GIÁO ÁN CẢ NĂM ANH 7 CHƯƠNG TRÌNH MỚI

GIÁO ÁN CẢ NĂM ANH 7 CHƯƠNG TRÌNH MỚI CỰC HAY, CHUẨN THEO KHUNG PTNL MỚI NHẤT NĂM HỌC 20202021. GIÁO ÁN CẢ NĂM ANH 7 CHƯƠNG TRÌNH MỚI CỰC HAY, CHUẨN THEO KHUNG PTNL MỚI NHẤT NĂM HỌC 20202021. . GIÁO ÁN CẢ NĂM ANH 7 CHƯƠNG TRÌNH MỚI CỰC HAY, CHUẨN THEO KHUNG PTNL MỚI NHẤT NĂM HỌC 20202021. . GIÁO ÁN CẢ NĂM ANH 7 CHƯƠNG TRÌNH MỚI CỰC HAY, CHUẨN THEO KHUNG PTNL MỚI NHẤT NĂM HỌC 20202021. . GIÁO ÁN CẢ NĂM ANH 7 CHƯƠNG TRÌNH MỚI CỰC HAY, CHUẨN THEO KHUNG PTNL MỚI NHẤT NĂM HỌC 20202021.

Date of planning: Aug 13th, 2018Date of teaching 7A: Aug 20th ,2018Date of teaching 7B: Aug 20th ,2018

The 1 st period

Hớng dẫn học + REVISION

I OBJECTIVES: By the end of the lesson, Ss will be able to get familiar with the

subject, the ways to learn the subject well

1 Knowledge: - Vocabulary :

- Language

2 Skills: Speaking and listening.

3 Attitude: -Be eager for the subject and get ready to learn it well.

- positive attitude towards 1st day at school ( get up early , prepare

necessary school things, wear uniform – get ready for new school year )

-Form and improve such competencies: teamwork, collaboration, communcation,

assessment, presentation, solving-problem

II PREPARATIONS

Teacher’s: Lesson plan, text book, work book.

Students’: Notebooks, text book …

III ANTICIPATED PROBLEMS AND SOLUTIONS

1 Students aren’t familiar with the new English books…

+ How are you today?

+ Are you happy with the new school year?

+ What do you think we are going to learn?

+ Do you like English?

+ Why do we have to learn English?

+ Do you want to learn English well?

- Ss give their answers (Vietnamese is acceptable)

II New lesson:(35’/IW)

1 Đặc điểm chơng trình anh 7 mới

- Là chơng trình tiếng Anh đợc biên soạn tiếp theo chơng trìnhtiếng Anh 6

- Quan tâm đến 4 kỹ năng nghe, nói, đọc, viết Trong đó chú trọngphát triển 2 kỹ năng: nghe, nói (Kiểm tra thờng xuyên chủ yếudành cho kỹ năng nói)

- Vào cuối năm học, học sinh cần đạt trình độ tơng đơng cấp độA2 của Khung tham chiếu châu Âu về ngôn ngữ (giai đoạn 2)

2 Phơng pháp học

a Tại trờng:

- Tập chung nghe giảng, nghiêm túc làm theo các yêu cầu của thầy,cô

- Hăng hái phát biểu ý kiến xây dựng bài

- Luyện tập nói tiếng Anh với thầy, với bạn bè, tận dụng mọi cơ hội cóthể để tập nói tiếng Anh Nói đúng trọng âm, ngữ điệu

- Nắm vững các vấn đề ngữ pháp đã học, các cấu trúc câu Ghichép đầy đủ, chính xác

b Tại nhà:

- Ôn lại bài học ngay khi có tiết học ở lớp

- Dựa vào các cấu trúc và các ngữ liệu đã học để luyện nói tiếngAnh cùng bạn

- Làm đầy đủ bài tập trong sách bài tập Tìm đọc thêm các loại sách tham khảo nếu có thể

- Thờng xuyên học, củng cố và mở rộng vốn từ của mình

- Viết từ mới và mẫu câu hay vào sổ tay học tập của mình

3 giới thiệu sách giáo khoa

Sách giáo khoa Tiếng Anh 7 đợc thiết kế với kênh hình và kênhtiếng phong phú Mỗi đơn vị bài học đợc chia thành 7 phần thích hợpcho việc rèn luyện các kỹ năng nghe, nói, đọc, viết, ngữ pháp, ngữ

âm và từ vựng

- Phần 1: Getting started: Giới thiệu từ vựng và ngữ pháp

- Phần 2: A closer look 1: Luyện từ vựng và ngữ âm

- Phần 3: A closer look 2: Học ngữ pháp

- Phần 4: Communication: Thực hành nói tiếng Anh

- Phần 5: Skills 1: Luyện kỹ năng đọc, nói

- Phần 6: Skills 2: Luyện kỹ năng viết, nghe

- Phần 7: Looking back&Project: Luyện tập, củng cố các kiến thức đãhọc

III REVISION

1 Present simple:

a Use: Thỡ hiện tại đơn diễn tả hành động:

- thường xuyờn xảy ra, lặp đi lặp lại ở hiện tại

- chõn lớ, sự thật hiển nhiờn và những điều luụn đỳng

- một trạng thỏi mang tớnh ổn định

- thời gian biểu, thời khoỏ biểu

- tiờu đề bỏo chớ để chỉ cỏc sự kiện vừa mới xảy ra

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

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 tương lai đã được sắp đặt sẵn

- kết hợp với always khi diễn tả sự phàn nàn về sự việc lặp đi lặp lại, làm cho người khácbực 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 thường 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 tương lai

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

- vừa mới xảy ra

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

- chưa 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/three times / 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 tương lai đơn diễn tả hành động:

- sẽ xảy ra trong tương lai nhưng không được sắp đặt từ trước (nó được quyết định ngaylúc nói)

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 touse 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?

