
 Give the team which has all the correct answers one
point.
 The team that gets the most points wins.
Option 2:  Teacher – Whole class/
Patty Cake work
 Divide the class into pairs.
 Have students sit facing each other.
 The teacher says a word. (E.g. yogurt)
 The students slap their knees once, clap their hands
once, and then clap their partner’s hands once as
they both say “/y/ /y/ yogurt”.
 Continue doing the action for each of the two letters
and words.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period:
REVIEW 7
 142

LXXXVIII. Objectives:
After completing this lesson, students will be able to:
22.Language competence
Review the related vocabulary items and structures to talk about clothes and types
of transportations
23. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
24. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
LXXXIX. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
XC. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher – whole clas
Sing “Clothing Song For Kids”
(Source: Dream English Kids
https://www.youtube.com/watch?v=KFQxBCvgx70)
Option 1:  Teacher – Whole class
Pointless groupwork
 Put children in groups of four and ask them to sit in a
circle with the group. Each child has one of the
sounds /ks/, /j/. Each child starts with three points.
 The first child says the sound that belongs to one of the
other children. This child must then say another child’s
sound, and so on.
 If a child does not respond to hearing their sound in two
seconds, responds to another child’s sound, says their
own sound, or says the sound of the person who called
them, they lose a point.
 Once a child has lost all three of their points, they are
out.
Option 2:  Teacher – Whole class
Spelling race groupwork
 Divide the class into groups and give each student a
letter card.
 Say a word. Children race to spell the word, using the
letter cards.
 143

 Give one point to each group that spells the word

correctly.
 Continue until all the words have been used.
New lesson
25’ A. Listen and ( √ ) the box. (CD2 - Track 40)  Teacher – Whole class
 Have students look at the pictures and call out the individuals
clothes they can see.
 Play audio and demonstrate the activity using the
example.
 Play audio. Have students listen and tick the box.
 Play audio again and check answers as a whole class.
B. Play "Stepping stones"  Teacher – Whole class
 Divide the class into pairs. work
 Have Student A start at A and say the first sentence.
 Have Student B start at B and say the first sentence.
 Have students take turns saying the sentences as they
go all the way around
"Flashcard walk" game  Teacher – Whole class
 Divide the class into four teams. groupwork
 Place several flashcards on the classroom floor.
 Have students from each team come up the front.
 Play some music and have the students walk around the
flashcards.
 Stop the music and say a sentence.
 Have the students pick up the corresponding flashcard
and repeat a sentence.
 The first student who pick the correct flashcard and
repeat correctly gets one point for his/her team.
 The team that gets the most points wins.
Workbook page 54
A. Look, read, and tick ( √ ) the box.  Teacher – Whole class
 Have students look at the pictures, read the words and individuals
tick the correct boxes.
 Check answers as a whole class.
B. Listen and circle. (WB 31)  Teacher – Whole class
 Have students look at exercise B, look at the item of individuals
clothes and guess the answers could be.
 Play audio. Have students listen and circle the correct
pictures of clothes.
 Have students listen again and check the answers.
 Check understanding as a whole class and give the
correct answers to the students.  Teacher – Whole class
C. Look and write. individuals
 Set up time limit by 1minute timer bomb (source:
https://www.youtube.com/watch?v=vwqQPeeVM1s).
 144

 Have students start reading and writing the missing

words. When the time ends by explosion students stop
doing their exercises.
 Have students change their workbooks together.
 Check understanding as a whole class.
5’ Wrap up
Option 1  Teacher – Whole class
“Vanishing Flashcards” game groupwork
 Divide the class into four teams.
 Place flashcards in front of the students.
 Give them a moment to memorize the pictures and then
tell them to close their eyes.
 Take away one of the flashcards and then tell the
students to open their eyes again.
 The first student who guesses the missing flashcard
correctly then says a sentence with the corresponding
word can win that flashcard. (E.g. This is my shirt.)
 The team has the most flashcards wins.
Option 2  Teacher – Whole class
“Whisper” game groupwork
 Arrange children into rows of at least six.
 Secretly show a flashcard to the first child in each
group. This child whispers a sentence with the given
word to the child next to him/her.
 Children continue whispering the sentence to the child
next to them until the word reaches the final child.
 The final child runs to the board then writes down the
sentence, and the first child holds up the flashcard to
see whether the sentence is appropriate.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period:
REVIEW 8
XCI. Objectives:
After completing this lesson, students will be able to:
25.Language competence
Review the related vocabulary items and structures to talk about clothes and types
of transportations
26. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
 145

- Demonstrate problem-solving and communicative skills through learning

activities
27. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
XCII. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
XCIII. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher – whole clas
Sing and dance “The Wheels On The Bus” song
(source: CoComelon Nursery Rhymes
https://www.youtube.com/watch?v=e_04ZrNroTo)
Option 1:  Teacher – Whole class
“Hangman” game groupwork
 Split the class into four teams.
 Draw the hangman board and draw blank spaces for the
word the teacher wants them to guess. (E.g. _ _ _ _ _ _
- jacket)
 Have each team guess a letter.
 If they guess it correctly then they get one point for
each letter in the word. If they get it wrong then draw a
head, body, 2 legs and 2 arms.
 When the teacher draws all the parts of body the game
is over and the teacher starts a new game.
 The winner is the one with the most points at the end of
the last puzzle.
Option 2:  Teacher – Whole class
“Throw the dices” game work
 Put children in pairs. Each pair has a die with the
numbers 1–6.
 Number the clothes like the list below:
1. T-shirt
2. dress
3. hat
4. pants
5. socks
6. shoes
 Number the color like the list below:
1. white
2. green
3. blue
4. red
 146

5. yellow
6. pink
 Have the first student of each pair throw the die twice
and reads out the two numbers.
 The second student try to make two sentences. (E.g.
This is my (hat). It’s (blue).)
 Swap roles and continue the game in the same way.
New lesson
25’ A. Listen and circle (A or B). (CD2 - Track 41)  Teacher – Whole class
 Have students look at the pictures and call out the types individuals
of transportation they can see.
 Play audio and demonstrate the activity using the
example.
 Play audio. Have students listen and circle A or B.
 Play audio again and check answers as a whole class.
B. Play "Guess the picture"  Teacher – Whole class
 Have students look at the example. groupwork
 Divide the class into two teams.
 Have a student stand facing away from the board and
stick a flashcard on the board behind them.
 Have the student try to guess the answer without
looking at the flashcard.
 Have someone from the same team answer with "Yes, I
can." or "No, I can't."
 Give that team one point if it's a correct guess.
 Have teams take turns.
“Musical chairs” game  Teacher – Whole class
 Prepare some pictures/flashcards on the board. work
 Have students sit on their seats.
 Play music and ask them to move around.
 Take away two chairs and suddenly stop music.
 Have students sit on any chairs.
 The two students who have no chairs to sit on will ask
questions and answer.
E.g.
 Student A points at one picture and asks: Can you see
a (plane)?
 Student B: Yes, I can.
 Swap roles and continue the game in the same way.
Workbook - page 55  Teacher – Whole class
D. Listen and put a tick ( √ ) or a ( x ). (WB 32) individuals
 Have students identify all pictures and guess the
answers could be.
 Play audio. Have students listen and put a tick or a
cross.
 147

 Play audio again. Have students listen again and check

their answers.
 Check understanding and give the correct answers as a
whole class.  Teacher – Whole class
E. Look and write. groupwork
 Explain the activity.
 Set up time limit by 1minute timer bomb (source:
https://www.youtube.com/watch?v=vwqQPeeVM1s).
 Have students start reading and trying to complete the
questions and answers. When the time ends by
explosion students stop doing their exercises.
 Have students change their workbooks together.
 Check understanding as a whole class.
5’ Wrap up
Option 1  Teacher – Whole class
"Guessing" game groupwork
 Divide the class into two teams.
 Prepare some different pictures (each picture has
different kinds of transportation) and put them on the
board.
 Have one student from each team come to the board
respectively. One student chooses a picture and tells the
teacher but do not let his/her partner knows. Then the
other student asks questions to guess what the picture
is. (E.g. Can you see a (bike)?)
 If his/her friend finds the correct picture, he/she will get
one point for his/her team.
 The team that gets the most points wins.
Option 2  Teacher – Whole class
“Rock Paper Scissors” game groupwork
 Divide the class into four teams.
 Prepare some different pictures.
 Have four students from the four teams come to the
board.
 The teacher says "1... 2.... 3" and the students have to
put their hands in front in the form of paper or scissors
or the rock. (Scissors cut the paper, paper covers the
rock and rock break the scissors.)
 The winner will choose a picture on the board.
 The teacher will ask one question about the chosen
picture. (E.g. Can you see a (plane)?)
 If he/she answers correctly, he/she will get one point
for his/her team.

Tiếng Anh 2 i-Learn Smart Start

 148

Week: Date of teaching:...................................................

