Giáo án tiếng anh 7 theo chương trình thí điểm cả năm

- Listen and read a conversation about hobbies in detail - Express their own hobbies B/ Language content: - Vocab: vocabulary related to hobbies - Grammar: Present simple tense , V-in

- Materials: teaching plan

- Method: T- WC, group work, individual work

D/ Procedures:

1 Present simple:

a, Use: Thì hiện tại đơn diễn tả hành động:

- thờng xuyên xảy ra, lặp đi lặp lại ở hiện tại

- chân lí, sự thật hiển nhiên và những điều luôn đúng

- một trạng thái mang tính ổn định

- thời gian biểu, thời khoá biểu

- tiêu đề báo chí để chỉ các sự kiện vừa mới xảy ra

- sự việc đợc sắp thành lịch (giờ tàu, chiếu phim, ca nhạc )

b, Form: S + V (s,es)

S + don't/ doesn't + V

Do/ Does + S + V ?

c, Sign:

- always, usually, often, generally, frequently, occasionally, sometimes, never, seldom, rarely

- once/ twice/ three times a day/ a week/ a month

- every + N

- in the morning/ afternoon/ evening

- on Monday / July 1st

2 Present progressive:

a, Use: Thì hiện tại tiếp diễn diễn tả hành động:

- đang diễn ra tại thời điểm nói hoặc xung quanh thời điểm nói

- hành động tơng lai đã đợc sắp đặt sẵn

- kết hợp với always khi diễn tả sự phàn nàn về sự việc lặp đi lặp lại, làm cho ngời khác bực mình

b, Form: S + am/ is/ are +V-ing

S + am/ is/ are + not + V-ing

Am/ is/ are + S + V-ing ?

c, Sign:

- at the moment, at present, at this time, at this moment, now, right now

- look/ listen/ hurry up/ be careful/ be quiet/ sssh

* Note: Những động từ sau không thờng dùng ở hiện tại tiếp diễn:

- hear, smell, feel, sound, look, taste, see

- admire, appreciate, desire, dislike, fear, hate, like, love, mind, respect, want, wish, prefer, need

- believe, expect, think, recognize, remember, forget, know, consider, understand, mean

- belong, own, possess, be, have

- seem, appear, contain, insist

3 Present perfect:

a, Use: Thì hiện tại hoàn thành diễn tả hành động:

- bắt đầu từ quá khứ, kéo dài đến hiện tại và có thể tiếp tục ở tơng lai

- đã xảy ra trong quá khứ nhng không rõ thời gian

- vừa mới xảy ra

- đã xảy ra và đã chấm dứt nhng kết quả còn để lại hoặc liên quan đến hiện tại

- cha bao giờ xảy ra

- lặp lại nhiều lần trong quá khứ

- dùng trong câu bình phẩm

b, Form: S + have/ has + P II

S + have/ has + not+ P II

Have/ has + S + P II ?

c, Sign:

- since/ for/ just/ already/ recently= lately/ ever/ never before/ not yet/ once/ twice/ threetimes / so far= up to now= up to the present= until now/ first time/ second time

4 Past simple:

a, Use: Thì quá khứ đơn diễn tả hành động:

- đã xảy ra và đã chấm dứt biết rõ thời gian

a, Use: Thì tơng lai đơn diễn tả hành động:

- sẽ xảy ra trong tơng lai nhng không đợc sắp đặt từ trớc (nó đợc quyết định ngay lúc nói)

b, Form: S + will + V

S + won't + V

Will + S + V ?

c, Sign:

- tomorrow

- next + N

- tonight/ this evening/ this weekend

- soon/ some day/ one day/ some time

- in + a period of time

- in + a point of time in the past

II/ Practice:

Exercise 1: Present simple or present progressive?

1 Be quiet! The baby (sleep)

2 We seldom (eat) before 6.30

3 Look! a man (run) after a bus He (want) to catch it

4 The sun (rise) in the east and (set) in the west

5 It (be) often hot in summer

6 I (do) an exercise on present tenses at this moment and I (think)that I (know)how to use it now

7 My mother sometimes (buy) vegetables at this market

8 It (be) very cold now

9 It (rain) much in summer It (rain) now

10 Daisy (cook) some food in the kitchen at present She always (cook) in the morning

Exercise 2: Present tenses.

1 Listen! I (think) someone (knock) at the door

2 Up to the present, we (write)almost every lesson in the book

3 The earth (circle) the sun once every 365 days

4 The farmers (work) in the field at the moment

5 How many time you (see) him since he went to Edinburgh?

6 Do you know that man, who (smoke) there?

7 Mrs Green always (go) to work by bus

8 We (be) from France We (be) there for 20 years

9 I (wait) for the manager for two hours but he (not come) yet

10 You (ever/ see) a lion?

Period 2:

UNIT 1 MY HOBBIES

GETTING STARTED

A/Objectives:

By the end of the lesson, ss will be able to:

- Extend and practice vocabulary related to hobbies.

- Listen and read a conversation about hobbies in detail

- Express their own hobbies

B/ Language content:

- Vocab: vocabulary related to hobbies

- Grammar: Present simple tense , V-ing (gerund)

C/ Preparation:

- Materials: Ss’ books, text books, posters, tape and radio

- Method: T- WC, group work, individual work

D/ Procedures:

5' I Warm up: Brainstorming

- T write the words hobbies on the

board and divides the class into two

groups The two groups use the

different chalk

-Ask students in each groups take

turn to write their hobbies

- The group with more and correct

words is the winner

- Introduce the new lesson

* Checking: Rub out and remember

1 Listen and read

- T asks ss to look at the picture on

page 8 and answer these questions:

* Vocabulary

- upstairs(adv): trên gác -unusual(adj): khác thường

Can you guess who they are ?

