BÀI KIỂM TRA 1 TIẾT MÔN TIẾNG ANH LỚP 7 TRƯỜNG THCS NAM ĐÀN TỈNH QUẢNG NGÃI

BÀI KIỂM TRA 1 TIẾT MÔN TIẾNG ANH LỚP 7 TRƯỜNG THCS NAM ĐÀN TỈNH QUẢNG NGÃI BÀI KIỂM TRA 1 TIẾT MÔN TIẾNG ANH LỚP 7 TRƯỜNG THCS NAM ĐÀN TỈNH QUẢNG NGÃIBÀI KIỂM TRA 1 TIẾT MÔN TIẾNG ANH LỚP 7 TRƯỜNG THCS NAM ĐÀN TỈNH QUẢNG NGÃI BÀI KIỂM TRA 1 TIẾT MÔN TIẾNG ANH LỚP 7 TRƯỜNG THCS NAM ĐÀN TỈNH QUẢNG NGÃI

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Date : Thursday , September 8 , 2016

II Language focus

- Vocabulary: Vocabulary has been learnt in grade 6

- Grammar: Some tenses

III Method: listening, speaking, reading, writing

IV.Teaching aids : Text book, pictures, cassette, tape , poster

groups to list all the

tenses they have learnt

A: Yes, I can / No, I can not

b Practice:

1 Present Simple Tense

+ Use: chỉ thói quen, lập đi - lập lại, sự thậtchân lí

2 Present Continuous Tense

+ Use: - đang xảy ra ở thời điểm nói+ Structure: S + am/is/are + V- ing

+ Adv: - now, right now, at the moment

- Look!/ Listen!

3 Future Simple Tense

+ Use: - chỉ sự viêc sẽ xảy ra trong tương lai

có thời gian xác định+ Structure: S + will/ shall + V1

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T: Have Ss do some

sentences on tenses

Ss practice doingexercises

+ Use: - chỉ sự viêc đã xảy ra trong quá khứ

có thời gian xác định+ Structure: S + V2

- ed

+ Adv: - yesterday

- last + (time)

- (duration of time)+ ago

- time in the past (Ex: in 1998)

5 Present Perfect Tense

+ Use: - chỉ sự viêc đã xảy ra nhưng không rõthời gian hoặc đã xảy ra và kéo dài đến HTrồi kết thúc (hoặc vẫn còn tiếp diễn)

+ Structure:

S + have/ has + V3

- ed

+ Adv: * just, already, ever/ never …

* yet, recently, since + (point of time), for +(duration of time)

c Production:

Exercise:

1 In the future, robots (do) manythings like human, but they (not/ drive) _ cars

2 More people (have) fresh water if

we only (use) the water we need

3 I (be) _ to Dalat twice

4 I (be) _ at the gym last week

5 They (play) _ soccer in theplayground now

Key:

1 will do/ won’t drive

2 will have/ use 3 have been

4 was 5 are playing

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Date : Thursday , September 8 th , 2016

Week 1 / Period 2

UNIT 1: MY HOBBIES

Lesson 1: Getting Started – My favourite hobby

I Objectives:

By the end of this lesson, students can know the key language and structures to be learnt in this unit

II Language Focus:

1 Vocabulary: the items related to hobbies.

2 Structures: The present simple and the future simple tense

Verbs of liking + V-ing

III Method: Communicative approach

IV Teaching aids: textbook, CD player, pictures.

- Ask Ss what they like doing

for pleasure in their free time

- Summary Ss’ answers and

ask them what all activities

are called Elicit the word

- give some vocab.( realia,

opposite, example, pictures,

translation )

- check vocab Matching

- Ask Ss to read the dialogue

again and decide they are true

or false

- Allow Ss to share answers

before discussing as a class

- Tell Ss to refer back to the

conversation to answer the

- Answer

- Listen and answer

- Listen and read

- Individual work

- Pair-work

- What do you like doing for pleasure in your free time?

- Can you guess who they are?

- Where are they?

- What can you see on the shelf? What may the hobby be?

1 Listen and read

* Vocabulary:

- upstairs (adv) ở tầng trên

- unusual (adj) khác thường

- present ( n) = gift : món quà

- on special occasion :vào dịp đặc biệt

- a piece of cake ( idiom) dễ ợt

- challeging (adj) có tính thử thách

- bird- watching (n) quan sát chim chóc

- board game (n) trò chơi trên bàn cờ

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2’

questions (b)

- Play the recording

- Let Ss listen andrepeat the

words/ phrases Have some

Ss practice reading the words/

phrases out loud

- Ask Ss to match the words/

phrases with the pictures

- Give feedback and confirm

the correct answers

- Ask Ss work in pairs and

complete the table Write

their answers on the board

- Ask Ss to explain their

answers

- Have Ss add more words to

the table

- Set the time for Ss to do this

activity Ask their classmates

to complete the table using

“Do you like…?”

-Ask Ss to read aloud the

names on thelist

- Write on the board

- Whole class

- Pair-work

- T whole class

- Copy

Key:

1 She receives dolls on specialoccasions

2 No, they aren’t

3 She keeps the bottles after using them

4 No, she doesn’t

5 No, he hasn’t

2 Listen and repeat.

CyclingphotosCookingwatchingGardeningArranging flowersSkating

Playing the guitarPlaying board games

3 Choose the words/ phrases in 2 that match the pictures below Write them in the spaces.

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Lesson 2: A Closer Look 1

I Objectives: By the end of this lesson, students can pronounce correctly the sounds /∂/ and /з:/ in

isolation and in context

- Have Ss repeat the words/

phrases indicating the

hobbies they learnt in the

previous lesson

- introduce some vocab

Help ss read and check

- Ask Ss to read the action

verbs in column A and

match them with the suitable

words/ phrases in column B

- Check and confirm the

correct answers

- Ask Ss to read all the

sentences carefully to make

sure they understand the

- keep fit (v) giữ cân đối

- melody (n) giai điệu

- headphones (n) tai nghe

- loud noise : tiếng ồn lớn

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- Ask Ss to write the correct

answers on the board

- Explain that a keyword

helps Ss understand a text

quickly and it is usually a

noun, a verb, an adjective or

an adverb

- Model the way to locate

keywords for “listening to

music”

- Ask Ss to write the

correct answers

- Ask Ss to read out the

words first The play the

recording

- Ask Ss to put the words in

the correct column while

they listen

- Ask Ss to practice the

sounds /∂/ and /з:/ Play the

recording and ask Ss to

listen and repeat

- Play the recording twice

- Ask Ss to practice the

- Individual work

- Group-work

Listen, Listening to music.

Plant, gardening Catch, fishing.

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

- Fishing: lake, exciting, catch, fish, water, boat…

- Painting: creative, colours, pictures, artist, painting…

- Swimming: pool, fun, water, keep fit,swim…

5 Listen and tick the words you hear

Repeat the words.

BurnBirthHurtHeard

7 Listen to the sentences and tick / ∂ / and

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- Guide homework - Copy

A: Yes, it is.

III/ Homework

- Learn by heart all the new words

+ Learn by heart the words with sounds / ə / and / З:/

+ Do execises 1,2/ page 3

+ Prepare for A closer look 2

Date : Monday , September 12 th , 2016

V Procedures:

4’

10’ - Have Ss present the form

and usage of these two tenses

before asking them to do the

exercises

- Ask Ss to this exercise

individually and then

compare the answers with a

partner

- Check the answers and

write the correct answers on

the board

- Ask Ss to look at the table

and make sure they

understand it Explain that x

3 per week means three times

- Individual work

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- Have Ss 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

- Have Ss read the Look out!

Box Explain the structure

- Call on some Ss to make

sentences with the verbs of

liking

- Ask Ss to do the exercise

individually

- Have them compare their

answers with a classmate

- Call on some Ss to read out

the answers

- Have Ss read the example

and explain the way to do the

activity Ask Ss to write the

sentences using the pictures

as clues

- Call on some Ss to write the

- Group-work

- Group-work ( Ss can d at home )

- Individual work

- work

PlayingEatingWalking

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

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2’

- Check and comment on Ss’

sentences

- Guide homework

work

- Copy

2 They love playing table tennis

3 She hates playing the piano

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Date : Thursday, September 15 th , 2016

Period 5 / Week 2

UNIT 1: MY HOBBIES

Lesson 4: COMMUNICATION

I Objectives:

By the end of this lesson, students can describe and give opinions about hobbies

- Tell Ss that this vocabulary

will appear in the task 1

- Ask Ss to do this exercise

individually and give T the

answers

- Confirm the correct

answers

- Ask Ss to make one

sentence with each picture

- Before Ss do this activity,

have them look at the Look

Out! Box Write some

examples sentences on the

board to make one sentence

- Take up sth (v) theo đuổi( việc gì)

- Making models (n) tạo mô hình

- ice-skating (n) trượt băng nghệ thuật

1 Match the activity with the pictures.

Ex:

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2’

with each picture

- Call Ss to give some

examples

- Ask Ss to work individually

and tick the appropriate

boxes Then, they move on to

complete the five sentences

- Call on a student to model

the first sentence

- Ask Ss to write their anwers

on the board

- Have other Ss give

comments

- 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

- Call on some Ss to report

the answers to the class

- Guide homework

- Individual work

- Pair-work

- Copy

I find swimming interesting.

à find + sth / doing sth + adj

They think (that) swimming is interesting.

à think (that) + sth / doing sth + is + adj

1 interesting – it can help me do beautiful products

2 interesting - I can move with music

3 boring – it is difficult and dangerous

4 interesting – I can make nice and modern things

5 boring – it takes much time and I have to work with wood all the time

- Prepare next lesson : (Skill 1)

Evaluation:

……….

………

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Date : Saturday, September17 th , 2016

IV Teaching ads: textbook, CD player, pictures.

5’

10’ - 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 quickly write them on the

board

- Ask Ss to read the text and

check their guesses with the

information from the text

- piece of art (n) tác phẩm nghệ thuật

- unique (adj) độc đáo

- art gallery (n) phòng triển lãm nghệ thuật

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- 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

correct answers

- Have Ss work in pairs to

discuss the uses of carved

eggshells

- Encourage Ss to think

creatively

- 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

2.He saw the carved eggshells for the firsttime 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.

Key:

1.carving eggshells 2.the US

3.the internet4.time 5.gifts

Lights (with big eggs)

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- Prepare next lesson :(Skill 2)

5’

13’

- 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 questions

- Accept all answers provided

that Ss make sense

- 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

- Do you think it is a good hobby?

- Why? / Why not?

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- 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 guesses

- 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)

- 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

Useful Continue the hobby.

Who he/ she shares it with? My family members and friends

To do this hobby you have to: exchange with friends and buy them from second- hand bookshops

Feelings about the hobby: interesting and useful

Future: continue this hobby

*Homework :

- Write a paragraph in your notebook

- Prepare next lesson :

(Looking back)

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By the end of this lesson, students can review all what they have learnt in this unit.

- Have Ss to compare their

correct answers

- Ask Ss read sentences out

loud for other Ss in the class

- Have Ss to do this activity

individually

- Individual work

- Read aloud

- Individual work

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8’

4’

- 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

correct answers

- Have Ss do this exercise

individually, then compare

their answers with a partner

- Ask Ss to write their

- Pair-work

- Individual work

pairwork

- Individual work

Skating Cooking painting

hobbies Collecting used

books Collecting leaves Painting

Collecting cars Taking pictures Travelling

4 Use the present simple or future simple form

of each verb in brackets to complete the passage.

- I love playing board games.

- I don’t like skating.

- I hate collecting leaves.

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2’

- 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

- Guide homework

Student A:

reporter

Student B: a famous person

- Pair – work

- Individual work

- Copydown

Favourite hobby? Painting When / start? Last year Hobby / easy / difficult ? ……

Why ? Hobby / useful ? why( not)? .

Intend/ continue / hobby / future? …….

*Homework :

( Unit 2: Health Lesson 1: Getting Started)

Evaluation:

……….

………

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Date : Saturday , September 24 th , 2016

Period 8 / Week 3

UNIT 2: HEALTH

Lesson 1: Getting Started

Going out or staying in?

I Objectives:

By the end of this lesson, students can know the key language and structures to be learnt in this unit

1 Vocabulary: the items related to health.

2 Structures: Imperatives with “more and less”.

Compound sentences

V Procedures:

Tim

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20’

- Ask ss to look at the

picture and answer some

questions:

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?

- Give some vocab.( realia,

opposite, example, pictures,

translation )

- Check vocab Matching

- Play the recording Ask ss

to follow along

- Elicit some new words

-Ask Ss to complete the task

individually or in pairs

-check answers and ask Ss to

use each item in a sentence

-Ask Ss to complete the task

individually or in pairs T

can check answers and ask

Ss to use each item in a

sentence

-Ask Ss to look at the

pictures As a class Ss can

call out which word they

think matche each picture

- Play the recording and Ss

repeat T corrects the

exercise with the whole

- Answer

- Listen and answer

- Listen and read

- Listen

-Give the answers

- What can you see in the picture?

1 Listen and read

* Vocabulary:

- down (adj): buồn, thất vọng

- junk food (n): đồ ăn nhanh, đồ ăn vặt

- put on weight: tăng cân

5 won’t take no for an answer

b Read the conversation again Who wants to

do the following things?

1 Phong 2 Phong

3 Nick 4 Nick 5 Phong

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

1 e 2 f 3 d

4 c 5.b 6.a

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2’

class

-Ask Ss to write a numbered

list in their notebooks from 6

to 1

-Ask Ss to rank the health

issues from most common to

least common and share with

a partner

-Ask one S to read though

the list of advice aloud

-Ask Ss to complete the

individually and corrects the

activity as a class

-Before class T can make

cards with problems and

advice T divides the class

into two groups and gives

one group ‘problem’ cards,

and one goup ‘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 T can call on some

pairs to read their cards

aloud T can repeat the

activity as many times as

time permits

- Guide the homework

-Give the answers

- Play the game

-Copy down

b Which problems do you think are the most common with your classmates?

1.,Flu2,…

3,…

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

*Homework :

- Prepare next lesson

(A closer look 1)

Evaluation:

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Lesson 2: A Closer Look 1

I Objectives: By the end of this lesson, students can pronounce correctly the sounds /f/ and /v/ in

isolation and in context

1 Vocabulary: the items related to health

Compound sentences

V Procedures:

Time Teacher’s Activities Ss’

Activities

Content

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- Have Ss repeat the words/

phrases indicating the health

they learnt in the previous

lesson

- Wholeclass

The words/ phrases indicating the health

15’

- Introduce some vocab

Help ss read and check

- Ask Ss to look at the

pictures and write down the

- toothache (n) bệnh đau răng

- earache (n): bệnh đau tai

- headache(n) bệnh đau đầu

- patient (n) : bệnh nhân

1 Look at the pictures Write the problem below the picture of each patient

Key 1.flu 2.sunburn

3 allergy 4 tired/weak

18’

- Ask Ss to read all the

sentences carefully to make

sure they understand the

sentences

- Ask Ss to write the correct

-Ask ss to play the role of

patient and doctor

-Ask ss to choose a problem

And make a role play

-Check and correct

-Ask four Ss to model the

3 Role- play the meeting with the doctor

Use the cues in 1, 2, or your own health problems.

A :Hi, doctor Thao

B: Hi, HungA: I was outside all day yesterday I feel veryhot and my face is red

B: I see I think you have a sunburn

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

E.g: A: I had flu two weeks ago

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example conversation

_ Divide class into two

groups and ask to talk about a

health problem

_ Check and correct

-T may want to start by

drilling the sounds/f/ and /v/

and asking Ss to think of any

words they know with these

souns in them T can write Ss

ideas on the board

- Say the words in 5 and ask

the Ss to repeat

- Play the recording and has

Ss circle the words they hear

-Ask Ss to listen to the

sentences once and repeat

- Ask Ss to circle the words

with /f/ or /v/ sounds

-

-groupwork

- Individual work

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

*Production

Pronunciation

5 Listen and circle the words you hear.

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.

- Learn vocabulary by heart

- Prepare next lesson

(A closer look 2)

Experiences

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By the end of this lesson, students can use imperatives with more and less and form compound

sentences and use them correctly

Compound sentences

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-Give Ss simple classroom

commands Eg: stand up, sit

down, raise your hand, open

your book, close your book.

IMPERATIVE on the board

and explains to children that

the imperative can be used

for direct, commands, orders

or suggestions

- Ask Ss to open their books

and read through the yellow

box

comprehension by asking

some comprehension

checking questions Eg:

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 calls on Ss to

tell the class what they see

- Ask Ss to give advice to

each person in the picture

-Ask Ss to think for a

-do the commands

- T Whole Class

- Listen

- read

- Individual work-Answer

- Pair-work

* Warm up and check up:

Imperatives with more and less.

Eg: - Relax more

- Watch less TV

* Câu mệnh lệnh dùng để hướng dẫn, ra lệnh, yêu cầu hoặc gợi ý

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 Spend less time reading

b Spend less time mobile phone

c eat less fat food

d sleep more

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5’

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

- Ask 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 improtant T

writes the ideas on the

board

- Ask Ss to read through the

Teen Health Website

individually and complete

the headings

-Write AND, OR, BUT, and

SO on the board

-Ask Ss to read the first

paragraph of the Yellow Box

and asks: What do we call a

sentence made by linking

two simple sentences?

- What does a coordinating

conjunction do?

-Divide the class up into

three large groups

- Share ideas

- Individual

- Copydown

- A compound sentence

It joins two simplesentences.

-groupwork

2: Top Health Tips for Teens

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

1 Do more exercise!

2 Sleep more!

3 Eat less junk food

4 Wash your hands more

5 Watch less TV

6 Spend less time playing computer games

2 Compound sentences

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

Eg: Nam does morning exercise everyday, so he

Trước các liên từ này luôn có dấu phảy

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-Work individually

Group 2 says: AND

T says: Independent Clause 2 Group 3 says: They eat a lot of fish 4.Make compound sentences by joining the two simple sentences Use the conjunction given Remember to add a comma.

1 I want to eat some food, but I have a sorethroat

2 The Japanese eat healthily, so they live for along 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.Match the beginnings of the sentences with the picture that completes them.

1 a 2.c 3.a 4.b

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

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

*Homework :

- Prepare next lesson (Communication)

- Do exercises in exercise book

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UNIT 2: HEALTH

Lesson 4: COMMUNICATION

I Objectives:

By the end of this lesson, students can talk about health facts and myths

2 Structures:

-Write the words Healthy and

Unhealthy on the board The

class brainstroms about things

that are healthy or unhealty

- Have Ss guess the meaning

of the vocabulary

- Tell Ss that this vocabulary

will appear in the task 1

-Divide class into pairs and

ask them to complete the

exercise

-Encourage them to explain

their choices

-Ask Ss to close their books,

listen, and take notes

-Ask Ss to work in pairs, as

suggested in the student’s

book

- Whole class

- Individual work

-Pairwork-Explain-Take notes

* Practice :

1 Work in pairs Discuss and write F (fact)

or M (myth) for each statement.

*Key:

1 F 2.M 3.F 4.F 5.M 6.M

2 Listen to the radio show about “health facts or myth’s and check your answers in 1.

3 Discuss the following in groups.

Suggested answers:

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2’

- divide Ss into groups and

has them complete the

exercise

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

-Give the homework

-Groupwork

-copydown

1.I am most surprised by sentence 3 because

I think fresh fish is not good for health

2.- If you are hungry , you eat vegetables and

if you are ill , you use drugs

- Your hair will be longer if you eat the top

of the sugar cane

4.Work in groups Think of some sentences about health that are not true Then think

of some that are fasle.

- - Your hair will be longer if you eat the top

of the sugar cane (F)

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

*Homework :

- Learn new vocabulary

- Prepare next lesson : (Skill 1)

Experiences

Trang 31

1 Vocabulary: the items related to health

2 Structures:

- Ask Ss if they know any

words that associate with

CALORIE Elicit answers

from Ss

- Lead to the lesson Tell Ss

that they are going to read

- Elicit the meaning of

words from different groups

- Whole class

- energy (adj) năng lượng

- diet (n) ăn kiêng

- expert (n ) chuyên gia

- advice (n) lời khuyên

Diet (v) - meant a special eating routine

to lose weight or accomplish another health goal

Expert - someone who has studied a lot about a subject or topic and understands it well

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

Junk food – usually convenience food like

Mc Donald, KFCStay in shape - be fit and stay healthy

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- Check and correct

- Draw Ss attention to the

table and explains that the

activities are listed next to the

number of calories used in

one hour T may ask

comprehension question such

as “ If I do aerobics for 3

hours, how many calories

will I use?”

-Put Ss in pairs, or groups of

three and asks them to discuss

the questions

-Ask Ss to complete the table

and think about how many

calories each activity will

-Complete the table

-Present

-Copydown

3.Now answer the following questions.

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

2 If we eat too many calories we get fat

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

4 Sports activities and running use a lot of calories

5 People listen to his advice because he is anexpert

5 Choose two or three activities you like to do

Complete the chart about those activities

hours(per day)

Total number of calories

6 Present your table to the class Try to include the following information:

- What activities you do

- How long you do them everyday

How many calories you use doing these activities

*Homework :

- Practice speaking more

- Prepare next lesson :(Skill 2)

Trang 33

Trang 34

By the end of this lesson, students can listen to get specific information about a health problem and write a reply giving advice to someone with a health problem.

2 Structures:

-Draw the Olympic rings on

the board and ask Ss what

these represent

- Brainstorm with Ss as a

class different words that

come to mind when Ss think

of the Olympic

-Divide the class into pairs

and asks them to discuss the

questions

- Ask some questions : What

kind of person do the

Ironman? What kind of skills

does a person need to do the

Ironman?

recording and circle the

health problem they hear

recording again and choose

the right respond

-Have Ss complete the task

individually T can ask an

early finisher to come up to

the board and write his/her

- Whole class

-Discuss-Answer

- Listen and circle

- Listen and choose

*Key

- Do more exercises

- Sleep more

- Eat more fruit/ vegetables

4.Are the following sentences true (T) or false (F)

*Key:

1 T 2 F 3 F 4 F 5 T

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10’

answers on the board and the

class can check them

- Divide the class into groups

and give them a time limit for

discussion and feedback as a

class

-Ask ss to work

independently to finish

exercise

-Check and correct

-Divide Ss into A and B then

put them in pairs T asks one

student A to write a health

problem on a piece of paper

( using the prompts from the

book), T then asks Student A

to pass the paper to Student B

and Student B can write a

response

-Groupwork

-Individual

-Write

5.Now discuss the following in groups.

1 Why is the triathlon a difficult event?

2 Can you think of other Olympic sports thatare harder/ easier?

3 Would you like to try the triathlon one day? Why? Why not?

 It will be good if you…

 Do something more/ less…

7.Now , with a partner choose one of the following problems….

Anna: played outside all day/ has sunburn/

has a tempreratureNgoc: feels weak/ feel tired/ sleeps inKhang: ate too much/ has stomachache/ feelssick

*Sample:

Dear Dr B, Yesterday I played outside all day.I think I have a sunburn and I have temperature, too.What should I do?

Thanks in advance, Anna

Dear Anna, You should try to relax more and drink more water Remember to wear a hat before going outside.

Stay healthy,

Dr B

- Write a paragraph in your notebook

(Looking back)

Trang 36

Period: 15 - Week: 5

Date of planning: September 13 th , 2015

Trang 37

UNIT 2: HEALTH

Lesson 7: LOOKING BACK + PROJECT

I Objectives:

By the end of this lesson, students can review all what they have learnt in this unit

2 Structures: Imperatives with “more” and “less”

Compound sentences

should be encouraged to write

down their answers

-Correct the exercise on the

board to check spelling

- Tell Ss to write the health

problem

correct answers

- Ask Ss read sentences out

loud for other Ss in the class

- Ask Ss can complete the

- Individual work

-Pairwork

* Presentation :

1 What health problems do you think each

of these people has?

3 Complete the health tips below.

1 less 2 more 3 more

4 Go outside…

5 Watch less TV…

6 Do more exercise

4 Draw a line to link a simple sentence, to

a coordinator, to another simple sentence.

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8’

2’

with a partner

- Divide the Ss into pairs T

can ask one pair to come up

and role-play the example in

the book

- Remain in the same pairs as

in exercise 5 and discuss the

3 I have a temperature, and I feel tired

4 I can exercise every morning, or I cancycle to school

Communication

5.Choose one of the following health problems Role play a discussion Student A

is the patient Student B is the doctor.

Example: A: Hi, doctor I feel weak and

sick

B: Did you have enough calories? Youshould eat more, and I think you should getmore exercise too

A: OK Thank you doctor

6: Discuss the following sentences about health with a partner Do you think they are facts or myths?

E.g: When you have a headache, you shouldrub an egg on your head

A: I don’t think this is true It’s a myths

B: Yes, I agree/ No, I disagree…

*Homework :

(Unit 3: Community service ) Lesson 1: Getting Started

Experiences

Period:16 - Week: 6

Date of planning: September17th, 2015

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UNIT 3: COMMUNITY SERVICE

Lesson 1: GETTING STARTED

I Objectives:

By the end of this lesson, students can be able to talk about community service and volunteerwork

1 Vocabulary: donate, volumteer, benefit, provide, encourage, community service, blood

2 Structures: past simple and present perfect

Write phrases on the board

Ask Ss to guess which two

phrases connect to each other

follow-up by asking them why

they think ‘green summer’

relates to ‘ working for the

community’, and what

activities a person can do T

can share some volunteer

experience with the class

LISTEN AND READ

- What can you see in the

picture?

- Who do you think they are?

- What are they talking about?

presents some new words

T plays the recording and has

Ss follow along After the first

listening, T asks Ss to recall

information from the

listening

- Global Citizen is …… (the

name of the radio

programme)

- Hai Ba Trung School/is…

(the school where Mai and

Phuc go to)

find the answer

predictionquestionsabout thepicture

answer thequestions as

a class

work individually

to answer thequestions

compare their answer

I.Warm up.

‘Green Summer Campaign’

‘working for the community’

‘having a beach holiday’

II New lesson

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T goes through each statement

and asks Ss how the text in the

dialogue supports their

answers After the discussion

T writes the correct answers

b Have Ss look at where the

phrase’ make a difference’ is

located in the dialogue

(People donate books and

clothes to homeless children,

and that makes a difference)

Ask Ss to think about how

books and clothes can help to

better the children’s lives

T elicits answers as a class

Ex2 Tell Ss they can put

some words in more than one

column T writes correct

Look out!

Draw Ss’ attention to the box

Ask Ss to identify the words

in exercise 2 which can be

both nouns and verbs, or verbs

and adjectives, Ask Ss if they

can add more examples of the

words they know

Ex3:Ss complete the exercise

with a partner and then discuss

as a class

work individually

compare their answerswith a partner

1- Listen and read

a Read the conversation again and tick T (true) or F (False).

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