GIAO AN 7 MOI hk1

OBJECTIVES: By the end of the lesson, Ss can - use the present simple and the future simple tense review - use verbs of liking + V-ing correctly and appropriately - write a short report

Helps ss revise some language contents and skills they have learnt during grade 6.

II Language contents:

- Grammar: Present simple, simple past

- Communication: Talking about their summer vacation and their feeling before thenew school year

III.Techniques: pair/ group work, question-answer.

IV Teaching aids: Textbook (grade 6), board.

- Asks a more able student some

questions:

+ How are you today?

+ How do you feel now?

+ What did you do during your summer

vacation?

+ Did you go to somewhere? Where did

you go to?

+ How was your summer vacation?

- Asks ss to ask and answer in groups of

- Ask and answer in groups

- Present before class

- Listen to the teacher

Activity 2: Grammar

- Reminds the names of some

important language contents in grade

6

- Asks ss to remind the form and the

uses of the simple present tense

- Remarks

- Asks ss to remind the form and the

uses of the simple past tense

- Corrects

- Asks ss to remind the form and the

uses of the present perfect tense

- Remarks

- Asks ss to do some small tasks

- Corrects and gives comments

- Simple present tense.

+ Tobe: S + am/ is/ are + O+ Verb: S + V( - s/ es) + O

S + don’t/ doesn’t + V-inf + O Do/ Does + S + V-inf + O?

- Simple past

+ Tobe: S + was/ were + O+ Verb: S + V2 ed + O

S + didn’t + V-inf + O Did + S + V-inf + O

My best friend is called Ngan She (live)

………… next door to me We (go)

………… to the same school but we are indifferent classes

I (walk) ………… to school but Ngan (go)

……… by bike because she always (getup)……… late After school we (finish)

………… our homework first Then we(listen)………… to our favourite music I(like)………… classical music but Ngan(hate)………… it She (love)…………rock music

4 Consolidation: Reminds some

important language contents in grade

6

5 Homework: Asks ss to revise well

and prepare for unit 1, part getting

started

Exercise 2: Complete the conversation with the present perfect or the past simple of the verbs in brackets.

Tony: I (go)………… to a new Indianrestaurant last night with Mary

Tom: To that new place in White Street.Tony: Yes, ………… you ever (be)………there?

Tom: No, But my sister (be)……… theretwice She (love)…… it She says shenever (eat) ……… such delicious Indianfood What ………… you (order)

……… ?

Tony: I (have)……… a soup and Mary(try)……… an Indian chicken They wereboth fantastic

UNIT 1 : MY HOBBIES

Lesson 1: Getting Started

Lesson 2: A Closer Look 1

Lesson 3: A Closer Look 2

I Objectives:

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

+ Listen and read for specific information about one’s hobby

+ Practice listening and speaking with the lexical items related to the topic “My

hobby”

+ Ask appropriate questions when making new friends at a new school

+ Use the actions verbs

II Language content

Phonics: sound / /, / /

Vocabulary

bird-watching (n) arranging flowers (n)

a piece of cake (idm) playing board game (n)

challenge (v) skating (n)

Grammar:

Present simple and present and future simple (review)

III Techniques

Repetition, using pictures, pair/ group work, explanation, question-answer

IV Teaching aids:

Tape , record , text book…

V Procedure:

A Classroom organization

Greetings: Good morning!

Checking attendance: Is every body here?

B Checking old lesson

C New lesson

1.Warm up

Chatting: What do you like doing

in your free time?

Do you like collecting dolls?

Do you like collecting glass

bottles?

Do you enjoy mountain

climbing?

I like collecting stamp

I like playing computer games

Yes/ No

HOBBIES

1.Listen and read

1 They are Nick, Elena ( Nick’s sister) and Mi

+ What all these activities are

called?

2 Activities

+ Activity 1: Open your book

and look at the picture on page

8 and answer the questions

below:

1. Can you guess who they

are?

2. Where are they?

3. What can you see on the

shelf?

What may the hobby be?

- Play the recording

- Ss listen and read

- After you listen and read a

conversation, tell me whether

your answers correct or not?

- Do you know the meaning of

the idioms “ a piece of cake”

from the conversation?

- Tell me any other idioms you

know?

- Read the conversation again

and decide if they are true or

- Ask some Ss to go to the board

2 They are at Nick’s house

3 I can see so many dolls on the shelf The hobby may be collecting dolls

It means “ a thing that is easy to do”

- as easy as a pie/ as ABC = very easy, or veryeasily; all of a piece = all at the same

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

4 F ( Her parents, aunt and uncle)

5 T

b Answer the following questions.

