giáo án tiếng anh lớp 7

Answer the questions: - Gives students 2 minutes to find the answers: pairs 3.2.. -Have them compare their answers with a partner 3.4 Complete the table: maybe homework - Asks students

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WEEK: 1

PERIOD: 1

T: 05/09/2017

I Objective: By the end of the lesson, students are able to remember the basic

grammar structures they’ve studied

II Teaching aids: Book, planning, sub-board, test papers.

III Procedure:

1 Check attendance: (1’)

2 New lesson (44’) Teacher’s

the knowledge they

have learnt in grade 6

I.Revision 1/ Tenses

+Present simple+ Present continuous+ Present perfect+ Past simple+ Future simple

2/ Conditional sentence: If+ S+ Vs/es , S+ will+ V1 3/ Comparison:

2 … watch too much TV It’s not good for your eyes

A Do B Don’t C Please D Can’t

3 … is the studio of Vietnam’s national TV station ? – In HaNoi

A.What B.Where C.When D How

4 I like watching TV ……… it’s entertaining and educational.A.so B.but C because D although

5.Tom is ill so he …… play football with us now

A.can B.can’t C could D couldn’t6.He …………to Parismany times

A is B was C has been D will be

7 What is the …………city in the world ?-I think it’s TokyoA.most expensive B more expensive

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A friends B clothes C schools D.streets

10 ……….is the most famous tower in London

A Effiel B Petronas Twin Towers

C Big Ben D Sear Tower

11 I laugh a lot and feel funny when I watch

……….programmesA.comedy B News

C documentary D weatherforecast

12 Most of us can’t ………… volleyball

13 His future house will look like a …………on the mountain

14 I ………… a 3D movie

A have never watch B never watched

C never have watched D have never watched

15 She ……….speak English until she was in Year 5

A can B could C can’t D couldn’t

- Work in pairs

IV Rearrange the given words to make meaningful sentences

1 too much / Watching / TV / not/ for / is / your eyes / good/

2 she / practice / Does/ regularly? / speaking / English

3 you / been / Hanoi ? / Have / ever/ to /

4 will / We/ a television / have / to watch / from / other

planets / programmes

5 My uncle/ play / when/ could/ well / he/ was/ football / young /

6 We/ this / because / it’s / TV program/ like / interesting /

7 will / Robots / to / be able to / send/ our/ mobile phone/ messages

9 you /play/ Did / were / when you ;/chess / usually / small / ?

10 If/ reduce/ we/ in / the school yard / plant / air / we/ trees and flowers / pollution /will /

3 Consolidation: (3’)

- Lets sts summarize the content of the lesson

4 Homework:(1')

+ Review all knowledge to prepare for the beginning test

+ Prepare : unit 1: Getting started

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WEEK: 1

PERIOD: 2

UNIT 1: MY HOBBIES Lesson 1: Getting started

P: 04/09/2017 T: 07/09/2017

I Objective: By the end of this lesson, students can know the key language

and structures to be learnt in this unit

Language contents:

* Vocabulary : upstairs, collect, unusual, occasion

* Grammar: - present simple: S + V(singular/ plural)

- future simple: S + will + V(bare).…

II Teaching aids: pictures, cassette, tape/ CD

- Asks students to look at the

picture page 6 then ask:

+ How many people in the

picture?

+ Who is the boy?

+ Who are the girls?

- Asks: what are they doing?

- Ss answer

- Write down -3 people

- The boy is Nick

- The girls are Elena and Mi-They are talking about their hobbies

* Let Ss copy down

* Checking vocabulary : ROR

* Checking understanding of new

words, using “slap the board”

-Asks ss retell present simple

tense and give some examples

-Asks ss retell future simple tense

and give some examples

vocabulary

-Repeat chorally(2)

-Repeatindividually (3)-Give meaning

II- Structures:

- Reviews: present simple

Ex: You have so many dolls

- Reviews: future simple

Ex: I’ll show you my room

Activity 3: Practice

Aims: practice reading

Time: (20’)

Method: individual, pairs

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- Asks student to listen to the tap

and read

- Calls 3 students to read, helps

them correct their pronunciation

a T or F:

- Gives 3 minutes for students to

discuss T or F and give

confidence

- Calls some students to answer

and correct

b Answer the questions:

- Gives students 2 minutes to find

the answers: (pairs)

