GRADE 2

WEEK 12
(From 24/11/2025 to 28/11/2025)

Week 12
UNIT 6: ON THE FARM
Period 23
Lesson 3 – 6,7,8
Class: 2A
I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- use the sentence structure “Is there a/an _____?” and “Yes, there is. / No, there isn't.”
to ask and answer questions about whether or not something is present.
- sing a song with the sentence structures “Is there a/an _____?” and “Yes, there is. /
No, there isn't.”.
2. Competences
- Critical thinking and creativity: learn how to ask and answer questions about whether or
not something is present correctly and fluently.
- Communication and collaboration: work in pairs or groups to complete the learning
tasks.
- Self-control & independent learning: perform speaking task.
3. Attributes
- Show their love for animals.
- Raise awareness of caring for and protecting the animals.
- Evaluate abilities and participate in appropriate tasks for themselves and their friends.
II. MATERIALS
- Pupil's book: Page 28
- Audio Tracks 33, 34
- Teacher's guide: Pages 48, 49
- Website hoclieu.vn
- Flashcards/ pictures and posters (Unit 6)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To review the words of things and animals on the farm.
b. Content
- Game: Hidden pictures
c. Expected outcomes
- Pupils can remember the vocabulary about things and animals on the farm correctly.
d. Organisation:
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Game: Hidden pictures

TEACHER'S ACTIVITIES
- Tell pupils they are going to
look at the pictures and say the
names of the pictures.
- Show a picture for pupils to
look at. Then hide the picture.
- Invite a pupil to say the name
of the picture.

PUPILS' ACTIVITIES
CONTENT
- Listen to the teacher's - Three pictures showing
explanation.
things and animals on the
farm (box, fox, ox)
- Look at the picture.
- Some other pictures
(cat, dog, horse, duck, ...)
- Say the name of the
picture.
- Continue playing the
game.
- Say the names of the
pictures aloud.

- Continue the game until all
the vocabulary sets are said.
- Stick all the picture cards on
the board and ask pupils to say
the names of the pictures aloud.
e. Assessment
- Performance products: Pupils' answers and pronunciation
- Assessment tools: Observation; Evaluation
2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
- To use the sentence structures “Is there a/ an _____?” and “Yes, there is. / No, there
isn't.” to ask and answer questions about whether or not something is present.
b. Content
- Activity 6. Listen and repeat.
c. Expected outcomes
- Pupils can use the sentence structures “Is there a/ an _____?” and “Yes, there is. /
No, there isn't.” to ask and answer questions about whether or not something is present.
d. Organisation
TEACHER'S ACTIVITIES
PUPILS'
CONTENT
ACTIVITIES
Activity 6. Listen and repeat. (Track 33)
Step 1: Draw pupils' attention - Pupils look at the - Speech bubbles:
to the pictures (say “Look at pictures.
Is
there
a
fox?
the pictures.”).
- Yes, there is.
Step 2: Have pupils point to
Is
there
a
fox?
the sentences (say “Point to the - Pupils point to the - No, there isn't.
sentences.”). Play the recording sentence.
Pupils - The first picture shows a farm.
and encourage pupils to repeat listen
to
the There are two children and a fox
(say “Listen and repeat.”). Do recording
and hiding behind a wall. A boy is
this several times, with pupils repeat.
asking “Is there a fox?” Another
repeating both individually and
boy is saying “Yes, there is.”
in chorus. Correct their
- The second picture also shows
pronunciation if necessary, and
a farm. There are two children
praise them when their
and an ox from afar. A boy is
pronunciation is good.
asking “Is there a fox?” A girl is
saying “No, there isn't.”
e. Assessment
- Performance products: Pupils' pronunciation
- Assessment tools: Observation; Feedback

3. ACTIVITY 2: PRACTICE (8 minutes)
a. Objectives
- To use the sentence structures “Is there a/ an _____?” and “Yes, there is. / No, there
isn't.” to ask and answer questions about whether or not something is present.
b. Content
- Activity 7. Let's talk.
c. Expected outcomes
- Pupils can use the sentence structures “Is there a an _____?” and “Yes, there is. /
No, there isn't.” to ask and answer questions about whether or not something is present.
d. Organisation
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Activity 7. Let's talk.
Step 1: Write “Is there a/ an - Pupils follow the There are three pictures
_____?” on the board. Underneath teacher demonstrating showing (a) a box, (b) a
the question, write “Yes, _____.” the activity and answer fox, and (c) an ox,
and “No, _____.”. Ask pupils what the teacher's questions.
together
with
the
to say when there is a thing and
incomplete
sentence
what to say when there isn't a
structures “Is there a/ an
thing. Confirm the correct answer
_____?” and “Yes,
by writing there is and there isn't in
_____.
the gaps. Underline there is and
/ No, _____.”
there isn't.
Step 2: Draw pupils' attention to - Pupils follow the
Picture a (say “Look at Picture a.”). teacher's instructions.
Say “Is there a fox?” Point to each
of the possible answers written on
the board and encourage pupils to
choose the correct one. When they
answer correctly, confirm by saying
“No, there isn't.”
Step 3: Say “Is there a box?” - Pupils follow the
Again, point to each of the possible teacher's instructions.
answers written on the board and
encourage pupils to choose the
correct one. When they answer
correctly, confirm by saying “Yes,
there is.”
Step 4: Repeat Steps 2 and 3 for - Pupils follow the
Pictures b and c.
teacher's instructions.
Step 5: Have pupils work in pairs - Pupils work in pairs to
to look at each picture and practise look at each picture and
asking and answering questions practise asking and
about whether or not something is answering
questions
present. Go around the class to about whether or not
offer support and feedback.
something is present.
e. Assessment
- Performance products: Pupils' interaction and performance
- Assessment tools: Observation; Questions & Answers