1 She receives dolls on special occasions

2 No, they aren’t

3 She keeps them after using them

4 No, she doesn’t

and write their answers.

- other Ss read the conversation

and check their answers

- T corrects

+ Activity 2: Listen and repeat.

- Ss listen to the recording and

repeat the words/ phrases

- Have some Ss practise the

words/ phrases

-Ss work individually to match

the words/ phrases from 2 with

the pictures Have them compare

the answers with a partner

- Ask for Ss’ answers

- Give feedback and confirm the

playing the guitar

playing board game

* Activity 3: Choose the words/

phrases in 2 that match the

pictures below Write them in

-Complete the table, using “ Do

you like ?”The student with the

most names wins, He/she has to

read aloud the names on the list

+ Activity 5: Find someone

who

a Ask as many classmates as you

can about which hobbies from 3

they like Use the question

Easy hobbies:

Playing board games, gardening, watching, collecting old bottles, taking photos,

- -Period :3

Lesson 2: A Closer Look 1

Teaching date: 24/08/2017 Preparing date: 21/08/2017

I Objectives:

After this lesson, Ss can remember and use

+ Use the actions verbsand key words

+ Talking about types of hobbies

+ Listen and read for specific information about one’s hobby

+ Practice listening and speaking with the lexical items related to the topic “Myhobby”

+ Pronounce the sounds / /, / /

II Language content

Phonics: sounds / /, / /

Repetition, using pictures, pair/ group work, explanation, question-answer.

IV Teaching aids:

T: CD; pictures, flash cards

Ss: Students’ book, notebook

V Procedure:

A Classroom organization

Greetings: Good morning!

Checking attendance: Is everybody here?

B Checking old lesson

Students are asked to talk the road safety

C New lesson

1 Warm up

- Review: Have two Ss practice

in pairs making a dialogue as

model

- Ask Ss: What his/her

classmate’s hobby is and he /she

answer and explains why he/ she

likes it

2 Language focus.

Activity 1

-T asks Ss to read the words in the

columns aloud Then explains the

definition of the action verbs

- T asks Ss to match the action

verbs in column A and its

complement in column B

- Ss match the words given

- T checks their matching

- Let them practice saying the

- Model:

+A: What’s your hobby?

B: I like …… best because it’s………

1 Match the correct verbs with the hobbies.

What are action verbs?

Walk! Run! Cough! Drink!

Action verbs express something that a person, an animal, or an object can do

Jennifer watched the birds building a nest

Watching is something that Jennifer can do.

Key:

1. Go: mountain-climbing, camping

2. Do: gymnastics

3. Collect: bottles, dolls

4. Play: the piano, badminton

phrases

Activity 2

- Have students look at the words

in the box and read the sentences

Then fill in each blank in the

sentences with one hobby or one

action verb from the box

- T divides class into two teams

- Asks Ss to put the words in each

blank

- Ss do the task in 5 minutes

- T corrects Ss’ results and give

the answer

Activity 3

- T asks Ss to read the words in

part 2 again then select the key

words to complete the table

Each student thinks of a hobby

and says the keywords aloud

The rest of the group tries to

5. Take: photos,

6. Watch: TV, horse-riding

2 Fill in each blank in the sentences with one hobby or one action verb from the box Key:

- Swimming: pool, play in the water

- listening to music

Lake, fish Paint, pictures, colour Pool, play in the water

4 Games The key to my hobby!

Example

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

A: Yes, it is

guess what hobby is One point is

given for each correct guess

The student with the most points

is the winner

- Ss listen to the T

- Ss play the game

- T checks and remarks

Activity 5

- Have students look at the table

words in the box

and listen to the CD once Then

listen and repeat twice

- Corrects Ss’ pronunciation

- Have Ss look at the pictures and

give the meaning of the words

Activity 6

- Listen to the words and put them

into two groups

- Guide Ss how to do

- T asks Ssto listen and repeat

- T asks Ss to listen and tick the

sounds / /and / /.

- Have Ss give the answer

- T asks Ss listen again and check

- T corrects

3 Production

Play chants: using the words with

5 Listen and tick the sound you hear Repeat the words.

Neighbour

Burn

BirthHurtheard

7.Listen to the sentences and tick / /and / / Practice the sentences.

the sounds / /and / / they’ve

learnt

4 Homework

- Learn by heart all the new

words

- Write about your time table

- Write words with the sounds: /



Ss: chants: using the words with the sounds /

/and / /they’ve learnt.