3.2 Listen and repeat

- Asks students to listen and

repeat

- Asks some students to read

again

3.3 Match the pictures:

- Ask ss work individually to

match the words/ phrases from 2

with the pictures

-Have them compare their

answers with a partner

3.4 Complete the table: ( maybe

homework )

- Asks students to find out cheap/

easy/ expensive/ difficult hobbies

-Asks ss work in pairs and

complete the table

-Listen and read

-Read individually

-work individually-compare with their partner

-answer the questions

-Listen-repeat

-Individual work

-Compare with their partner

-Work in pairs

1a) T or F

1F (They go upstairs to her room) 2T

3F (Mi’s hobby is collecting glass bottles)

4 F (Her parents, aunt and uncle)

5 T

1b) Answer the questions

1 On special occasion

2 No, they aren’t

3 She keeps her bottles after using them

4 No, she doesn’t

5 No, he hasn’t

2 Listen and repeat

3 Match the pictures

1: playing board game 2: taking photos.3: bird-watching 4: cycling

5: playing the guitar 6: gardening7: cooking 8: arranging flowers9: skating

3 Complete the table

+ cheap: collecting pens/ pencils/ books/playing board games, gardening, bird-watching, collecting old bottles

+ easy: collecting stamps/ hats/ shoes,taking photos

+ expensive: making models of cars/planes/ trains/ collecting watches

+ difficult: skating, making pottery, making short films

- Guides students how to play the game:

A: Do you like gardening?

B: No, I don’t

- Asks students to go around the class to ask

and write the names of the classmates beside

their hobbies

Groupwork

Speak

-4 Game Example

A: Do you like gardening?

P: 04/09/2017 T: 09/09/2017

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I Objective: By the end of this lesson, students can pronounce correctly the

sounds /ə/ and /ɜ:/ in isolation and in context

1 Write new words: trên lầu, dễ, lạ,

nhân dịp

2 Complete the sentences:

a My hobby (be) ….collecting dolls

b They (be) …very different

3 Listen and answer the questions:

a Where do you live?

b What’s your hobby?

1 Write new words: + upstairs, a piece of cake, unusual, occasion

- Holds game: Network: Asks 2

teams to write all kinds of

* Let Ss copy down

- Checking understanding of new

words, using “what and where”

vocabulary-Repeat chorally(2)

-Copy down

I Vocabulary:

+ horse-riding(picture) [hɔ:s 'raidiη/ (n) đua ngựa

+ gymnastics (picture)[,dʒim'næstiks] (n) thể dục+ gardening (picture) ['gɑ:dniη] (n) làm vườn

+ melody (real thing) ['melədi] (n) giai điệu

Time: (20’)

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Method: individual

Exercise 1: Match the correct

verbs with the hobbies

- Asks students to match the

correct verbs with the hobbies

+ go camping/ mountain-climbing

+ do gymnastics/

+ collect bottles/ dolls

+ play the piano/ badminton

+ take photos/

+ watch TV

Exercise 2: Fill in the gaps with

one hobby or one action verb:

- Asks students to fill in the gaps

with one hobby or one action

verb:

Exercise 3: Write down keywords:

- Has students to write the

keywords to describe hobbies in

the table below

 Pronunciation /ə/ and /ɜ:/

5 Listen and tick the words you

hear Repeat the words.

- Have some Ss read out the

words first

- Asks ss to listen and tick the

words they hear

6 Listen again and put the words

in the correct column.

-Asks ss to put the words in the

correct column while they listen

-Asks ss compare their answers in

-Asks ss to say the word that has

/ə/ and /ɜ:/ in each sentence

-Work individually-Match

-Fill in the gaps

-Write down

-Listen-Repeat-Work individually

-Listen-Compare with their partner

-Work individually-Compare their answer with partner

3.Write down keywords

+ listening to music: melody, songs+ gardening: flowers, trees,vegetables

+ fishing: lake, fish+ painting: colors, pictures

+ swimming: pool, water

II Pronunciation /ə/ and /ɜ:/

5 Listen and tick

BurnBirthHurtHeard

7 Listen and tick /ə/ and /ɜ:/

/ə/: 1, 2, 4 /ɜ:/ 3, 5

Activity 4: Production

Aims: practice speaking

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Time: (5’)

Method: individual

- Holds a game “The keys to my

-Speak

8 Game Example

A: water, grow, flowers, vegetablesB: Is it gardening?