Where are they?

What can you see on the shelf?

- T write the answer quickly on the

board

- T introduces Elena -Nick's sister

- T plays the recording

- Answer the questions by guessing

- Listen and read then check the guessing

a True or false statements

- Go through the sentences

- T asks ss to work individually to

find out which sentences are true/

false

-Ask ss to share their answers

- Give feedback

b Answer the questions

-Go through the questions

- Ask ss to work in pairs to ask and

answer the questions

- Call on some pairs to practice

- Call two ss to write the answer on

the boards

- Give feedback

2 Listen and repeat(2ms)

Play the recording and let them

practice

3 Matching

- Have ss work individually to match

the words/phrases from 2 with the

1 She receives dolls on special occasions

2 No, they aren't 3.She keeps them after using them

4 No, she doesn't

5 No, she hasn't

- Listen to the tape and repeat

Key:

1 playing boarding games

2 taking photos

3 bird-watching 4.cycling

5.playing the guitar

6 gardening 7.cooking

8 arranging flowers

7’

4 Complete the table

- Ask ss to work in pairs to complete

the table

- Give feedback

5 Game : FIND SOMEONE WHO

- Ask ss how to complete the table,

using " Do you like ?"

9 skating

Key:

Cheap hobbies: gardening, bird-

watching, collects bottles

Expensive hobbies : Taking photos,

playing the guitar, arranging flowers

Easy hobbies: gardening, collecting

bottles , playing board games s

Difficult hobbies : playing the guitar,

cooking, arranging flowers, skating

- Take part in the game to complete the table

3'

By the end of the lesson, ss will be able to:

- Practice vocabulary related to hobbies

- Know how to pronounce the sounds / ə / and / ɜ: /

- Find out the words with the sounds / ə / and / ɜ: /

B/ Language content:

- Vocab: vocabulary related to hobbies and key to hobbies

C/ Preparation:

- Materials: Ss’ books, text books, posters, tape and radio

- Method: T- WC, group work, individual work

D/ Procedures:

3' I Warm up:

Guessing hobbies from gesture

- T calls one student goes to the board and

uses gesture to express his/her hobby.

-Other students guess what hobby is

- The student with the correct guessing

goes to the board to express his/her hobby

- Introduce the new lesson

- Take part in the game

- Have ss read the action verbs in column

A and match them with suitable

words/phrases in column B

- Ask ss to work in pairs

- Give feedback

-Confirm the correct answers

2.Fill in the blank in the sentences

- Ask ss to work in pairs to do this

activity.

- Call 2 students to write their answers on

the board

- Give feedback

-Confirm the correct answers

3 Write down key words

- headphone (n) : tai nghe

-melody(n): : giai điệu

- creative(adj): sáng tạo -paint(v) :vẽ

- Work in pairs to match

Key:

1-i,d,e 2-g 3-b,c,j 4-f,h 5-c 6-a

- Work in pairs to complete the sentences

- Call on students in different groups to

write the answers on the board

- Give feedback

-Confirm the correct answers

4 Game : THE KEYS TO MY

HOBBY! ( 6')

- T calls on one student to sit in front of

the class and say the keywords out aloud

The others guess and ask him/her

questions :

Is it ?

- Take turn

PRONUNCIATION

5 Listen and tick the words you hear

Repeat the words

- Have some ss read out the words first

- Play the recording

- Give feedback

-Confirm the correct answers

6 Listen then put the words in the

correct column

- T explains how to pronounce the sound

/ ə / and / ɜ: /

Nguyên âm / ə / khi phát âm, lưỡi hơi đẩy

lên trên và hướng ra phía trước, là nguyên

âm rất ngắn

Nguyên âm / ɜ: / là nguyên âm dài, và khi

phát âm lưỡi ở vị trí thấp và miệng mở

vừa.

- Ask ss to listen and put the words in

the correct column

- Play the recording again

- Give feedback

-Confirm the correct answers

7 Listen to the sentences and tick / ə /

and / ɜ: /

- Have ss to work individually

- Play the recording

- Take part in the game

- Listen and tick the words they hear

Key :

away, burn, hurt, birth, answer, neighbour, heard, common

Key : / ə / ; away, answer, neighbor,

common

/ ɜ: / : burn, birth, hurt, heard

- Recall some hobbies

-How to pronounce the sounds/ ə / and /

ɜ: /

IV Homework

-Learn by heart all the new words and

structures.

- Guide ss how to do E A1,2 B 5

- Prepare: A closer look 2

Key :

/ ə / : 1,2,4 / ɜ: / : 3,5

UNIT 1: MY HOBBIES

Lesson 3: A CLOSER LOOK 2

A/Aims and objectives:

By the end of the lesson, ss will be able to:

- Review the present simple and the future simple

- How to use verbs of liking

B/ Language content:

- Vocal: about hobbies

- Grammar: the present simple and the future simple , liking verbs + V-ing

C/ Materials : Ss’ books, text books, posters

- T asks ss : What do you like doing in

your free time ?