Period: 1
THEME 9: CLASSROOM ACTIVITIES
Lesson 1
XCIV. Objectives:
After completing this lesson, students will be able to:
28.Language competence
Identify and use the following vocabulary items and structures to talk about
classroom activities
Vocabulary:
eraser, ruler, crayon, pencil case
Structures:
Pick up your (eraser).
29.Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
30.Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
XCV. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
XCVI. Procedures:
Time Steps/Activities Organizat
5’ Warm-up  Teacher – who
 Sing the song of part C – page 56 (Student’s Book) and do
the action.
Option 1:  Teacher – Whol
“Asking race” game groupwork
 Divide the class into four teams and have them stand in four
lines.
 Invite one student from each team come to the board.
 Give four students the same amount cards. The students who
received the cards have to show cards to his/her friends and
ask questions about the given cards. (E.g. Can you see a
(plane)?)
 The first student in each line answers the first question. If
his/her answer is correct, he/she will get that card from
his/her friend then run to the bottom of the line.
 149

 The second student answers the second question and so on.

 The first team that finishes asking and answering wins the
game.
Option 2:  Teacher – Who
"Tic, tac, toe" game groupwork
 Arrange some flashcards or pictures on the board.
 Draw a grid with nine squares on the board.
 Divide the class into two groups with pairs in each group.
 Have the teams play rock, paper, scissors to see which team
goes first.
 Have the winning team choose a space, then one pair from
that team goes to the board. One student will point to the
picture or flashcard and ask, “Can you see (a plane)?” and
the other student will answer.
 Have the pair mark that space as theirs if they use the useful
language correctly.
 Have teams take turns.
 The team that gets three spaces in a horizontal, vertical, or
diagonal line wins the game.
25’ New lesson
A. Listen and point. Repeat. (CD2 - Track 42)  Teacher – Who
 Use some pictures to introduce the new words (eraser, ruler, individuals/ pa
crayon, pencil case). Have students show their school
objects.
 Have students listen to each new word.
 Arrange the flashcards on the board, play audio, and point to
each flashcard.
 Play audio again and have students point to the pictures in
their books.
 Play audio again and have students listen and repeat.
 Have students work in pairs, one of them points to the
picture in the book and the other says the word.
Option 1:  Teacher – Who
"Heads up. What's missing?" game groupwork
 Divide the class into two teams.
 Arrange the flashcards on the board and remove one card
when students are not looking.
 One student from each team calls out the missing flashcard.
Option 2:  Teacher – Who
Spelling and Throwing groupwork
 Divide the class into groups of five and give each group a
ball.
 Have one student in each group call out one word then throw
a ball to his/her friend.
 The student who is received the ball says the first letter then
 150

throws the ball to the second student.

 The second student says the second letter then throws the
ball to next student.
 Continue until the word is completed.
B. 1. Listen to the story (CD2 – Track 43)  Teacher – Who
 Have students look at the picture, identify it and call out the individuals
things they can see. Ask some questions about the picture.
 Introduce the situation. Bill, Kim and Lola are in their class.
They place their school objects on the floor….
 Play audio and have students listen and read.  Teacher – Who
2. Listen and draw lines (CD2 – Track 44) individuals
 Play audio and demonstrate the activity using the example.
 Play audio and have students listen and draw lines.
 Play audio again and check answers as a whole class
C. Sing. (CD2 – Track 45)  Teacher – who
 Have students turn to page 70. pair work
 Play audio and have students listen.
 Read the lyrics and do actions following them.
 Play audio and have students listen, sing along, and do the
actions.
 Divide the class into pairs, one student sings the command
and the other does the action.
Workbook page 56  Teacher – Who
 Divide the class into groups of five. groupwork
 Have students open their workbooks – page 56
A. Look and trace the correct words.
B. Look and write.
 Divide the class into groups of seven.
 Explain the activities of the two parts.
 Set up time limit by 5 minutes timer bomb (source:
https://www.youtube.com/watch?v=btRHJ3PGnV0).
 Have students start doing their exercises part A and B. When
the time ends by explosion students stop doing their work.
Give the correct answers and have each group check the
answers together.
5’ Wrap up
Option 1:  Teacher – Who
 Have students place their erasers, rulers, crayons and pencil individuals
cases on their desks.
 Have one student stand up and say, “Pick up your (eraser).”
then the others pick up their (erasers).
 Continue this activity as the same way.
Option 2:  Teacher – Who
“Chalkboard Fun” game groupwork
 Divide the class into four teams.
 151

 Have each student take out a small chalkboard, rag and a

piece of chalk.
 The teacher picks up a card.
 Give the students ten seconds to write down a word
matching to the given picture. (E.g. ruler)
 When the time is up, all the students hold up the
chalkboards.
 Give the team which has all the correct answers one point.
 The team that gets the most points wins.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................
Period: 2
THEME 9: CLASSROOM ACTIVITIES
Lesson 1
XCVII. Objectives:
After completing this lesson, students will be able to:
31.Language competence
Identify and use the following vocabulary items and structures to talk about
classroom activities
Vocabulary:
eraser, ruler, crayon, pencil case
Structures:
Pick up your (eraser).
32.Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
33.Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
XCVIII. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
XCIX. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher – whole class
 Sing the song of part C (Student’s Book), page 62
and do the actions.
Option 1:  Teacher – Whole class/
Seven lives individuals
 152

- Draw or stick seven bodies outlines on the board.

- Choose a word. Draw one line on the board for

each letter in a word, for example: _ _ _ _ _ _
(eraser).
- Have students put up their hands to say a letter, if
the letter is in the word, teacher writes it on the
line. If the letter is not in the word, the teacher
removes one of the bodies from the board.
- When students complete the word or lose all seven
lives the game finishes.
Option 2:  Teacher – Whole class/
Run and Draw groupwork
 Divide the class into four teams.
 Have each team stand in a line.
 Secretly show a flashcard to the first child in each
group. This child runs to the board, draw the picture.
 Have the other students in his/her team try to guess
what the picture is.
 The first team has the correct answer will get one
point.
New lesson
25’ D. Point and say.  Teacher – Whole class/
Practice (optional). individuals
 Show a flashcard to the class.
 Have students practice the structure using the new
word.
 Repeat with other flashcards.
E.g.
(Teacher shows a flashcard "eraser".)  Teacher – Whole class/
Class: “Pick up your eraser.” work
Point and say.
 Divide the class into pairs.
 Have Student A point to the pictures and Student B
say, e.g. "Pick up your eraser."
 Swap roles and repeat.
 Afterwards, have some pairs demonstrate the
activity in front of the class.
Answer key
9. Pick up your eraser./Pick up your ruler./Pick up
your eraser./Pick up your ruler./Pick up your
eraser./Pick up your ruler.
10.Pick up your crayon./Pick up your pencil
case./Pick up your crayon./Pick up your pencil
case./Pick up your crayon./Pick up your pencil
 153

case./
11.Pick up your ruler./Pick up your ruler./Pick up
your pencil case./ Pick up your ruler./Pick up your
ruler./Pick up your pencil case.
12.Pick up your crayon./Pick up your crayon./Pick up
your eraser./Pick up your crayon./Pick up your
crayon./Pick up your eraser
E. Play "Simon says."  Teacher – Whole class/
 Have students look at the example. individuals
 Tell students they must only follow commands that
start with "Simon says…"
 Demonstrate the game by giving the students
different commands. If the command starts with
"Simon says," students must do the action. If it
doesn't start with "Simon says," students who do the
action must sit down.
 Have one student come to the front of the class to be
"Simon."
 Swap roles and repeat with a new "Simon.
“Follow the leader” game  Teacher – Whole class/
 Have students line up behind the teacher and place individuals
some school objects or pictures on the floor.
 Have students follow him/her around the
classroom.
 Do an action and shout out the sentence for that
action.
 Have students copy the action and repeat the
sentence. (E.g. Put up your (ruler).)
Workbook page 57  Teacher – Whole class/
 Have students open their workbooks – page 57 individuals
C. Listen and circle (WB33).
 Have students look at exercise C, read the words
and guess the answers could be.
 Play audio. Have students listen and circle the
correct words.
 Have students listen again and check the answers.
 Check understanding and give the correct answers to
the students.
D. Look, read, and put a ( √ ) or a ( x ).
 Have students look at the pictures, read the
instructions and tick the correct box, cross the
remains.
 Teacher and students correct all the answers as a
whole class.
5’ Wrap up
 154

Option 1:  Teacher – Whole class/

“Spin the wheel” game groupwork
 Prepare some wheels like this.

raser ruler
pen

crayon pencil
case

 Divide the class into

groups of four.
 One student spins the wheel.
 When the wheel stops, the student will make a
sentence with the corresponding word. (E.g. Pick up
a (pen).)
 Continue in the same way.
Option 2:  Teacher – Whole class/
“Jump rope” game groupwork
 Arrange children into four groups.
 Hold a rope at a height that the students should be
able to jump over.
 Invite one student from each group to stand on one
side of the rope.
 On the other side of the rope, put some objects or
flashcards on the table.
 Call out the name of one of the objects/flashcards.
 The students have to jump over the rope, pick up the
correct object and say the word.
 The team that gets the most point wins.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 1
THEME 9: CLASSROOM ACTIVITIES
Lesson 2
C. Objectives:
After completing this lesson, students will be able to:
10.Language competence
Identify the letter - “Z” and correctly pronounce the sound of its – “/z/” in the
following vocabulary
Letters: Zz
Vocabulary:
 155