P: 07/09/2017 T: 11/09/2017

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I Objective: By the end of this lesson, students can use the present simple

and the future simple tense and verbs of liking + V-ing correctly and

1 Write new words: đua ngựa, thể dục,

làm vườn, giai điệu

2 Write the sound ə and З:

-away, burn, bird, sister

- When is your hobbies? Do you like

it?

- How often do you do it?

1 Write new words: horse-riding, gymnastics, gardening, melody

2 Write the sound :

- Introduces: You have some

hobbies, but how often do you do

it.? Let’s learn the lesson

picture with words given to make

the examples:

I

they

we

.often collect stamps

.have one brother

.has four legs

- Gets students to give the forms

b Negative form:

- Asks students to give the

3 Interrogative form

Do + you/ we/ they + V(work/ study/ have/ go)?

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Negative form:

c Interrogative form:

- Asks students to change the

examples into Interrogative form:

2 The future simple:

- Asks students to tell the form of

the future simple tense

Does+ He/ she/ it V(work/ study/ have/ go)?

* Adverbs: always, usually, often, sometimes, never, once a week, twice a week, three times a week

II The future simple

Exercise 1 Complete the

sentences with the forms of the

verbs:

- Asks students to complete the

sentences with the forms of the

verbs: (individually)

Exercise.2 Complete the report

- Gets students read the table and

complete the report using the

present simple (individually)

Exercise.3 ( Maybe homework )

- Asks students to make a similar

table

- Then asks One student in the

group to they do these activities

while another students in the

group records the answers

- Then asks them to write about

the report about what they have

found out

Exercise.4 Complete the

sentences with –ing

- Asks students to complete the

sentences with –ing

- Compare their answers with a

classmate

Exercise.5 Complete the

sentences

pictures and complete the

-Look at the pictures-Complete the sentences

2 Complete the report

1 likes 2 watch 3 don’t love

5 Complete the sentences

1 He doesn’t like eating an apple

2 She likes playing table tennis

3 She doesn’t like playing the piano

4 He likes gardening

5 She likes dancing

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Time: (5’)

Method: individual

Exercise.6 Play game: there are 6

sentences Divides the class into 2

teams The teams with more

correct sentences will be the

winners

Group work -Speak

6 Game

My father likes playing football

My father hates cooking

My mother enjoys going shopping

My mother doesn’t like swimming

P: 07/09/2017 T: 12/09/2017

I Objective: By the end of this lesson, students can describe and give

opinions about hobbies

* Vocabulary : take up, pottery, carve wood, model

* Structure: The present simple and the future simple tense

Verbs of liking + V-ing

III Procedure:

1 Check up (5’)

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1 Supply the verbs:

a I

a I often (go) to school by bicycle

b She often (go) to school by bicycle

a My father likes………

b My mother enjoys………

Do you love riding a bike? Why?

1 Supply the verbs:

a I

a I often go to school by bicycle

b She often goes to school by bicycle

- Holds the game: Network

Students write all the hobbies they

know

- Introduces students to the new

lesson “Today we’ll tell about

* Let Ss copy down

- Checks understanding “Rub out

and remember?”

- Give new structures

-Copy down

I Vocabulary:

+ take up ST (explanation) (v) bắt đầu 1 sở thích

+ pottery (picture) ['pɔtəri] (n) đồ gốm

+ carve wood (picture) [kɑ:v] [wud] (n) khắc gỗ

+ model (examples) ['mɔdl] (n) mô hình

Ex: I find cooking interesting

I think that playing computer game is relaxing

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- Asks students to match the

words with the pictures

- Then, Asks students to complete

the sentences below

-When ss finish, have them

compare their sentences with a

partner

- Invites some groups to present

-work individually-Match-Answer-Tick the boxes

-Complete the sentences below-Compare their sentences with a partner

2 I think dancing is interestingbecause we can move withinteresting music

3 I find ice-skating is boringbecause it is dangerous

4 I think making models is unusualbecause we don’t usually make them

5 I find carving wood is boring because I do with wood all the time

Time: (5’)

Method: individual

- Work in pairs to make

conversations as in the example

- SS take turns being the person

who asks the questions

-This ss has to note down his/ her

partner’s answers to report to the

class later

- Gives students some minutes to

prepare to talk about their friends

( exercises 3)

Group work -Speak

- Calls some pairs to present before the class

- Lets other sts check to summarize the content of the lesson

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WEEK: 2

PERIOD: 6

UNIT 1: MY HOBBIES Lesson 5: Skills 1

P: 07/09/2017 T: 15/09/2017

I Objective: By the end of this lesson, students can describe and give

opinions about hobbies

* Vocabulary : eggshell, fragile, unique

III Procedure:

1 Check up (5’)

1 Write new words: bắt đầu 1 sở

thích, đồ gốm, khắc gỗ, mô hình

a I find making pottery ……

because …

b I think dancing is ……because

…

What is your hobby?