IV HOMEWORK

- Learn by heart all the tenses

- Look into the text book and the workbook carefully

II LANGUAGE CONTENTS:

1 Vocabulary : Read, write, understand key words about lexical items related to hobbies.: bird watching, arranging flowers, playing board games

2 Grammar: - use of the idiom ‘It’s a piece of cake’

- The present simple and the future simple tense

- Verbs of liking + V-ing

3 Skills: Listening, speaking about hobbies

III

TEACHING AIDS:

Teacher’s: text book, laptop, T.V, recording

Students’: Text books and workbooks.

IV TEACHING STEP:

Teacher and students’ activities: Content

I Warm up:

* Chatting: Teacher asks students some

questions about their hobbies

- What do you like doing for pleasure in your

free time?

Do you like collecting dolls?

Do you like collecting glass bottles?

Do you enjoy mountain climbing?

+ What all these activities are called?

- Teacher leads in the lesson

UNIT 1: MY HOBBIES

Lesson 1: Getting started (P.6-7)

II Building knowledge:

1.Listen and read:

* Vocabulary

T shows the pic on P.6 then raises some

questions

1 Can you guess who they are?

2 Where are they?

3 What can you see on the shelf?

What may the hobby be?

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

2 They are at Nick’s house

3 I can see so many dolls on the shelf The

hobby may be collecting dolls.

- Teacher presents the new words

- Teacher use different techniques to teach

vocab (mine, picture, situation, reliable,

antonym)

- Ss repeat in chorus and individually

- Ss copy all the words

* Checking vocab: ROR

T plays the recording twice

Ss listen and read

Ss practice the dialogue again ( in role)

T checks some groups

T :Do you know the meaning of the idioms ‘a

piece of cake’ from the conversation?

Ss: It means ‘a thing that is easy to do’

T: Tell me any other idioms you know?

Ss: - as easy as a pie/ as ABC = very easy, or

very easily; all of a piece = all at the same

T runs through the statements

Ss work independently

T allows ss to share answers with their partner

- Teacher gets feedback

1 F (They go upstairs to her room)

b Answer the following questions.

- T asks ss to work in pairs to answers the

questions in part b orally

- Ask some Ss to go to the board and write

their answers

- Other Ss read the conversation and check

their answers

- T corrects

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

5 No, he hasn’t

Task 2:

2.Listen and repeat (6’/IW).

T plays the recording twice

- Ss listen to the recording and repeat the

3 Choose the words/ phrases in 2 that match

the pictures below Write them in the spaces.

.(6’/PW/IW)

-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 correct

answers

T asks ss to write the correct words in the

spaces

T asks some weak ss the meaning of some

phrases to make sure they understand them

4.Work in pairs and complete the table below.

Do you think the hobbies in 3 are cheap or

expensive, easy or difficult.(5’/PW)

T asks ss to work in pairs and complete the

table

-Ss write their answers on the board

- T may ask ss to explain their answers

- Have Ss add more words to the table

4.Work in pairs and complete the table below Do you think the hobbies in 3 are cheap or expensive, easy or difficult.

Suggested answers :

Cheap hobbies:

-playing board games, gardening, watching, collecting old bottles, Expensive hobbies:

bird Taking photos, cycling, playing the guitar, cooking, arranging flowers, collecting watches

Easy hobbies:

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

T asks ss to ask as many classmates as they

can about which hobbies from 3 they like In 3

minutes, use the question” Do you like ?”

Example:

A: Do you like gardening?

B: No, I don’t

T goes around to check

Ss who have the most name will win

T asks he/ she to read aloud the names on the

list

Game : Find someone who

5 Enlarge the knowledge:

- Write a short paragraph about your hobby

- Write a report using the information in the

table of the game ‘Find someone who likes…’

HOMEWORK

- Ss copy their homework.

- T explains it carefully

- Do B1,2,3 (P4,5) in workbook

UNIT 1: MY HOBBIES Lesson 2: A Closer Look 1 (P.8-9) I.OBJECTIVES:

By the end of the lesson, ss will be able to pronounce correct the sounds / ə / and / ɜ :/

in isolation and in context; Use the combinations: to go, to collect, to do, to play, to take,

to watch + the hobbies

II LANGUAGE CONTENTS:

1. Vocabulary : Read, write, understand the lexical items related to hobbies.

2 Grammar: - The present simple

- Verbs of liking + V-ing

- action verbs combine with suitable words/ phrases describing hobbies

3 Skills: - improve their listening skill, writing skill and pronunciation

III TEACHING AIDS:

Teacher’s: Pictures related to hobbies, textbook,T.V, recording, laptop

Students’: Text books and workbooks.