- Introduce the new lesson

II The new lesson

* Vocabulary

- Check vocab: rub out and remember

- Recall about the present simple or future

simple tense ( form, usage)

1 Complete the sentences Use the present

simple or future simple form of the verbs

- Have ss do this exercise individually

- Ask them to compare their answers

- Give feedback

-Confirm the correct answers

2 Read the table and complete Nick's

report using the present simple tense

- Ask ss to look at the table and make sure

that they understand it

- T models first

- Ask ss to work individually then compare

their answers with a partner

-Give feedback

-Confirm the correct answers

- Write the correct answer on the board

3 Work in groups

a Take a survey

- Ask ss to work in groups of 6 ss They

should draw a table similar to the one in 2

The number of the column depends on the

numbers of group members

- One group member asks and records the

- Answer the teacher's questions

* Vocabulary -result(n):kết quả

Note : Frequency means how often

someone does something in a given time

frame

b Write a short report

4 Verbs of liking + Ving

Complete the sentences

- Explain that some of liking verbsand not

liking such as : like , love, enjoy, hate +

V-ing

-Ask ss to work individually the write the

answers on the board

5 Look at the pictures and write

sentences

- Ask ss to read the example and the explain

the way to do this activity Ss write

sentences using the pictures as clues

- Ask ss to work in pairs

- Call on 2 ss to write the sentences on the

board

6 What does each member in your family

like or not like doing ? Write the sentences

- Have ss work individually

- Let them compare the result

- Have other ss comment

III Consolidation

- Recall about the present simple and the

future simple , liking verbs + V-ing

IV Home work

Learn by heart all the new words and

1 He doesn't like eating apples

2 They love playing table tennis

3 She hates playing the piano

A Aims and objective

By the end of the lesson, Ss will be able to:

- know how to give their opinion about somthing using " find sth/doing sth + adj; think that sth/doing sth is + adj"

- practice talking about their own hobbies.

B Language content

- Vocabulary: Extra vocabulary about hobbies

- Grammar: find sth/doing sth + adj; think that sth/doing sth is + adj

C Materials

- Teaching aids: Textbook, posters, picture

- Work arrangement: T-WC, group work, pair work

- Anticipated problems: - Ss may be interested in talking about their own hobbies

D Procedure

5' Warm up : Matching

? Go through the extra vocab with Ss

- Quickly teach them if they do not know any

words/ phrases

? Work individually

- Teacher confirms the correct answers

- Have some strong students to make one sentence

with each picture

- Listen to the teacher and repeat

1 Model sentences: Dialogue build

* Set the sence: Mi and Nick are talking about one

of their hobiess

- Elicits one by one sentence from student

? Listen and repeat

Mi: I am interested in swimming I find swimming

(1) What about you?

Nick: Me too I (2) that swimming

(3) interesting

Mi: Why don't we (4) swimming this weekend

Nick: That's a good idea

? Drill the dialogue chorally and individually

- Have some Ss fill in the gaps

- Draw out the models

? Study the Look out How can you give your

I find swimming interesting

find doing sth + adj

I think (that) swimming is interesting

think (that) + doing sth + is + adj

2 Complete the table (2P11)

? Work individually and tick the appropriate boxes * Suggested answer

boring unusual interestingmaking

makingmodelscarving

15' II Practice

1 Complete the sentences (2 P11)

- Model the first sentence

? Complete the rest individually then compare with

your partners

- Have some students write their sentences on the

board

- Other Ss and teacher give comments

E.g:1 I find making pottery boring because we have to sit still and make things by hands

2 I think dancing is ineresting because you can enjoy lovely melody of the music you like while you are dancing

2 Opinion - sharing (3 P11)

? Interview one of your classmate about the hobies

in 1 and take notes her/his answers.

? Take turns being the person who asks the

Mai: I think it is boring./ I find it boring.You: Why?

Mai: Because we have to sit still and makethings by hands

You; Will you take up making pottery in the future?

Mai: Yes, I will I'm not sure

E.g: Mai thinks making pottery is boring because we have to sit still and make things by hands

7' III Further practice

Game (extension activity)

- Divide the Ss into two big groups

- Teacher says an activity/ hobby and point at a

student from one group

? Make sentence with this activity/ hobby using the

struture in Look out! box together with a reason

- If this student make one correct answer, he/she

earns one point Then he/ she says an activity/

hobby and point at a student from the other group

and asks him/her to make a sentence

- Teacher keeps record of the groups' points and

finds out the winner

Teacher: Dancing

Student: I think that dancing is because

3' IV Consolidation

? Recall how to use find sth/doing sth + adj; think

that sth/doing sth is + adj

- Prepare next lesson Unit 1 Lesson 5 Skills 1

- Listen and take note the assignments

A Aims and objectives

By the end of the lesson, Ss will be able to:

- use lexical items related to hobbies

- read for general and specific information about an unusual hobby

- talk about their own hobbies base on the given questions

B Language content

- Vocabulary: Vocabulary about hobbies

- Grammar: Simple present, simple past

C Materials

- Teaching aids: Textbook, posters, picture

- Work arrangement: T-WC, group work, pair work

- Anticipated problems: - Some weak students.may not talk about their own hobby

- Teacher monitors and gets feedback

? Read all the words chorally

Nick's father's unusual hobby.

? Look at the pictures in 1 P12

? Run through the questions and discuss

- Teacher monitors and gets feedback

* Suggested answers

1 We/ I can see some carved pictures

2 We/ I think they are made of eggshells

3 It is carving eggshells

2 While - reading

2.1 Questions and answers (2 P12)

? Run through the questions

? Read the text about Nick's father's unusual

hobby then write down the answers

? Compare with your partners

- Confirm the correct answers

Key:

1 He thinks his father's hobby is unusualbecause eggshells are very fragile and his fathercan make beautiful pieces of art from them

2 He saw the carved eggshells for the first time

in an art gallery in the US

3 They find it difficult and boring

4 Yes, he does

2.2 Sentence completion (3 P12)

? Read the text again then use no more than

three words from the text to complete the

? Work in groups and take turns to talk about

your hobbies Use the in 5 P12 for help.