1 Write new words: take up ST, pottery, carve wood, model

a interesting- I can make differentkinds of things

b interesting- we can move withinteresting music

Student’s answer

5ms

4ms1m

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- Shows the pictures and asks:

1 What can you see in the

picture?

2 What do you think the objects

are made of?

Can you guess what hobby it is?-

Introduces the students to the

lesson “Today we will learn about

some unusual hobbies in the

Time: (20’)

Method: individual

- Ask Ss if they know any unusual

hobbies Elicit answers from Ss

- Lead to the lesson Tell Ss that

they are going to read about an

unusual hobby

- Have Ss look at the pictures and

answer three questions

- Elicit the answers from Ss and

- Answer

-Look at the pictures-Answer

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quickly write them on the board.

- Ask Ss to read the text and check

their guesses with the information

from the text

- Ask Ss to read the passages

again, then answer the questions

- Ask for Ss’ answers and have

them explain their answers Ss can

either paraphrase the original

information from the text or read

out loud the part of the text where

the answer to each question is

located

- Confirm the correct answers

- Have Ss try to complete the

sentences without reading the text

again Then Ss can understand

parts of the text that help them

find the answers

- Ask Ss to share their answers

with a partner

- Check and confirm the correct

answers

- Have Ss work in pairs to discuss

the uses of carved eggshells

- Encourage Ss to think creatively

-write on the board

-Read the text-Guess

-read the passages-Answer the questions

-Complete the sentences-Work individually-Compare with their partner

-Work in group

1 A teddy bear, a flower, a bird and flowers

2 They are made of eggshells

3 The hobby is carving eggshells

2 Read the text and answer the questions.

Key:

1 He thinks his father’s hobby is unusual because eggshells are very fragile and his father can make beautiful pieces of art from empty ones

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

3 Read the sentences below and use

no more than three words from the text to complete them.

4 Discuss other uses of the pieces

of artwork Share your ideas with the class.

- Ask Ss to work in groups and

take turns talking about their

hobbies Then they vote for the

most exiting hobby

- Call on some Ss to talk about the

most exciting hobby of their

group

Group work -Speak

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- Lets other sts check to summarize the content of the lesson

4 Homework:(1')

+ Do exercises C 1,2/ page 6; D1,2,3/ Page 7,8

+ Prepare for Skill 2

WEEK: 3

PERIOD: 7 UNIT 1: MY HOBBIES Lesson 6: Skills 2 P: 18/09/2016 T: 20/09/2016

I Objective: By the end of this lesson, students can listen to get specific

information about a hobby and write a paragraph about a classmate’s

hobby

* Vocabulary : no

III Procedure:

1 Check up (5’)

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1 Write new words: vỏ trứng, dễ vỡ,

độc đáo

a Students like (carve) …wood

b This school (have) …a making

model club

a What’s your hobby? why?

1 Write new words: eggshell , fragile, unique

- Ask Ss if they know anything

about the collecting glass bottles

and if they think it is useful

- Call on some Ss to answer the

- Do you think it is a good hobby?

- Why? / Why not?

Aims: practice listening and writing

Time: (20’)

Method: individual

- Tell Ss that they are going to

listen to an interview about Mi’s

hobby

- Have Ss read through the word

web Have them guess the word to

fill each blank and write their

guesses on the board

- Play the recording Ask Ss to

complete the word web

- Allow Ss share their answers

before listening to the recording a

final time to check

- Ask for Ss’ answers and write

them on the board next to their

2 Listen and complete each blank

in the word web with no more than three words.