I OBJECTIVES:

By the end of the lesson, Ss can

- use the present simple and the future simple tense (review)

- use verbs of liking + V-ing correctly and appropriately

- write a short report and sentences using clues

II LANGUAGE CONTENTS

- Vocabulary: monopoly,

- Grammar: Verbs of liking Present simple and future tense

III SKILL: Intergrated skills

IV TEACHING AIDS: Posters , pictures, a cassette

V PROCEDURE:

Teacher’s and Students’

activities

Contents

Warm up: (group work)

Ss put the sentences in the

3 I hope we won’t miss the bus

4 Mai doesn’t like music

5 I think he will pass the exam

6 How often do you go to the

movie?

The group which has more

correct sentences will be the

winner

New lesson:

Grammar: The present simple

tense and the future simple

tense

Form and use

- Ask Ss to analyse two of the

sentences

(one with the simple present,

one with the future simple tense

) from the “warm up”

- Ss give the formation of the 2

1 Complete the sentences Use

the present simple and the

future simple form of the verbs

- Ss do the exercises individually

The simple present tense The simple future tense

1 It snows very often here in March

2 When Hung has time, he plays the guitar

4 Mai doesn’t like music

6 How often do you go to the movie ?

3 I hope we won’t miss the bus

5 I think he will pass the exam

KEY:

The future simple

Form:

+ S+ will(not) + inf + Will+ S = inf ?

Use : to talk about a future fact / to make a

prediction / to express an intention made at the moment of speaking

The present simple

• Form: +S + V (s/es)

+ S + don’t / doesn’t + inf + Do/Does + S + inf ?

• Use: to express habits and routines /

repeated actions or event /general true

and then compare the answers

with a partner Check the

answers and write them on the

board

2 Read the table of Nick’s

survey and complete his report,

using the simple present tense

(pairwork)

- Ask Ss to read the table and

make sure that they understand it

- T models the first answer for

Ss

- Check Ss’ answers and write

the correct answers on the board

3a.Think of some activities

and make a table like the table

in 2 One student in the group

asks the other group members

about the frequency they do

these activities while another

student in the group record the

answers

3b Ss write a short report

about what they have found

out

- T gives each group a piece of

paper When time is up , groups

stick their reports on the world

T and other Ss read and

comment Then class votes for

the best results

* Look out

- T has Ss read the look out ,

explains the structure

T asks Ss to make sentences

with the verbs of liking

1 Loves , will not / won’t continue

Playing computer games Surfing the internet

1 My dad enjoys riding his bike to work

2 My mum doesn’t like watching films on TV , she

loves going to the cinema

3 I like talking to my friends in my free time

4 My younger brother loves playing monopoly

Walk watch talk go play ride eat

Verbs of liking + V-ing

Look out : We often use the –ing form after Verbs of liking

and not liking These verbs are : like , love , enjoy and hate

Example: * I like going to the cinema

* She hates cleaning the floor

4 Complete the sentences ,

using the V_ing form of the

verbs in the box

- Ss do the exercise

individually , then compare their

answers with a classmate Call

on some Ss to read out the

answers

5 Look at the pictures and

write sentences Use suitable

verbs of liking or not liking

and the V–ing form

- Ss do this exercise in pairs T

may ask Ss to read the example

and explain the way to do this

activity Ss write sentences

using the pictures as clues T

calls on some Ss to write the

answers on the board T checks

and comments on Ss’ sentences

6 What does each member in

your family like or not like

doing ? Write the sentences

Ss do the exercise individually

then compare their answers with

a classmate T Calls on some Ss

to write the sentences on the

board T checks and comments

with me every evening

5 They hate eating noodles, They prefer rice

6 Does your grandma enjoy walking ?

Suggested answers :

1 She 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

6 They like cooking

EX : My father likes ………

I Objectives:

By the end of the lesson, Ss can

- talk about their hobbies in everyday life context

- describe and give opinions about hobbies

II Language content

Vocabulary

- (to) make pottery : making pots, dishes … from cla

- (to)carve wood: making objects and patterns by cutting away material from wood

- Unusual: different from what is unsual

- (to) make models : making copies of things

- (to) take up with : learn or start to do something , especially for

Grammar

find +doing sth + adj

think (that)+ doing sth+ is+ adj

III Techniques

Repetition, using pictures, pair/ group work, explanation, question-answer

IV Teaching aids:

Checking attendance: Is every body here?

