GIÁO ÁN MÔN TIẾNG ANH 7 (GLOBAL SUCCESS) (CẢ NĂM) SOẠN THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2022-2023

Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594 Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group GIÁO ÁN MÔN TIẾNG ANH 7 (GLOBAL SUCCESS) (CẢ NĂM) SOẠN THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2022-2023 (Đang cập nhật) WORD VERSION | 2023 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS Ths Nguyễn Thanh Tú eBook Collection vectorstock com/7952634

+ Period3: A

*Vocabulary: Use lexical items related to text book, and the way to learn English in class; at home... some classroom languages.

DẠYKÈMQUYNHƠNOFFICIAL

+ Period 1: Getting Started + Period 2:A

1. Knowledge:

2 + Period 4: Communication + Period 5: Skiil1 + Period 6: Skill 2 + Period7: Looking Back

ENGLISH 7 (GLOBAL SUCCESS)

Date of teaching : …/… / 2022

II. TEACHING AIDS:

I. OBJECTIVES:

2. Competence: -Review all main what they have studied in the 6th form -Practice doing some exercises

English 7: The whole year:3 periods x 35weeks = 105periods

Term II: 3 periods x 17weeks = 51periods Each unit has 7 periods: Closer Look 2 Closer Look

Term I: 3 periods x 18weeks = 54 periods

1. Teacher: -Grade 7 textbook, planning lesson ( power point) -smart TV and cards,

* Grammar : to be, some structures, tenses ( Present simple, past simple, future simple, present continuous,…), comparisions, Connectors, Articles, prepositions,….)

2. Students: Text books, notebooks, computers, laptops or mobile phones with internet.

3. Method: Ask and answer ; group works; individual ……

Week: 1

After the lesson, students will review the main contents of the lessons which are learned in the 6th form: The simple present tense, the present continuous tense, near future, present perfect, conditional sentences, modal verb wh-questions,…

Date of planning : …/… / 2022

Period 1: INTRODUCTIONAND REVISION EL 6

III. PROCEDURE: 45’

3. Quality/Behavior: To teach SS to work hard,.The awareness about importance of revision ; Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working.

A/ INTRODUCE HOW TO LEARN NEW ENGLISH CLASS 7

Q: Can you tell about the usages, the structures and some adverbs of time about these tenses?

( ?) Do/ Does + S + V1 ?

+ Structure: (+) S + will + V 1

+ Use: -đang xảy ra ở thời điểm nói + Structure:

+ Use:chỉ thói quen, lập đi -lập lại, sự thật chân lí + Structure: (+) S + V 1-S/ ES

+ Adv:- yesterday ; last + (time); (duration of time)+ ago; time in the past (Ex: in 1998)*

(?) Will + S + V 1

+ Use:- chỉ sự viêc sẽ xảy ra trong tương lai có thời gian xác định

+ Adv: -tomorrow; next + (time); in a few + (time); -soon, later, ...

+ Chatting

2. Present Continuous Tense

+ Use: -chỉ sự viêc đã xảy ra trong quá khứ có thời gian xác định

2. /id/ khi đứng sau /t, d/ want –wanted need –needed

1. /t/: khi đứng sau : /p, k, f, s/ ch/.. look –lookedlaugh –laughed watch –watched miss –misses wash –washed

+ Adv: -adverbs of frequency (always, usually, often, sometimes, never) -; every + (time)

(-) S + don’t/ doesn’t + V 1

Q: How many tenses have you learnt in grades 6?

3. /d/ khi đứng sau các phụ âm còn lại hoặc nguyên âm

(+) S + am / is / are + Ving.

(-) S + am / is / are + not + Ving. (?) Am / is / are + S + Ving? + Adv:-now, right now, at the moment; -Look!/ Listen!...

3. Future Simple Tense

+ Structure: (+) S + Ved/ V (BQT) (-) S + didn’t + V (?) Did + S + V ?

*.Practice:

DẠYKÈMQUYNHƠNOFFICIAL B/ REVISION

4. Past Simple Tense

* Cách phát âm đuôi ed:

1. Present Simple Tense

A: Four.

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

(-) S + won’t + V 1

4) A. six B. sit C. stand D. close

6.…………………………Wh-questions:

* Who: Who is Mrs Lan talking to?

=> I go to school by bike.

* Why: Why does he have bad marks?

2.If you eat a lot of sweet, you will have a stomachache

5. Some stuctures : a/ Modal verbs: May/might+Can/could V (inf) MustShould

* -What’sWhat: your name? => My name is An. What’s her name? => Her name is Hoa. -What do you do? => I am a teacher. What does he do? => He is a doctor.

2) A. that B. those C. there D. thanks

* How old: How old are you?