Key:

1 Collecting glass bottles

2 Two years ago

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- Ask Ss to work in pairs and

interview each other about their

hobbies

- Ask to take notes on each other’s

answers in the word web

- Have some Ss present their

friend’s answers for the class (or

write on the board)

- Pair-work

3 Ask and answer questions about each others’ hobby

1 Name of the hobby:…

2 When he/ she started the bobby?

3 Who he/ she shares it with?

4 To do this hobby you have to:…

5 Feelings about the hobby:…

- Ask Ss write their paragraphs

individually based on the

information in their word webs

- Ask one student to write his/ her

paragraph on the board

- Have other Ss comment on the

paragraph on the board

- Collect some writings to correct

He usually goes to the nearest office to get new stamps, he also exchanges stamps from other boys, and he can get some stamps from a pen pal in America He loves his stamps and very proud of his collection In the future, he will collect more stamps from foreign countries

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WEEK: 3

PERIOD: 8

UNIT 1: MY HOBBIES Lesson 7: Looking back & project

P: 18/09/2016 T: 21/09/2016

I Objective: By the end of this lesson, students can review all what they

have learnt in this unit

1 Listen and answer the

questions:

a What’s your hobby?

b When did you start it?

c Who do you share it?

d what do you think about it?

e What will you do with it?

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- Tell Ss to complete the

sentences

- Have Ss to compare their

answers

- Ask Ss read sentences out loud

for other Ss in the class

- Have Ss to compare their

- Check and then confirm the

correct answers

- Ask Ss to do this activity in

pairs

- Allow them five munites to add

many hobbies to the table as

possible

- Give feedback

- Ask Ss to do this exercise

individually, then compare their

answers with a classmate

- Check and then confirm the

SkatingCookingpainting

Cheap hobbies Expensive

hobbies

Collecting used books

Collecting leavesPainting

Collecting carsTaking picturesTravelling

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- Have Ss do this exercise

individually, then compare their

- Ask Ss to write their answers on

- Ask Ss work in pairs and role

play to interview each other

- Ask Ss to complete the self-

assessment Identify and

difficulties and weak areas and

provide further practice

+ Do exercise D2,D3, E1, E2, E3

+ Prepare for unit 2-Getting started

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WEEK: 3

PERIOD: 9

UNIT 2: HEALTH Lesson 1: Getting started

P: 21/09/2016 T: 22/09/2016

I Objective: By the end of this lesson, students can know the key language

and structures to be learnt in this unit

* Vocabulary : flu, weight, sunburnt, junk food

* Structure: - present simple: S + V(singular/ plural) …

- future simple: S + will + V(bare)

- Plays the video clip about the

song “the healthy habits song”

- Leads to the new lesson

-Introduce new structures

-Review model verbs

-Asks ss how to use “might”

*Ss givevocabulary-Repeatchorally (2)-Repeatindividually(3)

-Givemeaning

-Copy down

I Vocabulary:

+flu (picture) [flu:] (n): bệnh cúm+weight (translation) ['weit] (n): trọng lượng, sức nặng

+sunburnt (picture ) ['sʌnbə:nt] (adj): rám nắng, sạm nắng

+junk food (picture) [dʒʌηk fu:d] (n): đồ ăn nhanh, quà vặt

EX: I eat junk food all the time

* Checking understanding of new words, using “slap the board”

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-Asks ss give example

-Asks ss write down

- Ask Ss to guess what the

picture might show or what the

conversation might be about

- Ask Ss questions about the

picture

- Play the dialogue and has Ss

follow along Ss may track the

dialogue with their fingers as

they listen to the recording

Questions:

•What can you see in the

picture?

•What time is it?

•What do you think about the

people in the picture are

II.

Structures:

- Reviews: modal verbs

Ex: I might get sunburnt outside.

Aims: do some exercises

Time: (20’)

Method: individual

3.1 Listen and read:

- Asks student to listen to the

tap and read

- Calls 3 students to read, helps

- Gives students 2 minutes to

find the answers

3.2a

- Has students match the health

problems in the box with the

pictures

- Asks students to listen and

repeat, then correct

- Asks some students to read

again

3.2b - Has students rank the

problems from the most

Individual work

- Park - work

- Pair-work

III Practice:

1a.Find a word or phrase that means:

1 the name of a computer game: Zooniverse

2 I don’t want to: I don’t feel like it

3 feeling sad: weak and tired

4 becoming fatter: putting on weight

5 I don’t accept it: I won’t take no for ananswer

1b.Who wants to do the following things?

Trang 24

common (1) to the least

common (6)

- Asks them share with a

partner

3.3 Now look at the advice.

These people have the wrong

advice Can you match the

correct advice with each

person

-Lets them work in pairs to do

the task

- Individual work

3-e: Be careful with what you eat and drink.4-d: Exercise regularly

5-a: Wash your face regularly

+ Take a card with a health

problem or a piece of advice

+Walk around and try to find

the person with the card that

matches yours

- Asks students to go around

the class to play the game

-The whole class

4 Game

Ex: A: I have spots

B: Oh, I’m sorry My advice is “Wear ahat” / Yes! My advice is “Wash your faceregularly.”