B Checking old lesson

Students are asked to talk about their hobbies

C New lesson

1 Match the activity with the

pictures.

- Go through the extra vocabulary

with Ss If Ss do not know any

word/phrase in the box, quickly

teach it

- Ss do the exercise individually and

give T the answers T confirms the

correct answers If time allows, T

asks Ss to make one sentence with

each picture

2 What do you think about the

hobbies in 1 ? Look at the table

below and tick the boxes Then

complete the sentence below by

writing one reason to explain your

choice

- Before Ss do this activity, T

explains the structure

- T calls on some Ss to give some

examples to make sure that they

understand the structure

- Ss work individually and tick the

appropriate boxes Then they move

on to complete the 5 sentences T

may call on a st to model the first

sentence T asks some Ss to write

their sentences on the board Others

Ss and T give comments

EX I find ice- skating interesting because it gives me a lot of fun and helps me keep fit

Example :

You : What do you think about making

- Ss work in pairs to make

conversations as in the example Ss

take turns being the person who asks

the questions This Student has to

note down her partners’ answers to

report to the class later T calls on

some Ss to report the answers to the

Homework:

- Learn by heart the new words

- Make the same conversation

- Do the exercise B6 (p6)

- Prepare: Skills 1 ( Unit 1)

pottery ? Mai : I think it is …………/ I find it

I Objectives:

By the end of the lesson, Ss can

- read for general and specific information about an unusual hobby

- speak and give opinions about hobbies

II Language content

By the end of the lesson, Ss can

- read for general and specific information about an unusual hobby

- speak and give opinions about hobbies

III Techniques

Repetition, using pictures, pair/ group work, explanation, question-answer.

IV Teaching aids

Textbook.

V Procedure

A Classroom organization

Greetings: Good morning!

Checking attendance: Is every body here?

B Checking old lesson

Students are asked to talk the road safety

C New lesson

Teacher’s and students’ activities Content

* T asks Ss if they know any unusual

hobbies T elicits answers from Ss and

leads to the lesson T tells Ss that

they are going to read about an

unusual hobby

1 Work in pairs Look at the pictures

and discuss the questions below

- Ss work in pairs They look at the

pictures and answer the 3 questions

- Ss quickly read the text and compare

their guesses with the information

from the text

2 Read the text and answer the

1 A teddy bear , a flower , a bird

2 They are made of eggshells

3 The hobby is carving eggshells

questions

- Ss read the text again and answer the

questions individually and then

compare their answers with a

classmate

- T asks for Ss’ answers and has 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 T confirms the

correct answers

3 Read the sentences and use no

more than 3 words from the text to

complete them

- Ss try to complete the sentences

without reading the text again Then

Ss can underline parts of the text that

help them find the answers Ss share

their answers with a partner T checks

and confirms the correct answers

Speaking

4 Nick says that carved eggshells

can be used as gifts for your family

and friends In pairs discuss other

uses of these pieces of artwork.

Share your idea with the class

- Ss work in pairs to discuss the use of

carved eggshells T encourages Ss to

think creatively

- Some uses: decorations at home ,

souvenirs , lights …

5 Talk about your hobbies

- Ss work in group and take turn

talking about their hobbies, using the

questions given Then they vote for

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 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

1 Nick’s father enjoys carving eggshells

2 He took up this hobby when he came

back home from the US

3 He learned to carve from the internet

4 Nick thinks you can learn to carve if

you have time

5 Carved eggshells can be used as gifts

for your family and friends

1 What’s the name of your hobby?

the most exciting hobby T calls some

Ss to talk about the most exciting

hobby of their group T can monitor

the conversations and note down the

common errors If time permits, T

can correct the errors with the class

Homework:

- Learn by heart the new words

- Talk about your hobby or your

friend’s hobby

- Do the exercises

2 When did you start your hobby?

3 Is your hobby easy or difficult? Why?

4 Is your hobby useful? Why / why not?

5 Do you intend to continue your hobby?

I The aims:

By the end of the lesson, Ss will be able to listen to get specific informationabout a hobby, and write a paragraph about a classmate’s hobby

II Language contents:

- Vocabulary: hobbies, action verbs

- Pronunciation: sounds /∂/ and / /

- Grammar:

+ The present simple & Future simple (review)

+ Verbs of liking + V-ing

- Communication: + Describing hobbies

+ Giving opinions about hobbies

III.Techniques: pair/ group work, explanation, question-answer.