IV TEACHING STEPS:

1 Warm up:

Kim's game

UNIT 1: MY HOBBIES Lesson 2: A Closer Look 1 (P.8-9)

T asks Ss to look at the pictures on the

screen in 30 seconds and try to remember

as many words as possible

- T divides the class into two teams

- Ss go to the board and write the words

- Teacher gets feedback

-Today we are going to learn some more

1.Match the correct verbs with the words

or phrases Some words/ phrases may be

used with more than one verb (6’/PW)

T asks Ss to read the action verbs in column

A and match them with the suitable words/

phrases in column B

T reminds them that a verb can go with

more than one word/phrase

- Ss work in pairs to compare their answers

before giving teacher the answers

- T corrects and gives comments

VOCABULARY

1.Match the correct verbs with the words or phrases Some words/ phrases may be used with more than one verb.

2: Fill in each blank in the sentences with

one hobby or one action verb from the

box below.(6’/PW)

Ss work in pairs to do this activity

T has ss read all the sentences carefully to

make sure they understand the sentences

- Ss share their answers

- T asks some ss to write the correct

answers on the board

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

3 Do you know what a keyword is ?

Work in pairs and write down keywords

to describe the hobbies in the table

below You can use the words in the

sentences from 2 to help you.(6’/PW)

T asks Ss some questions to check Ss’

understanding

T explains that a keyword helps Ss

understand a text quickly and it is usually a

noun, a verb, an adjective or an adverb

3 Do you know what a keyword is ? Work in pairs and write down keywords to describe the hobbies in the table below You can use the words

in the sentences from 2 to help you.

Key: - Listening to music: melody,

songs, headphones, noise, rhythm, lyrics…

- Gardening: trees, flowers, garden, plant, vegetables, grows, fruit…

Fishing: lake, exciting, catch, fish, water,

T models the way to locate keywords for

‘listening to music’

Ss : Pair-work

T asks some Ss to write on the board, then

check their answers

5: Listen and tick the words you hear

Repeat the words (6’/IW)

-T has some Ss to read out the words first

-T plays the recording

- Ss listen and tick the words they hear

- T checks and calls some weak ss to read

again

PRONUNCIATION / ə / and / ɜ :/ 5: Listen and tick the words you hear Repeat the words.

6: Listen again and put the words in the

correct column (5’/IW)

T plays the recording again

SS put the words in the correct column

while listening

- Ss compare their answers in pairs

T checks their answers with the whole

burnbirthhurtheard

Task 5

7 Listen to the sentences and tick / ə / or /

ɜ :/ Practice the sentences (5’/IW)

T plays the recording twice

Ss do individually

Ss compare and check their answers

T asks ss to say the word that has / ə / and /

ɜ :/ in each sentence

T calls some weak ss to read the sentences

again

7 Listen to the sentences and tick / ə /

or / ɜ :/ Practice the sentences.

2 Each student thinks of a hobby and

says keywords out loud

3 The rest of the group tries to guess

what the hobby is ?

4 The St with the most points is the

Game: The key to my hobby!

Example:

A: Water, grow, flowers, vegetables B: Is it gardening?

A: Yes, it is.

5 Enlarge the knowledge:

- T assigns the homework

- Ss copy their homework.

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

- Review the present simple and the future simple tense

- Use Verbs of liking + V-ing to talk about hobbies

II LANGUAGE CONTENTS:

1

Vocabulary : Review the lexical items related to hobbies.

2 Grammar: - The present simple and the future simple tense.(Review)

- Verbs of liking + V-ing

3 Skills: Listening, reading, speaking about hobbies

III

: TEACHING AIDS:

Teacher’s: Text book, recording, T.V, laptop

Students’: Text books and workbooks.

IV TEACHING STEPS:

I Warm- up:

*Game : Noughts and Crosses:

- Teacher divides the class into 2 teams

- Ss work in groups to choose the verb and

make suitable sentences with it using the

simple present or simple future tense

- Teacher gets feedback

UNIT 1: MY HOBBIES Lesson 3: A Closer Look 2 (P.9-10)

* Game : Net work

Noughts and Crosses:

Ex: I often play chess after school.

2 Building knowledge:.

I The present simple tense and the future

simple (Review) (15’/IW/PW)

1: Complete the sentences Use the present

simple or future simple form of the verbs.

Ss do this exercise individually then compare

their answers with a partner

T checks the answers and writes the correct

answers on the board

I The present simple tense and the future simple (Review)

1: Complete the sentences Use the present simple or future simple form

2: The table below shows the results of

Nick’s survey on his classmates’ hobbies

Read the table and complete his report

using the present simple.

T asks Ss to look at the table and make sure

that they understand it

T explains that x 3 per week means three

times a week

-Ss work in pairs to do the exercise

- Check the answers and write the correct

answers on the board

2: The table below shows the results

of Nick’s survey on his classmates’ hobbies Read the table and complete his report using the present simple.