- Have some students talk about their hobbies

- Teacher monitors and give delayed

- lights (with bigger eggs)

- vase (for paper flowers)

3' IV Consolidation

? What should you mention when you talk

about your hobby? - Answer individually- Remember

2' V Homework

- Learn by heart vocabulary and practice

talking about your hobby

BGH duyệt Tổ chuyên môn duyệt

Date of teaching: _/ _2014

Week 2

Period 4

UNIT 1: MY HOBBIES

Lesson 3: A CLOSER LOOK 2

A/Aims and objectives:

By the end of the lesson, ss will be able to:

- Review the present simple and the future simple

- How to use verbs of liking

B/ Language content:

- Vocal: about hobbies

- Grammar: the present simple and the future simple , liking verbs + V-ing

C/ Materials : Ss’ books, text books, posters

- T asks ss : What do you like doing in

your free time ?

- Introduce the new lesson

II The new lesson

* Vocabulary

- Check vocab: rub out and remember

- Recall about the present simple or future

simple tense ( form, usage)

1 Complete the sentences Use the present

simple or future simple form of the verbs

- Have ss do this exercise individually

- Ask them to compare their answers

- Give feedback

-Confirm the correct answers

2 Read the table and complete Nick's

report using the present simple tense

- Ask ss to look at the table and make sure

that they understand it

- T models first

- Ask ss to work individually then compare

their answers with a partner

-Give feedback

-Confirm the correct answers

- Answer the teacher's questions

* Vocabulary -result(n):kết quả

- Ask ss to work in groups of 6 ss They

should draw a table similar to the one in 2

The number of the column depends on the

numbers of group members

- One group member asks and records the

answers They may use the question : How

often do you .?

Note : Frequency means how often

someone does something in a given time

frame

b Write a short report

4 Verbs of liking + Ving

Complete the sentences

- Explain that some of liking verbsand not

liking such as : like , love, enjoy, hate +

V-ing

-Ask ss to work individually the write the

answers on the board

5 Look at the pictures and write

sentences

- Ask ss to read the example and the explain

the way to do this activity Ss write

sentences using the pictures as clues

- Ask ss to work in pairs

- Call on 2 ss to write the sentences on the

board

6 What does each member in your family

like or not like doing ? Write the sentences

- Have ss work individually

- Let them compare the result

- Have other ss comment

III Consolidation

- Recall about the present simple and the

future simple , liking verbs + V-ing

IV Home work

Learn by heart all the new words and

structures

- Guide ss how to do exs : B5,6

- Prepare: Communication

- Work in groups to take a survey

- Report the result

1 He doesn't like eating apples

2 They love playing table tennis

3 She hates playing the piano

4 He enjoys gardening

5 She likes dancing

Date of teaching: _/ _2014

Week 2

Period 5

UNIT 1 MY HOBBIES

Lesson 4 Communication

A Aims and objective

By the end of the lesson, Ss will be able to:

- know how to give their opinion about somthing using " find sth/doing sth + adj; think that sth/doing sth is + adj"

- practice talking about their own hobbies

B Language content

- Vocabulary: Extra vocabulary about hobbies

- Grammar: find sth/doing sth + adj; think that sth/doing sth is + adj

C Materials

- Teaching aids: Textbook, posters, picture

- Work arrangement: T-WC, group work, pair work

- Anticipated problems: - Ss may be interested in talking about their own hobbies

D Procedure

5' Warm up : Matching

? Go through the extra vocab with Ss

- Quickly teach them if they do not know any

words/ phrases

? Work individually

- Teacher confirms the correct answers

- Have some strong students to make one sentence

with each picture

- Listen to the teacher and repeat

1 Model sentences: Dialogue build

* Set the sence: Mi and Nick are talking about one

of their hobiess

- Elicits one by one sentence from student

? Listen and repeat

Mi: I am interested in swimming I find swimming

(1) What about you?

Nick: Me too I (2) that swimming

(3) interesting

Mi: Why don't we (4) swimming this weekend

Nick: That's a good idea

? Drill the dialogue chorally and individually

- Have some Ss fill in the gaps

- Draw out the models

? Study the Look out How can you give your

I find swimming interesting

find doing sth + adj

I think (that) swimming is interesting

think (that) + doing sth + is + adj

2 Complete the table (2P11)

? Work individually and tick the appropriate boxes * Suggested answer

boring unusual interestingmaking

makingmodelscarvingwood

15' II Practice

1 Complete the sentences (2 P11)

- Model the first sentence

? Complete the rest individually then compare with

your partners

- Have some students write their sentences on the

board

- Other Ss and teacher give comments

E.g:1 I find making pottery boring because we have to sit still and make things by hands

2 I think dancing is ineresting because you can enjoy lovely melody of the music you like while you are dancing

2 Opinion - sharing (3 P11)

? Interview one of your classmate about the hobies

in 1 and take notes her/his answers.

? Take turns being the person who asks the

Mai: I think it is boring./ I find it boring.You: Why?

Mai: Because we have to sit still and makethings by hands

You; Will you take up making pottery in the future?

Mai: Yes, I will I'm not sure

E.g: Mai thinks making pottery is boring because we have to sit still and make things by hands

7' III Further practice

Game (extension activity)

- Divide the Ss into two big groups

- Teacher says an activity/ hobby and point at a

student from one group

? Make sentence with this activity/ hobby using the

struture in Look out! box together with a reason

- If this student make one correct answer, he/she

earns one point Then he/ she says an activity/

hobby and point at a student from the other group

and asks him/her to make a sentence

- Teacher keeps record of the groups' points and

finds out the winner

Teacher: Dancing

Student: I think that dancing is because

3' IV Consolidation

? Recall how to use find sth/doing sth + adj; think

that sth/doing sth is + adj

- Prepare next lesson Unit 1 Lesson 5 Skills 1

- Listen and take note the assignments

A Aims and objectives

By the end of the lesson, Ss will be able to:

- use lexical items related to hobbies

- read for general and specific information about an unusual hobby

- talk about their own hobbies base on the given questions

B Language content

- Vocabulary: Vocabulary about hobbies

- Grammar: Simple present, simple past

C Materials

- Teaching aids: Textbook, posters, picture

- Work arrangement: T-WC, group work, pair work

- Anticipated problems: - Some weak students.may not talk about their own hobby

- Teacher monitors and gets feedback

? Read all the words chorally

* Set the scene: You are going to read about

Nick's father's unusual hobby

? Look at the pictures in 1 P12

? Run through the questions and discuss

- Teacher monitors and gets feedback

* Suggested answers

1 We/ I can see some carved pictures

2 We/ I think they are made of eggshells

3 It is carving eggshells

2 While - reading

2.1 Questions and answers (2 P12)

? Run through the questions

? Read the text about Nick's father's unusual

hobby then write down the answers

? Compare with your partners

- Confirm the correct answers

Key:

1 He thinks his father's hobby is unusualbecause eggshells are very fragile and his fathercan make beautiful pieces of art from them

2 He saw the carved eggshells for the first time

in an art gallery in the US

3 They find it difficult and boring

4 Yes, he does

2.2 Sentence completion (3 P12)

? Read the text again then use no more than

three words from the text to complete the

? Work in groups and take turns to talk about

your hobbies Use the in 5 P12 for help.

- Have some students talk about their hobbies

- Teacher monitors and give delayed

- lights (with bigger eggs)

- vase (for paper flowers)

3' IV Consolidation

? What should you mention when you talk

about your hobby?

- Answer individually

- Remember

2' V Homework

- Learn by heart vocabulary and practice

talking about your hobby

UNIT 1 MY HOBBIES

Skills 2

A Aims and objectives

By the end of the lesson, Ss will be able to:

- Ue lexical items related to hobbies

- Listen to get specific information about a hobby

- Write a paragraph about a classmate's hobby

B Language content

- Vocabulary: Vocabulary about hobbies

- Grammar: Simple present, simple past

? What should you mention when you talk about

your hobby? - Name of the hobby- Time you started the hobby

- Feeling about the hobby

- Your future plan about the hobby

15' II Listening

1 Questions and answers (1 P13)

? Asnwer the questions

1 Do you know anything about collecting glass

bottles?

2 Do you think it is a good hobby? Why/ Why

not?

- Teacher monitors and accept all answers

provided that they make sence

- Asnwer individually

2 Gap fill (2P13)

* Set the sence: You are going to listen to an

interview of A 4!Teen reporter about Mi's

hobbies

? Run through all the information in 1-6

? Listen and fill in the gaps then compare with

your partner

- Listen and do gap filling

Key:

1 collecting glass bottles

2 two years ago

3 mother

4 a grandmother b.flower, lamps

? Work in pair and interview each other about a

classmate's hobby base on the word web in 3 P13

- Teacher models with a student (Nga)

collecting waste paper

2 Started: 3 yeras ago

3 Person who shares he hobbywith Nga

4 To do this hobby Nga has to:

a collect paper after use

b make flowers, dishes, toys boxes

c use it for dwrafing if possible

5 Nga's feeling about the hobby: intersting, useful, save the environment

6 Future: continue the hobby

2 Writing (4 P13)

? Write about your partner's hobby using your

word web

- Teacher monitors and gives help

- Have one student write his/ her paragraph on

In the future she will continue the hobby because it can help save the environment.

5' III Post listening and writing

- Get some students to read aloud their

Date of teaching: _/ 2014

Period 8

UNIT 1 MY HOBBIES

Looking back + project

A Aims and objectives

By the end of the lesson, Ss will be able to:

- Recycle the language from the previous sections

- Consolidate and apply what they have learnt in Unit 1 by doing various activities and exercises

B Language content

- Lexical items related to hobbies.

C Materials: Textbook, posters, tape and radio

D Procedure

5' Warm up Guessing game (1 P14)

- Divide the students into two big groups

- Techer gives the definition of a hobby

(use the information in 1 P14

E.g:1 I have a lot of bottles, dolls or

stamps What is my hobby?

? Listen and say aloud the name of the

hobby

- Who has the quicker and correct answer

will get one point

- Teacher monitors and gets feedbacck

- Listen and say out the name of the hobbby

? Run through the verbs in the box

? Put one of the verbs from the box in

each blank Use the correct form of the

? Copy the table

? Work in pairs in 5 minutes to add as

many hobbies to the table as possible

- Have some students go to the board

- Pair work

Suggested answers:

Easy hobbies Difficult hobbies Cheap hobbies Expensive hobbies

write down their answers collecting

labbels collecting leaves playing board games

skating cooking painting

collecting used books collecting leaves painting

collecting cars taking pictures travelling

1 Complete the passage (4 P14)

? What are the differences between the

present simple and future simple?

? Use the present simple and future simple

form of each verb to complete the

passage

? Work individualy then compare the

answers with your partner

- Call on some students to give the

? What form of the verbs can we use after

like, enjoy, love, hate ?

? Use these verbs to write true sentences

- Student A plays the role of a reporter

Student B is a famous person Interview

the other about his/her hobbies

- Teacher monitors and gives help

- Ask some pairs to act out the interview

? Vote for the best interview

2 Self - assessment

? Complete the self-assessment

- Teacher finds out any difficult and weak

areas from students

- Provide further practice if neccessary

E.g:

A: Good moring Nice to meet you

B: Good moring Nice to meet you too.A: Can I ask you some questions about your hobbies?

- Learn by heart vocabulary and

structures

- Complete the project of Unit 1

- Prepare next lesson: Unit 2 Lesson 1:

Getting started.

- Listen and take note the assignments

Period 9

Unit 2: HEALTH GETTING STARTED

A Aims and objectives:

By the end of the lesson, ss will be able to:

+Understand the dialogue about health in detail

+ Use the lexical items related to the topic health issues

B Content:

- Vocab: Words to talk about health issues.