Zebra, zoo
11.Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
12.Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
CI. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
CII. Procedures:
Time Steps/Activities Organizat
5’ Warm-up  Teacher – Who
Alphabet Wave
 Divide the a-z flashcards among all your students.
 Put students in a line and play the ABC song. As it plays
each student must hold up their corresponding alphabet
flashcard.
Option 1:  Teacher – Who
“Mystery Object” game groupwork
 Divide the class into four teams.
 Put some objects inside a bag.
 Invite one student from each team to come to the board and
have them close their eyes.
 Say a command (E.g. Pick up your (ruler).) and have the
students try to take one object from the bag.
 The first student who picks up the correct object will get one
point for his/her team.
Option 2:  Teacher – Who
Run, Draw and Roll groupwork
 Arrange the class into four lines.
 Secretly show a flashcard to the first child in each line.
 This child runs to the board and draw the object.
 The last child in the line tries to guess and picks the
requested object then says a sentence. (E.g. Pick up your
(ruler).)
 The fastest student to pick the correct object rolls the die
then get the corresponding point.
25’ New lesson  Teacher – Who
Sing the song “Learn The Letter Z”
 156

(source: Jack Hartmann Kids Music Channel

https://www.youtube.com/watch?v=IDeUZy_iNT4)

1. Listen and repeat. Trace. (CD2 - Track 46)  Teacher – Whol

 Play audio. Have students listen and repeat. individuals
 Demonstrate tracing the letters with your finger.
 Have students trace the letters with their fingers.
 Have some students demonstrate the activity in front of the
class.
2. Listen and repeat. Write. (CD2 - Track 47)  Teacher – Whol
 Have students look at the pictures. individuals
 Demonstrate the activity.
 Play audio. Have students point to the letter as they hear it.
 Play audio again. Have students listen and repeat.
 Have students trace and write the letters.
 Have some students demonstrate the activity in front of the
class.
3. Sing. (CD2 - Track 48)  Teacher – Whol
 Play audio and have students listen.
 Have students look at the lyrics.
 Read the lyrics and do actions following them.
 Play audio and have students listen, sing along, and do the
actions.
 Have students make a new verse with the word "zoo" and
sing along the same melody as the first one.
4. Listen and jump. (CD2 - Track 49)  Teacher – Whol
 Demonstrate the activity.
 Have students stand up.
 Have students jump when they hear the letter sound.
Workbook page 58  Teacher – Whol
 Have students open their workbooks – page 58 individuals
A. Trace the letters.
 Have students look at part A and read the instruction.
 Set up time limit by 2 minutes timer (source:
https://www.youtube.com/watch?v=BhY264aEZrQ).
 Have students start tracing the letters. When the time ends by
explosion students stop their work.
 Check understanding as a whole class.
B. Look, write, and draw lines.
 Have students look at the pictures and the words with
missing letters and try to complete these.
 Correct mistakes as a whole class.
 Have students draw lines from the pictures to the correct
words.
 Check students’ answers as a whole class.
 157

5’ Wrap up
Option 1:  Teacher – Whol
“Magic finger”. pair work
 Divide the class into pairs.
 Have Student A write a letter or a word with their finger on
Student B’s back.
 Have Student B try to guess what the letter or the word is.
 Have students swap roles and repeat.
Option 2:  Teacher – Whol
“Musical dictation” game groupwork
 Divide the class into four teams.
 Have each team take out a pencil and a piece of paper.
 Play music and have teams pass their pencils from one
student to the next within the group.
 When the music stops, the teacher picks up one flashcard.
 The students who have just received the pencils write down
on their paper the words.
 Give the first team to write the word correctly one point.
 The team that gets the most points wins.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 2
THEME 9: CLASSROOM ACTIVITIES
Lesson 2
CIII. Objectives:
After completing this lesson, students will be able to:
13.Language competence
Identify the letter - “Z” and correctly pronounce the sound of its – “/z/” in the
following vocabulary
Letters: Zz
Vocabulary:
Zebra, zoo
14.Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
15.Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
 158

CIV. Teaching aids:

Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
CV. Procedures:
Time Steps/Activities Organizati
5’ Warm-up  Teacher – Who
Alphabet Line-up
 Give each students an alphabet flashcard.
 Play the Alphabet song and have the students skip around in
a circle, singing along to the song.
 Stop music at random points and the students have to line up
in the correct alphabetical order according to their cards.
Option 1:  Teacher – Who
"Read my lips" game groupwork
 Divide the class into teams.
 Teacher says a word silently.
 Have the students try to guess what the teacher said.
 Give the forst team one point if it’s a correct guess.
 The team that gets the most points wins.
Option 2:  Teacher – Who
"Touch" game groupwork
 Divide the class into four teams.
 Have one student from each team stand a distance from the
board.
 Stick some flashcards on the board.
 Then the teacher says a letter or a word. (E.g. Please touch
letter “Z” three times!)
 Have the students race to the board, touch that flashcard, and
say the correct word.
 The first student to touch the flashcard and say the word gets
a point for their team.
 Continue with other students.
25’ New lesson
5. Listen and repeat. (CD2 - Track 50)  Teacher – Who
 Have students look at the pictures. individuals
 Point to the pictures and say the letters' sounds.
 Play audio. Have students listen and repeat the letter sounds
6. Listen and point. (CD2 - Track 51)  Teacher – Who
 Have students look at the pictures. individuals
 Demonstrate pointing to the correct letter when you hear the
sound or word.
 Play audio. Have students point to the correct picture at the
top of the page when they hear the appropriate sound or
word.
 159

7. Put a ( √ ) or a ( x ).  Teacher – Who

 Have students look at the pictures and call out the words. individuals
 Demonstrate the activity using the example.
 Have students put a tick or a cross.
 Check answers as a whole class.
8. Play "Stepping stones."  Teacher – Who
 Divide the class into pairs. pair work
 Have Student A start at A and say the first letter sound or
word.
 Have Student B start at B and say the first letter sound or
word.
 Have students take turns saying the letter sounds or words as
they go all the way around.
Workbook page 59  Teacher – Who
 Have students open their workbooks – page 59 individuals
C. Listen and circle (WB 34).
 Have students look at exercise C, look at the pictures and
guess the answers could be.
 Play audio. Have students listen and circle the correct
pictures.
 Have students listen again and check the answers.
 Check understanding and give the correct answers to the
students.  Teacher – Who
D. Look and write. pair work
 Explain the activity.
 Set up time limit by 1minute timer bomb (source:
https://www.youtube.com/watch?v=vwqQPeeVM1s).
 Have students start writing the words. When the time ends by
explosion students stop doing their exercises.
 Have students change their workbooks together.
 Check understanding as a whole class.
5’ Wrap up
Option 1:  Teacher – Who
“Alphabet Soup” game groupwork/ pai
 Divide the class into small groups.
 Have each group work in pairs.
 Give each group a bowl that has a set of letters in it and a
blank sheet of paper.
 Divide flashcards by their beginning letters and put them
next to the bowls.
 Have two students from one group go to the board to make
an example. One student picks up a letter from a bowl and
write it on the board, the other student finds the flashcards
associated with that letter.
 Have students continue the game as the same way.
 160

Option 2:  Teacher – Who

“Jump” game groupwork
 Divide the class into four teams.
 Have one student from each team stand a distance from the
board.
 Draw three circles on the floor. Each circle has a letter. (E.g.
Vv, Ww or Zz)
 Call out one word (E.g. zebra).
 The students try to jump into the circle with the
corresponding letter then say “/zed/ Z is for zebra.”.
 The winner is the student who jumps into the correct letter
circle first.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 1
THEME 9: CLASSROOM ACTIVITIES
Lesson 3
CVI. Objectives:
After completing this lesson, students will be able to:
34.Language competence
Identify and use the following vocabulary items and grammatical structures to ask
and answer about classroom activities and personalities
Vocabulary:
Count numbers, draw pictures, spell words, sing songs
Structures:
I can (count numbers).
Where are you from?
I'm from (Hanoi).
35. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
36. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
CVII. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
CVIII. Procedures:
 161

Time Steps/Activities Organizat

5’ Warm-up  Teacher – who
Sing the “Phonics Song”
(source : Kids TV 123
https://www.youtube.com/watch?v=BELlZKpi1Zs&t=94s)
Option 1:  Teacher – Wh
“Patty Cake” game class/ individu
 Divide the class into pairs. work
 Have students sit facing each other.
 The teacher says a word. (E.g. zoo)
 The students slap their knees once, clap their hands once, and
then clap their partner’s hands once as they both say “/z/ /z/ Z
is for zoo.”.
 Continue doing the action in the same way.
Option 2:  Teacher – Wh
“Clap, Stamp or Jump” game class/ groupwo
 Divide the class into four teams.
 Call out a letter or a word with that letter.
 Have students stand up and clap if they hear letter v or words
starting with letter v, stamp if they hear letter w or words
starting with letter w, jump if they hear letter z or words
starting with letter z.
 Repeat the activity with other letter / words.
25’ New lesson
A. Listen and point. Repeat. (CD2 - Track 52)  Teacher – Wh
 Use some pictures to introduce vocabulary (Count numbers, class/ individu
draw pictures, spell words, sing songs). Give examples for work
each picture.
 Arrange the flashcards on the board, play audio, and point to
each flashcard.
 Play audio again and have students point to the pictures in
their books.
 Play audio again and have students listen and repeat.
 Have students work in pairs, one of them points to the picture
in the book and the other says the words.
Option 1:  Teacher – Wh
"Guess" game
 Arrange the flashcards on the board and write a number under
each card.
 Have students look at the flashcards for the count of ten. Turn
the flashcards over to face the board when the students are not
looking.
 Call out a number and have students take turns to guess the
face-down card. Turn the card over after each guess.
Option 2:  Teacher – Wh
 162