Mi’s hobby

1

4 5.

1 Do you know anything about

collecting glass bottles?

Do you think it is a good hobby?

Why?/ Why not?

T asks Ss if they know anything

about collecting glass bottles and if

they think it is useful This is an

open activity , so all the answers

can be accepted

2 Listen to an interview about

hobbies Complete each blank in

the word web with no more than

3 words

- T Tells Ss that they are going to

listen to an interview about Mi’s

hobby

- Ss read through the word web

- Ss guess the word or phrase to fill

in each blank and write their

guesses on the board

1 Do you know anything about collecting glass bottles?

Do you think it is a good hobby?

Why?/ Why not?

- T plays the recording and asks Ss

to listen and complete the word

web

- Ss word in pair to compare their

answers with each other and with

the word/ phrase on the board

-T plays the recording again for

pairs to check their answers

-T asks for Ss’s answers and write

them on the board next to their

guesses

Writing :

- T asks Ss to write a paragraph

about a classmate’s hobby Ss use

a word web as a way to organize

their ideas

3 Ask and answer questions

about each other’s hobbies Take

notes below

- Ss work in pairs and interview

each other about their hobbies Ss

take notes on each other’s answers

in the word web , If time allows , T

has some Ss present their friend’s

answers on the board

4 Write a paragraph about a

classmate’s hobby Use the notes

1.Name of the hobby:…………

2.Started:…………

3.Person who shares the hobby with Mi:

………

4.To do this hobby you have to:

a) collect bottles after use + get them from………

b) make …………vases or………… c) use them as ……… decorations

5 Feelings about the hobby:………

6 Future: will

Answer key

1 Collecting glass bottles

2 two years ago

3 mother

4 a grandmother b flowers, lamps c home

…….’s hobby

1

4 5.

6

from 3 Start your paragraph as

shown below

- Ss write their paragraphs

individually based on the

information in their word webs T

asks one student to write his/ her

paragraph on the board Other Ss

and t commend on the paragraph on

the board Then T collects some

writing to correct at home

6 continue the hobby

- Is my classmate His/Her hobby

I OBJECTIVES:

By the end of the lesson, Ss can

- Review the simple future and the simple present tense

- Review the lexical items related to hobbies

- Review the use of the verbs of liking and not liking

II LANGUAGE CONTENTS

Revision in unit 1

III SKILLS : Intergrated skills

VI TEACHING AIDS

T ask Ss to do the task

individually, then compare

their answers with a partner T

checks and confirms the correct

ones If time allows , Ss work

in pairs to make similar

sentences Then Ss read out

loud for other Ss in the class to

guess the hobby

2 Put one of the verbs from

the box in each blank Use the

correct form of the verb

Do collect listen play go read

- Ss do this activity

individually, then share

answers with a partner T

checks and confirms the correct

Expensive hobbies

Collecting labels Skating Collecting

used books

Collecting cars Collecting leaves Cooking Collecting

leaves Playing board

games

Painting Collecting

stamps

Taking pictures Collecting stamps Carving

eggshells

Gardening Travelling

1 have 2 Likes 3 Plays

4 Doesn’t like 5 Enjoys 6 Walks

7 Will join 8 loves 9 don’t like

allows them 5 minutes to add as

many hobbies to the table as

possible It can be a

competition The pair with the

most hobbies wins and goes to

the board to write down their

answers Give feedback

*GRAMMAR

4 Use the present simple or

future simple form of each

verb to complete the passage

- Ss do this exercises

individually then compare their

answers with partner T calls on

some Ss to give the answers T

confirms the correct answers

and write them on the board

5 Write true sentences about

yourself

- Ss do this exercises

individually then compare their

answers with apartner T calls

on some Ss to give the answers

and write them on the board

* COMMUNICATION

6 ROLE-PLAY

-T may want to brainstorm

interview questions on the

board with the class before

starting this exercise T

reminds Ss to use question

words and ask about opinions

- Ss work in pairs One student

interviews the other about her

hobbies T sets a time limit for

the interview before beginning

A: Good morning Nice to meet you B: Good morning Nice to meet you , too A:Can I ask you some questions about yourhobbies?

B: Yes, of course A: What is your favourite hobby ?