- Have Ss Work in groups to draw a table

similar to the one in 2 The first column is for

the activities The other columns are for the

rest of the group

- Set time limit for this

- Have each group write a short report

similar to Nick’s report in 2

-Read the comment and votes for the best

II Verbs of liking + V.ing (17’/PW/IW)

Have Ss read the Look out! Box

- May call some Ss to make sentences with

the verbs of liking

4: Complete the sentences, using the –ing

form of the verbs in the box

- Ss do the exercise individually, then

compare their answers with a classmate

II Verbs of liking + V.ing

* Look out ! ( In Student book)

4: Complete the sentences, using the –ing form of the verbs in the box.

* Key:

1.riding 2 Watching; going

3 talking 4 Playing

5 eating 6 Walking

T calls 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 –ing form

Ss work in pairs to do the activity

T has Ss to read the example and explain the

way to do this activity

Ss write sentences using the pictures as

clues T calls some students to write their

sentences on the board

T checks and comments on Ss’ sentences

5 Look at the pictures and write sentences Use suitable verbs of liking

or not liking and the –ing form

Suggested answers:

1 He doesn’t like eating apples

2 They love playing table tennis

3 She hates playing the piano

My brother/sister doesn’t like…

5 Enlarge the knowledge

- T assigns the homework

- Ss copy their homework.

UNIT 1: MY HOBBIES

Lesson 4 Communication (P.11)

I.OBJECTIVES:

By the end of the lesson, ss will be able to describe and give opinions about hobbies

II LANGUAGE CONTENTS

1

Vocabulary : Read, write, understand key words : making pottery, carving wood,

making models, take up smt

2 Grammar: Use structures :  find + doing sth + adj

 think (that) + doing sth + is + adj

to express one’s opinion about hobbies.

3 Skill: Speaking : use the present simple to talk about hobbies

II

I TEACHING AIDS:

Teacher’s: Text book, Cards, T.V, laptop

Students’: Text books, workbooks and pieces of paper.

IV TEACHING STEPS:

Teacher and students’ activities Contents

- Teacher use different techniques to teach

vocab (situation, realia)

* Checking technique: Matching ( Activity

- Take up sth: learn or start to do something, especially for pleasure

1.What do you think about the hobbies

in 1? Look at the table below and tick

the boxes Then, complete the sentences

below by writing one reason to explain

your choice (10’/IW)

Have the Ss look at Look out! Box Write

some example sentences on the board and

underline the two structures

Ss work individually and tick the

appropriate boxes Then, they move on to

complete the five sentences

T models the first sentence

Ss do the exercise then compare their

sentences with a partner

T asks some Ss to write their sentences on

1 What do you think about the hobbies

in 1? Look at the table below and tick the boxes Then, complete the sentences below by writing one reason to explain your choice.

Example:

I find swimming interesting.

 find + doing sth + adj

They think (that) + swimming is interesting.

 think (that) + doing sth + is + adj

boring unusua

l

interesting

Making potterydancingIce-skatingMaking modelsCarving wood

the board.

- Other Ss and T give comments

Task 2:

2.Now, interview a classmate about the

hobbies in 1 Take notes and present

your partner’s answers to the class

(13’/PW)

- Have Ss work in pairs to make

conversations as in the example Ask Ss to

take turns being the person who ask the

questions This student has to note down

his/ her partner’s answers to report to the

class later

2.Now, interview a classmate about the hobbies in 1 Take notes and present your partner’s answers to the class.

*Example:

You: What do you think about making pottery?/ How do you find making pottery?

Mai: I think it is…/ I find it…

Ss are divided into two big groups

T says an activity/hobby and points at a

student from one group This St has to

make a correct sentence, using the

structure in the look out! Box together

with a reason

- If he/she makes a correct sentence ,

he/she earns one point, then he/she point

to other St from the other group This St

make sentence…

- T keeps record of the groups’ points on

the board and announces the winner at the

end of the game

Game : Making sentences.

5 Enlarge the knowledge: * Homework

- T assigns the homework.

- Ss copy their homework.

- T explains it carefully

- Learn by heart all the new words and structures

- Do C1,2 /P.6,7

UNIT 1: MY HOBBIES Lesson 5: Skill 1 (P.12) I.OBJECTIVES:

- By the end of this lesson students can read for specific information about hobbies

- Express their ideas about hobbies

II LANGUAGE CONTENTS:

1 Vocabulary : Read, write, understand key words : eggshell, fragile, unique

2 Grammar - Use the present simple tense to describe hobbies

3 Skills: Reading, speaking

II

I TEACHING AIDS:

Teacher’s: text book, T.V, laptop

Students’: Text books and workbooks.

.IV TEACHING STEPS:

1 Warm up:

*Chatting:

T & Ss talk about their hobbies

T: Do you know any unusual hobbies?

UNIT 1: MY HOBBIES Lesson 5: Skill 1 (P.12)

2 Building knowledge:

I Vocabulary

* Pre-teach the vocabulary

- T uses pictures, examples, synonym to

teach new words

* Checking technique: Slap the board

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 three questions

T elicits the answers from Ss and quickly

write them on the board

Ss quickly read the text and compare their

guesses with the information from the text

Task 2

2: Read the text and answer the questions.

Ss read the text again and answer the

2 They are made of eggshells

3 The hobby is carving eggshells

2: Read the text and answer the questions.

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

fragile and his father can make beautiful pieces of art from them

2 He saw the carved eggshells for the first time in art gallery in the USA

3 They find it difficult and boring

4 Yes, he does

Task 3:

3: Read the sentences below and use no

more than three words from the text to

complete them.