"Pass the card" game class/ groupwo

 Divide the class into four teams.
 Have students from each team stand in a line.
 Give the first student of each team a card and say "Go."
 The students say the corresponding action and pass the cards
over their heads to the ones behind them.
 Have teams continue the game until their card reaches the last
person.
 The last student in each line races to hand their card to the
teacher and says the word.
 Give the first team to name their card correctly one point.
 The team that gets the most points wins.
B. 1. Listen and point (CD2 – Track 53)  Teacher – Wh
 Have students call out the things they can see. class/ pair wor
 Have students listen and follow.
 Play audio and demonstrate pointing.
 Play audio. Have students listen and point.
 Have students work in pairs, one student calls out the
activities and the other student points to the correct pictures
in their books.
2. Listen and repeat. (CD2 – Track 54)  Teacher – Wh
 Have students look at the useful language box.
 Play audio. Have students listen to the useful language.
 Have students practice the useful language.
C. Play the "Pretend" game.  Teacher – who
 Have students look at the example. individuals
 Have one student come to the front of the class.
 Have that student do an action silently.
 Have the other students try to guess the action.
 Have students swap roles and repeat.
"Hot seat" game  Teacher – Wh
 Divide the class into four teams. class/ groupwo
 Have a student from each team sit on the chair facing the class
with the board behind them.
 Teacher writes a sentence on the board.
 Have the other students try to describe the action.
 Give the first team to guess the action correctly. (E.g. I can
(spell words).)
 The team that gets the most points wins.
Workbook page 60  Teacher – who
 Have students open their workbooks – page 60 individuals/ pa
A. Look, read, and circle.
 Have students identify the pictures and read the activities.
 Ask students to read the content of picture number 1, then
think and circle the correct activity. This is an example.
 163

 Have students do the remains then compare their answers.

 Check understanding as a whole class and give the correct
answers to the students.
B. Look and write.
 Explain the activity. Have students look at the pictures, read
the sentences with missing words.
 Set up time limit by 1minute timer bomb (source:
https://www.youtube.com/watch?v=vwqQPeeVM1s).
 Have students start reading, writing the correct words. When
the time ends by explosion students stop doing their exercises.
 Have students change their workbooks together.
 Check understanding as a whole class.
5’ Wrap up
Option 1:  Teacher – Wh
"Lucky number" game class/ groupwo
 Divide the class into four teams.
 Prepare some cards with actions on one side and random
points on the other side (E.g. count numbers – 10; draw
pictures – 5; …) and put them in a box.
 Have each student respectively pick up cards from the box
then say a sentence with the given action. (E.g. I can (count
numbers).)
 Continue with the other students.
 The team that gets the most points wins.
Option 2:  Teacher – Wh
"Inside the bag" game class/ groupwo
 Prepare some cards, writes out some actions (count numbers,
draw pictures, spell words, sing songs) on the back, then, put
them in four bags. Give each team a bag.
 Divide the class into four teams.
 Have each student come to the front of the class and choose a
card from the bag. Then, say out a sentence with a
corresponding action (E.g. I can (draw pictures).) then try to
pretend that.
 Continue with other students.
 The first team to finish making the sentences with all the
cards correctly wins.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................
Period: 2
THEME 9: CLASSROOM ACTIVITIES
Lesson 3
CIX. Objectives:
After completing this lesson, students will be able to:
 164

37.Language competence
Identify and use the following vocabulary items and grammatical structures to ask
and answer about classroom activities and personalities
Vocabulary:
Count numbers, draw pictures, spell words, sing songs
Structures:
I can (count numbers).
Where are you from?
I'm from (Hanoi).
38. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
39. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
CX. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
CXI. Procedures:
Time Steps/Activities Organizat
5’ Sing the “Action song”  Teacher – who
(source: The Singing Walrus – English Songs for Kids
https://www.youtube.com/watch?v=dUXk8Nc5qQ8)
Option 1:  Teacher – Who
"Flashcard walk" game groupwork
 Divide the class into four teams.
 Place flashcards (count numbers, draw pictures, spell words,
sing songs) on the floor.
 Have students from each team come up the front.
 Play some music and have the students walk around the
flashcards.
 Stop the music and say an action.
 Have the students pick up the correct flashcard then run to
the board and write down (E.g. I can (draw pictures).).
 Give the first team to pick up the flashcard and write the
correct sentence one point.
 The team that gets the most points wins.
Option 2:  Teacher – Who
"Train race" game groupwork
 Divide the class into 4 teams and ask the students to stand in
 165

4 lines, about 1 meter away from the board.

 Show the first child in each group a flashcard. This child
performs an action and says a sentence with the
corresponding action. Then his/her team says "choo,choo"
and moves towards the board one step.
 Have children continue to imitate the actions and say the
sentences until the actions come to the last students.
 The team that reaches the board first will win.
25’ New lesson
D. 1. Listen and read (CD2 – Track 55)  Teacher – Who
 Have students identify the picture, call out the things they individuals
can see.
 Introduce the situation. “Vinh goes to the park. He meets
some new friends….”
 Play audio and have students listen and read.  Teacher – Who
2. Listen and repeat. (CD2 – Track 56) individuals/ pai
 Have students look at the useful language box.
 Play audio. Have students listen to the useful language.
 Have students practice the useful language.
 Have students work in pairs, practice the useful language.
Role play  Teacher – Who
 Have students work in groups of four, practice the groupwork
conversation in their books (part D1).
 Have some groups demonstrate in front of the class.
E. Point, ask, and answer.  Teacher – Who
 Have students look at the pictures, read places they see. Ask pair work
the students if they know these places or show them these
places on Vietnamese map.
 Divide the class into pairs.
 Have Student A point to a picture and ask, have Student B
answer.
 Swap roles and repeat.
 Afterwards, have some pairs demonstrate the activity in front
of the class.
 Answer key
(first row, left to right)
Where are you from? - I'm from Hai Phong.
Where are you from? - I'm from Hanoi.
Where are you from? - I'm from Nha Trang.
Where are you from? - I'm from Da Nang
(second row, left to right)
Where are you from? - I'm from Hue.
Where are you from? - I'm from Ho Chi Minh City.
Where are you from? - I'm from Da Lat.
Workbook page 61  Teacher – Who
 166

 Have students open their workbooks – page 61 individuals/ pai

C. Listen and put a ( √ ) or a ( x ) (WB 35).
 Have students identify all pictures and guess the answers
could be.
 Play audio. Have students listen and put a tick or a cross.
 Play audio again. Have students listen again and check their
answers.
 Check understanding and give the correct answers as a
whole class.
D. Look and write.
 Explain the activity.
 Set up time limit by 5 minutes timer bomb (source:
https://www.youtube.com/watch?v=btRHJ3PGnV0).
 Have students start reading and trying to complete the
questions and answers. When the time ends by explosion
students stop doing their exercises.
 Have students change their workbooks together.
 Check understanding as a whole class.
5’ Wrap up
Option 1:  Teacher – Who
“Mingle” game pairwork
 Write some words ( Ho Chi Minh City, Hue, Da Nang,….)
on the board.
 Play music and encourage students to dance or walk around.
 Stop music suddenly. When music stops, each student finds
a partner.
 Have the students use the given words to make their own
dialogue.
 Student A: Where are you from?
 Student B: I’m from (Ho Chi Minh City).
 Have students swap roles.
 Play the music and continue in this way.
Option 2:  Teacher – Who
“Spin the wheel” pair work
game
 Have students
work in pairs.
 Give each
pair a wheel
like this.

