WEEK 22 Date of planning: 05/02/2024

Date of teaching: 06/02-10/02/2024

Class: 2A, 2B.
Period 85:
LESSON PLAN
TEXTBOOK: I learn Smart Start grade 2
UNIT 7: CLOTHES
LESSON 1: Period 85 ( Part A,B,C)
STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
- to be able to identify clothes.
- identify and use vocabulary items about clothes.
B. LANGUAGE FOCUS.
1. Key terms: T- shirt, dress, hat, shirt.
2. Key grammatical structure
The sentence patterns:
- Is this your T- shirt?
Yes, it is.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I learn Smart grade 2: Student’s book, page 46.
- Audio track: Unit 7: Clothes , CD2 – Track 11,12,13,14, page 46.
- 4 pictures of common diseases: T- shirt, dress, hat, shirt.
- Computer & projector/ TV
STAGE 2: ASSESSMENT EVIDENCE
Performance
Performance Tasks Assessment tools
products
Observation
Students' talk Questions &
1. to be able to identify clothes.
Students' answers answers
Answer keys
2. identify and use vocabulary items
Student's talks and Observing
about clothes
interaction Questions &
communicaton answers
 STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Activyty 1: Warm up.
Sing “ The Wheels in the Bus” song
(source: https://www.youtube.com/watch?v=JXBL3h5wK0I&t=33s)
"Read my lips" game
 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
Activity2: Listen and point. Repeat. (p.46)
CD2-Track 11:
Use some pictures to introduce the new words (T-shirt, dress, 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.
Word Tennis" game
 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 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
Activity 3: B.1. Listen to the story. (p.46)
CD2-Track 12:
 Have students look and describe the picture, then call out the 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.
Activity 4: B.2. Listen and put a () or a (). (p.46)
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
Activity 5: C. Sing. (P.46)
CD2-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 students listen, sing along, and do the actions.
Role play
 Have students work in pairs, practice the useful language like the conversation
in their books.
Have some pairs demonstrate in front of the class.
Big idea: After studying this lesson, students can identify and use the
following vocabulary items and structures to talk about clothes

TEXTBOOK: I-LEARN SMART START GRADE 2

UNIT 7: CLOTHES
LESSON 1: PART A,B,C
------------------------------------------------------------------------
Period 86:
LESSON PLAN
TEXTBOOK: I learn Smart Start grade 2
UNIT 7: CLOTHES
LESSON 1: Part D,E
STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
- to be able to identify clothes.
- Practice language skills – the structure “Is this your T-shirt?”
B. LANGUAGE FOCUS.
1. Key terms: T- shirt, dress, hat, shirt.
2. Key grammatical structure
The sentence patterns:
- Is this your T- shirt?
Yes, it is.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I learn Smart grade 2: Student’s book, page 47.
- 4 pictures of common diseases: T- shirt, dress, hat, shirt.
- Computer & projector/ TV
STAGE 2: ASSESSMENT EVIDENCE
Performance
Performance Tasks Assessment tools
products
Observation
Students' talk Questions &
1. to be able to identify clothes.
Students' answers answers
Answer keys
2. Practice language skills – the
structure “Is this your T-shirt?” Student's talks and Observing
interaction Questions &
communicaton answers

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES

Activyty 1: Warm up.
Sing the song of page 46 - part C, track 70.
Divide the class into two teams, one team holds up the pictures and sings the
questions, the other sings the answers.
"Musical dictation" game
 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.
Activity 2: D. Point, ask and answer. (p.47)
Practice (optional).
 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.
Is this your dress? - Yes, it is
Activity 3:E. Play “Magic finger”. (p.47)
 Have students look at the example.
 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
 Have students stand in a circle and place some flashcards on the board.
 Tell students to put their hands on their heads.
 Shout out the 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.
 Have the students who have less flashcards make questions for their friends
answer.
E.g.
 Is this your hat?
Yes, it is.
Big idea: After studying this lesson, students can identify and use the
following vocabulary items and structures to talk about clothes