Ss 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

3: Read the sentences below and use

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

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 ideas with the

class.

-T has Ss work in pairs to discuss the uses of

carved eggshells

- Encourage Ss to think creatively

T calls on some good students to talk in front

of the class

III.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 ideas with the class.

Talk about your hobbies Use questions in

page 12 and your own to help.

Ss work in groups and take turns talking

about their hobbies Then they vote for the

most exciting hobby Call on some Ss to talk

about the most exciting hobby of their group

T monitors the conversations and note down

common errors

- T corrects the errors with class

Talk about your hobbies Use questions in page 12 and your own to help.

1 What is the name of your hobby?

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 in the future?

5 Enlarge the knowledge:

- T assigns the homework HOMEWORK-Learn vocab by heart.

Your hobbies

- Ss copy their homework.

- T explains it carefully

- Do D1, D2, D3/ P.7-8

UNIT 1: MY HOBBIES Lesson 6: Skill 2 (P.13) I.OBJECTIVES:

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

- Listen to get information about hobbies

- Write a paragraph about one’s hobby

II LANGUAGE CONTENTS:

1

Vocabulary : The lexical items related to hobbies

2 Grammar : - The present simple and the future simple tense.(Review)

- Verbs of liking + V-ing

3 Skills: writing a paragraph, listening for general and specific information

II

I TEACHING AIDS:

Teacher’s: recording, T.V, laptop

Students’: Text books, workbooks and subboard.

IV TEACHING STEPS:

I Warm up:

* Chatting.

T asks ss if they know anything about the

collecting glass bottles and if they think it is

- Do you think it is a good hobby?

- Why? / Why not?

T accepts all answers provided that Ss make

sense

UNIT 1: MY HOBBIES Lesson 6: Skill 2 (P.13)

2 Building knowledge:

1 LISTENING (15’/IW/PW)

1 Listen to an interview about hobbies

A4! Teen reporter Ngoc asks Mi about

her hobbies Complete each blank in the

word web with no more than three words.

T : You are going to listen an interview

about Mi’s hobby

Ss read through the word web

T asks Ss to guess the word/phrase to fill

in each blank and write their guesses on the

board

T plays the recording and ask sSs to listen

and complete the word web

Ss work in pairs to compare their answers

with each other and with the word/phrase

on the board

T plays the recording a second time for

pairs to check their answers

- Ask for Ss’ answers and write them on the

board next to their guesses

Mi’s hobby:

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

1 LISTENING

1 Listen to an interview about hobbies A4! Teen reporter Ngoc asks Mi about her hobbies Complete each blank in the word web with no more than three words.

Key:

1 Collecting glass bottles

2 Two years ago

Ask Ss to write a paragraph about a

classmate’s hobby Tell Ss they will use the

word web as a way to organise their idea

Task 2

2 Work in pairs Ask and answer

questions about each other’s hobbies

Take note below:

- T asks Ss to work in pairs and interview

each other about their hobbies

- T asks ss 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

II Writing

Writing tip: You can use a word web as a

way to organise the ideas for your writing

2 Work in pairs Ask and answer questions about each other’s hobbies Take note below:

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:…

Future:…

Task 3:

3 Write a paragraph about your

classmate’s hobby

- T asks Ss to work in groups and choose

one hobby to write about

Ss work in groups to write on a big piece of

paper

3 Write a paragraph about your classmate’s hobby

Start your paragraph as shown below:

…… is my classmate His/ Her hobby is

…… ………

4 Use:

* Peer checking:

- Ask groups to exchange their writing for

other groups to check

- Call 2-4 groups to present their writing

- Have other Ss comment on the paragraph

on the paper

- Collect some writings to correct at home

5 Enlarge the knowledge:

- T assigns the homework

- Ss copy their homework.

- T explains it carefully

*HOMEWORK

- Write the paragraph about your hobby

- Do E1, E2/ P9 (W.B)

UNIT 1: MY HOBBIES Lesson 7: Looking back and project (P.14-15)

I.OBJECTIVES:

By the end of this lesson ss will be able to - revise all the target knowledge in unit 1

Do a project about their hobbies

II LANGUAGE CONTENTS:

1

Vocabulary: Review

2

Grammar: Review - The present simple and the future simple tense

- Verbs of liking + V-ing

3 Skills: speaking, reading, listening and writing.

II

I TEACHING AIDS:

Teacher’s: T.V, laptop

Students’: Text books and workbooks.

IV TEACHINGH STEPS:

(P.14-15)

* Brainstorming:

Hobbies

Gardening Fishing Painting Swimming Cooking

Ss do this activity individually then compare

their answers with a partner

T checks and confirms the correct answers

Then Ss read their sentences out loud for

other Ss in the class to guess the hobby

2 Put one verb from the box in each blank.

Use the correct form of the verb.

Ss do this activity individually then compare

their answers with a partner

T checks and confirms the correct answers

2 Put one verb from the box in each blank Use the correct form of the verb.

Ss do this activity in pairs

T 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

Playing board games

SkatingCookingpainting

Cheap hobbies Expensive

hobbies

Collecting used books

Collecting leavesPainting

Collecting carsTaking picturesTravelling

Task 3:

4 Use the present simple or future simple

form of each verb in brackets to complete

the passage.