=> I live on Nguyen Du street. Where does she live?

b/ Conditional sentence -Type 1 -Câu điều kiện loại 1 dùng để diễn tả sự việc có thể xảy ra ở hiện tại hoặc tương lai. If + S + V (present simple), S +will/ won’t + V(inf)

* What time /When What time do you usually get up? When do you do your homework?

1) A. kitchen B. fish C. library D. tennis

5) A. stopped B. washed C. lived D. missed

Eg: 1.If it is sunny, I will go fishing.

=> She lives at 135 Hang Bai Street. * How many + Ns/es . How many students are there in your class?

you? => I’m fine, thanks.

* Which: Which shirt do you like: red or blue?

C/ PRODUCTION

3) A. Who B. Where C. When D. What

II. Choose the correct words in brackets to fill in the gaps:

I. Circle the letter before the word whose underlined part is pronounced diffrently from that of these others:

* WhereWhere:do you live?

* -HowHow:are

-How do you go to school every day?

play –played seem –seemed

DẠYKÈMQUYNHƠNOFFICIAL

2. Shall we raise fund for the charity this weekend?

6) He …………. do his homework today. ( isn’t, doesn’t, didn’t)

1) He often travels..........car..........my father . (by....for/ by.....with/ with.....by)

‡ She might …………………………………………………………..

‡Minh is very good…………………………………………………………..

……………………………………………………………………………………………………..………………………………………………………………………………………………………

2) He ……………English and Math on Monday . ( is/ has/ have)…………

‡There ……………………………………………

1. My house is behind the hotel.

III: Rewrite sentences without changing the meaning

Prepare for the next lesson: Unit 1: My hobbies < Getting started > V/ Evaluation:

4) Do you want to go..........? (swim/ swiming/ swimming)

8) Jamie passed the exam because he………….very hard. (study, studied, studies)

DẠYKÈMQUYNHƠNOFFICIAL

‡ The hotel ………………………………….

3. Perhaps Helen is in her office

4. The world has seven continents.

5. Minh plays football very well

7) People's health ……………..better if the air is cleaner. ( is, will be, are)

IV/ –Homework:

3) What ………………she do? ( does, is, do)

5) What.................. the matter with you yesterday morning? (is/ was/ were)

‡Let’s ……………………………………………………………………

* Grammar: Verbs of liking and disliking; Present simple

Week : 1

3.Method: Ask and answer ; group works; individual III. PROCEDURES : (STAGES)

3. Personal qualities -Love talking about their hobbies

‡T sets the context for the listening and reading text: Write the title on the board My favorite hobby. -Ask Ss to guess what the conversation might be about.

II. MATERIALS

* Content: Asking question about favorite activites in their free time

T-Ss

* Vocabulary: Vocabulary to talk about hobbies

-Do you like collecting dolls?

UNIT 1: HOBBIES

2. Students: Text books, notebooks, posters, ….

Content

1. Teacher: -Grade 7 textbook, Unit 1, Getting started -Computer connected to the Internet -Projector / TV/ pictures and cards -sachmem.vn

* Warm-up (5’)

I. OBJECTIVES:

-What do you like doing in your free time?

Warm up: Asking question:

-Actively join in class activities

Period 2: Lesson 1: Getting started –My favourite hobby

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

Date of planning : …/… / 2022

* Organization of Teacher’simplementation:andSs’activities

2. Core competence

* Aim: To activate Ss’ knowledge on the topic of the unit. To set the context for the listening and reading part. To enhance Ss’ skills of cooperating with team mates.

-Develop communication skills and creativity

-T asks Ss about what they like doing for pleasure in their free time.

-Do you like collecting glass bottles?

DẠYKÈMQUYNHƠNOFFICIAL

* Products: Ss answer the question individually.

Date of teaching : …/… / 2022

-Ss answer the question individually.

-Do you enjoy mountain climbing?

1. Knowledge

-Be collaborative and supportive in pair work and teamwork

* Aim: -To provide Ss with vocabulary.

* Products: Students read and understand the meaning of vocab.

-T-Ss

* Products: Students read and understand the meaning of the text. Students know how to role play

* Set the sences: T-Ss

* Content: Learn some vocabularies relatedtothetopic.

-Teacher use different techniques to teach vocab (pictures, situation, realia)

-To help Ss well-prepared for the listening and reading tasks.

Task 1:

Task 1: Listen and read.

DẠYKÈMQUYNHƠNOFFICIAL

3. dollhouse (n) : nhà búp bê

-Teacher plays the recording twice. Ss listen and -Teacherread. checks Ss’ prediction. T calls 2Ss to read the conversation aloud.

What can you see in each picture?

What may the hobby be?

* Organization of Teacher’simplementation:andSs’activities

* Aims:

2. creativity (n) : sựsang tạo

Task 2:

1. unusual (adj) : khác thường

-Teacher checks students’ understanding with the “Rub out and remember” technique.