Lets sts summarize the content of the lesson

4 Homework:(1')

+ Learn new words and structures

+ Prepare A closer look 1

WEEK: 4

PERIOD: 10 Lesson 2: A closer look 1 UNIT 2: HEALTH P: 25/09/2016 T: 26/09/2016

I Objective: By the end of this lesson, students can pronounce correctly the

sounds /f/ and /v/ in isolation and in context

* Vocabulary : toothache, headache, sore throat, earache, temperature,

stomachache

* Pronunciation: / f / and / v /

Trang 25

III Procedure:

1 Check up (5’)

1 Write new words: bệnh cúm, trọng

lượng, quà vặt, sạm nắng

a If you (be) …… tired, you should

(stay)……… at home

b.Be careful with what you (eat)………

and (drink)…………

a What is your advice if your friend has

spots?

b What will you do if you have flu?

1 Write new words: flu, weight, junk food, sunburnt

a are; stay

b eat; drink

*Possible answers:

a “Wash your face regularly”

b Drink a lot of water,…

teams to write all health

problems they can

- Introduces the new lesson to

Trang 26

T elicits from Ss then models:

* Checking stress

* Let Ss copy down

- Checks understanding

“matching”

- Write have a/an, have, and

feel on the board

- Ask Ss to read the words from

the first column

- Write the words in a word

web around have a/an Repeat

this for the new two columns

- Teach the noun “patient” to

make sure that Ss are familiar

-Givemeaning

-Copy down

-Individualwork

EX: I have stomachache

- Checking understanding of new words, using “what and where”

1 Write the problem below the picture of each patient.

- Correct the exercise as a class

- Model the role-play in the

book with a student

- Divide class into pairs

Encourage Ss to think about

how each person feels and will

act Give them 5 minutes to

practice

- Ask some pairs perform their

role-play for the class

- Ask the class comprehension

questions about what they just

saw

- Ask four Ss to model the

example conversation

- Individual work

- Pair-work

- Answer thequestions

- T whole class

- work

Group-2 Fill in the missing words.

- What was Mai’s problem?

- What advice did doctor Thao have?

4 Choose a health problem Work in groups Tell your group about the last time you had that problem.

Example:

A: I had flu 2 weeks ago

B: Me too! I felt so weak

Trang 27

- Divide class into groups and

ask them to talk about a health

problem

- Drill the sounds /f/ and /v/ and

asking Ss to think of any words

they know with these sounds in

them

- Write Ss ideas on the board

Say the words in 5 and ask Ss

to repeat

- Play the recording and have

Ss circle the words they hear

- T-Whole class

- Listen and repeat

- Individual work

C: Oh I had a sore throat yesterday

D: I had toothache I think I ate too many sweets

- Ask Ss to listen to the

sentences once and repeat

- Ask Ss to circle the words

with /f/ and /v/ sounds

- Have Ss listen to the

recording again and give the

correct answers to the entire

class

-The whole class

6 Listen and circle the word(s) with the /f/

or /v/ sounds Then say the sentences.

P: 26/09/2016 T: 27/09/2016

I Objective: By the end of this lesson, students can use Imperatives with

more and less and compound sentences correctly and appropriately

* Vocabulary : no

* Structures: - imperatives with more and less

- compound sentence

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III Procedure:

1 Check up (5’)

1 Write new words: bệnh đau răng,

chứng nhức đầu, bệnh viêm họng, bệnh

viêm tai

2 Write the sound / f / and / v /

1 fat 2 ferry 3 vast 4 vault

5 save 6 leave

a What is your advice if your friend

has spots?

b What will you do if you have flu?

1 Write new words: toothache, headache, sore throat, earache

/ f / : fat, ferry, / v / : vault, vast, leave, save

*Possible answers:

a “Wash your face regularly”

b Drink a lot of water,…

4ms

4ms2ms

- Gives Ss simple class commands

EX: Stand up / Sit down / Open the

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- Give Ss simple classroom

commands Eg: stand up, sit down,

open your book…

-Gives Ss a picture of a fat person

- Asks students a question “What

should the boy do if he wants to lose

weight?”