- Grammar: Imperatives with more and less, compound sentences

C Materials : Ss’ books, text books, posters, tape and radio

D Procedures:

3' I.Warm up: Brainstorming

- Teacher elicits the topic from

students.

? Work in two teams and write one by

one word from students.

- Teacher monitors and gets feedback.

-T introduces the new lesson * Suggested answer: -sickness - do exercise

- have - keep fit

- tired .

6'

II Presentation

* Vocab:

- Teacher use different techniques to

teach vocabulary (situation, realia,

examples)

- Follow the seven steps of teaching

vocab.

- put on weight (adj) Tăng cân

* Checking vocab: Slap the board - avoid (v) Tránh

9' 1 Listen and read

Set the scene:

T uses the picture to set the scene

What can you see in the picture?

What time is it?

What do you think the people in the

picture are talking about ?

Who do you think is healthier?

- T plays the recording and ask ss to

follow along and check their prediction

a Find a word or phrases that has the

same meaning

- T lets ss read the dialogue again and

do the exercise individually

- Give feed back

-Answer the questions by guessing

-Read the dialogue again and do the exercise individually

Key:

1 Zooniverse

2 I don’t feel like 3.sound down 4.putting on weight

5 won’t take no for answer

10'

b.Complete the table

- T shows the table on the board and

goes through the table

-Have ss work individually

-Give feedback

-Call on 1 student to the board to tick

the table

III Practice

2 Match the health issues in the box

with the picture Then listen and

repeat

-T goes through the health issues in the

box and the pictures.

-Have ss work individually

5 Phong

-Match the health issues in the box with the picture

Key:

6'

-Play the recording and have ss repeat

a.Can you think of any more health

issues ?Add them to the box

- T has ss work in group to add more

b.Rank the problems from most

common the most common then

share with a partner

-T asks ss to work individually Try to

give the reason

3 Match the correct advice with

each person

-T asks ss to read through the list of

advice aloud

- T asks ss to complete the matching

activity individually and corrects the

activity as a class

IV Production

4 Game

- T divides the class into two groups

and give one group problem cards and

one group advice cards.

- T instructs ss to walk around the

room and read their cards to each other

and stand next to the person who has

the matching advice or problem card.

1-e 4-c 2-f 5-b 3-d 6a

-Work individually to rank the problems from most common the

- Take part in the game

-Learn by heart all the new words.

-Guide ss how to do Exs A6/12,

D1,2/13, 14

Prepare: Unit 2: A closer look 1

- Listen to the teacher

Lesson 2: A CLOSSER LOOK 1

I Aims and objectives:

- By the end of the lesson, students will be able to:

+Practice vocabulary related to health issues

+ Know how to pronounce the sounds /f/ and /v/

+Find out the words with the sounds /f/ and /v/

II Language content:

* Grammar: have a/an + N, have + N, feel + adj to talk about health problems

-Sounds /f/, /v/

*Vocabulary: about health problems

III Teaching aids:

- Textbooks, teaching plan, extra board, radio

IV Procedure:

4' I Warm up Giving advice

- T calls on one student to the board

He/she uses gesture to express the health

problem

- Other ss ask him/her : Do you have

(a/an) ? Do you feel ?

-Introduce the new lesson

- Take part in the game

6' II The new lesson A Vocabulary

-Teacher uses different techniques to teach

vocabulary (situation, realia, examples)

- Follow the seven steps of teaching vocab

* Checking vocab: What and where

- T writes have a/an, have, feel on the

board then asks ss to read the words from

the first column T write the words in a

word web around have a/an T repeats for

the next two columns

-cough (n/v): ho

- headache (n) cơn đau đầu-temperature (n): nhiệt độ-earache (n): cơn đau tai

- sore throat (n): cơn đau họng

-patient (n): bệnh nhân -problem (n): vấn đề

headache stomachache tired sore throat toothache weaktemperature earache

3'

5'

1 Look at the pictures Write the

problem below the picture of each

patient

- T asks ss to do the exercise individually

- T corrects the exercise as a class

2 Now, read the doctor's note about his

patient and fill in the missing words

- T asks ss to do the exercise individually

- Do the exercise individually

Key:

1 flu 2 sunburn 3 allergy

4 tired/weak

10'

- T corrects the exercise as a class

3 Role- play the meeting with the doctor

-T explains how to do this activity

then asks one student to come to the front

of the class and models with him/her

- Ask ss to work in pairs

- Call on some pairs to practise in front of

the class then ask : What was Mia's

problem? What advice did Dr Thao have?

4 Choose a health problem Work in

groups Tell your group about the last

time you had that problem ( 7')

- T asks 4 ss to model the example

conversation then T divides the class into

groups of 4 ss and asks ss to talk about a

health problem

- T may ask ss to extend the conversation

by trying to figure out what the most

common health problem in the group and

then report back to the class

B Pronunciation

- Teacher explains how to to pronounce the

sounds /f/ and /v/ and models

Đặc tính của âm /f/ là phụ âm vô thanh

(voiceless consonant) âm môi răng, kết hợp

răng hàm trên và môi dưới để phát âm

(labio-dental) Đây là phụ âm xát (fricative) Cách

phát âm: đặt sát răng hàm trên trên môi dưới,

thổi luồng hơi đi ra qua môi, miệng hơi mở

một chút Trong khi đó âm /v/ vốn là phụ âm

hữu thanh (voiced consonant) âm môi răng,

kết hợp răng hàm trên và môi dưới để phát

âm (labio-dental) /v/ là phụ âm xát

(fricative) Nó được phát âm như sau: vị trí

và cách phát âm tương tự như khi phát âm /f/,

đặt hàm trên lên trên môi dưới, để luồng hơi

đi ra qua môi và răng, miệng hơi mở một

chút Dùng giọng tạo ra phụ âm kêu

5 Lissten and circle the words you hear

- Go through the words in the table

- Play the recording and have circle the

words they hear

6 Listen and circle the words the /f/ or

Key:

1 (a) sunburn 2 the flu 3 tired,temperature 4 sick, stomachache 5.sore throat

- Work in pairs to role-play

- Work in groups of 4 ss to practice

Eg : A: I had flu two weeks agoB: Me too! I felt so weakC: Oh, I had a sore throat yesterdayD: I had toothache I think I ate toomany sweets

- Listen to the teacher and look at themodel

/v/ sounds They say the sentences

- T asks ss to listen to the sentences once

and repeat then asks ss to circle the words

with /f/ or/v/ sounds

- T has ss listen to the recording again and

gives the correct answers to the entire class

- Listen and circle

1 fast, food 2 have, felt 3 father

4 having, lifestyle 5 give 2'

2'

III Consolidation

-Have a/an + N, have + N, feel + adj to

talk about health problems

- How to pronounce the sounds /f/ and /v/

? Recall some phrases which has the two

sounds

IV Homework

Learn by heart all the new words and

structures

-Guide ss how to do A1,2 P10

- Prepare: A closer look 2

- Recall the lesson

-Listen to the teacher

Date of teaching / _2014

Week 4

Period 11

Unit 2: HEALTH

Lesson 3: A CLOSSER LOOK 2

I Aims and objectives:

- By the end of the lesson, the students will be able to understand about imperative with more andless

II Language content:

* Grammar: Imperatives with more and less

*Vocabulary: health tips

III Teaching aids:

- Textbooks, teaching plan, extra board, radio

- Introduce the new lesson

-Teacher uses different techniques to teach

vocabulary (situation, realia, examples)

- Follow the seven steps of teaching

vocab

* Checking vocab: Slap the board

* Imperatives

- Ask ss to recall about the game Simon

says to elicit the imperative

2 Imperatives with more and less

Model sentence: Do more exercise

Watch less TV

- T explains that the imperative can be use

for direct command, orders or suggestions

- T asks ss to read through the yellow

box

B Practice

1 Look at the pictures Which advice

would you give to each of these

people? Use the imperatives with more

and less above

- T asks ss to look at the pictures and calls

on ss to tell the class what they see

- T asks ss to work in pairs to practice and

they can give the reasons for the advice

- Call on some pairs to practice

-imperative (n): mệnh lệnh

-stay in shape (v): giữ dáng /

giữ cơ thể khoẻ

- obesity (adj): béo phì

-depression (n): sự chán nảnconcentrate (v): tập trung

* Imperatives with more and less Model sentences: Do more exercise

Watch less TV Don't play more games

Usage: the imperative can be use for

direct command, orders or suggestions

Possible answers:

a Drink more water/ sleep more

b Spend less time playing computergames

c Do more excise

d Sunbathe less

2 Top Health Tip for teen

- Ask ss to look at the yellow Grammar

box again then work in groups of 4 ss to

choose 6 pieces of advice are most

important for teen

- T let ss discuss their idea in their groups

- Ask some groups represent their ideas

3 Look at the articles on the Teen

Health website Fill in the blanks to

complete their top six health tips

- T ask ss to read through the Teen

Health website individually and complete

the heading

-Look at the yellow Grammar box againthen work in groups of 4 ss to choose 6pieces of advice are most important forteen then discuss

-Read through the Teen Health websiteindividually and complete the heading

- Discuss

-T may encourage class discussion about

why some pieces of advice are more

important than others

Grammar:

1 Compound sentences

- T write the word : CONJUNTION on a

big piece of paper

- T writes: AND, BUT, OR ,SO on the

board then ask ss : What these words are

called

- T ask 2 ss to come and stand in front of

the class T brings out the paper with

CONJUNCTION written on it and asks 2

ss each hold the paper with one hand

- T asks what a conjunction does and ss

can answer

- T lets ss read the first paragraph of the

Yellow Box and asks :

What do we call a sentence made by

linking two simple sentences ?

- T divides the class into 3 groups The

first group is Independent Clause 1 The

second group is conjunction and the third

group is conjunction 2

The whole class reads the table aloud

- T asks ss to read through the yellow

box

2 Make compound sentences by

joining the two simple sentences Using

the conjunction give

- T asks ss to complete the exercise

individually

- T corrects the exercise with the class

3 Match the beginning of the sentences

with the picture that completes them

- T has ss look at the pictures and go

through the beginning of the sentences

and work individually

4 Now complete the second part of the

compound sentences

- Ask ss to go through the first sentences

and work individually to complete the

3 Eat less junk food

4 Wash your hand more

Compound sentences

Compound sentences: When we want tojoin two ideas, we can link two simplesentences to form a compound sentences ,

we can use and (for addition), or (for choice), but(for a contrast), so ( for a

result) There is usually is comma(,) after the firstindependent clause

3 I feel tired and I feel weak

4 You can go and see the doctor, or youcan go to bed now and rest

compound(n):ghép -independent (adj): độc lập -coordinate(v): kết hợp -conjunction(n): liên từ

3'

2'

Explain each quote to your partner,

Discuss the similarities and differences

- T asks ss to read the quote aloud

-T asks comprehension questions :

- Tasks ss to discuss the similarities and

the differences

C

Production

- Ask ss to work in groups of 4 ss to give

the situation and give the imperative with

less and more

III Consolidation

- T lets ss recall about the imperatives

with less and more

IV Home work

-Learn by heart all the new words and

structures

-Guide ss how to do E 6,7 P12/13

- Prepare: Communication

-clause(n): mệnh đề-or( conj): hoặc là-so(conj):vì vậy-join(v): nối

By the end of the lesson, Ss will be able to:

- Practice talking about some opinions are true and some are false about health

II Language content

- Vocabulary: Extra vocabulary about health

- Grammar: compound sentences

III Preparation

- Teaching aids: Textbook, posters, picture

- Work arrangement: T-WC, group work, pair work

- Anticipated problems: - The lesson is long, there may be not enough time for the Project

IV Procedure

5' I.Warm up Noughts and crosses

- T divides the class into 2 teams and asks ss

to make sentences from the word(s) given in

the table

spend/ less eat/ less or

- Take part in the game

- Use different techniques to teach

-Check vocabulary : Slap the board

1 Discuss the sentences to choose true or

false sentences

- Go through the sentences

- Ask ss to work in pairs to decide which

sentences are true or false

- T collects ss' ideas

B Practice

1 Listen to the radio show about health

fact or myths and check your answers in 1

- T asks ss to listen to the recording to

check their answer

- Give feedback

- T confirms the correct answers

-myth (n): điều hoang

đường

-vegetarian (n): người ăn

chay-fact ( n) : sự thật-recover (v): hồi phục

- surprising (adj) ngạc nhiên

- drop (v) làm rơi-pick up st (v) nhặt cái gì

1 Discuss the sentences to choose true

- Listen to the recording to check theanswer

Key:

1- T, 2-F, 3-F, 4-F, 5-F, 6-F

2.Discuss the following in groups

- T has ss work in groups to do this activity

- T calls on some groups to represent their

ideas

3.Discuss the following in groups

-Work in groups to do this activity Possible answer

1 Number 3 makes me surprising mostbecause I always think that fish , rice

and vegetables are good for our healthand now I know the amount is veryimportant

2 I know that when we have soreeyes we shouldn't eat sticky rice, egg Iheard this from my mother

2 Test another group to see how many

of your health myths they can spot

- T asks ss to choose one spokesperson ineach group to consult other group

III Consolidation

- T reminds ss some sentences abouthealth are true which ss should followand some sentences are not true and ssshould avoid

IV Home work

-Ask ss to learn by heart vocabulary and

- Work in groups Possible answer : True : - We shouldn't quit our breakfast because it is very important

False : Women after bearing don'ttake a bath for along time

E.g:1 I find making pottery boringbecause we have to sit still and makethings by hands

2 I think dancing is ineresting becauseyou can enjoy lovely melody of themusic you like while you are dancing

Ngày tháng năm 2014

BGH duyệt Tổ chuyên môn duyệt

1 Knowledge: By the end of the lesson, students will be able to:

- Read for general and specific information about the calories for our health

- Talk about activity and calories

2 Skills: Improve Sts’ reading and speaking skills

3 Attitude: Sts must have positive attitude towards their talk about favourite activities

4 Competencies: evaluate the benefits of eating on diet

II Language content

- Vocabulary: Vocabulary about health

- Grammar: Simple present

III Preparation

- Teaching aids: Textbook, posters, picture

- Work arrangement: T-WC, group work, pair work

- Anticipated problems: - It will take a lot of time to count the calories

- Ss add as many activities as possible

- Teacher monitors and gets feedback

- T introduce the new lesson

20' I I The new lesson

- Use different techniques to teach

Check vocabulary: What and where

- calorie (n) ca lo

- amount (adj) lượng

- energy (adj) năng lượng -chart (n) bảng biểu

1 2 Prequestions

* Set the scene: You are going to read the

text about the calories

? What do we get calories from?

- T collects the answers

- Answer the question by guessing

2 While - reading

2.1.Check the answer

- Ask ss to open the book page 40, read the

texts in silent and check their guessing

Key:

- We get calories from the food we eat

2.2.Match the correct headings with the

watching TV

2.3Find the words / phrases in the text.

Discuss the meaning then check the

meaning

- T asks ss to read the text again then

work in pairs to do this exercise Ss may

use their dictionaries

2.4 Answer the questions

- Ask ss to work individually to answer

the questions

- Let them share their answer with partner

- Call on 2 ss to write the answers on the

Key : -essential - necessary -pay attention - notice, be aware -diet(n)- the food you eat on daily basics -diet(v)- meant a special eating tontine to

lose weight or accomplish another healthgoal

-expert- someone who has studied a lot

about a subject or topic and understand itwell

3.Answer the questions

1 A calories is energy that helps us do ourevery day activities

2 If we eat too many calories we get fat

3 To stay healthy you need between

- T asks ss to work in pairs to discuss the

activity and the calories by answering 4

questions

- T walks around to monitor

2 Complete the chart

-Ask ss to look at the chart and T explains

the chart

- Ask ss to work individually this activity

3 Present your chart

- Ask some ss to come to the front of the

class to present

4 Discussion the following questions

5 Complete the chart

Activity Number of

hours(perday)

Totalnumber ofcalories

6 Present your chart

-What activities you do

- How long you do them every day

- How many calories you use doing these

- Learn by heart vocabulary and practice

talking about your hobby

I Aims and objective

1 Knowledge: By the end of the lesson, students will be able to understand about the relationship between sports and health

2 Skills: - Listen to an interview to get specific information about sport and health

- Write the reply for the health problem

3 Attitude: Sts must have positive attitude towards their talk about favourite activities

4 Competencies: knowing the importance of eating and doing sports in their life

II Language content

- Vocabulary: Vocabulary about hobbies

- Grammar: Simple present, simple past

III Preparation

- Teaching aids: Textbook, posters, tape and radio

- Work arrangement: T-WC, group work, pair work

- Anticipated problems: Weak students may not give the response

- Ss add as many activities as possible

- Teacher monitors and gets feedback

- T introduces the new lesson

Which sports do youlike?