WEEK 1
GRADE 2
Week 1
UNIT 1: AT MY BIRTHDAY PARTY
Period 1
Lesson 1 – Part 1,2
Class: 2A
I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge and skills
- correctly pronounce the name of the letter P/p (/piː/).
- correctly pronounce the sound of the letter P/p (/p/) in isolation and in the words
pasta, popcorn and pizza.
2. Competences
- Communication and collaboration: work in pairs or groups to complete the learning
tasks.
- Self-control and independent learning: perform pronunciation tasks.
3. Attributes
- Show their love and interest in food.
- Show their knowledge about choosing healthy food.
- Be willing to help friends.
II. MATERIALS
- Pupil's book: Page 6
- Audio Track 2
- Teacher's guide: Pages 7, 8, 9
- Website hoclieu.vn
- Flashcards/ pictures and posters (Unit 1)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP (5 minutes)
a. Objectives
- To create a friendly and lively atmosphere in the classroom by greeting and
introducing themselves.
- To ask and answer questions about food items (in Vietnamese) correctly.
b. Content
- Greeting/ Ask and answer.
c. Expected outcomes
- Pupils can greet and introduce themselves.
- Pupils can ask and answer questions about food items (in Vietnamese) correctly.
d. Organisation:
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Greeting/ Ask and answer.
- Write “Hello, I'm _____.” on - Greet and introduce - Speech bubble:
the board. Say “Hello, I'm themselves.
Hello, I'm _____.
_____.” Walk around the class,
- Pictures/ slides of
greet pupils. Encourage them to
popular food items (cake,
answer “Hello, I'm _____.”.
pizza, noodles, chicken,
- Show pupils some pictures/ - Look at some pictures/ chips, …).
slides of popular food items slides of popular food
(cake, pizza, noodles, chicken, items.

chips, …).
- Ask pupils some questions - Answer the teacher's
about
questions about food
food items in Vietnamese.
items.
e.g.
1. Các em đã từng ăn món mì/
gà/ khoai tây chiên,… chưa?
2. Các em có thích món mì/ gà/
khoai tây chiên,… không?
3. Các em thường ăn món gì
vào buổi tiệc sinh nhật?
e. Assessment
- Performance products: Pupils' answers and interactions
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1:EXPLORATION(10 minutes)
a. Objectives
- To correctly pronounce the name of the letter P/p and the sound /p/, both in
isolation and in the words pasta, popcorn and pizza.
b. Content
- Activity 1. Listen and repeat.
c. Expected outcomes
- Pupils can correctly pronounce the name of the letter P/p and the sound /p/, both in
isolation and in the words pasta, popcorn and pizza.
d. Organisation
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Activity 1. Listen and repeat. (Track 2)
Step 1: Draw pupils' attention - Pupils look at the - The picture shows a
to the picture (say “Look at the picture. Pupils answer the birthday
party.
Four
picture.”). Ask questions to questions to identify the children are sitting at a
help them identify the context. context.
table. On the table, there
Step 2: Have pupils point to
is a birthday cake, a plate
the letter P/p (say “Point to the - Pupils point to the letter of pasta, a bowl of
letter P.”). Explain that the P/p and listen to the popcorn and a pizza. A
name of the letter P/p is teacher's explanation.
boy is blowing out seven
different to its sound (say
candles on the birthday
“Listen. /piː/ /p/.”).
cake.
Step 3: Play the recording of - Pupils listen to the - Pasta, popcorn and
the name and sound of the recording of the name and pizza are labelled, with
letter P/p and encourage pupils sound of the letter P/p and the letter p in red.
to repeat (say “Listen and repeat.
- The sound of the letter
repeat.”). Do this several times,
P/p (/p/) is the focus of
with pupils repeating both
Unit 1.
individually and in chorus.
Correct their pronunciation if
necessary, and praise them
when their pronunciation is
good.
- Pupils look at the pasta.
Step 4: Have pupils look at the Then pupils point to the
pasta (say “Look at the pasta.”). word pasta. Pupils pay
Then have them point to the attention to the colour of