- Write the word IMPERATIVE on

the board and explain to Ss that the

imperative can be use for direct

commands, orders or suggestions

-Asks Ss to read the yellow box

Asks ss some questions:

When I feel tired, should I sleep

more or less?

What should I do if I am doing

poorly in school?

What should I do if I want to lose

weight? Put on weight?

- Ask Ss to look at the four pictures

and call on Ss to tell the class what

they see Divide Ss into pairs and ask

pairs to give advice to each person in

the picture

*Possible

answers: He

should eat less / He should sleep less./ …

- Says:

+Eat less+Sleep less

+Eat lessjunk food

+Do moreexercise

-Sleep more -Spend less time playing computer games -Do more exercises

-Look at thepictures

-Work inpairs

I Imperatives with more and less:

a Form:

V +O + more/less + N

b Use: We can use the imperative for direct commands, orders or suggestions.

1 Look at the pictures Which health tips from the box above would you give each of these people?

a Eat more fruit/ vegetables / Sleepmore /Wash your hands more

b Watch less TV / Spend less timeplaying computer games

c Do more exercise / Eat less junkfood

Trang 30

- Ask Ss to look at the yellow box

again

- Ask Ss to think about which six

health tips are the most important to

teens

- Have Ss discuss their ideas in pairs

or groups of three

- Ask Ss to read through the Teen

Health website individually and

complete the headings

- Ask Ss if the ideas from the class

and the ideas from the website are

the same

- Encourage class discuss here about

why some pieces of advice are more

important than others

- Ask Ss to read the first paragraph

of the yellow box and ask a question

- Ask Ss to read the second

paragraph of the yellow box and ask

a question again

- What do we call a sentence made

by liking two simple sentences?

- What does a coordinating

conjunction do?

- Divide class up into 3 large groups

The 1st group is “Independent Clause

1”, the 2nd group is “Conjunction”,

and the 3rd group is ”Independent

Clause 2” The whole class reads the

table aloud Each group chorally

chants their part of the sentence

when T calls out the name of their

Group Individual work

- T whole class

-A compound sentence -It joins two simple sentences.

- Answer

-Individual work

2 Top health tips for teens

I think the tip “ Watch less TV” is themost important because most students

in my class spends much time watching

3 Eat less junk food

4 Wash your hands more

b Use: when we want to join two

ideals, we can link two simplesentences to form compound sentences

We can do this using a coordinating

conjunction like and ( for addition), or (for choice), but (for contrast), or so (for a result)

4 Make compound sentences

1 I want to eat some food, but I have

a sore throat

2 The Japanese eat healthily, so they live for a long time

3 I feel tired, and I feel weak

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

5 Math the beginnings of the sentences with the picture that completes them.

- Ask Ss to complete the exercise

6 Complete the second part of the compound sentences.

Trang 31

- Call on some Ss to read the

complete sentences

class 1 ……, so he seldom has stomachache

2……… , and he puts on weight

3 …., or she should do more exercise

4 ………., she still studies well

PERIOD: 12 Lesson 4: Communication UNIT 2: HEALTH P: 29/09/2016 T: 30/09/2016

I Objective: By the end of this lesson, students can talk about health issues.

* Vocabulary : myth, sushi, vitamin, vegetarians, recover

- compound sentence

III Procedure:

1 Check up (5’)

Trang 32

- Holds the game: “Hot seat”

* Let Ss copy down

- Checks understanding “Rub out

and remember?”

-Givemeaning

+ recover (translation) (v khỏi bệnh, bình phục, lại sức

Time: (20’)

Method: individual

- Divide the class into pairs and ask

them to complete the exercise

- Choose a few groups to share their

answers their answers with the class

- Encourage Ss to explain their

choices

- Ask Ss to close their books, listen

and take note

- Play the recording

- Have Ss open their books and

correct their answers using their

notes (or from memory)

- Play the recording again for Ss to

check a second time

- Pair-work

- Individual work

2 Listen and check your answers in 1.

3 Discuss the following in groups

• Which sentence are you most

Trang 33

- Ask Ss to do this activity in pairs.

- Have a quick class poll and

follow-up discussion

- Divide Ss into groups and have

them complete the exercise

- Pair-work

- work

Group-surprised by? Why?

• Do you know any health facts or myths in Viet Nam?