Ss do this exercise individually then compare

their answers with a partner

T calls on some Ss to give the answers

II Grammar.

4 Use the present simple or future simple form of each verb in brackets to complete the passage.

Key:

1 Have

2 Likes

T confirms the correct answers and writes

them on the board

5: Write true sentences about yourself.

Ss do this exercise individually then compare

their sentences with a partner

Some Ss write their sentences on the board

Work in pairs Student A is a reporter

Student B is a famous person

Brainstorm interview questions on the board

with the class

- Ss work in pairs One St interviews the

other about his/her hobbies

T asks some pairs to act out the interview in

front of the class Vote for the best interview

B: Yes, of course

…………

Task 6

HOBBY COLLAGE

- Collage: is the art of making a picture by

ticking pieces of colour paper, cloth, or

photographs onto a surface It can also a

picture that you make by doing this

- Ask Ss to read the four instructions in the

book

- Ss work in group to do the project

- Teacher guides and sets this activity as

homework

IV Project

HOBBY COLLAGE

4 Use:

- Ask ss to complete the self- assessment

- Identify any difficulties and weak areas and

provide further practice

*Summarize the main point of the lesson

5 Enlarge the knowledge:

- T assigns the homework

- Ss copy their homework.

*Homework

- Do the project at home

- Do C1, C2/ P6-7 (W.B )

- T explains it carefully.

UNIT 2: HEALTH

Lesson 1: Getting started (P.16-17)

I OBJECTIVES:

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

II LANGUAGE CONTENTS:

1 Vocabulary Read, write, understand key words about health problem and health tips:

2 Grammar: Use imperatives to give advice

3 Skills: Use Listening, Reading and Speaking to talk about health problems and give

advice on healthy lifestyles

III TEACHING AIDS :

Teacher’s : Text book, recording, laptop, T.V

Students’ : Text books and workbooks.

IV TEACHING STEPS:

1.Listen and read.(9’/IW/PW)

T asks Ss to open their books to the picture

T can ask Ss prediction questions about the

picture and generally focus Ss attention on

the topic of the lesson

Questions may include:

• 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?

1.Listen and read.

Ss answer the question as a class T then

plays the dialogue and has the Ss follow

along Ss may track the dialogue with their

fingers as they listen to the recording

T confirms the correct answers

1b Read the conversation again Who

wants to do the following things? (4’/IW)

T asks Ss to read the conversation again and

complete the table on their books

T may write the table on the board while Ss

are working individually, then correct the

exercise as a class by asking Ss to come to

the board and tick the correct column

5 won’t take no for an answer

1b Read the conversation again Who wants to do the following things?

*Key :

1 Phong 2 Phong

3 Nick 4 Nick 5 Phong

Task 2

2 Match the health problems in the box

with the pictures Then listen and repeat

(6’/IW)

T asks Ss to look at the pictures

As a class Ss can call out which word they

think matches each picture

T asks Ss to write the words below each

picture

T plays the recording and Ss repeat

T corrects the exercise with the whole class

2b Which problems do you think are the

most common with your classmate? Rank

the problems from the most common (1)to

the least common (6).Then share with a

2a Match the health problems in the box with the pictures Then listen and repeat.

partner (5’/IW/PW)

T has Ss rank the health problems from the

most common to the least common and share

3: Now look at the advice These people

have the wrong advice Can you match the

correct advice with each person (7’/IW)

T asks one S to read though the list of advice

aloud

T asks Ss to complete the matching activity

individually and corrects the activity as a

class

3: Now look at the advice These people have the wrong advice Can you match the correct advice with each person.

Walk around and try to find the person with

the card that matches yours

4 Game : Finding Friends Example :

A: I have spots

B: Oh, I’m sorry My advice is ‘Wear a sun hat’/ Yes! My advice is ‘ Wash yourface regularly’

5 Enlarge the knowledge:

- T assigns the homework

- Ss copy their homework.

- T explains it carefully

*HOME WORK

- Learn by heart new vocabulary-Write 5 imperatives to give adive on healthy lifestyles

- Do B1,2,3/P.10-11

UNIT 2: HEALTH

Lesson 2: A closer look 1 (P.18)

I OBJECTIVES:

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

II LANGUAGE CONTENTS:

1

Vocabulary : the lexical items related to the topic health problems

2 Grammar: - pronunciation of the two sounds /f/ and/v/

3 Skills: Listening and speaking about health problems

II

I TEACHING AIDS:

Teacher’s: Text books, recording, laptop, T.V

Students’: Text books and workbooks.

IV TEACHING AIDS:

1 Warm up

* Kim’s game

T shows 6 pictures about health

problems on Getting Started, Activity 2 on the

screen

SS look at the six pictures for 30 seconds

them write words for these pictures ( in 2

groups)

Which groups has more correct words will be

the winner

UNIT 2: HEALTH

Lesson 2: A closer look 1 (P.18)

Game 1 : * Kim’s game

throat, temperature , an allergy, a spot,

T asks a S to read the words from the first

column

T writes the words in a word web around have

a/an T encourages ss to add more

words( from the six words in Warm up stage)

T repeats this for the next two columns

T asks Ss if they can make a movement

for each of the different health problems The

Ss should say the health problem while doing

the movement For Example: ‘I have a cough’

(Ss pretend to cough)

1 Write the problem below the picture of

each patient.