B: It’s painting

Finished ! Now you can

* Use action verbs to talk about many different hobbies

* Use the present simple , the future simple and verbs

of liking +V-ing to talk about hobbies

* Give opinions about hobbies

* Write about someone’s hobbies

- Rewrite the exercises into your notebook

- Prepare unit 2 (getting started)

HEALTH

Ss act out the interview in front

of the class Ss vote for the

best interview

Finished

T asks Ss to complete the

self-assessment , identifies any

difficulties/weak areas and

provide further practice

Homework:

Period: 9

Lesson 1: Getting started + Listen and read

Teaching date: 07/09/2017 Preparing date: 05/9/2017

- Ss work in teams, T keeps a

score between 2 teams

Introduction and Setting the

scene:

+ Write the title ‘Health’ on the

board

+ Introduce the characters ( Nick

and Phong) and the background

+ T asks Ss to look at the picture

and answer some questions

Pre-teach new words:

T elicits the following words:

Listen and read:

+ Play the recording Ss listen and

read in chorus

Ss practise acting out the

dialogue

Guess the meaning from context

- T has Ss refer back to the

conversation and do Ex 1a ,

Finding a word or phrase that

means:

1 The name of a computer game

2 I don’t want to

3 Feeling sad

4 Become better

5.I don’t accept

- Ss work individually, then

compare with a partner

Feedback: Ss give the correct

answers

b Read the conversation again

Who wants to do the following

things?

- Ask the Ss to read the

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?

- (to) wake up : tỉnh giấc

- (to) put on weight : lên cân

- junk food : đồ ăn nhanh quà vặt

- (to) get sunburnt : bị rám nắng

a Finding a word or phrase that means:

conversation again and fill in the

table

- Ss work individually, then

compare with a partner

Feedback: Ss give the correct

answers

2a.Match the health problem in

the box with the pictures Then

listen and repeat

a spots b

sunburn

c ( put on) weight d flu

e an allergy f sickness

- Ask the Ss to match the health

issuses in the box with the

pictures

- Ss listen to the recording , check

and repeat the words

- T asks Ss to brainstorm more

2b.Which problems do you think

are most common with your

classmates? Rank the problems

from the most common (1) to the

least common(6) Then share with

a partner

- T asks Ss to write a numbered

list I their notebooks from 6 to1 T

then asks Ss to rank the health

issuses from most common to

least common and share with a

partner T should encourage Ss to

give reasons for their ranking

3 Now look at the advice These

people have the wrong advice

Can you match the correct advice

with each person

- T asks one student to read

through the list of advice aloud

- Ask the Ss to match the advice

with the each person

- Ss work individually, then

compare with a partner

Feedback: Ss call out the

matching

4 Game

- Before class T can make cards

with problems and advice T

divides the class into 2 groups and

gives 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

- Demo the game to the class with

a more able student

- Ss play in groups

- T can call on some pairs to read

their cards aloud

S : I have spotsT:Oh, I’m sorry My advice is “ Wear a sun hat”

Yes! My advice is “ Wash your face regularly”

Period : 10

Lesson 2: A Closer Look 1

Preparing date:08/09/2017 Teaching date: 11/9/2017

I OBJECTIVES:

By the end of the lesson, Ss will be able to talk about their health issues They willalso be able to pronounce correctly the sounds / f / and / v / in isolation and incontext

II LANGUAGE CONTENTS

- Have a / an : an allergy, a spot ,(a) sunburn, a sickness

- Have : spots , (the) flu

- Feel : sick

III TECHNIQUES:

Intergrated skills

pair/ group work, explanation, question-answer.

VI TEACHING AIDS

Posters, pictures

V PROCEDURE:

A Classroom organization

Greetings: Good morning!

Checking attendance: Is every body here?

B Checking old lesson

C New lesson

Teacher’s and students’ activities Content

I/ Warm-up (Revision of health

problems)

- T writes the numbers 1-6 on the board and

asks the Ss if they can remember (without

opening their books) the vocabulary for

health problems

 Feedback

II/ Vocabulary:

Presentation:

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

board T asks a Ss to read the words from the

first column T writes the words in a word

web around have a /an T repeats this for the

next two columns

Note: Make sure to correct pronunciation

error T may want to drill problem words like

“stomachache”

- T asks Ss if they can make a movement for

each of the different health problems The Ss

should say the health problems while doing

the movement

For example :

I have a cough ( Ss pretend to cough)

- Then T asks Ss to look at the health

problems on the board from Getting started

and put in the correct column

2 Practice:

a Writing the problems ( Ex 1 P.18)

- T should teach the noun “ patient” to make

sure that Ss are familiar with it

a patient ( picture) : bệnh nhân

- T asks Ss to the exercise individually, then

compare with a partner

 Feedback: Ss give the correct word for

each blank

Ss call out their answers

b Gap-filling: ( Ex 2 P.18)

- Ask the Ss to read the doctor’s notes about

his patients and fill in the missing words

- Ss work individually, then compare with a

- Let Ss read the conversation in the

example

- Model the conversation with a student Try

to make it as fun and dramatic as possible

- Ask Ss to choose a problem and make a

role- play

- Encourage Ss to think about how each

person ( Doctor and patient) feels and will

acts

- Ss work in pairs

- T gives Ss about 5 minutes to practice their

role- plays

 Feedback: T asks some pairs to perform

their role- plays for the class

+ After each role- play T asks the class

comprehension questions about what they

just saw

Eg: What was Mai’s problem? What advice

did Dr Thao have?

3 Production: Telling the class about a

health problem.

- T asks 4 Ss to model the conversation in

the example

- Then, T divides the class into groups of 4

and asks Ss to talk about a health problem

- T may asks Ss to extend the conversation by

trying to figure out what the most common

health problem is in the group and then report

back to the class

III/ Pronunciation:

/ f / and / v /

+ Model the sounds / f / and / v / Ask the Ss

to identify the difference between these two

sounds

+ T says the words in 5 and asks the Ss to

tired, temperature 4 – sick, stomachache 5 – sore throat

Answer Key:

1 fat 2 ferry 3 vast

4 vault 5 save 6 leave

+ Ex 5/ p 18:

- Play the recording

- Ask the Ss to listen and circle the words

they hear

- Ss compare their answers in pairs

Tapescript:

fat ferry vast

vault save leave

+ Ex 6/ p 18:

- Play the recording

- Ask the Ss to listen to the sentences once

and repeat Then ask Ss to circle the words

with / f / and / v / sounds

- T has the Ss listen to the recording again

and give the correct answers

 Feedback: Ss give the correct answers

IV/ Homework:

- Learn health problem vocabulary

- Write 2 meetings with the doctor about

health problems

- Practice the sounds / f / and / v / and the

words having the sounds

Answer Key:

1 fast, food 2 have, felt

3 fatter 4 having, lifestyle

5 give

- -Period: 11

Lesson 3: A Closer Look 2

Preparing date:10/09/2017 Teaching date : 12/9/2017

I OBJECTIVES:

advice for health problems

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

- Use imperatives with more and less

- Form compound sentences and use them correctly

II LANGUAGE CONTENTS

pair/ group work, explanation, question-answer.

VI TEACHING AIDS

Posters, pictures, word cards

V PROCEDURE:

A Classroom organization

Greetings: Good morning!

Checking attendance: Is every body here?

B Checking old lesson

- Ss write as many words as they can

- Ss work in teams, T keeps a score

between 2 teams

II/ Presentation:

GRAMMAR

1 Imperatives with more and less.

- T can give Ss simple classroom

commands Ss do the commands as

Be careful what you eat and drink

do aerobicsplay tennis

wear a sun hat

go swimming wash your hands regularly

Eg: stand up, sit down, raise your hand,

open / close your book.

Eg:

the teacher says it.

- T writes the word IMPERATIVE on

the board and explains to Ss that the

imperative can be used for direct

commands, orders or suggestions

- T asks Ss to open their books and

read through the yellow box

( tracking the words with their

fingers) as T reads the text aloud T

may want to check the Ss

comprehension checking questions

* Note: We can use the imperative

for direct commands, orders or

suggestions.

III/ Practice:

 Ex 1/ p.19:

- T runs through the pictures.( Ask Ss

to look at the 4 pictures and call on

Ss to tell the class what they see)

- Ask the Ss to give advice to each

person in the pictures

- Ss work in pairs

 Feedback: Some pairs share their

answer with the class

 Ex 2 / p.19:

- T asks the Ss to look at the yellow

Grammar box again and think for a

moment about which 6 pieces of

advice are most important to teen

- Ss work in groups of 4

 Feedback: some groups share their

ideas with the class

- T takes a quick class poll to see

which 6 pieces of advice the class

thinks are most important

T writes the ideas on the board

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?