Ho Chi Hai
NhaMinh City Phong
Trang Hanoi
 167

Hue

 Student 1 spins the wheel and asks student 2, “Where are

you from?”. Student 2 answers, “I’m from….”
 Swap roles.
 Continue in the same way.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 1
THEME 10: DAYS OF THE WEEK
Lesson 1
CXII. Objectives:
After completing this lesson, students will be able to:
40.Language competence
Identify and use the following vocabulary items and structures to ask and answer
about days of the week
Vocabulary:
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
Structures:
What day is it today?
It's (Monday)
41. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
42. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
CXIII. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
CXIV. Procedures:
Time Steps/Activities Organizat
5’ Warm-up  Teacher – whol
Sing the song “Follow Me”
(Source: Super Simple Songs – Kids songs
 168

https://www.youtube.com/watch?v=hW2DDGX7Tcc)
Option 1:  Teacher – Who
“Ball Circle” game groupwork
 Divide the class into groups of 5–10. Each group sits in a
circle. Give each group a ball.
 One child asks, “Where are you from?” and throws the ball
to another child who answers. This child then asks, “Where
are you from?” and throws the ball to another child.
 Continue until every child has had a turn.
Option 2:
Find your partner  Teacher – Who
 Prepare some picture cards about some famous places in pair work
Viet Nam and write a number in one side of each.
 Give each student one picture card.
 Have students find the partner who has the same number.
 Have students make questions and answers about the
information in their picture cards.
E.g:
Student 1: Where are you from?
Student 2: I’m from Ho Chi Minh City.
 Have students hands up when they have finished their
activity.
 Check students who are correct.
25’ New lesson
Sing Days of The Week Song For Kids  Teacher – Who
(source : Dream English Kids
https://www.youtube.com/watch?v=36n93jvjkDs)
A. Listen and point. Repeat. (CD2 - Track 57)  Teacher – Who
 Use some pictures to introduce the new words (Monday, individuals/ pai
Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday).
Ask students if they know how many days in a week.
 Have students listen to each new word.
 Arrange the flashcards on the board, play audio, and point to
each flashcard.
 Play audio again and have students point to the pictures in
their books.
 Play audio again and have students listen and repeat.
 Have students work in pairs, one of them points to the
pictures in the book and the other says the words.
Option 1:  Teacher – Who
"Word Tennis" game individuals/ pai
 Have one student come to the front and play with you.
 Say a word from the lesson or unit and pretend to hit a ball
to the student. Have the student respond with another word
and hit it back to you. Continue until someone repeats a
 169

word or can't go.

 Divide the class into pairs and have them play with each
other.
 Have some pairs demonstrate the activity in front of the
class.
Option 2:  Teacher – Who
Hold it up individuals
 Have students put their books in their desks.
 Give each student a flashcard about days of the week.
 Say a word and have the students hold up the correct
pictures.
B. 1. Listen to the story (CD2 – Track 58)  Teacher – Who
 Have student identify the picture and call out the things they individuals
can see.
 Introduce the situation. The teacher is starting her lesson,
she asks her students,” What day is it today?’…..
 Play audio and have students listen and read.  Teacher – Who
2. Listen and circle (CD2 – Track 59) individuals
 Play audio and demonstrate the activity using the example.
 Play audio and have students listen and circle.
 Play audio again and check answers as a whole class
C. Sing. (CD2 – Track 70)  Teacher – whol
 Have students turn to page 70.
 Play audio and have students listen.
 Read the lyrics and do actions following them.
 Play audio and have students listen, sing along, and do the
actions.
Workbook page 62  Teacher – Who
 Have students open their workbooks – page 62 individuals
A. Find and circle.
 Have students look at the pictures, identify the pictures, then
find and circle the words.
 Check students’ answers as a whole class.
B. Look, read, and write.
 Have students identify the pictures of question number 1,
read the name of each picture out loud, then think of the
correct answer at the question mark and write the correct
word on the line.
 Continue doing the next questions.
 Check students’ answers as a whole class.
5’ Wrap up
Option 1:  Teacher – Who
Role play pair work
 Have students work in pairs and guide them how to make a
conversation.
 170

E.g:
S1: Hi, (Minh)./Hello….
S2: Hi, (Tam)./Hello….
S1: What day is it today?
S2: It’s Monday. And it’s my birthday.
S1: Yay! Happy birthday.
 Have some pairs demonstrate in front of the class.
Option 2:  Teacher – Who
“Pass the pen” game groupwork
 Divide the class into groups of four. Have them sit round a
table.
 Give each group a small pile of paper strips (ten or twelve
strips depending on the number of items you want to revise)
and a board pen.
 Play music and have students pass the pen around the group.
When the music stops, the child holding the pen is the
writer, and he or she is the only one who can touch the pen.
The rest of the team can help and offer contributions, but
they can’t touch the pen.
 Show a picture and have the child holding the pen writes
down a sentence on a strip of paper. The first team to finish
writing hold up their strip of paper and say Stop! The other
teams look to check if the sentence is correct. Give one point
for the winner.
 Continue the game as the same way.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................
Period: 2
THEME 10: DAYS OF THE WEEK
Lesson 1
CXV. Objectives:
After completing this lesson, students will be able to:
43.Language competence
Identify and use the following vocabulary items and structures to ask and answer
about days of the week
Vocabulary:
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
Structures:
What day is it today?
It's (Monday)
44. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
 171

- Be supportive and collaborative in team work

- Demonstrate problem-solving and communicative skills through learning
activities
45. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
CXVI. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
CXVII. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher – whole class
 Sing the song of part C ( page 64 – Student’s Book)
and do the actions.
Option 1:  Teacher – Whole class/
“Hangman” game groupwork
 Split the class into four teams.
 Draw the hangman board and draw blank spaces for
the word the teacher wants them to guess. (E.g. _ _
_ _ _ _ _ _ - Thursday)
 Have each team guess a letter. If they guess it
correctly then they get one point for each letter in
the word. If they get it wrong then draw a head,
body, 2 legs and 2 arms.
 When the teacher draws all the parts of body the
game is over and the teacher starts a new game.
 The winner is the one with the most points at the
end of the last puzzle.
Option 2:  Teacher – Whole class/
"Buzz" game individuals
 Get students standing in a circle.
 Start by passing the ball around the circle with
students.
 Say a day as pass the ball (Monday, Tuesday,
Thursday, ….etc.). When the day reaches “Sunday”
the student holding the ball must say "Buzz" instead
of “Sunday”.
25’ New lesson
D. Point, ask, and answer.  Teacher – Whole class/
Practice (optional). work
 Divide the class into two teams.
 Show a flashcard to the class.
 Have Team A ask the questions and Team B
answer.
 172

 Swap roles and repeat.

E.g.
(Teacher shows a flashcard "Tuesday".)
• Team A: "What day is it today?"
• Team B: "It's Tuesday."
Point, ask, and answer.
 Divide the class into pairs.
 Have Student A point to a picture and ask, have
Student B answer.
 Swap roles and repeat.
 Afterwards, have some pairs demonstrate the
activity in front of the class.
Answer key
1. What day is it today? - It's Monday.
2. What day is it today? - It's Tuesday.
3. What day is it today? - It's Wednesday.
4. What day is it today? - It's Thursday.
5. What day is it today? - It's Friday.
6. What day is it today? - It's Saturday.
7. What day is it today? - It's Sunday.
E. Play "Guess the picture."  Teacher – Whole class/
 Have students look at the example. groupwork
 Divide the class into two teams.
 Have a student stand facing away from the board
and stick a flashcard on the board behind them.
 Have someone from the same team ask the student a
question about the flashcard.
 Have the student try to guess without looking at the
flashcard.
 Give that team one point if it's a correct guess.
 Have teams take turns.
“Pass the balls” game  Teacher – Whole class/
 Teacher prepares some pictures/flashcards. work
 Give two different colored balls to two students, a
red ball (ask the question) and a yellow ball (answer
the question).
 Have students listen to music and pass the balls.
 Stop music suddenly.
 Have the student with a red ball point at the
flashcard/picture and make a question for the
student who has yellow ball.
E.g.
 The student with the red ball will ask, “What day
is it today?”.
 The student with the yellow ball will answer his/
 173

her friend’s question.

 Continue in the same way.
Workbook page 63  Teacher – Whole class/
 Have students open their workbooks – page 63 individuals
C. Listen and (v) the box (WB 36).
 Have students look at part C, read the words and
guess the answer could be.
 Play audio and have students listen and tick the
correct box.
 Have students listen again and check.
 Check understanding and give the correct answers
as a whole class.
D. Look, read, and put a (v) or a (x).
 Have students look at the pictures, read the
questions and answers then tick the correct boxes,
cross the remains.
 Teacher and students correct all the answers as a
whole class.
5’ Wrap up
Option 1:  Teacher – Whole class/
“Spin the Bottle” game groupwork
 Divide the class into the group of five.
 Have students sit in a circle with a bottle in the
middle.
 The teacher gives some pictures to each group.
 One student points at the picture and asks a question
(E.g. What day is it today?) and spins the bottle.
 When it stops, the student who is pointed to has to
answer. Then he/she asks a question and spin the
bottle.
 Have students continue the game as the same way.
Option 2:  Teacher – Whole class/
"Lucky number" game groupwork
 Divide the class into four teams.
 Divide each team into pairs.
 Have the teacher prepares some cards (Monday,
Tuesday, Wednesday, Thursday, Friday, Saturday,
Sunday) with random points on their backs (E.g. 1 /
5 / 10 / 20 points) and put them in a box.
 Have one student pick up one card and ask his/her
partner. (E.g. What day is it today?).
 Have his/her partner answer. (E.g. It’s (Saturday).)
 If they are correct, they will get the corresponding
point for their team.
 Continue with the other pairs.
 174

 The team that gets the most points wins.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 1
THEME 10: DAYS OF THE WEEK
Lesson 2
CXVIII. Objectives:
After completing this lesson, students will be able to:
16.Language competence
Review the letters – A to Z and correctly pronounce their sounds in the learned
vocabulary
17. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
18. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
CXIX. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
CXX. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher – Whole cl
Days of The Week Song For Kids
(source : Dream English Kids
https://www.youtube.com/watch?v=36n93jvjkDs)
Option 1:  Teacher – Whole cl
“Vanishing Flashcards” Game groupwork
 Divide the class into four teams.
 Place flashcards on the board.
 Give them a moment to memorize the flashcards and
then tell them to close their eyes.
 Take away one of the flashcards and then tell the
students to open their eyes again.
 The teacher askes “What day is it today?”.
 The first student who guesses the missing flashcard and
answer correctly (E.g. It’s (Tuesday).) gets one point for
his/her team.
 175

 The first team to have the most points wins.