word pasta (say “Point to the the letter p.
word pasta.”). Draw their
attention to the colour of the
letter p (say “Look at the colour
of the letter p. It is red.”).
- Pupils listen to the
Step 5: Play the recording of recording of pasta and
pasta and encourage pupils to repeat.
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 - Pupils follow the
good.
teacher's instructions.
Step 6: Repeat Steps 4 and 5 - Pupils listen to the
for popcorn and pizza.
recording in full and
Step 7: Play the recording in repeat the name and
full and encourage pupils to sound of the letter P/p,
repeat the name and sound of pasta, popcorn and pizza
the letter P/p, pasta, popcorn both individually and in
and pizza both individually and chorus.
in chorus.
e. Assessment
- Performance products: Pupils' answers and pronunciation
- Assessment tools: Observation; Questions & Answers
3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION(10 minutes)
a. Objectives
- To correctly identify and pronounce the words pasta, popcorn and pizza.
b. Content
- Activity 2. Point and say.
c. Expected outcomes
- Pupils can correctly identify and pronounce the words pasta, popcorn and pizza.
d. Organisation
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Activity 2. Point and say.
Step 1: Have pupils point to - Pupils point to the letter Flashcards/
pictures
the letter P/p and correctly P/p
and
correctly (pasta, popcorn, pizza)
pronounce its name and sound pronounce its name and
(say “Point to the letter P. sound.
Say /piː/. Now say /p/.”).
Step 2: Have pupils point to
and correctly pronounce the - Pupils point to and
word pasta (say “Point to the correctly pronounce the
pasta. Say pasta.”). Do this word pasta.
several times, with pupils
repeating both individually and
in chorus. Correct their
pronunciation if necessary, and
praise them when their

pronunciation is good.
Step 3: Repeat Step 2 for - Pupils follow the
popcorn and pizza.
teacher's instructions.
Step 4: Put pupils into pairs or - Pupils work in pairs or
teams for further practice of teams for further practice
Steps1 to 3. Go around the of Steps 1 to 3.
class to offer help or correct
pupils'
pronunciation,
if
necessary.
e. Assessment
- Performance products: Pupils' interaction and practice
- Assessment tools: Observation; Questions & Answers
4. FUN CORNER AND WRAP-UP (10 minutes)
* Game: “Kim's Game”
- Divide the class into two teams. Say “You are going to play a memory game.”
- Display both sets of cards face up on the board. Give pupils two minutes to
memorise their set.
- Turn the cards face down on the board. Explain that when you say a word, a
nominated pupil from each team must run to their set, try to remember which card
shows the relevant picture and turn it over to show to their team. A correct card
scores one point. When the pupils' turn is over, they must put the cards back on the
board face down and return to their seats.
- Play the game. Remember to nominate a pupil from each team before saying the
word.
- Count the points for each team and announce the winner. The team with the most
points wins. The winning team must then correctly pronounce all the words.
CLASS 2B :
*Supplement( Bổ sung )
- The lesson may take longer than expected, solution for example will be omitted and
practice quickly ............
+Most of Ss can remember the letter P, the sound /p/ and the words.
Disable student: remember the letter P and sound /p/.
CLASS 2C :
*Supplement( Bổ sung )
- The lesson may take longer than expected, solution for example will be omitted and
practice quickly ............
+Most of Ss can remember the letter P, the sound /p/ and the words.
_____________________________________________________
Week 1
UNIT 1: AT MY BIRTHDAY PARTY
Period 2
Lesson 2– Part 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 P/p (/p/), the words pasta, pizza and
popcorn and the sentence structure “I like _____.”.
- recognise target words and the sentence structure while listening.
- write the letter P/p and complete the words pasta, pizza and popcorn.

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 food.
- Show their knowledge about choosing healthy food.
- Be willing to help friends.
II. MATERIALS
- Pupil's book: Page 7
- Audio Tracks 3, 4
- Teacher's guide: Pages 9, 10, 11
- Website hoclieu.vn
- Flashcards/ pictures and posters (Unit 1)
- Computer, projector, …
III. PROCEDURES
1. WARM-UP & REVIEW (5 minutes)
a. Objectives
- To identify and guess the pictures about food (pizza, popcorn, pasta).
b. Content
- Game: “Guess the picture”
c. Expected outcomes
- Pupils can guess and say the names of the pictures about food correctly.
d. Organisation:
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Game: “Guess the picture”
- Prepare some pictures about
Pictures
with
pieces
food (pizza, popcorn, pasta).
(pizza, popcorn, pasta)
- Divide each picture into
pieces.
- Look at each piece of
- Show each piece of the the picture in turns.
picture in turns.
- Guess and say the name
- Ask pupils to guess and say of the picture.
the name of the picture.
- Continue playing the
- Continue the game until all game.
the pictures are used.
e. Assessment
- Performance products: Pupils' answers and pronunciation
- Assessment tools: Observation; Questions & Answers
2. ACTIVITY 1:PRACTICE(10 minutes)
a. Objectives
- To say a chant with the sound of the letter P/p (/p/), the words pasta, pizza and
popcorn 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 P/p (/p/), the words pasta, pizza
and popcorn, and the sentence structure “I like _____.”.
d. Organisation

TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Activity 3. Listen and chant. (Track 3)
Step 1: Draw pupils' attention - Pupils look at the picture - The lyrics and the
to the picture and have them and point to the pasta.
recording of the chant
point to the pasta (say “Look at
about food.
the picture. Point to the
- The picture shows a
pasta.”).
- Pupils listen and repeat birthday
party.
The
Step 2: Say “I like pasta.” and the sentence.
children are eating pasta,
encourage pupils to repeat. To
popcorn and pizza.
reinforce their understanding,
use gestures or draw a smiley
face on the board.
- Pupils follow the
Step 3: Repeat Steps 1 and 2 teacher's instructions.
for pizza and popcorn.
- Pupils listen to the chant
Step 4: Play the recording of to familiarise with the
the chant to familiarise pupils words and rhythm.
with the words and rhythm (say
“Listen.”).
- Pupils point to the first
Step 5: Have pupils point to line of the chant. Pupils
the first line of the chant (say listen to the recording of
“Point to line one.”). Play the the first line and chant.
recording of the first line and
encourage pupils to chant (say
“Listen and chant.”).
- Pupils follow the
Step 6: Repeat Step 5 for the teacher's instructions.
other lines of the chant.
- Pupils listen to the
Step 7: Play the recording in recording in full and
full and encourage pupils to chant. Pupils clap along
chant (say “Listen and chant.”). or do other actions.
Pupils can clap along or do
other actions to help them keep - Pupils work in two
the rhythm.
teams and take turns to
Step 8: Divide the class into chant a line. The whole
two teams. The teams take class can clap along or do
turns to chant a line. The whole other actions.
class can clap along or 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 popcorn, pasta and the sentence structure “I like _____.”
while listening.
b. Content
- Activity 4. Listen and tick.
c. Expected outcomes
- Pupils can recognise the words popcorn, pasta and the sentence structure “I like
_____.” while listening.
d. Organisation

TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Activity 4. Listen and tick. (Track 4)
Step 1: Have pupils look at the - Pupils look at the 1. Pictures: (a) a bowl of
pictures and say the words (say pictures and say the popcorn and (b) a bowl of
“Point and say.”). When pupils words.
noodles.
answer correctly, confirm by
+ Audio script:
saying “popcorn/ noodles/
I like popcorn.
pasta/ pizza”.
2. Pictures: (a) a plate of
Step 2: Play the recording and
pasta and (b) a pizza.
allow pupils time to complete - Pupils listen to the + Audio script:
the activity (say “Listen and recording and complete I like pasta.
tick.”). Play the recording the activity.
*Key: 1. a, 2. a
again, 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 popcorn.”/
“2a. I like pasta.” 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 P/p and complete the words pizza, popcorn and pasta.
b. Content
- Activity 5. Look and write.
c. Expected outcomes
- Pupils can write the letter P/p and complete the words pizza, popcorn and pasta.
d. Organisation
TEACHER'S ACTIVITIES
PUPILS' ACTIVITIES
CONTENT
Activity 5. Look and write.
Step 1: Write the letter P - Pupils follow the teacher - Writing grids for P
(upper case) on the board and demonstrating
the (upper case) and p (lower
say “P” (/piː/).
activity.
case).
Step 2: Write the letter P
- Pictures of pizza,
(upper case) on the board - Pupils come to the front popcorn and pasta, with
again, but this time more of the class and write the the
labels
__izza,
slowly. Invite a few pupils to letter P (upper case) on __opcorn and __asta
come to the front of the class the board.
for completion.
and write the letter P (upper
case) on the board.
Step 3: Repeat Steps 1 and 2
for p (lower case).
- Pupils follow the
Step 4: Have pupils look at the teacher's instructions.
writing grids (say “Look and - Pupils look at the
write.”) Allow pupils time to writing
grids
and
complete the activity. Go complete the activity.
around the class to offer

support and feedback.
Step 5: Have pupils look at the
pictures and labels (say “Look - Pupils look at the
and write.”). Allow pupils time pictures and labels and
to complete the activity. Go complete the activity.
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)
* Game: “Slap the board”
- Tell pupils that they are going to listen to the names of the food items and slap the
correct Flashcards as quickly as possible.
- Put the Flashcards (pizza, popcorn, pasta) on the board.
- Call two or three pupils to the front of the class. Ask them to stand at a certain
distance from the board.
- The teacher says a word, e.g. pizza. Have pupils run to the board and slap the
correct flash card. The pupil who is the quickest to slap the correct flashcard gets one
point. The pupil who has the most points at the end of the game wins.
CLASS 2B :
*Supplement( Bổ sung )
- The lesson may take longer than expected, solution for example will be omitted and
practice quickly ............
+Most of Ss can use the model sentence: I like……………….. (pasta, pocorn, pizza)
Disable student: remember the letter P and sound /p/.
CLASS 2C :
*Supplement( Bổ sung )
- The lesson may take longer than expected, solution for example will be omitted and
practice quickly ............
+Most of Ss can use the model sentence: I like……………….. (pasta, pocorn, pizza)