Eg: Do more exercise Spend less time playing computer games.

a. - wash your hands more

- eat more fruit/vegetables

b. spend less time playing games

3 eat less junk food

4 Wash your hands more.

5 Watch less TV

 Ex 3 /p 19:

- T asks the Ss to read through the

Teen Health Website individually and

complete the heading

- T asks Ss if the ideas from the class

and the ideas from the website are

the same

- T may want to encourage class

discussion here about why some

pieces of advice are more important

than other

3.Compound sentences

- Before class T writes the word

CONJUNCTION on a big piece of

paper

a Presentation:

- T writes AND, OR, and SO on

the board T asks Ss what these words

are called If no on helps T should

not tell the answer right away, but

continue with the demonstration T

asks two Ss to come and stand in

front of the class T brings out the

paper with CONJUNCTION written

on it and asks two Ss to each hold the

paper with one hand

- T asks Ss what a conjunction does

Ss may answer in English or

Vietnamese

AND, OR, BUT and SO

 CONJUNCTION

- T asks Ss to read the first paragraph

of the Yellow Box and asks : What do

we call a sentence made by linking

two simple sentences ?

Answer: A compound sentence.

6 Spend less time playing computer games.

Example:

T says: Independent Clause 1 Group 1 says: The Japanese eat a lot of rice.

T says: Conjunction Group 2 says: AND

T says: Independent Clause 2 Group 3 says: They eat a lot of fish.

“Where does the comma go in a compound

sentence”

Answer: It goes after the Independent Clause.

- T asks the Ss to make compound sentences

by joining the two simple sentences, using theconjunction given

- Ss work individually, then compare with apartner

 Feedback: T corrects the exercise with theclass

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.

Answer Key: 1a 2 c 3 a 4 b

Eg: The Japanese eat a lot of rice and

they eat a lot of fish. > A compound

sentence

- T asks Ss to read the second

paragraph of the Yellow Box and asks

again : What does a coordinating

conjunction do ?

Answer: It joins two simple

sentences

 Ex 2/ p.20: ( Matching)

- T asks the Ss to match the beginning

of the sentences with the picture that

completes them

- Ss work individually, then compare

with a partner

 Feedback: T corrects the exercise

with the class

Ex 4/ p.20:

T asks the Ss to read the quotes

aloud

“ Sickness comes on horseback, but

leaves on foot ( Dutch Proverb)

“ Health is not valued, until sickness

comes.” ( Thomas Fuller)

- T asks comprehension questions to

make sure that Ss understand the

vocabulary

- T asks the Ss to discuss the

similarities and differences of the

quotes For less able classes, T may

want to lead the conversation as a

class T may ask Ss if they can think of

any Vietnamese proverbs with a

similar meaning

III/ Homework:

- Learn the form and the use of

Eg: Where does someone ride when she rides

on horseback?

What does it mean to go somewhere on foot? When you value something to you think it’s important or not?

UNHEALTHY

Compound sentences and

Imperatives with more and less

I OBJECTIVES:

By the end of the lesson, Ss will be able to know some health facts or myths abouthealth

B Teaching aids: Pictures

II LANGUAGE CONTENTS

pair/ group work, explanation, question-answer.

VI TEACHING AIDS

Posters, pictures

V PROCEDURE:

A Classroom organization

Greetings: Good morning!

Checking attendance: Is every body here?

B Checking old lesson

C New lesson

Teacher’s and students’ activities Content

I/ Warm-up: Brainstorm

-T asks Ss to brainstorm about

things that are healthy or

Giáo ánTiếng Anh7 39 Gv:Đồng Thị Thu

Trang

T divides the class into pairs and

asks them to complete the exercise

by ticking the sentences they think

are true and putting a cross next to

the sentences they think are false

T gives the Ss 2-3 minutes to

complete the exercise T chooses a

few groups to share their answers

with the class.

Exercise 2

First, Tasks Ss to close their

books, listen, and take notes T

plays the recording Ss then open

their books

and correct their answers using

their notes (o~ from memory) T

then plays the recording again for

Ss to

check a second time.

Exercise 3

Depending on time, the teacher

can do this activity in pairs, as

suggested in the SB, or by having

Key: 1 T F 3.F F F 6.·F

Tapescript:

A: So, can we smile more to live longer?

B: Yes, that’s absolutely true.

A: Does sleeping in help you recover?

B: No, false Walking up at the same time is better.

A: Should we eat more fresh fish, like sushi? B: No Sushi is great But we shouldn’t eat too much.

A: And sitting too close to the TV ? B: No, it’s not how close you sit It’s how long you watch TV for.

A: How about picking up food we drop Is it OK?

B: No, that’s a myth! You shouldn’t eat it, ever! A: OK, last one Do vegetarians get less