Option 2:  Teacher – Whole cl
“Musical chairs” game work
 Have students sit on their seats.
 Play music and ask them to move around.
 Take away two chairs and suddenly stop music.
 Have students sit on any chairs.
 The two students who have no chairs to sit on will ask
questions and answer.
 E.g.
 Student A: What day is it today?
 Student B: It’s (Thursday).
 Swap roles and continue the game in the same way.
25’ New lesson
Alphabet Line-up  Teacher – Whole cla
 Give each students an alphabet flashcard.
 Play the Alphabet song and have the students skip
around in a circle, singing along to the song.
 Stop music at random points and the students have to
line up in the correct alphabetical order according to  Teacher – Whole cla
their cards. individuals
1. Listen and repeat. (CD2 - Track 61)
 Have students look at the pictures.
 Point to the pictures and have students say the letters'
sounds.
 Play audio. Have students listen and repeat the letter
sounds
2. Listen and point. (CD2 - Track 62)  Teacher – Whole cla
 Have students look at the pictures. individuals/ pair wor
 Demonstrate pointing to the correct letter when you
hear the sound or word.
 Play audio. Have students point to the correct picture at
the top of the page when they hear the appropriate
sound or word.
 Have students work in pairs, one says the sound or word
and one points to the correct letter.
3. Write the letters  Teacher – Whole cla
 Have students look at the pictures and call out the things individuals
they can see.
 Demonstrate the activity using the example.
 Have students write the letters.
 Check answers as a whole class
4. Play “Board race”.  Teacher – Whole cla
 Have students look at the example. groupwork
 Divide the class into teams and have one student from
 176

each team stand a distance from the board.

 Write two letters on the board and then say a word
beginning or ending with one of their sounds.
 Have the students race to the board, touch that letter,
and say the correct letter sound.
 The first student to touch the letter and say the letter
sound gets a point for their team.
 Continue with other students and letters
“Alphabet Hop Scotch”  Teacher – Whole cla
 Divide the class into four teams. groupwork
 Have one student from each team come to the board.
 Draw many big circles (five, ten or twenty-six circles)
on the floor. Each circle has a letter (E.g. Vv, Ww, Zz,
Y)
 Students will hop into the circle, call out the letter and
the object that begins with that letter.
 The first student finishes all the circles will get one
point for his/her team.
Workbook page 64  Teacher – Whole cla
 Have students open their workbooks – page 64 individuals
A. Look and write.
 Have students look at the pictures and try to complete the
words.
 Check understanding as a whole class and give the
correct answers to the students.
B. Color the correct letters.
 Have students look at the picture number 1, read the
letters and color the correct one.
 Continue doing the remains.
 Check understanding as a whole class and give the
correct answers to the students.
5’ Wrap up
Option 1:  Teacher – Whole cla
"Pictionary" game groupwork
 Divide the class into four teams.
 Have a student from each team stand at the board with a
marker or a piece of chalk and the teacher tell them
something to draw (E.g. fox)
 Have teams try to guess what the student from their
team is drawing.
 Give the first team to guess the picture correctly one
point.
 Repeat with different students.
 The team that gets the most points wins.
Option 2:  Teacher – Whole cla
 177

“I spy” game groupwork

 Divide the class into groups of five.
 Have a student in one group says "I spy with my little
eye, something beginning with letter (y)” . The other
students try to guess the word (e.g. "yo-yo").
 Continue with other students in the remaining groups.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 2
THEME 10: DAYS OF THE WEEK
Lesson 2
CXXI. Objectives:
After completing this lesson, students will be able to:
19.Language competence
Review the letters – A to Z and correctly pronounce their sounds in the learned
vocabulary
20. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
21. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
CXXII. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
CXXIII. Procedures:
Time Steps/Activities Organizat
5’ Warm-up  Teacher – whol
Option 1:
Sing “See It, Say It, Sign It” song
(source: Jack Hartmann Kids Music Channel
https://www.youtube.com/watch?v=WP1blVh1ZQM
Option 2:  Teacher – Whol
“Pass the bag” game
 Prepare a bag which has pictures or flashcards inside.
 Give a student a bag.
 Play music and the student passes the bag to the student next
to him/her and so on with the next student.
 178

 Stop music suddenly.

 Students stop passing.
 The student with a bag will pick up one picture inside and
call out a word that matches the picture.
 Play music again and continue this game in the same way.
Option 3:  Teacher – Whol
“Running dictation” game groupwork
 Stick some pictures around the class.
 Divide the class into groups of three.
 Two students run and find the pictures around them, then
turn back to their group and tell what they have seen. (E.g.
box)
 The other student writes down the words.
 The winner is the group that has most correct words.
25’ New lesson
5. Listen and repeat. (CD2 - Track 63)
 Have students identify the pictures and letters.  Teacher – Whol
 Point to the pictures and have students say the letters' individuals
sounds.
 Play audio. Have students listen and repeat the letter sounds.
6. Listen and point. (CD2 - Track 64)  Teacher – Whol
 Have students look at the pictures and letters. individuals/ pair
 Demonstrate pointing to the correct letter when you hear the
sound or word.
 Play audio. Have students point to the correct picture at the
top of the page when they hear the appropriate sound or
word.
 Have students work in pairs, one says the sound or word and
one points to the correct letter or picture.
7. Play “Magic finger”.  Teacher – Whol
 Have students look at the example. pair work
 Divide the class into pairs.
 Have Student A write a letter on Student B's back.
 Have Student B try to guess which letter sound it is.
 Have students swap roles and repeat.
“Alphabet Match” game  Teacher – Whol
 Divide the class into pairs. pair work
 Have Student A calls out a letter.
 Have Student B try to say the word which begins with the
given letter.
 Have students swap roles and repeat.
 Have some pairs demonstrate in front of the class.
Workbook page 65  Teacher – Whol
 Have students open their workbooks – page 65 individuals
C. Listen and (v) the box (WB 37).
 179

 Have students look at part C, look at the pictures and guess

the answer could be.
 Play audio and have students listen and tick the correct
box.
 Have students listen again and check.
 Check understanding and give the correct answers as a
whole class.
D. Look and write.
 Explain the activity. Have students read the letters and call
out the word of the pictures.
 Set up time limit by 3 minutes timer bomb (source:
https://www.youtube.com/watch?v=ycIfThGcNuw).
 Have students start writing the words . When the time ends
by explosion students stop doing their exercises.
 Have students change their workbooks together.
 Check understanding as a whole class.
5’ Wrap up
Option 1:  Teacher – Whol
Run and Write groupwork
 Divide the class into four groups.
 Have students stand in four lines.
 Say a word. (E.g. tiger)
 Have the first student in each line run to the board and write
the word.
 The fastest student who writes the correct word gets one
point for his/her team.
 Continue the game as the same way.
 The team that gets the most points wins.
Option 2:  Teacher – Whol
Back - to - back dictation pair work
 Divide the class into pairs and have them sit back - to - back.
Give each child a blank sheet of paper.
 Child A says a letter. Child B write down the word. ( E.g. B-
Box). Swap the roles.
 Once finished, the two children compare the answers.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period:
REVIEW 9
CXXIV. Objectives:
After completing this lesson, students will be able to:
46.Language competence
 180

Review the related vocabulary items and structures to about their abilities, simple
instructions, and days of the week.
47. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
48. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
CXXV. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
CXXVI. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher – whole clas
“Alphabet Soup” game groupwork
 Place plastic letters in a bowl.
 Divide flashcards by their beginning letters and put
them next to the bowl.
 Divide the class into two groups.
Have one student from each group go to the board. One
student picks up a letter from a bowl and write it on the
board, the other student finds the flashcards associated
with that letter.
Option 1:  Teacher – Whole class
"Bingo" game groupwork
 Divide the class into groups of five.
 Write some words on the board.
 Have students choose nine words on the board and
write them down on their piece of paper.
 One student read the words aloud.
 Tell the students that any time his/her friend reads a
word that they have written down, they can cross out
that word.
 When one student has crossed out three words in a
vertical or horizontal or diagonal line, then, shouts
"Bingo!".
Option 2:  Teacher – Whole class
“Card recall” game work
 Give each student five letter cards and have them work
in pairs.
 181

 Student 1 of each pair shows his/ her friend the cards

and counts to ten then places them face down on the
desk.
 Student 2 has to recall what the five letters and the
words that begin with those letters are. Swap roles.
New lesson
25’ A. Listen and draw lines. (CD2 - Track 65)  Teacher – Whole class
 Have students look at the pictures and call out the individuals
people, places, and objects they can see.
 Play audio and demonstrate the activity using the
example.
 Play audio. Have students listen and draw lines.
 Play audio again and check answers as a whole class.
B. Play "Stepping stones."  Teacher – Whole class
 Divide the class into pairs. work
 Have Student A start at A and say the first sentence.
 Have Student B start at B and say the first sentence.
 Have students take turns saying the sentences as they
go all the way around
"Do as I say, not as I do" game  Teacher – Whole class
 Divide the class into groups. groupwork
 Tell students they must only follow the commands, not
the actions of the teacher.
 Demonstrate the game by giving the students different
commands.
 If the action and what the teacher says don’t match,
students don’t copy the action, but do what the teacher
says instead.
 Give points to the first teams who do the correct
actions.
Workbook page 66  Teacher – Whole class
 Have students open their workbooks – page 66 individuals
A. Read and draw.
 Set up time limit by 2 minutes timer bomb (source:
https://www.youtube.com/watch?v=NpyCI345WMM).
 Have students read the words, then draw shapes.
 Check understanding and give the correct answers as a
whole class.
B. Listen and number (WB 38).
 Have students identify the pictures of part B.
 Guide them how to do the text.
 Play audio. Have students listen and write the number
in each box.
 Play audio again. Have students listen and check.
 Check understanding and correct mistake as a whole
 182

class.
C. Draw lines.
 Have students look at the pictures, read the commands
then match.
 Check students’ answers as a whole class.
5’ Wrap up
Option 1:  Teacher – Whole class
“Throw the dice” game groupwork
 The teacher prepares dice with the numbers 1 – 6.
 Number the actions like the list below:
7. Pick up a pencil
8. Count numbers
9. Spell words
10. Sing songs
11. Draw pictures
12. Ask your friend “Where are you from?”
 Divide the class into pairs and give each pair a die.
 Student 1 throws the dice and reads out a number.
 Student 2 tries to do the action. Swap roles and
continue the game in the same way.
Option 2:  Teacher – Whole class
“Speak Button Game” game groupwork
 Divide the class into four groups.
 Invite one student from each group to come to the
board.
 Explain that the four students are going to race to
answer.
 Draw a circle on the board and write the words 'Speak
Button' inside the circle.
 The teacher shows up a flashcard.
 The students run to the board and race to touch the
speak button. The first student who touches the button
guesses what the flashcard is.
 If he/she guesses correctly, he/she get one point for
his/her team.
 Continue in the same way.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period:
REVIEW 10
CXXVII. Objectives:
After completing this lesson, students will be able to:
49.Language competence
 183

Review the related vocabulary items and structures to about their abilities, simple
instructions, and days of the week.
50. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
51. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
CXXVIII. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
CXXIX. Procedures:
Time Steps/Activities Organizati
5’ Warm-up  Teacher – whol
Sing “Days of The Week” song
(source: The Singing Walrus – English Songs For Kids

https://www.youtube.com/watch?v=mXMofxtDPUQ)
Option 1:  Teacher – Whole
"Pretend" game groupwork
 Teacher writes out actions and put them in a bag. (count
numbers, draw pictures, spell words, sing songs, pick up a
pen, pick up a ruler)
 Divide the class into four teams.
 Have one student come to the front of the class and choose
an action from the bag.
 Have that student do an action silently.
 Have the other students try to guess the action.
 Give the first team to guess the action correctly one point.
 The team that gets the most points wins.
Option 2:  Teacher – Whole
"Whispering" game groupwork
 Divide the class into four teams.
 Have students from each team stand or sit in a row.
 Whisper a sentence/a command to the first students in each
row.
 Have the first students whisper the sentence/command to
the second students.
 Have teams continue whispering the sentence/command
until it reaches the last students.
 184

 The last student in the row has to say out the

sentence/command.
 Give the first team to say the sentence/command correctly
one point.
 The team that gets the most points wins.
New lesson
25’ A. Listen and circle (A or B). (CD2 - Track 66)  Teacher – Whole
 Have students look at the pictures and call out the days they individuals
can see.
 Play audio and demonstrate the activity using the example.
 Play audio. Have students listen and circle A or B.
 Play audio again and check answers as a whole class.
B. Play "Board race."  Teacher – Whole
 Have students look at the example. groupwork
 Divide the class into teams and have one student from each
team stand a distance from the board.
 Stick two flashcards on the board and then say one of them.
 Have the students race to the board, touch that flashcard,
and say the correct sentence.
 The first student to touch the flashcard and say the sentence
gets a point for their team.
 Continue with other students.
"Body writing" game  Teacher – Whole
 Divide the class into four teams. groupwork
 Ask a student from one team to leave the classroom.
 Give his or her team a flashcard (E.g. Monday) and have
them form the words with their bodies, using one letter per
student.
 Have the student who left the room return.
 The teacher asks, “What day is it today?”
 Have the students try to read the word that his or her team is
forming then answer.
 Give that team one point if it’s a correct guess.
 Continue with the other teams.
 The team that gets the most points wins.

Workbook page 67  Teacher – Whole

 Have students open their workbooks – page 67 individuals/ pair
D. Look and write.
 Have students look at the pictures and read the questions,
think of what they will write on the blanks.
 Set up time limit by 3 minutes timer bomb (source:
https://www.youtube.com/watch?v=ycIfThGcNuw).
 Have students start reading and trying to complete the
questions and answers. When the time ends by explosion
 185

students stop doing their exercises.

 Have students change their workbooks together.
 Check understanding as a whole class.
E. Listen and circle (WB 39).
 Have students look at exercise E, read the words and guess
the answers could be.
 Play audio. Have students listen and circle the correct
words.
 Have students listen again and check the answers.
 Check understanding and give the correct answers to the
students.
5’ Wrap up
Option 1:  Teacher – Whole
My calendar individuals/ pair
 Give each student a sheet of paper.
 Have students write their favorite month, write the days,
numbers and decorate it to make their own calendar.
 Have students draw something at their important days. E.g.
birthday…
 Have students work in pairs and tell their friends about their
calendars.
E.g. This is my favorite month. And my birthday is on
Monday.
Option 2:  Teacher – Whole
Speed Game pair work
 Have students work in pairs.
 Give one set days of the week cards to each pair of
students.
 Ask students to place the cards face down on their desk and
mix them up.
 Have one pair make an example.
 Student 1 asks, ‘What day is it today?’
 Student 2 answers any day of the week.
 Student 1 turns over the cards and try to find that card as
fast as possible.
 Have students swap roles and continue the game as the
same way.

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 1
REVIEW (2nd Semester)
CXXX. Objectives:
After completing this lesson, students will be able to:
 186

52.Language competence
Review Unit 6 to Unit 10 to prepare for the 2nd semester test
53. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
54. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
CXXXI. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
CXXXII. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher – whole clas
Sing the song “ Red Light, Green Light”
(Source: Super Simple Song
https://www.youtube.com/watch?v=xoyEDrMDirA)
Option 1:  Teacher – Whole class
“Circle the word” game groupwork
 Divide the class into groups of three.
 Have each group take out one chalkboard and two
pieces of chalk with different colors.
 One child writes down seven words in random order
then gives it to his/her friends.
 When he/she calls out one word (E.g. plane), the other
two students try to circle that word as fast as possible.
 The student who circles more words wins.
 Have some groups demonstrate the activity in front of
the class.
Option 2:  Teacher – Whole class
“Memory” game groupwork
 Divide the class into four teams.
 Invite one student from each group to come to the
board.
 Place some flashcards or writes some words on the
board (about 15 – 20 flashcards or words).
 Give the students some time to memorize as much
words as possible.
 When the time is up, the students write down what they
have memorized.
 187

 The student who has the most correct words gets points
for his/her team.
 Repeat with different students.
New lesson
25’  Give each student a worksheet.  Teacher – Whole class
I. Look. Match. individuals
 Have students look at the pictures and call out what
they can see.
 Demonstrate the activity using the example.
 Have students match the objects with their shadows and
the corresponding words.
 Check answers as a whole class.
II. Look. Write.  Teacher – Whole class
 Divide the class into pairs. individuals/ pair work
 Have Student A calls out the words.
 Have Student B writes down the words under the
corresponding pictures.
 Check answers as a whole class.
III. Listen. Circle.  Teacher – Whole class
 Have students identify the pictures and call out their individuals
names, guess the correct pictures could be.
 Play audio. Demonstrate the activity using the example.
 Play audio. Have students listen and circle.
 Play audio. Have students listen again and check.
 Check answers as a whole class.
Transcript
Example: I want to go to the zoo.
1. I want to go to the park.
2. These are my T-shirts.
3. Can you see a plane? – Yes, I can.
4. Pick up your eraser, please.
5. I can count numbers.
IV. Answer.  Teacher – Whole class
 Have students move around the class, ask their friends individuals
and write down the answers.
 Check answers as a whole class.
5’ Wrap up
Option 1:  Teacher – Whole class
Conversation line work
 Have students make two lines and stand face to face.
 Give each student a picture / flashcard.
Student 1 of the first line asks a question. E. g. “Can
you see the bus?” Then student 1 of the second line
answers. E.g “Yes, I can.”.
 Swap roles and continue to the end of the lines.
 188

Option 2:  Teacher – Whole class

 Divide the class into groups of five. groupwork
 Prepare a set of questions (about 10 questions) to be
answered in limited amount of time.
 The first group that finishes their activity wins.