4. ACTIVITY 3: PRACTICE (7 minutes)
a. Objectives
- To sing a song with the sentence structures “Is there a/ an _____?” and “Yes, there is. /
No, there isn't.”.
b. Content
- Activity 8. Let's sing.
c. Expected outcomes
- Pupils can sing a song with the sentence structures “Is there a/an _____?” and
“Yes, there is. / No, there isn't.”.
d. Organisation
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Activity 8. Let's sing. (Track 34)
Step 1: Draw pupils' attention to - Pupils look at the picture - The lyrics and the
the picture (say “Look at the and answer using the full recording of the song
picture.”). Say “Is there a fox/ sentence structure.
about a farm.
box/ ox?” and encourage pupils to
- The picture shows a
answer using the full sentence
fox in a box. The fox is
structure.
looking
at
some
Step 2: Play the recording of the - Pupils listen to the chickens.
song to familiarise pupils with the recording of the song to
rhythm
and
melody
(say familiarise
with
the
“Listen.”).
rhythm and melody.
Step 3: Read the song line by line - Pupils read the song line
and encourage pupils to repeat by line.
(say “Listen and repeat.”). Do this
several times, with pupils
repeating both individually and in
chorus.
Correct
their
pronunciation if necessary, and
praise
them
when
their
pronunciation is good.
Step 4: Say “Let's sing!”. Play - Pupils listen to the
the recording line by line and recording line by line and
encourage pupils to sing along.
sing along.
Step 5: Have pupils work in - Pupils work in groups to
groups to make up actions for the make up actions for the
song. Invite a few groups to song. Pupils perform the
perform the song for the class.
song for the class.
e. Assessment
- Performance products: Pupils' interaction and performance
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (5 minutes)
* Option 1: Game: Listen and run
- Divide the class into two teams.
- Stick the flashcards on the board.
- Say the word twice so that the pupils can hear.
- Say “Run” and then the pupil from each team has to run quickly to find and choose the
flashcard the teacher said and say the word.

- The team with the most flashcards at the end is the winner. Praise the winner.
* Option 2: Game: Rock, paper, scissors
- Put pupils into pairs.
- Encourage the pupils to play rock, paper, scissors. The loser points to the pictures in the
book and asks the question about whether or not something is present. The winner gives
the answer.
E.g. Pupil A: Is there an ox?
Pupil B: Yes, there is.
- Call some pairs to perform in front of the class.
- Praise pupils to encourage their performance.

_____________________________________________________

Week 12
Personal Information
English Club
Class: 2A
I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- greeting each other; introduce the names, ages.
- remember number from one to ten.
2. Competences
- Communication and collaboration: work in pairs or groups to complete the learning
tasks.
- Self-control and independent learning: perform pronunciation task.
3. Attributes
- Show their love about their bodies.
- Study hard.
II. MATERIALS
- Flash cards/ pictures.
- Computer, TV…
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To review all the words from number 1-10.
b. Content
- Greeting
- Sing the song
c. Expected outcomes
- Pupils can remember all the number from 1 to 10.
d. Organisation:
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES CONTENT
Greeting and sing the song: Counting 1-10 song and How are you song.
- Greet the ss: How are you today?
- Listen
Number 1-10
- Have ss review the words from 1 to 10.
- Play the song for ss to listen and sing along. - Listen and sing along.
Counting 1-10 Song | Number Songs for
Children | The Singing Walrus

e. Assessment
- Performance products: Pupils' singing.
- Assessment tools: Observation.
2. ACTIVITY 1: PRACTICE (10 minutes)
a. Objectives
- To review the words about greeting, asking health, name, age and the structures: Hello/
Hi/ How are you? à I'm…..; What's your name? à My name's…….; How old are you?
à I'm……years old; Goodbye/Bye.
b. Content
- Review words and structures.
c. Expected outcomes
- Pupils can introduce theirselves: name, age….
d. Organisation
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Review words and structures.
- T recall the words: Hello/ Hi/ - Listen
Goodbye/Bye; number 1-10
- Ask ss some questions:
-Answer the questions
How are you?
What's your name?
How old are you?
- Answer the questions.
- Ask the questions.
- Have ss work in pairs: one - Pair work
asks and one answers.
- Call some pair role play in - Role play.
front of the class.
e. Assessment
- Performance products: Pupils' interaction and performance
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: PRODUCTION (12 minutes)
a. Objectives
- To ask and answer the personal information.
b. Content
- Ask and answer the personal information.
c. Expected outcomes
- Pupils can ask and answer the personal information fluently.
d. Organisation
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
Activity 2: Interview.
-Give each student a piece of
- Listen

paper:

Name
Minh

Age
7

- Hello/ Hi/ How are
you?
à
I'm…..;
What's your name? à
My name's…….; How
old are you? à
I'm……years
old;
Goodbye/Bye.