- Teach the noun “patient” to make sure that

Ss are familiar with it

- Ask Ss to do the exercise individually

- Correct the exercise as a class

(a) sunburn, a sickness…

Have: (the) flu, stomachache,toothache, earache, spots……

Feel: sick, tired, weak,……

1 Write the problem below the picture of each patient.

2: Now, read the doctor’s notes about his

patients and fill in the missing words.

T asks Ss to complete the exercise

individually

T corrects the exercise as a class

2: Now, read the doctor’s notes about his patients and fill in the missing words.

3: Role-play the meeting with the

doctor.Use the cues in 1,2 or your own

health problems

T asks one S to come to the front of the class

T models the role-play in the book with the St

Try to make it as fun and dramatic as possible

Then, T divides Ss into pairs T encourages Ss

to think about how each person (Doctor and

patient) feels and will act Ss choose a

3: Role-play the meeting with the doctor.Use the cues in 1,2 or your own health problems.

problem and make a role-play They may

choose more than one T gives Ss about 5

minutes to practice their role-plays T then

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?

Task 3

4: Choose a health problem Work in

groups Tell your group about the last time

you had that problem.

T asks four Ss to model the example

conversation Then, T divides the class into

groups 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 is in the group

and then report back to the class

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

Example :

A: I had flu two weeks ago

B: Me too, I felt so weak

C: Oh I had a sore throat yesterday D: I had toothache I think I ate toomany sweets

Task 4

II PRONUNCIATION : /f/ and /v/

(10’/IW/PW)

5: Listen and circle the words you hear.

T may want to start by drilling the sounds/f/

and /v/ and asking Ss to think of any words

they know with these sounds in them

T can write Ss ideas on the board Then, T

says the words in 5 and asks the Ss to repeat

Finally, T plays the recording and has Ss

circle the words they hear T may play the

recording as many times as necessary

6: Listen and circle the words with the

/f/or /v/ sound Then say the sentences.

T asks Ss to listen to the sentences once and

*Key:

1 fat 2 ferry3 vas

4 vault 5 save 6 leave

6: Listen and circle the words with the /f/or /v/ sound Then say the sentences.

1 Fast, food

2 have, felt

3 fatter

T has the Ss listen to the recording again and

gives the correct answers to the entire class

4 having, lifestyle

5 give

4 Use:

T summarizes the main points of the lesson

5 Enlarge the knowledge:

- T assigns the homework

- Ss copy their homework.

- T explains it carefully

HOMEWORK.

-Learn by heart new words

-Practice the sounds /f/ and /v/

-Do A1,2,3 / P.10 (W.B)

UNIT 2: HEALTH

Lesson 3: A closer look 2 (P.19-20)

I OBJECTIVES:

-By the end of the lesson,Ss wil be able to :

II LANGUAGE KNOWLEDGE:

1

Vocabulary : the lexical items related to the topic health problems and health tips

2 Grammar: - Use ‘Imperatives with more and less’ for direct commands, orders or

Teacher: Poster,Pictures ; text books, recording,laptop

Students: Text books and workbooks.

IV TEACHING STEPS:

1 Warm up:

Game: Simon says

T can give Ss simple classroom

commands Eg: stand up, sit down, raise your

hand, open your book, close your book

Ss do the command as the T says it

UNIT 2: HEALTH

Lesson 3: A closer look 2 (P.19-20)

Game 1: Simon says

2 Building knowledge:

A Imperatives with more and less

(17’/IW/PW)

Introduction: Teacher writes the word

IMPERATIVE on the board and explains to

children 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 by

asking some comprehension checking

1: Look at the pictures Which advice would

you give to each of these people? Use the

imperatives with more or less above.

T asks Ss to look at the four pictures and calls

on Ss to tell the class what they see

T divides the Ss into pairs and asks pairs to

give advice to each person in the picture

T gives Ss 2-3 minutes to come up with ideas

for advice and then T calls on some groups to

share with the class

Task 2:

2 Top health tips for teens

Look at the health tips in the yellow box

Which six do you think are the most important

to you and your classmates? Explain why?

A Imperatives with more and less

Eg: - Relax more

- Watch less TV

* We can use the Imperative for direct commands, orders or suggestions

* PRACTICE 1: Look at the pictures Which advice would you give to each of these people? Use the imperatives with more or less above.

Suggested answers:

a Sleep more./Relax more

b Spend less time using mobile phone / Spend less time reading

c eat less fat food./Do more execise

d Spend less time under the sun

2 Top health tips for teens

Look at the health tips in the yellow box Which six do you think are the most important to you and your classmates? Explain why?

T asks Ss to look at the yellow Grammar Box

again

T asks Ss to think for a moment about which

6 pieces of advice are most important to teens

Then, T asks Ss to discus their ideas in pairs or

groups of three

T asks a few groups to share their ideas

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

Task 3:

3: Look at the article on the Teen Health

website Fill in the blanks to complete their

top six health tips.

