Giáo án tiếng anh 7 thí điểm kì 1 hay

Date of preparation: 13/08/2016

Date of teaching: 7E:16/08/2016

Period: 1
LÀM QUEN VÀ HƯỚNG DẪN CÁCH HỌC
I. LÀM QUEN VỚI MÔN HỌC
Chương trình môn tiếng Anh cấp THCS nhằm hình thành và phát triển cho học sinh
những kiến thức, kĩ năng cơ bản về Tiếng Anh. Sau khi hoàn thành cấp học THCS với
chương trình mới này, HS đạt được cấp độ A2 theo khung tham chiếu Châu Âu.
Tiếng Anh 7 là cuốn sách thứ năm trong bộ sách 10 cuốn được bộ giáo dục biên
soạn theo chương trình 10 năm
Sách Tiếng Anh 7 gồm 12 đơn vị, mỗi đơn vị được thực hiện 7 tiết. Mỗi đơn vị được
biên soạn theo một chủ điểm nhất định và chủ điểm đó gần gũi, sát thực với mục đích, nhu
cầu, sở thích và đời sống hàng ngày của học sinh.
Trong khi học – Học sinh cần chú ý theo hướng dẫn của thầy cô để đạt những yêu
cầu sau:
1.Kiến thức:
- Nắm được kiến thức cơ bản tối thiểu và tương đối hệ thống về Tiếng Anh thực
hành hịện đại, phù hợp với lứa tuổi.
- Có sự hiểu biết ban đầu về văn hoá của một số nước sử dụng Tiếng Anh.
2. Kỹ năng:
- Kỹ năng nghe: Nghe hiểu Tiếng Anh sử dụng trong lớp học và hiểu các chủ điểm
giao tiếp bằng Tiếng Anh trong và ngoài lớp học .
- Kỹ năng nói: Thực hiện được các yêu cầu giao tiếp hàng ngày bằng Tiếng Anh, có
thể diễn đạt các nội dung giao tiếp đơn giản hàng ngày có liên quan đến các chủ điểm và
nội dung ngôn ngữ đã học trong chương trình.
- Kỹ năng đọc: Đọc hiểu nội dung chính của đoạn văn ngắn, đơn giản về các chủ
điểm đã học trong chương trình.
- Kỹ năng viết: Viết có hướng dẫn các đoạn văn về mô tả hoặc các báo cáo tường
thuật về các hoạt động của cá nhân hoặc lớp học trong khuôn khổ chủ điểm của chương

trình và viết phục vụ các nhu cầu giao tiếp cá nhân và xã hội ở mức độ đơn giản.
3. Thái độ tình cảm:
- Có thái độ tình cảm đúng đắn đối với Đất nước, Con người, Nền văn hoá và ngôn
ngữ đang học nhờ đó phát triển tình cảm tốt đẹp đối với ngôn ngữ và văn hóa dân tộc.
- Xây dựng và phát triển ý thức cũng như năng lực làm việc trong cộng đồng thông
qua các hoạt động rèn luyện ngôn ngữ.
- Bước đầu có nhu cầu và biết cách tự học để nắm và sử dụng tiếng nước ngoài
trong học tập và đời sống .
II. HƯỚNG DẪN CÁCH HỌC:
Qua phần giới thiệu khá chi tiết về môn học, các em cần nắm bắt một số chỉ dẫn dưới dây:
+ Sách: Bao gồm sách giáo khoa Tiếng Anh 7 + sách bài tập Tiếng Anh 7 (2 cuốn/
KH), ngoài ra mỗi HS cần trang bị cho mình 1 cuốn từ điển nhỏ để tiện cho việc tra từ.
+ Tập vở: Gồm 1 tập để ghi chép bài học và 1 tập để làm bài tập và chuẩn bị bài.

1


+ Luôn sẵn sàng có giấy để làm bài kiểm tra 15 phút (có 3 bài trong mỗi học kì, 1
bài kiểm tra kĩ năng viết, 2 bài kiểm tra kĩ năng nói và không được báo trước)
+ Phương pháp học:
- Học theo “phương pháp giao tiếp” theo trình tự “Nghe –Nói – Đọc – Viết”. Cố
gắng phát âm đúng âm điệu khi lặp lại. Khi nói đồng thanh hoặc cá nhân thì (nói
to – tự nhiên).
- Trong các tiết rèn luyện kĩ năng (skils), cần phải tích cực hoạt động, làm theo
hướng dẫn của giáo viên để phát triển các kĩ năng thông qua thực hành.
- Ở nhà phải làm đầy đủ các bài tập về nhà và chuẩn bị từ vựng cho phần tiếp theo.
Nếu có điều kiện thì làm thêm các bài tập trong các tài liệu nâng cao hoặc xem
các chương trình tiếng Anh trên tivi hoặc trên đĩa CD.
III. ÔN TẬP ĐẦU NĂM
Teacher’s

activities
Ask Ss some
questions.

Have Ss work in
groups to list all
the tenses they
have learnt in
grade 6.

Students’
activities

Content

a. Presentation:
Warm up:
Q: How many tenses have you learnt in grades 6?
A: Five.
Ss: Answer
Q: Can you tell about the usages, the structures
and some adverbs of time about these tenses?
A: Yes, I can. / No, I can not.
b. Practice:
1. Present Simple Tense
+ Use: chỉ thói quen, lập đi - lập lại, sự thật chân
lí
+ Structure: S + V1- S/ ES
+ Adv: - adverbs of frequency (always, usually,
often, sometimes, never)

- every + (time)
2. Present Continuous Tense
+ Use: - đang xảy ra ở thời điểm nói
Ss: In group to + Structure: S + am/is/are + V- ing
list and write + Adv: - now, right now, at the moment
down.
- 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
+ Adv: - tomorrow
- next + (time)
- in a few + (time)
- soon, later, ...
2


T: Have Ss do
some sentences
on tenses.

4. Past Simple Tense
+ 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 rõ thời
gian hoặc đã xảy ra và kéo dài đến HT rồi 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) ________ many
things 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 the playground
now.
Key:
1. will do/ won’t drive
2. will have/ use 3. have been
4. was 5. are playing
Ss practice doing
exercises.
d. Homework:
Ask Ss to review the the tenses and some
they have learnt in grades 6. They will have a test
in the next period.

3


Date of preparation: 15/08/2016

Date of teaching: 7E: 18/08/2016

Period: 2
UNIT 1: MY HOBBIES
Getting started
I. Objectives:
By the end of the lesson, ss will be able to listen and read for specific information
about hobbies then practice listening and speaking with the lexical items related to the
topic "My Hobbies".
I. Language Focus:
Vocabulary: Hobbies and action verbs
Structures: The present simple and the future simple tense.
Verbs of liking + V-ing.
Skill: listening, speaking, reading, writing
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
1. Class order: Greeting, checking attendance, asking for date
2. Checking up: None
3. New lesson:
Teacher’s
Students’
Content
activities

activities
Chatting Questions:
- Teacher asks Ss
- Listen to the T - Can you guess who they are?
to look at the
and give out the - Where are they?
picture on page 6
answers
- What can you see on the shelf?
and answer the
questions
- Teacher uses
Vocabulary
- Repeat in
different
chorus and
- hobby
(n):
Sở thích
techniques to teach individually
- upstairs
(adv) Tầng trên
vocab (situation,
- Copy all the
- collect
(v):
Sưu tầm, gom
realia)
words
- unusual

(adj): Lạ thường
T: Checking vocab:
- occasion
(n):
Dịp
Recall
- a piece of cake (adj): dễ như ăn bánh
Teacher: Setting
the sences
- Play the
recording twice.

Listen to the T

1. Listen and read

Ask Ss to run

- Run through

- We are going to listen and read a dialogue
among Nick, Elena and Mi talking about their
favourite hobbies.
a. True or False
4


through the
statements.
- Teacher gets

feedback

- Teacher explains
the question and
ask Ss to give out
the anwers
- Play the
recording and have
students repeat out
loud.

the statements.
Key:
- Work in
1. F (They go upstairs to her room) 2.
pairs.to read
T 3. F (Mi’s hobby is collecting glass
one by one
bottles)
4. F (Her parents, aunt and
sentence and
uncle)
5. T
decide if they
b. Answer the questions
are true or false. Key:
1. She receives dolls on special
Practise asking
occasions
and answering

2. No, they aren’t.
the Qs
3. She keeps the bottles after using
them.
4. No, she doesn’t. 5. Yes he has.
- Listen and
2. Listen and repeat
repeat the words Words or phrases in activity 2
out loud

Ask Ss to match
each word/ phrase
with a sutable
picture.

Match each
word with a
sutable picture.
Then give out
the answers

- Goes on the
instruction, collects
the results.
- T remarks and
gives feedback.

- Work in
groups of 5,
complete the

map in groups,
compare with
the others’.

- Set a time (five
minutes) for Ss to
do this activity.

- Go around the
class and find
someone
WHO…

3. Choose the words and match with the
pictures.
Key:
1. playing board games 2. taking photos
3. bird-watching
4. cycling
5. playing the guitar
6. gardening
7. cooking 8. arranging flowers 9. skating
4. Work in pairs and complete the following
map:Suggested answers

Production
5. Game: Find Someone Who…..
S1: Do you like ……..?
S2: Yes, I do/ No, I don’t.
4. Homework

- Learn by heart all the new words.
5


- Prepare: Closer Look 1
Date of preparation: 16/08/2016
Period: 3

Date of teaching: 7E: 19/08/2016
UNIT 1: MY HOBBIES
A Closer Look 1

I. Objectives:
By the end of the lesson, ss will be able to:
- Pronounce correctly the sounds /ə / and /ε/ in isolation and in context
- Use action verbs: to go, to collect, to do, to play, to take, to watch + Noun
- Improve their listening skill, wrting skill and pronunciation
I. Language Focus:
Vocabulary: Hobbies and action verbs
Structures: The present simple and the future simple tense.
Verbs of liking + V-ing.
Skill: listening, speaking, reading, writing
III. Method: Communicative approach
IV. Teaching ads: - Materials: Ss’ books, text books, tape & cassette.
- Method: group work, individual work
V. Procedures:
1. Class order: Greeting, checking attendance, asking for date
2. Checking up: Ask Ss practice “Getting started”
3. New lesson:
Teacher’s

Students’
Contents
activities
activities
Warm up: Kim's game
- Asks Ss to look - Look at the
Ss’ words on the board
at the words on
pictures on page 8
page 8 in 20
in 20 seconds and
seconds and try to try to remember
-> Today we are going to learn some more action
remember as
as many words as verbs about hobbies.
many words as
possible.
possible.
-Go to the board
- Teacher divides and write
the class into two
teams.
Repeat in chorus
- Teacher gets
and individually
Presentation:feedback
and copy all the
gymnastics
(n):
Thể dục dụng cụ

words
Teach new words
- melody
(n):
Giai diệu
Practice:
6


Have Ss read the
verbs in A and
match with the
nouns in B.
- Correct Ss’
answers
- Have Ss work in
pairs to read and
fill in each blank
with a hobby or
an action verb.
- Get feedback
and explain to Ss
the meaning (if
necessary)
- Have Ss work in
pair to find out
the keywords
- Ask some Ss to
write on the
board, then check

their answers.

- Work
individually to
match and give
out their answers.

1. Match the correct verbs with …
Key:
1. d,e,I 2. g 3. b,c,j 4. f,h 5. c

6. a

Work in pairs to
2. Fill in each blank in the sentences….
read and fill in
1. swimming – swim
each blank with a 2. listen – Listening to music
hobby or an
3. plant – gardening
action verb.
4. catch – fishing
5. painting – paints

- Work in pair to
find out the
keywords then
write on the board

3. Work in pairs and write down keywords to

describe the hobbies….
Key:
- Listening to music: melody, song, headphone,
noise, sing, CD…..
- Gardening: trees, flowers, garden, plant,
vegetables, grow, fruit…
- Fishing: lake, river, water, catch, boat, fish…
- Painting: creative, colour, pictures artist,
painting……
- Swimming: pool, fun, water, keep fit, goggles.
4. Game: The Keys to My Hobby
- Have Ss play the - Play the game in Ex:
game as the
group
A: water, grow
example
B: Is it gardening?
A: Yes, it is.

7


Production
Pronunciation
- Have some Ss
- Some Ss read
5. Listen and tick
read aloud these
aloud these words
Key:

words first, then
first, then listen
bird-watching
√ answer
play the recording and tick.
√ away
√ neighbour
and ask Ss to
√ burn
singer
listen and tick.
√ burt
√ heard
- Ask Ss to give
- Correct
the answers.
√ birth
√ common
- Play the
- Listen and put
6. Listen again and put the words in the correct
recording and ask the words in the
column.
Ss to listen and
correct column
put the words in
the correct
column.
- Correct
Key:

- Ask Ss to give
/ə /
/ε/
the answers.
- Some Ss read
away, answer,
burn, birth, hurt,
- Have some Ss
aloud these
neighbour,
heard
read aloud these
sentences first,
common
sentences first,
then listen and
then play the
tick.
7. Listen to the sentences and tick
recording and ask
Key:
Ss to listen and
Sentences
/ə / /ε/
tick.
- Correct
1. His hobby is collecting
√
- Ask Ss to give
toy car.

the answers.
2. My sister has a lot of
√
photos
3. When I have free time, I
√
usually go surfing.
4. I love the colours in their √
paintings.
5. My friend has an
√
unusual hobby: learning
foreign languages
4. Homework
- Learn by heart all the new words.
- Prepare: Closer Look 2

8


Date of preparation: 19/08/2016
23/08/2016

Date of teaching: 7E:

Period: 4
UNIT 1: MY HOBBIES
A Closer Look 2
I. Objectives:
By the end of the lesson, ss will be able to:

- Pronounce correctly the sounds /ə / and /ε/ in isolation and in context
- Improve their wrting skill and pronunciation
I. Language Focus:
Vocabulary: Hobbies and action verbs
Structures: The present simple and the future simple tense.
Verbs of liking + V-ing.
Skill: listening, speaking, reading, writing
III. Method: Communicative approach
IV. Teaching ads: - Materials: Ss’ books, text books, tape & cassette.
- Method: group work, individual work
V. Procedures:
1. Class order: Greeting, checking attendance, asking for date
2. Checking up: Practice “A Closer Look 1”
3. New lesson:
Teacher’s
Students’
Content
activities
activities
Warm up: Slap the boarb
- Elicit some
- Go to the board, - bottle, photo, horse-riding, piano,
words form Ss
listen to the
badminton, camping, doll.
- Teacher divide
teacher and slap on

9

the class into two
teams.
- Teacher use
different
techniques to teach
vocab (situation,
realia)
* Checking vocab:
Slap the board

the words.
- Follow and copy
down.

Presentation
- continue
(v):

Tiếp tục

- still
- result

(adv):
(n):

Vẫn
Kết quả

- time

(n):

Lần

- Verbs of
liking

+

V-ing

Practice
Have Ss read the
Read the sentences Grammar:
sentences and give and give the
1. Complete the sentences. Use the simple
the correct tense of correct tense of the present or simple future form of the verbs
the verbs in
verbs in brackets.
Key:
brackets.
1. loves; will not continue
2. take
- Get feedback
- Correct
3. does ….do 4. will enjoy
5. Do …..do
orally.

6. Will …..play
2. Read the table and complete the report
using the present simple.
- Ask Ss to read
- Read the table,
Key:
the table, then
then complete the 1. likes; 2. watch;
3. don’t love 4. go
complete the report report with the
5. enjoy; 6. play; 7. plays; 8. doesn’t
with the present
present simple.
like
simple.
- Correct
9. plays
- Get feedback
orally
- Listen to the T
- Explain how to
and do this activity 3a. Work in group…..
do this activity to
as T’s request.
- Draw a table similar to the one in 2
Ss and set a time
Explain the use of 3b. Each groups presents their report on
limit (5 minutes)
simple present
the board.

for this. The have
tense.
Ss work in groups
4 or 5.
- Read the Look
4. Complete the sentences, using the –ing
- Have Ss read the out box
form of the verbs in the box.
Look out box.
- Complete the
Key:
- Explain the
sentences the read 1. riding
2. watching; going
3. talking
structure. Then ask them out loud.
4. playing
5. eating
6. walking
Ss to complete the
sentences in 4.
- Correct
- Give feedback
- Work in pairs to
5. Look at the pictures and write
- Have Ss work in write sentences,
sentences……
pairs to write
using suitable
Key:

sentences, using
verbs of liking or
1. He doesn’t like eating apples.
10


suitable verbs of
liking or not liking
- Give feedback

not liking
- Correct

- Ask Ss to write
sentences about
their family
members and talk
in front of the
class.

- Write sentences
about their family
members and talk
in front of the
class.

2. They love playing table tennis.
3. She hates playing the piano.
4. He enjoys gardening.
5. She like dancing.

Production
Students’ writings
4. Homework
- Learn by heart all the new words and
structures
- Prepare: Communication

Date of preparation: 22/08/2016
Date of teaching: 7E: 25/08/2016
Period:5
UNIT 1: MY NEW SCHOOL
Lesson 4: Communication
I. Objectives:
By the end of the lesson, Ss will be able to describe and give opinions about
hobbies.
II. Language Focus:
Vocabulary: Hobbies and action verbs
Structures: The present simple and the future simple tense.
Verbs of liking + V-ing.
Skill: listening, speaking, reading, writing
III. Method: Communicative approach
IV. Teaching ads: - Materials: Ss’ books, text books, tape & cassette.
- Method: group work, individual work
V. Procedures:
1. Class order: Greeting, checking attendance, asking for date
2. Checking up: Practice “A Closer Look 2”
3. New lesson:
Teacher’sactivities
student’sactiviti Contents
es

11


1. Warm up
- Go through the extra
vocabulary
2. Activities
- Teaching vocabulary

- Ex1:
T correct answers.

Ss do this
exercise
Ex2: Have the Ss look at individually
Look out! Box. Write
some example sentences
on the board and
underline the two
structures.
Ss look at Look
E.g: I find swimming
out! Box. Write
interesting
some example
Find + doing + sth + adj. sentences on the
They think (that) + doing board and
sth + is + adj
underline the

Ss work individually and two structures.
tick the appropriate
boxes. Then, they move
on to complete the five
sentences.
- St model the first
sentence
- Compare their
sentences with a partner.
- Ask some Ss to write
their sentences on the
board.
Ex3:
*Game: Ss are divided
into two big groups.
T says an activity/hobby
and poits at a student
from one group. This St
has to make a correct
sentence, using the
Ss work in pairs
structure in the look out! to make

1. Extra vocabulary
- Making pottery: making pots,dishes…
from clay
- Making models: making copies of
things, usually smaller than the original
objects.
- Carving wood: making objects, and

patterns by cutting away material from
wood.
- Unusual: different from what is usual or
normal.
- Take up sth: learn or start to do
something, especially for pleasure.
2. 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.

boring unusual interesting
Making
pottery
dancing
Iceskating
Making
models
Carving
wood
1. I find making pottery……
because…….
2. I think dancing is……because
………..
3. I find ice-skating is……because
………..
12

Box togetther with a
reason.
- If he/she makes a
correct sentence , he/she
earns one point, then
he/she point to ather 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.

conversations as
in the example
Ss take turns
being the person
who asks the
questions. This
St has to note
down his/her
partner’s
answers to report
to the class
Some Ss report
the answers to
the class.

4. I think making models is……because

…
2. I find carving wood is……because
………
3 Game
Now, interview a classmate about the
hobbies in 1. Take notes and present your
partner’s answers to the class.
You: What do you think about making
pottery?/ How do you find making
pottery?
Mai: I think it is…/ I find it…
You: Why?
Mai: Because…
You: Will you take up making pottery in
the future?
Mai: Yes, I will/ I’m not sure.
3. Homework.
- Doexercise: C1,2 in the workbook
- Prepare: Skill 1

Date of preparation: 22/08/2016
Date of teaching: 7E 26/08/2016
Period 6
Unit 1 – My hobbies
Skills 1
I. Objectives:
By the end of this lesson, students can read and talk for general and specific information
about an unusual hobby.
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 ads: Course book, CD player, pieces of paper.
V. Procedures:
Teacher’s activities
Ss’ activities
Contents
- Using pictures on
page 12 TB
1. Do you like eating
eggs ?
2. What do you often

- Taking part in the
activities.
- Answering the
questions

I. WARM-UP: 5’
* Guessing game :
1

2

13


do after using them ?
3. Do you like an

unusual hobby ?
4. Are you a careful
person ?

3

4

 carving eggshells
II. PRE- READING:

New words
- Eliciting the new
- eggshells (n): vỏ trứng
- Repeat in chorus
words
- fragile (adj) : dễ vỡ
and individually
- Copy all the words - unique (adj): độc đáo
- empty (adj): troáng roãng
- ( to ) intend : coù yù ñònh
* Check voca ( R.O.R )
- Writing on Bb
- Checking memory
1. Look at the pictures and discuss the
questions.
- They are going to
Key:
-Ask Ss if they know read
about

an
1. A teddy bear, a flower, a bird and
any unusual hobbies. unusual hobby.
flowers.
Elicit answers from
2. They are made of eggshells.
Ss. Lead to the new
3. The hobby is carving eggshells.
lesson. Tell Ss that
they are going to read
about an unusual - Look at the
hobby.
pictures and answer
- Ask Ss to read the
three questions.
text and check their
guesses with the
information from the
text.
III. WHILE – READING :
- Ask Ss to read the
- Read the passages 2. Read the text and answer the
passages again, then
again, then answer
questions. ( Lucky number )
answer the questions. the questions.
Key:
- Ask for Ss’ answers
- Answers and
1. He thinks his father’s hobby is

and have them explain explain the answers.
unusual because eggshells are very
their answers. Ss can
Ss can either
fragile and his father can make
either paraphrase the
paraphrase the
beautiful pieces of art from empty
original information
original information
ones.
from the text or read
from the text or read 2. He saw the carved eggshells for the
out loud the part of the out loud the part of
first time in an art gallery in the US.
text where the answer the text where the
3. They find it difficult and boring.
to each question is
answer to each
4. Yes, he does.
located.
question is located. 3. Read the sentences below and use no
- Confirm the correct
more than three words from the text to
14


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.
- Have Ss work in
pairs to discuss the
uses of carved
eggshells.
- Encourage Ss to
think creatively.
- Giving the tasks

- Try to complete
the sentences
without reading the
text again and can
understand parts of
the text that help
them find the
answers.
Work in pairs to
discuss the uses of
carved eggshells.

- Listening and
taking notes

complete them.
Key:

1. Carving eggshells
2. The US
3. The internet
4. Time
5. Gifts
IV. POST - READING:
 Speaking
4. Discuss other uses of the pieces of
artwork. Share your ideas with the class.
Some uses:
- Decorations at home
- Souvenirs
- Lights (with big eggs)
V. HOMEWORK:
5. Talk about your hobbies. Use
questions in page 12 and your own to
help.
- Practice speaking more.
- Prepare next lesson : Skills 2

Date of preparation: 27/08/2016
Date of teaching: 7E 30/08/2016
Unit 1 – My hobbies
Skills 2
I. Objectives:
By the end of this lesson, students can listen to get specific information about a hobby
and write a paragraph about a classmate’s hobby.
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 ads: Course book, CD player, papers.
V. Procedures:
Teacher’s activities
Ss’ activities
Contents
-Get 2 Ss to go to the - Go to the board to I. Warm-up:
board to write new
words then read the text
and answer teacher’s
questions.

write new words
then read the text
and answer
teacher’s questions.

15


- 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.

- 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
- Listen to an
going to listen to an
interview about
interview about Mi’s
Mi’s hobby.
hobby.
- Read through the
word web and guess
- Have Ss read through the word to fill each
the word web. Have
blank and write
them guess the word to their guesses on the
fill each blank and write board.
their guesses on the
- Complete the word

board.
web.
- Share their
- Play the recording.
answers before
Ask Ss to complete the listening to the
word web.
recording a final
- Allow Ss share their
time to check.
answers before listening - Write answers on
to the recording a final the board next to
time to check.
their guesses.

II. Presentation:
Questions:
- Do you know anything about collecting
glass bottles?
- Do you think it is a good hobby?
- Why? / Why not?

III. Practice:
 Listening
2. Listen and complete each blank in
the word web with no more than three
words.
Key:
1. Collecting glass bottles
2. Two years ago

3. Mother
4. Grandmother, flowers, lamps, home.
5. Useful
6. Continue the hobby.
 Writing
3. Ask and answer questions about each
others’ hobby.

1.
2.
- Ask for Ss’ answers
3.
and write them on the
- Work in pairs and 4.
board next to their
interview each other 5.
guesses.
about their hobbies. 6.
- Take notes on each
other’s answers in
- Ask Ss to work in pairs the word web.
and interview each other - Present their
about their hobbies.
friend’s answers for
- Ask to take notes on
the class.
each other’s answers in
the word web.

Name of the hobby:…

When he/ she started the bobby?
Who he/ she shares it with?
To do this hobby you have to:…
Feelings about the hobby:…
Future:…

16


- 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 correct at home.

-Write
theirparagraphs
individually based

on the information
in their word webs.
- Write his/ her
paragraph on the
board.
- Collect some
writings to correct
at home.

IV. Production:
4. Write a paragraph about your
classmate’s hobby.
Start your paragraph as shown below:
…… is my classmate. His/ Her hobby is
…… …………………

V. Homework:
- Write a paragraph in your notebook.
- Prepare next lesson :
Looking back and project
Date of preparation: 27/08/2016
Period: 08

Date of teaching: 7E 01/09/2016

Unit 1 – My hobbies
Looking back and project

I. Objectives:
By the end of this lesson, students can review all what they have 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 ads: Course book, CD player, poster.
V. Procedures:
TEACHER’S
Ss’ ACTIVITIES
CONTENTS
ACTIVITIES
-Have Ss work in 2
- Work in 2 teams.
I. Warm-up: (5’) Brainstorming
teams.
- Write as many
Hobbies
-Ss write as many words words as possible
swimming
as possible
hobbies
Collecting..

17


- Tell Ss to complete the
sentences.
- Have Ss to compare
their answers with a

partner.
- Check and confirm the
correct answers.
- Ask Ss read sentences
out loud for other Ss in
the class.

- Complete the
sentences.
- Compare the
answers with a
partner.
- Check and correct
the answers.
- Read sentences out
loud for other Ss in
the class.

- Have Ss to do this
activity individually.
- Have Ss to compare
their answers with a
partner.
- Check and then
confirm the correct
answers.

- Do this activity
individually.
- Compare the

answers with a
partner.
- Check and correct
the answers.

- Ask Ss to do this
activity in pairs.
- Allow them five
munites to add many
hobbies to the table as
possible.
- Give feedback.

- Do this activity in
pairs.
- Add many hobbies
to the table as
possible.