CONTENT
- Fill in the paper.

TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
-Give the steps to survey.
- Go around the class
- Have ss go round the class and
and interview.
interview classmates their
personal information and fill in
the paper.
- Call some ss to talk about their
survey: Minh is seven years
old…..
e. Assessment
- Performance products: Pupils' answers
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (8 minutes)
* Game: Pass the ball (ppt)
- Give a ball to one pupil.
- Play the music. Ask her/ him to pass the ball to the second one. The second pupil passes
the ball to the third one, and so on.
- Stop the music the pupil who is holding the ball has to introduce theirselves.
- Continue to play the game when the song ends.

________________________________________________
Week 12
Period 24
Class: 2A

FUN TIME 2
PART 1,2

I. OBJECTIVES By the end of the lesson, pupils will be able to:
- spell and pronounce the words question, square, quiz, fox, ox and
box;
- recognize the words quiz, rainbow, square, box, road, fox, ox, sail
and question while listening;
II. INPUT
Language:
- Vocabulary: question, square, quiz, fox, ox and box;
Resources/Material:
- Student's book, page 29
- Teacher's guide, pp. 56, 57
- Website hoclieu.vn
- Flashcards square, quiz, fox, and box
- Computer, projector
III.
PROCEDURE
Procedure
Warm-up

Warm-up – Rearrange the letters to make words. Then say. – Let's
play. - Homelink
Teaching and learning activities
Classroom
management
5 minutes

Whole class
work

Option 1: Revising the sounds and words
- Show flashcards: Show flashcards and ask Individual
work/group work
pupils to say: square, box, fox, quiz.
- Game: Pass the ball.
Individual work
Whole class
work
Give flashcards for pupils to pass with the
music, then when the music stops, those who
get the flashcards will say the words.

Option 2: Singing
- Give some pupils the flashcards square, box,
fox, quiz.
- Ask the whole class to sing the songs in Unit 5
and Unit 6 together.

-

Have pupils holding the flashcards stand up and
show flashcards when they sing the words they
are holding.
Lead to Activity 1, Fun time 2.
1. Rearrange the letters to make words. Then say. 12 minutes
Step 1
Have pupils look at each picture and say the words.
Ask What do you see?
Step 2
Ask pupils to look at the pictures then rearrange the
letters to make words correctly. Then say.
Explain how to do the task.
Rearrange the letters to make words. Then say.
Model with the first word if necessary. Give further
support to those pupils who find it difficult to do the
task.
Step 3
Have pupils exchange their answers in pairs or
groups. Ask themto point to the words and say them
until they feel confident. Go around and give further
support to pupils who find it difficult to do the task.
Step 4
Call some pupils to write the words on the board, ask

Whole class work
Whole class
work/
Individual work

Pair work/ Group
work
Individual work/

Extension

them to say it in frontof the class (as many pupils do Pair work
it as possible.), then practice speaking in pairs.
If teacher uses hoclieu.vn or slides, he/ she can show
the wordsearch and call on one or two pupils to go to
the board and point to the words in the wordsearch.
After the pupils find the words and pronounce them, Group work/
organize a short game. Divide the class into two Whole class work
teams. Call on one pupil from each team to go to the
board. Call out a word and the two pupils have to
write them on the board. Give a point to each correct
word. Pupils from the teams take turns to write the
words.

2. Let's play: Bingo

Step 1

Step 2

Step 3

Home link

13 minutes

Give each pupil a bingo grid.
Give instruction: ask pupils to write the words from
Units 3-6. (teacher writes on the board for pupils to
write into their bingo grid 3 x 3: sail, sand, sea,
rainbow, river, boat, questions, square, quiz, box,
fox, ox).
Model the game. Instruct pupils to listen to the
words and cross out the words they have. Have
them continue this activity until they cross out the
words in a row or column.
Follow the same procedure with the rest.
Have the whole class play the game. Call 5 first
pupils to bethe winners of the game and praise
them.
Ask pupils to say the words in their bingo grid.

Individual work

Whole class
work/
Individual work
Whole class work

5 minutes
- Show the flashcards and have pupils say the words Whole class
again.
work/
Option 1:
Individual work
Show flashcards and have pupils say the words in
groups (make a competition).
Option 2:
Have pupils guess what the next flashcard is.
- Tell pupils to practise saying the letters, sounds
and words at home.