WORKSHEET
I. Look. Match.

a motorbike

a boat

a bus

a plane
189
 190

II. Look. Write.

a T-shirt shoes pants
shorts a dress socks
a shirt a hat a watch

1.___________________ 2._________________ 3.____________________

_ _
shorts

4.___________________ 5._________________ 6.___________________

_ _

7.___________________ 8._________________ 9.___________________

_ _
 191

III. Listen. Circle.

Example:

1.

2.

3.

4.

5.

IV. Answer.
Example:
Can you see the plane?
.....................................................................................................................................
Yes, I can.
1. Where are you from?
.....................................................................................................................................
2. What day is it today?
 192

.....................................................................................................................................

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

Period: 2
REVIEW (2nd Semester)
CXXXIII. Objectives:
After completing this lesson, students will be able to:
55.Language competence
Review Unit 6 to Unit 10 to prepare for the 2nd semester test
56. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
57. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
CXXXIV. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
CXXXV. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher – whole clas
Sing the song “ Jump, Run and Shout”
(Source: The Singing Walrus
https://www.youtube.com/watch?v=hft6uJQIF4g)
Option 1:  Teacher – Whole class
"Whispering" game groupwork
 Divide the class into four teams.
 Have students from each team stand or sit in a row.
 Whisper a question to the first students in each row.
 Have the first students whisper the question to the
second students.
 Have teams continue whispering the question until it
reaches the last students.
 The last student in the row has to say out the question
and answer it.
 Give the first team to say the question and answer
correctly one point.
 The team that gets the most points wins.
 193

Option 2:  Teacher – Whole class

Drawing and guessing groupwork
 Divide the class into four teams.
 Have each team stand in a line.
 Secretly show a flashcard to the first child in each
group. This child runs to the board, draw the picture.
 Have the other students in his/her team try to guess
what the picture is.
 The first team has the correct answer will get one point.
New lesson
25’  Give each student a worksheet.  Teacher – Whole class
I. Look. Read. Write. individuals
 Have students look at the pictures and call out what
they can see.
 Demonstrate the activity using the example.
 Have students choose the correct words from the box
and write under the corresponding clothes.
 Check answers as a whole class.
II. Look. Read. Complete.  Teacher – Whole class
 Have students look at the pictures and call out the individuals
things and activities they can see.
 Demonstrate the activity using the example.
 Have students choose the correct words or phrases from
the box to complete the sentences.
 Check answers as a whole class.
III. Look. Read. What’s next? Write.  Teacher – Whole class
 Divide the class into four groups. individuals/ groupwor
 Invite one student from each group to come to the
board.
 Explain that the four students are going to race to write
the answers from their worksheets.
 The first student who finishes all the blanks correctly
gets one point for his/her team.
 Continue in the same way.
 Have students complete their worksheets.
IV. Unscramble the sentences.  Teacher – Whole class
 Divide the class into pairs. individuals/ pair work
 Have Student A read questions.
 Have Student B complete the answers and write down
on his/her worksheet.
 Swap roles.
 Check answers as a whole class.
5’ Wrap up
Option 1  Teacher – Whole class
"Word Tennis" game individuals
 194

 Have one student come to the front and play with you.
 Say a word from unit 6 - 10, and pretend to hit a ball to
the student. Have the student respond with another
word and hit it back to you. Continue until someone
repeats a word or can't go.
 Divide the class into pairs and have them play with
each other.
 Have some pairs demonstrate the activity in front of the
class.
Option 2  Teacher – Whole class
“Asking race” game groupwork
 Divide the class into four teams and have them stand in
four lines.
 Invite one student from each team come to the board.
 Give four students the same amount cards. The students
who received the cards have to show cards to his/her
friends and ask questions about the given cards. (E.g.
What day is it today?)
 The first student in each line answers the first question.
If his/her answer is correct, he/she will get that card
from his/her friend then run to the bottom of the line.
 The second student answers the second question and so
on.
 The first team that finishes asking and answering wins
the game.
WORKSHEET
I. Look. Read. Write.
a T-shirt shoes trousers
shorts a dress a coat

1._______________
a coat 2._______________ 3._______________
 195

4._______________ 5._______________ 6._______________

II. Look. Read. Complete.

an eraser spell words count numbers

pencil case ruler draw pictures

draw pictures
1.I can _______________ . 2.I can _______________. 3.I can
_________________.

4. Pick up 5. Pick up _____________ 6.Pick up

_____________. . _______________ .
 196

III. Look. Read. What’s next? Write.

Friday Saturday
…………… …………
1.
…

2. Monday …………… Wednesday

3.
Wednesday …………… Friday
IV. Unscramble the sentences:
Example: shoes / These / my / . / are
.....................................................................................................................................
These are my shoes.
1. sock / . / are / These / my
.....................................................................................................................................
2. the / ? / Can / see / boat / you
.....................................................................................................................................
3. can’t / No, / . / I
.....................................................................................................................................
4. up / your / . / Pick / ruler
.....................................................................................................................................
Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:...................................................

 197

Period: 3
REVIEW (2nd Semester)
CXXXVI. Objectives:
After completing this lesson, students will be able to:
58.Language competence
Review Unit 6 to Unit 10 to prepare for the 2nd semester test
59. Core competence
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life
learner
- Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning
activities
60. Personal qualities
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
CXXXVII. Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
CXXXVIII. Procedures:
Time Steps/Activities Organization
5’ Warm-up  Teacher – whole clas
Sing “What day is it today?” song
(Source: English Singing
https://www.youtube.com/watch?v=RfAMjbaHMVU)
Option 1:  Teacher – Whole class
“Hangman” game groupwork
 Split the class into two teams.
 Draw the hangman board and draw blank spaces for the
word the teacher wants them to guess.
 Have each team guess a letter. If they guess it right then
they get one point for each letter in the word. If they get
it wrong then draw a head, body, 2 legs and 2 arms.
 When the teacher draws all the parts of body the game
is over and the teacher starts a new game.
 The winner is the one with the most points at the end of
the last puzzle.
Option 2:  Teacher – Whole class
"Inside the bag" game groupwork
 Prepare some cards, writes out some actions (count
numbers, draw pictures, spell words, sing songs) on the
back, then, put them in four bags. Give each team a
bag.
 Divide the class into four teams.
 198

 Have each student comes to the front of the class and

choose a card from the bag. Then, say out a sentence
with a corresponding action (E.g. I can (draw
pictures).) then try to pretend that.
 Continue with other students.
 The first team to finish making the sentences with all
the cards correctly wins.
New lesson
25’  Give each student a worksheet.  Teacher – Whole class
I. Look. Draw lines. individuals
 Have students look at the pictures and call out what
they can see.
 Demonstrate the activity using the example.
 Have students match the pictures with the
corresponding letters.
 Check answers as a whole class.
“Draw and Roll” game  Teacher – Whole class
 Arrange the class into four lines. groupwork
 Secretly show a flashcard to the first child in each line.
 This child runs to the board and draw the object.
 The last child in the line tries to guess and picks the
requested object then says a sentence. (E.g.I can see a
yo-yo.)
 The fastest student to pick the correct object rolls the
die then get the corresponding point.
II. Look. Answer.  Teacher – Whole class
 Divide the class into pairs. individuals/ pair work
 Have Student A read the questions.
 Have Student B answer and write down the words to
complete the answers.
 Swap roles.
 Check answers as a whole class.
III. Look. Write.  Teacher – Whole class
 Divide the class into pairs. individuals/ pair work
 Have Student A read the sentences.
 Have Student B write down the missing words.
 Swap roles.
 Check answers as a whole class.
5’ Wrap up
“Vanishing Flashcards” Game  Teacher – Whole class
 Divide the class into four teams. groupwork
 Place flashcards on the board.
 Give them a moment to memorize the flashcards and
then tell them to close their eyes.
 Take away one of the flashcards and then tell the
 199

students to open their eyes again.

 The teacher asks a question relating to the flashcard.
 The first student who answer correctly gets one point
for his/her team.
 The first team to have the most points wins.
Sing and dance the song “Goodbye School”  Teacher – Whole class
(Source: Dream English Kids
https://www.youtube.com/watch?v=WyfH-wwJUcY)

WORKSHEET
I. Look. Draw lines.

X
 200

II. Look. Answer.

1. Can you see a bus? 2. Can you see a train?

__________________
Yes, I can. . __________________ .

3. What day is it today? 4. What day is it today?

It’s _____________ . It’s _____________ .

III. Look. Write.

1. I want to go to the beach 2. These are my _____________.

______________.
 201

3. Is this a shirt? 3. Is this a watch?

________________. ________________.