II. Presentation: 10’
 Vocabulary
1. Complete the sentences with
appropriate hobbies.
Key:
1. Collecting
2. Bird-watching
3. Playing board games
4. Arranging flowers
5. Making pottery
6. Dancing

III. Practice: 20’
2. Put one verb from the box in each
blank. Use the correct form of the verb.
Key:
1. Listens
2. Go
3. Plays
4. Read
5. Do
6. Collect
3. Add hobbies to each of the following
lists.
Key:
Easy hobbies
Difficult
hobbies
Collecting
Skating
label.
Cooking
Collecting
painting
leaves
Playing board
games
Cheap
Expensive
hobbies
hobbies
Collecting

Collecting cars
used books
Taking pictures
Collecting
Travelling
leaves
Painting

- Do this exercise
18


- 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
answers on the board
- Ask Ss work in pairs
and role play to
interview each other.

individually, then
compare the answers
with a classmate.
- Correct answers.

 Grammar
4. Use the present simple or future
simple form of each verb in brackets to
complete the passage.
Key:
1. Have
2. Likes
3. Plays
4. Doesn’t like
5. Enjoys
6. Walks
7. Will join
8. Loves
- Do this exercise
9. Don’t like
individually, then
10.Will read
compare the answers 5. Write true sentences about yourself.
with a partner.
(Students’ answers)
- Write their answers
on the board

- Work in pairs and

IV. Production: 8’
role play to
8. Role play
interview each other. Student A: reporter.
Student B: a famous person.
- Ask Ss to complete the - Complete the selfExample: (page 14)
self- assessment.
assessment.
Identify and difficulties
Finised! Now you can…
and weak areas and
provide further practice.
V. Homework: 2’
Prepare next lesson :
Unit 2: Health
Lesson 1: Getting Started

19


Date of preparation:3/09/2016

Date of teaching: 7E 06/09/2016

Period 9:
LESSON 1: GETTING STARTED

UNIT 2: HEALTH

I. Objectives

By the end of the lesson, Ss will be able to talk about health issues and give advice on
healthy living; use “have a/an; feel” to talk about health problems
II. Language knowledge
- Vocabulary: words relates to illness and health
- Teaching points: talk about haith issues and give advice on health living
III .Teaching aids :
- Teacher: - Materials: Ss’ books, text books,.
- Ss: ss’book and notebooks .
IV. Skills:, listening ,reading , speaking
V. Procedure
T’s activities
1.Warm up

S’s activities

Contents

Brainstorming: Teacher writes
20


the word ‘HEALTH’ on the board
and askes Ss to call out words
related to health. If the class is
advanced, the teacher can make two
lists on the board, healthy &
unhealthy, Ss can brainstorm words
related to each list.
2. Activities
+ Activity 1: Listen and read

HEALTH

Strong

T: Asks Ss to open their books
to the picture. T can ask Ss
prediction questions about the
picture and generally focus
Questions may include:

Ss attention on
the topic of the
lesson.
Questions may
include:

• What can you see in the
picture?

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.

• What time is it?
• What do you think the people
in the picture are talking about?
• Who do you think is
healthier?
T: elicits some new words
a. T Asks Ss to complete the
task individually or in pairs. T can
check answers and ask Ss to use
each item in a sentence.
b. T asks Ss to read the
conversation again and complete the
table. 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.

sick

1. Listen and read
*Vocabulary
Down (adj):
buồn, thất
vọng
Junk food (n): đồ ăn nhanh,

đồ ăn vặt
Put on weight: tăng cân
Flu (n):
bệnh cúm
Sunburn (n):
bị cháy nắng
Spots (n):
mụn nhọt
Allergy (n):
dị ứng
Ex: 1a. Can you find a word
or phrase that mean:
1. Zooniverse
2. I don’t feel like it.
3. sound down
4. putting on weight
5. won’t take no for an
answer
b. Read the conversation
again. Who wants to do the
following things?

1. Phong
Ss are working
3. Nick
individually,
then correct the 5. Phong
exercise as a
class by asking
Ss to come to the

2. Phong
4. Nick

21


+ Activity 2: Match the health
board and tick
issuses in the box with the pictures. the correct
Then listen and repeat.
column.
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.
a. In groups or pairs T asks Ss
to brainstorm more health issues
and add them to the box.
b. T asks Ss to write a
numbered list in their notebooks
from 6 to 1. Then T asks Ss to rank
the health issues from most
common to least common and share
with a partner. T should encourage
Ss to give rasons for their rankings.
+ Activity 3:

T asks one S to read though
the list of advice aloud.

Ss share
ideas as a class.
Ss to rank
the health issues
from most
common to least
common and
share with a
partner.

Ss to complete
the matching
T asks Ss to complete the
activity
matching activity individually and
individually and
corrects the activity as a class.
corrects the
+ Activity 4: Game
Before class T can make cards
activity as a
with problems and advice. T divides class.
the class into two groups and gives
one group ‘problem’ cards, and one
Ss to complete
goup ‘advice’ cards. T instructs Ss
the matching

to walk around the room and read
activity
their cards to each other and stand
individually
next to the person who has the
Ss to create
matching advice or problem card. T
can call on some pairs to read their a dialogue

2. Listen
Ex2: Match the health
issuses in the box with the
pictures. Then listen and
repeat.
1. e
2. f
3. d
4. c
5.b
6.a
3. Practice
a. Can you think of any
more health issues? Add
them to the box:
- Diabetes
- common cold
………………
b. Which problems do you
think are the most common
with your classmates?

1.,Flu
2,….
3,…..

Ex3: Now look at the advice.
The people have the wrong
advice. Can you matchthe
correct advice with each
person.
1. c

2.d

3. e

4.b

5.a

Ex4: Game
E.g:
A: I have spots.
22


cards aloud. T can repeat the
activity as many times as time
permits.
T may also extend the activity
by asking Ss to create a dialogue

around the problem/advice cards. Ss
may do this in class or as
homework.

Date of preparation:5/09/2016
Period 10

around the
problem/advice
cards. Ss may do
this in class or as
homework.

B: Oh, I’m sorry. My advice
is “ Wear a sun hat”/ Yes! My
advice is “ Wash your face
regularly”
3. Homework.
- Do exercises in workbook.
- Prepare a closer look 1.

Date of teaching: 7E 08/09/2016
UNIT 2: health
Lesson 2: a closer look 1

I. Objectives
By the end of the lesson, Ss will be able to use lexical items related to health issues
and advice on healthy living; pronounce the sounds / f / and / v / correctly.
II. Language knowledge
Vocabulary: words relates to illness and health : cough , flu, sore throat, temperature,

earache
III. Teaching points: talk about thiei health problem, practice 2 sounds: v, f
- Ss: ss’book and notebooks .
IV. Skills: listening , speaking
V. Procedure
T’s activities
S’s activities
Contents
1.Vocabulary.
1.Warm up
T writes the numbers 1-6 on
the board and asks the Ss if they

Have a/ an: cough, headache,
sorethroat, temprature, an allergy,
23


can remember (without opening
their books) the vocabulary for
health problems from Getting
Started, Activity 2.
2. Activities.
VOCABULARY
T writes have a/an, have, and
feel on the board. 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).
EX1: T explains the noun ‘patient’
to make sure that Ss are familiar
with it. T asks Ss to do the exercise
individually. T corrects the exercise
as a class.

a spot, (a) sunburn, a sickness…..
Have: (the) flu, stomachache,
toothache, earache, spots……
S to read
the words from
the first column
ss to add
more
words( from the
six words in
Warm up
stage)..

Ex1: Look at the pictures. Write
the problem below the picture of
each patient.

1. Flu

2. Sunburn

3. Allergy

4. Tired/Weak

Ex2: Now, read the doctor’s
notes about his patients and fill
in the missing words.

Ss should
say the health
problem while
doing the
movement.

1. (a) sunburn
flu

2.

the

3. tired, temperature
4. sick, stomachache
5. sore throat
Ex3: Role-play the meeting with
the doctor.

Hi, doctor Thao.

EX2: T asks Ss to complete the
exercise individually. T corrects the
exercise as a class.
EX3: 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

Feel: sick, tired, weak,……

Hi, Hung
I was outside all day yesterday. I
feel very hot and my face is red.
Ss to do the
exercise
individually.
Ss to complete
the exercise

I see. I think you have a sunburn.
Ex4: 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.
24

about how each person (Doctor and
patient) feels and will act. Ss
choose a problem and make a roleplay. 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?
Ex4:T asks four Ss to model the
example convesation. 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.

individually.

B: Me too, I felt so weak.
C: Oh. I had a sore throat
yesterday.

Ss choose a
problem and
make a roleplay.
Ss about 5
minutes to
practice their
role-plays.
Ss to talk about
a health
problem.

D: I had toothache. I think I
ate too many sweets.
2. Pronunciation
Ex5: Listen and circle the words
you hear.
1. fat

2. ferry

3. vas

4. vault

5. save

6. leave

Ex6: Listen and circle the words
with the /f/or /v/ sound. Then say

the sentences.
1. Fast, food
2. have, felt

3. fatter
Ss to think of
any words they 4. having, lifestyle
know with these
5. give
souns in them.

PRONUNCIATION
Ex5:T may want to sart 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. 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.
EX 6: T asks Ss to listen to the

Ss to repeat.
Finally, T plays
the recording
and has Ss
circle the words

they hear.
Ss to listen to
the sentences
once and repeat.
Ss to circle the
words with /f/

25