T asks Ss to read through the Teen Health

Website individually and complete the

headings

T asks Ss if the ideas from the class and the

ideas from the website are the same

T encourages class discussion here about why

some pieces of advice are more important than

others

3: Look at the article on the Teen Health website Fill in the blanks to complete their top six health tips.

*Key:

1 Do more exercise!

2 Sleep more!

3 Eat less junk food

4 Wash your hands more

Introduction: T writes AND, OR, BUT, and

SO on the board T asks Ss what these words

are called

Ss: Conjunction ( Ss may answer in English or

Vietnamese)

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.

B Compound sentences.

Conjunction(liên từ): and, or, but, so.

Example: Nam does morning exercise everyday, so he is well- built

*Form:

Simple sentence 1, Conj Simple

sentence 2.= Compound sentence

*Use:

Liên từ dùng để nối 2 câu đơn thành câu Phức (câu ghép) Câu ghép sử dụng 4 liên từ trên (BASO) gọi là câu ghép đẳng lập

Trước các liên từ này luôn có dấu

T asks Ss to read the second paragraph of

the Yellow Box and again: What does a

coordinating conjunction do?

Answer: It joins two simple sentences.

T divides the class up into three large

groups The first group is ‘Independent clause

1’, the second group is ‘Conjunction’, and the

third 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

The class repeats this process for the rest of

the sentences in the table

Once they have finished T asks the class:

‘Where does the comma go in a compound

sentence?’

Answer: It goes after the first

independent clause.

Task 6

4.Make compound sentences by joining the

two simple sentences Use the conjunction

given Remember to add a comma.

T asks Ss to complete the exercise

individually

T corrects the exercise with the class

Task 7

5.Match the beginnings of the sentences

with the picture that complete them.

T asks Ss to complete the exercise

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

* PRACTICE 4.Make compound sentences by joining the two simple sentences Use the conjunction given

Remember to add a comma.

3 I feel tired, and I feel weak

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

5.Match the beginnings of the sentences with the picture that complete them.

*Key:

1 a 2.c 3.a 4.b

T corrects the exercise with the class.

6 Now, complete the second part of the

compound sentences.

- T asks Ss to complete the exercise

individually

Ss ddo the exercise individually

- T calls on some Ss to read the complete

sentences

6 Now, complete the second part of the compound sentences.

*Key:

1, so he doesn’t have flu

2 , and he doesn’t do exercise

3 , or she should try to relax more

4 , she does exercise, too

4 Use:

T summarizes the main points of the lesson

5 Enlarge the knowledge:

- T assigns the homework

- Ss copy their homework.

- T explains it carefully

*HOME WORK

- Learn by heart the form, meaning and use of Imperative and Compound sentences

- Do B6,7 / P.12;D1,D2/P.14 (W.B)

UNIT 2: HEALTH

Lesson 4: Communication (P.21)

I OBJECTIVES:

-By the end of the lesson,Ss wil be able to

II LANGUAGE CONTENTS:

Teacher: text books, laptop, T.V

Students: Text books and workbooks.

IV TEACHING STEPS:

1 Warm up:

*Brainstorming:

T writes the words Healthy and

Unhealthy on the board

The class works in two groups to

brainstorm about things that are healthy or

-T asks Ss to give the vietnamese equivalents

-Checking vocab : R.O.R

1 Work in pairs Discuss these sentences.

Do you think they are true or false? Tick

(P) the sentences you think are true Put a

cross (x) next to ones you think are false.

(5’/PW)

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 complete the exercise

for 3 minutes

T chooses a few groups to share their

answers with the class

Task 2

2: Listen to the radio show about “health

facts or myth’s and check your answers in

*Key:

2: Listen to the radio show about

“health facts or myth’s and check your answers in 1.

and take notes.

Ss listen and take notes

T plays the recording

Ss then open their books and correct their

answers using their notes (or from memory)

T then plays the recording again for Ss to

check a second time

Task 3

3: Discuss the following in groups (5’/PW)

- T asks Ss to do this activity in pairs

- Have a quick class poll and follow-up

discussion

T calls on some groups to checks

Task 4

4 Work in groups Think of some ideas

about health that are true Then think of

some that are false.(8’/GW)

T divides Ss into groups and has them

complete the exercise

Ss work in groups to complete the exercise

for 5 minutes

3: Discuss the following in groups.

1 Which sentence are you mostsurprised by? Why?

2 Do you know any health facts ormyths about health in Viet Nam? Wheredid you hear them?

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

When the time limit for exercise 4 is finished

T puts groups together to quiz one another In

order to keep things organised, each group

chooses one spokesperson for the group The

spokesperson can consult his/her group, but

the spokesperson is the only one who can

answer

-Summarize the main point of the lesson

5: Test another group to see how many of your health myths they can spot.

5 Enlarge the knowledge:

- T assigns the homework

- Ss copy their homework.

- T explains it carefully

* Homework

- Learn by heart new vocab

-Do exercises C1,2,3/ P.13 in the work book

UNIT 2: HEALTH

Lesson 5: Skills 1 (P.22)

I OBJECTIVES:

-By the end of the lesson,Ss wil be able to:

II LANGUAGE CONTENTS:

Teacher: poster,pictures, text books, laptop

Students: Text books and workbooks.

III ANTICIPATED PROBLEMS AND SOLUTIONS

IV TEACHING STEPS: