GRADE 2

WEEK 14
(From 8/12/2025 to 12/12/2025)

Week 14
UNIT 7: IN THE KITCHEN
Period 27
Lesson 2 – 3,4,5
Class: 2A
I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- say a chant with the sound of the letter J/j (/dʒ/), the words jam, juice and jelly and the
sentence structure “I like _____.”.
- recognise target words and the sentence structure while listening.
- write the letter J/j and complete the words juice, jam and jelly.
2. Competences
- Communication and collaboration: work in pairs or groups to complete the learning
tasks.
- Self-control & independent learning: perform listening and writing tasks.
- Problem-solving and creativity: confidently answer appropriate questions.
3. Attributes
- Show their love and interest in the food and drink.
- Be aware of choosing healthy food and drink.
- Feel confident in expressing their opinions.
II. MATERIALS
- Pupil's book: Page 32
- Audio Tracks 36, 37
- Teacher's guide: Pages 55, 56
- Website hoclieu.vn
- Flashcards/ pictures and posters (Unit 7)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To review the words about food and drink they have learnt.
b. Content
- Game: Missing letters
c. Expected outcomes
- Pupils can correctly remember and say the words about food and drink they have learnt.
d. Organisation:
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Game: Missing letters

TEACHER'S ACTIVITIES

PUPILS' ACTIVITIES
- Work in four teams.
- Look at a word with
several letters missing on the
- Divide the class into four teams.
- Write a word with several letters board.
missing on the board, e.g. _ _ i _e - Take turns calling out a
letter.
(juice).
- Ask each team to take turns calling
out a letter.
- Give that team one point if it's a
correct guess.

CONTENT
Words with several
missing letters:
1. _ _ i _ e
2. w _ t _ _
3. j _ m
4. _ e _ l _
5. p _ s t _
6. _ i z _ _

- Continue playing the game. 7. p _ p _ _ r _
8. m _ _ k
- Continue until the pupils guess the - Praise the winner.
- Read all the words aloud.
word correctly.
- The team that gets the most points
wins. Praise the winner.
- Call some pupils to read all the
words aloud.
e. Assessment
- Performance products: Pupils' answers and pronunciation
- Assessment tools: Observation; Evaluation
2. ACTIVITY 1: PRACTICE (10 minutes)
a. Objectives
- To say a chant with the sound of the letter J/j (/dʒ/), the words jam, juice and jelly and the
sentence structure “I like _____.”.
b. Content
- Activity 3. Listen and chant.
c. Expected outcomes
- Pupils can say a chant with the sound of the letter J/j (/dʒ/), the words jam, juice and jelly
and the sentence structure “I like _____.”.
d. Organisation
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Activity 3. Listen and chant. (Track 36)

TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Step 1: Draw pupils' attention to - Pupils look at the picture and - The lyrics and the
the picture and have them point to point to the jam.
recording of the
the jam (say “Look at the picture.
chant about food and
Point to the jam.”).
drink.
Step 2: Say “I like jam.” and - Pupils listen and repeat the - The picture shows
encourage pupils to repeat. To sentence.
a
mother
and
reinforce their understanding, lick
daughter sitting at a
your lips or smile and rub your
kitchen table. There
stomach.
is some bread and
Step 3: Repeat Steps 1 and 2 for - Pupils follow the teacher's jam, juice and jelly.
juice and jelly.
instructions.
Step 4: Play the recording of the - Pupils listen to the chant to
chant to familiarise pupils with familiarise with the words and
the words and rhythm (say rhythm.
“Listen.”).
Step 5: Have pupils point to the - Pupils point to the first line of
first line of the chant (say “Point the chant. Pupils listen to the
to line one.”). Play the recording recording of the first line and
of the first line and encourage chant.
pupils to chant (say “Listen and
chant.”).
Step 6: Repeat Step 5 for the - Pupils follow the teacher's
other lines of the chant.
instructions.
Step 7: Play the recording in full - Pupils listen to the recording
and encourage pupils to chant (say in full and chant. Pupils clap
“Listen and chant.”). Pupils can along or do other actions.
clap along or do other actions to
help them keep the rhythm.
Step 8: Divide the class into two - Pupils work in two teams and
teams. The teams take it in turns take turns to chant a line. The
to chant a line. The whole class whole class can clap along or
can clap along or do other actions. do other actions.
e. Assessment
- Performance products: Pupils' interaction and performance
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: PRACTICE (8 minutes)
a. Objectives
- To recognise the words jelly, juice and the sentence structure “I like _____.”. while
listening.
b. Content
- Activity 4. Listen and tick.
c. Expected outcomes
- Pupils can recognise the words jelly, juice and the sentence structure “I like _____.”.
while listening.
d. Organisation
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Activity 4. Listen and tick. (Track 37)

TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Step 1: Have pupils look at the - Pupils look at the 1. Pictures: (a) a plate of
pictures and say the words (say pictures and say the jelly and (b) a cake
“Point and say.”). When pupils words.
+ Audio script:
answer correctly, confirm by
I like jelly.
saying “jelly/ cake/ jam/ juice”.
2. Pictures: (a) a jar of
Step 2: Play the recording and
jam and (b) a jug of juice
allow pupils time to complete - Pupils listen to the + Audio script:
the activity (say “Listen and recording and complete I like juice.
tick.”). Play the recording again, the activity.
* Key: 1. a, 2. b
if necessary (say “Listen
again.”).
Step 3: Check the answers by - Pupils check the answers
asking “a or b?” When pupils and repeat the sentences.
answer correctly, confirm by
saying “1a. I like jelly.”/ “2b. I
like juice.” and encourage them
to repeat.
e. Assessment
- Performance products: Pupils' answers
- Assessment tools: Observation; Answer keys; Peer correction
4. ACTIVITY 3: PRODUCTION (7 minutes)
a. Objectives
- To write the letter J/j and complete the words jelly, juice and jam.
b. Content
- Activity 5. Look and write.
c. Expected outcomes
- Pupils can write the letter J/j and complete the words jelly, juice and jam.
d. Organisation
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Activity 5. Look and write.

TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Step 1: Write the letter J (upper - Pupils follow the teacher - Writing grids for J
case) on the board and say “J” demonstrating
the (upper case) and j
(/dʒeɪ/).
activity.
(lower case).
Step 2: Write the letter J (upper - Pupils come to the front - Pictures of jelly, juice
case) on the board again, but this of the class and write the and jam, with the labels
time more slowly. Invite a few letter J (upper case) on __elly, __uice and
pupils to come to the front of the the board.
__am for completion.
class and write the letter J (upper
case) on the board.
Step 3: Repeat Steps 1 and 2 for j - Pupils follow the
(lower case).
teacher's instructions.
Step 4: Have pupils look at the - Pupils look at the
writing grids (say “Look and writing
grids
and
write.”). Allow pupils time to complete the activity.
complete the activity. Go around
the class to offer support and
feedback.
Step 5: Draw pupils' attention to - Pupils look at the
the pictures and labels (say “Look pictures and labels and
and write.”). Allow pupils time to complete the activity.
complete the activity. Go around
the class to offer support and
feedback.
e. Assessment
- Performance products: Pupils' answers
- Assessment tools: Observation; Questions & Answers
5. FUN CORNER AND WRAP-UP (5 minutes)
* Option 1: Game: Sentence Whisper
- Divide the class into two teams. Each team chooses five pupils.
- Ask the pupils to form two lines.
- Whisper a sentence (e.g. I like jam.) to the first pupil from each team. Then ask them to
whisper the sentence into the ear of the pupil standing next to them. They continue
whispering the sentence until the end of the line. The last pupil has to say it out loud.
- The pupil saying the correct sentence wins a point for their team. The team with more
points will win the game.
* Option 2: Game: Pass the teddy bear
- Give a teddy bear to one pupil.
- Play the music. Ask her/ him to pass the teddy bear to the second one. The second pupil
passes the teddy bear to the third one, and so on.
- Stop the music. Ask the pupil who is holding the teddy bear to say a sentence about their
ability, e.g. I like juice.
- Continue to play the game until all the words are said.

_____________________________________________________

Week 14
English Club
Class: 2A

Spelling names

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- greeting each other; introduce the names, spell names, ages.
- remember number from one to ten; and the alphabet.
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 the alphabet.
b. Content
- Greeting
- Sing the song
c. Expected outcomes
- Pupils can remember the alphabet.
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
The alophabet
- Play the Alphabet chant for ss to listen and
song.
sing along.
- Listen and sing along.

The Alphabet Chant + More | ABC Songs
for Preschool | Super Simple Songs

e. Assessment
- Performance products: Pupils' singing.
- Assessment tools: Observation.
2. ACTIVITY 1: PRACTICE (10 minutes)
a. Objectives
- To review the model sentences: What's your name?  My name'e………..; How do you
spell your name?  It's…….
b. Content
- Review words and structures.
c. Expected outcomes
- Pupils can ask and answer about their names; spell their name and their friends'names.
d. Organisation
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Review words and structures.

TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
- Ask ss some questions:
- Listen
What's your name?
How do you spell your name?
-Answer 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
Nam

Age
7

CONTENT
What's your name? à
My name's…….; How
old are you? How do
you spell your nane?
 It's……

CONTENT
- Fill in the paper.

Spell
N-A-M

-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: Hello, How are you?
What's your name? How do you
spell your name? How old are
you?
- 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: Ai là triệu phú: Ai là triệu phú: SGK Tiếng Anh Lớp 3 Guess What -

Welcome: Lesson 4 (Alphabet)

________________________________________________

Week 14
UNIT 7: IN THE KITCHEN
Lesson 3 – 6,7,8
Period 28
Class: 2A
I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- use the sentence structures “Pass me the _____, please.” and “Here you are.” to make
and respond to a request.
- sing a song with the sentence structures “Pass me the _____, please.” and “Here you
are.”.
- Can choose healthy food and drink; and keep their hands and teeth clean.
2. Competences
- Critical thinking and creativity: learn how to make and respond to a request 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 and interest in the food and drink.
- Be aware of choosing healthy food and drink.
- Feel confident in expressing their opinions.
II. MATERIALS
- Pupil's book: Page 33
- Audio Tracks 38, 39
- Teacher's guide: Pages 57, 58
- Website hoclieu.vn
- Flashcards/ pictures and posters (Unit 7)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To review the sentence structure “I like ____.” to talk about favourite food and drink.
b. Content
- Game: Spin the wheel
c. Expected outcomes
- Pupils can remember the sentence structure “I like ____.” to talk about favourite food
and drink correctly.
d. Organisation:
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Game: Spin the wheel

TEACHER'S ACTIVITIES

PUPILS' ACTIVITIES

- Write the sentence structure
“I like _____.” on the board.

- Look at the sentence
structure “I like _____.” on
the board.
- Divide the class into two teams.
- Work in two teams.
- Ask two pupils of two teams to - Play Rock, paper, scissors
play Rock, paper, scissors to find to find out the team will
out which team will play first.
play first.
- Prepare six pictures about food
and drink. Cover the pictures with
numbers.
- Ask a pupil from each team to - Choose a picture and say
choose a number and say a sentence a sentence suitable for the
suitable for the picture.
picture.
- If the pupil says the sentence
correctly, the teacher spins the
wheel randomly to get points for
the team.
- Praise the winner.
- The team with more points is the
winner.

CONTENT
- Speech bubble:
I like _____.
- Pictures about thing
and
animal
items
(juice,
jelly,
jam,
popcorn, pasta, pizza)
- A wheel with points.

e. Assessment
- Performance products: Pupils' answers and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (10 minutes)
a. Objectives
- To use the sentence structures “Pass me the _____, please.” and “Here you are.”
to make and respond to a request.
b. Content
- Activity 6. Listen and repeat.
c. Expected outcomes
- Pupils can use the sentence structures “Pass me the _____, please.” and “Here you are.”
to make and respond to a request.
d. Organisation
TEACHER'S ACTIVITIES

PUPILS' ACTIVITIES

Activity 6. Listen and repeat. (Track 38)

CONTENT

TEACHER'S ACTIVITIES

PUPILS' ACTIVITIES

CONTENT

Step 1: Draw pupils' attention to - Pupils look at the picture.
the picture (say “Look at the
pictures.”).

- Speech bubbles:
Pass me the jam,
please. /

Step 2: Have pupils point to the - Pupils point to the
sentences (say “Point to the sentence. Pupils listen to
sentences.”). Play the recording and the recording and repeat.
encourage pupils to repeat (say
“Listen and repeat.”). Do this
several times, with pupils repeating
both individually and in chorus.
Correct their pronunciation if
necessary, and praise them when
their pronunciation is good.

- Here you are.
- The picture shows a
mother and son sitting
at a kitchen table. They
are sharing some bread
and jam. The mother is
saying “Pass me the
jam, please.” The son
is saying “Here you
are.”

e. Assessment
- Performance products: Pupils' answers and pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: PRACTICE (8 minutes)
a. Objectives
- To use the sentence structures “Pass me the _____, please.” and “Here you are.” to
make and respond to a request.
- To choose healthy food and drink.
b. Content
- Activity 7. Let's talk.
c. Expected outcomes
- Pupils can use the sentence structures “Pass me the _____, please.” and “Here you are.”
to make and respond to a request.
d. Organisation
TEACHER'S ACTIVITIES
Activity 7. Let's talk.