TEXTBOOK: I-LEARN SMART START GRADE 2

UNIT 7: CLOTHES
LESSON 1: PART D,E
Period 87:
LESSON PLAN
WORK BOOK: I learn Smart Start grade 2
UNIT 7: CLOTHES
LESSON 1: Period 87
STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
- to be able to identify clothes.
- practice language skills – the structure “Is this your T-shirt?”
B. LANGUAGE FOCUS.
1. Key terms: T- shirt, dress, hat, shirt.
2. Key grammatical structure:
The sentence patterns :
- Is this your T- shirt?
Yes, it is.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I learn Smart grade 2: Work book, page 44,45.
- Audio track: Unit 7 - Lesson 1- CD2 – Track 26.
- 4 pictures of clothing items.: T- shirt, dress, hat, shirt.
- Computer & projector/ TV.
STAGE 2: ASSESSMENT EVIDENCE

Performance
Performance Tasks Assessment tools
products
Observation
Students' talk
1. to be able to identify clothes. Questions & answers
Students' answers
Answer keys
Student's talks and
2.practice language skills – the Observing
interaction
structure “Is this your T-shirt?” Questions & answers

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES

Activity 1: Warm – Up :
"Lucky number" game
 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 the points written
at the back of the cards.
 Continue the games with other teams.
The team that gets the most points wins.
Activity 2: Look, trace and draw lines. (p.44)
 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.
Activity 3: Look and write. (p.44)
 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.
Activity 4: C. Listen and put a () or a (). (p.45)
CD2 – Track 26:
 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.
Activity 5: Look and write. (p.45)
 Have students look at the pictures, read the questions and answers then fill in
the blanks.
Check students’ mistake as a whole class.
Activity 6: Wrap-up :
Option 1
Draw yourself.
 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
“Throwing” game
 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.
The team that gets the most cards/pictures win.
WORK BOOK: I LEARN SMART START 2
UNIT 7 – Lesson 1 – PAGE 44,45
Period 88:
LESSON PLAN
TEXTBOOK: I learn Smart Start grade 2
UNIT 7: CLOTHES
LESSON 1: Period 88 ( Part A,B,C,D)
STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
- recognize the /v/ sound.
- practice language skills – the structure “Is this your ….?”
B. LANGUAGE FOCUS.
1. Key terms: violin, vest.
2. Key grammatical structure
The sentence patterns:
I have a violin.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I learn Smart grade 2: Student’s book, page 48.
- Audio track: Unit 7: Clothes , CD2 – Track 15,16,17,18 page 48.
- 2 pictures of common diseases: violin, vest.
- Computer & projector/ TV
STAGE 2: ASSESSMENT EVIDENCE
Performance
Performance Tasks Assessment tools
products
Observation
Students' talk Questions &
1. recognize the /v/ sound
Students' answers answers
Answer keys
2. practice language skills – the
Student's talks and Observing
structure “Is this your ….?”
interaction Questions &
communicaton answers

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES

Activyty 1: Warm up.
Sing “Clothing Song For Kids”
(Source: Dream English Kids
https://www.youtube.com/watch?v=KFQxBCvgx70)
“Chalkboard Fun” game
 Divide the class into four teams.
 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 chalkboards.
 Give the team which has all the correct answers one point.
The team that gets the most points win.
Activity2: Listen and repeat. Trace. (P.48)
CD2-Track 15:
 Play audio. Have students listen and repeat.
 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.
Activity 3. Listen and repeat. Write. (p.48)
CD2-Track 16:
 Have students look at the pictures.
 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.
Activity 4: Sing. (p.48)
CD2-Track 17:
 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 "vest" and sing along the same
melody as the first one.
Activity 4: Listen and jump. (p.48)
CD2-Track 18:
 Demonstrate the activity.
 Have students stand up.
Have students jump when they hear the letter sound.
Big idea: Through this lesson, students can pronounce “Vv” correctly.
TEXTBOOK: I-LEARN SMART START GRADE 2
UNIT 7: CLOTHES
LESSON 2: PART A,B,C,D