4 Think of some ideas about health that are true Then think of some that are false.

Example:

+You can avoid some disease by keeping youself clean ( T)+ You will turn orange when you eat a lot of oranges (F)

+ You will be sick if you eat dirty vegetables (F)

+ You hair will be longer when you eat the top of a sugar cane.(F)

Aims: more practice

Time: (5’)

Method: individual

- Ask Ss to test another group to see

how many of your health myths they

can spot

- work

Group-5 Test another group to see how many

of your health myths they can spot.

Trang 34

WEEK: 5

PERIOD: 13 UNIT 2: HEALTH Lesson 5: Skills 1 P: 02/10/2016 T: 03/10/2016

I Objective: By the end of this lesson, students can read and talk about health

problems and advice

* Vocabulary : calorie (n), diet (n), expert (n), stay in shape

- Ask Ss brainstorm any words that

they associate with CALORIE

Activity 2: Presentation

Aims: teach vocabulary

Time: (10’)

Trang 35

Method: individual

T elicits from Ss then models:

* Checking stress

* Let Ss copy down

- Checks understanding “matching”

- Ask Ss to guess what the reading

will be about

answers

-Givemeaning

-Copy down

I Vocabulary:

- calorie (n): calo

- diet (n): ăn kiêng

- expert (n): chuyên gia

- stay in shape: giữ dáng, giữ cơ thểkhỏe mạnh

- Encourage Ss to write the meaning

of the words as simply as possible

and in their own words

- Elicit the meanings of the words

from the different groups

individually

- Correct the answers with the class

- Draw attention to the table and

explain that the activities are listed

next to the number of calories use in

one hour

- Put ss in groups of three and ask

them to discuss the questions

-Individual work

-Discuss in group

2 Find the following words/ phrases

in the text Discuss the meaning

o diet (n) – the food that you eat on a daily basis

o Expert – some who has study a lot about a subject or topic and

understand it well

o Tip – an advice on how to do something quickly and successfully, usually from one’s own experience

o Junk food – usually convienience food like Mc Donald, KFC…

o Stay in shape – be fit and healthy

3 Answer the following questions.

1 A calorie is energy that help us do our everyday activities

2 If we eat too many calories, we canget fat

3 To stay healthy you need between 1,600 and 2,500 calories

o Activity

Trang 36

answers o Number of hours (per day)

o Total number of calories

Aims: more practice

Time: (5’)

Method: individual

- Ask Ss to share their tables with

the class - Group-work 6 Present your table to the class Try to include the following information

Lets sts summarize the content of the lesson

4 Homework:(1')

+ Do exercises C 1,2/ page 6; D1,2,3/ Page 15,16

+ Prepare for Skill 2

Trang 37

WEEK: 5

PERIOD: 14

UNIT 2: HEALTH Lesson 6: Skills 2

P: 03/10/2016 T: 04/10/2016

I Objective: By the end of this lesson, students can listen to get specific

information about health problems

* Vocabulary : health problems

- Give them the Olympic rings and

asks them what these represent

- Brainstorms with Ss as a class

different words that come to mind

when Ss think of the Olympics

lesson

Ask Ss to discuss the questions

-Guess-Discuss

Time: (20’)

Method: individual

Trang 38

- Play the recording Ask Ss to tick

the problems an ironman had as a

child

- Allow Ss share their answers before

listening to the recording a final time

to check

- Correct their answer

- Ask Ss to listen again and choose

the right response

- Ask Ss to complete the task

individually

answer

- Divide the class into groups and

give a time limit for discussion and

feedback as a class

- Make sure Ss understand the word

“triathlon” in the listening

- Ask Ss to work individually to

finish this activity

answer

- Individual work

- work

Group T whole class

2 Tick the problems he had as a child.

o Sick, allergy

3 Listen to the interview again What advice does he give about preparing for the event?

o Eat more healthy food

- Ask Ss to work in pair to write a

health problems and responses

- Ask some pairs to share their

problems and response with the

class

- Pair-work 7 Work in pairs Choose one of the

problems Student A writes the problem, and student B writes the reply.

- Lets sts summarize the content of the lesson

4 Homework:(1')

Trang 39

+ Do exercises E1, 2, 3.

+ Prepare for Looking back and project

WEEK: 5

PERIOD: 15 Lesson 7: Looking back & Project UNIT 2: HEALTH P: 06/10/2016 T: 07/10/2016

I Objective: By the end of this lesson, students can review all what they have

learnt in this unit

Trang 40

teams to write all health problems

- Introduces the new lesson to

- After a brief discussion, Ask ss to

complete the exercise individually

- Correct as a class

-Work ingroup

- Individual work

- Individualwork

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