PUPILS' ACTIVITIES

CONTENT

TEACHER'S ACTIVITIES

PUPILS' ACTIVITIES

CONTENT

Step 1: Hand out three picture - Pupils hold the pictures. There are three pictures
cards showing a jar of jam, a jug of
showing (a) a jug of juice,
juice and a plate of jelly (each card
(b) a jar of jam, and (c) a
to a different pupil).
plate of jelly, together
Step 2: Write “Pass me the jam, - Pupils follow the teacher with
the
incomplete
please.” on the board and underline demonstrating the
sentence
structures
“Pass me the jam.”. Say “Pass me activity.
“_____, please.” and
the jam, please.” Hold out your
“Here _____.”.
hand to indicate that you would like
the pupil holding the picture card of
a jar of jam to pass it to you.
Step 3: Have the pupil repeat the - Pupils repeat the request
request. When he/ she says it
and look at the sentence
correctly, respond “Here you are.” on the board.
and pass it back to him/ her. Write
“Here you are.” on the board.
Step 4: Erase Pass me the jam and - Pupils follow the teacher
replace it with Pass me the juice. demonstrating the
Say “Pass me the juice, please.” activity.
The pupil with the picture card of a
jug of juice should pass it to you
and say “Here you are.”
Step 5: Repeat Step 4 for Pass me - Pupils follow the
the jelly.
teacher's instructions.
Step 6: Erase Pass me the jelly and - Pupils follow the teacher
leave the incomplete sentence demonstrating the
structures “_____, please.” and activity.
“Here you are.” on the board.
Step 7: Hand out a picture card to - Pupils work in pairs to
every pupil in the class. Put pupils practise
making
and
into pairs to practise making and responding to the request.
responding to the request. Go
around the class to offer help or
correct pupils' pronunciation, if
necessary.
e. Assessment
- Performance products: Pupils' performance
- Assessment tools: Observation; Questions & Answers
4. ACTIVITY 3: PRACTICE (7 minutes)
a. Objectives
- To sing a song with the sentence structures “Pass me the _____, please.” and “Here you
are.”.
b. Content
- Activity 8. Let's sing.
c. Expected outcomes
- Pupils can sing a song with the sentence structures “Pass me the _____, please.” and
“Here you are.”.

d. Organisation
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Activity 8. Let's sing. (Track 39)
Step 1: Draw pupils' attention to - Pupils look at the picture - The lyrics and the
the picture (say “Look at the and point to the picture of recording of the song
picture.”). Say “Pass me the jam.” the jam and respond using about
making
and
and encourage pupils to point to the the full sentence structure. responding to a request
picture of the jam and respond
about food/ drink.
using the full sentence structure.
- The picture shows a
Step 2: Play the recording of the - Pupils listen to the family (a mother, a father,
song to familiarise pupils with the recording of the song to a daughter and a son)
rhythm and melody (say “Listen.”). familiarise
with
the sitting at a table. They are
Step 3: Read the song line by line rhythm and melody.
and encourage pupils to repeat (say
“Listen and repeat.”). Do this - Pupils read the song line sharing a jug of juice, a
several times, with pupils repeating by line.
plate of jelly, some bread
both individually and in chorus.
and jam.
Correct their pronunciation if
necessary, and praise them when
their pronunciation is good.
Step 4: Say “Let's sing!”. Play the - Pupils listen to the
recording line by line and recording line by line and
encourage pupils to sing along.
sing along.
Step 5: Have pupils work in groups - Pupils work in groups to
to make up actions for the song. make up actions for the
Invite a few groups to perform the song. Pupils 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: Vocabulary race
- Divide the class into four teams and ask them to stand in two lines facing the board.
- Draw four columns on the board for Teams A, B, C, and D.
- Give a marker to the first pupil of each team.
- Say “1 2 3” and then ask the pupils to run to the board quickly to write a food item or a
drink item on it. Next, ask them to pass the markers to the next friends and join back of the
line.
- Give one minute for pupils to do the task. The team with the most correct words is the
winner. Praise the winner.
* Option 2: Role-play
- Divide the class into pairs.
- Have the pupils practise saying the sentences.
E.g. Pupil A: Pass me the jam, please.
Pupil B: Here you are.
- Have some pairs demonstrate the activity in front of the class.