4. cardboard (n) : bìa các tông, bìa cứng

Content

I.Vocabulary

-Ss answer the questions in pairs.

-Teacher check students’ pronunciation ad give feedback.

-Follow the seven steps of teaching vacab.

6. making models : làm mô hình

-Repeat in chorus and individually -Copy all the words

5. glue (n) : keo dán, hồ

Content

-Teacher asks Ss to look at the pictures in the book and answer the questions:

* Organization of Teacher’simplementation:andSs’activities

-Teacher checks students’ pronunciation and gives feedback.

* Content: Listen and read the conversation.

* Presentation (7’) ( Pre -Vovab)

* Practice (23’)

* Checking vocab: <Rub out and remember>

Pre teach vocabulary

-Have Ss work in pairs and complete the table.

* Aims: To give Ss a chance to cooperate with others and help Ss categorise hobbies.

Task 4: Work in pairs. Write the hobbies from 3 in the suitable columns.

Task 3: Write the words and phrases from the box under the correct pictures. Then listen, check, and repeat.

Content

Task 2: Read the conversation again and write T (True) or F (False).

* Content:Write the hobbies from 3 in the suitable columns.

1. making models 2. riding a horse

* Organization of implementation: Teacher’s and Ss’activities Content

-Teacher tells Ss to read the conversation again and work independently to find the answers. Remind Ss to underline the information and correct the false statements.

Task 4:

* Content: Write the words and phrases from the box under the correct pictures

* Organization of Teacher’simplementation:andSs’activities

-Teacher checks the answers as a class and gives feedback.

* Products: Student’s correct answers on the board.

* Answer key: 1. F (She made it herself.) 2. T 3. T 4. T

* Products: Student’s correct answers on the posters.

T-Ss, Ss-Ss, T-Ss

* Answer key:

* Organization of Teacher’simplementation:andSs’activities

-T asks Ss to name the pictures.

-T has Ss work individually to match the words and phrases in the box with the pictures. Have them compare their answers with a partner. Then ask for Ss’ answers. Quickly write their answers on the board without confirming the correct answers.

5. F (Her lesson starts at 8 a.m.)

-Teacher has Ss compare the answers in pairs before checking with the whole class.

5. building dollhouses 6. collecting teddy bears

-Ss work independently to find the answers.

-Teacher checks the answers as a class and gives feedback.

* Products: Ss say the answers aloud ( pair work)

T-Ss, Ss-Ss

* Aims: To have students get specific information of the text.

DẠYKÈMQUYNHƠNOFFICIAL

T-Ss, Ss-Ss

Task 3:

Content

3. collecting coins 4. gardening

* Content:.Read the conversation again and tick ( ✔) T (True) or F (False).

-T has Ss listen to the recording, check their answers, and repeat the words / phrases. Ask Ss to look at the answers on the board and say if they are right or wrong. Confirm the correct answers.

* Answer keys:

* Aims: To introduce some vocabulary items related to hobbies.

* Aim: To consolidate what students have learnt in the lesson.

* Organization of Teacher’simplementation:andSs’activities

Teacher asks students to talk about what they An overview about the topic Hobbies

Task 5-GAME: FIND SOMEONE WHO…

-Ss work in pairs and complete the table.

-Teacher can ask students to read aloud the full sentences and correct their pronunciation if needed.

- Teacher allows students to share answers before discussing as a class. -Write their answers on the board. -Have Ss add more words to the table.

Nam: Do you like building dollhouses?

* Consolidation (3’)

+ doing things: riding a horse, gardening (others: travelling, skiing, doing yoga, etc.)

* Products: Students’ answers in your notebook ( Students share with the whole class)

Content

Work in groups. Ask as your classmates which hobbies they like. Use the question ‘Do you like…?’. In the table below, write your classmates’ names beside the activities they like. Find someone who likes... horse makinggarcollectingcollectingbuildingridingdollhousesteddybearscoinsdeningmodels

+ making things: making models, building dollhouses (others: painting, making pottery, etc.)

+ collecting things: collecting coins, collecting teddy bears (others: collecting toys, collecting books,etc.)

DẠYKÈMQUYNHƠNOFFICIAL

Linh: Yes, I do

* Content:.Write names of the things around the class .

-T lets Ss to move around the class to ask their classmates about their favourite hobbies in 3-5

* Products:

Content

* Give example:

-Ssminutes.write the results into the table.

T-Ss, Ss-Ss

Nam: Do you like horse riding?

* Content: Talk about what they have learnt in the lesson

Minh: Yes, Ido

* Aims: To help Ss practise using the vocabulary items related to hobbies.

-Then T asks some Ss to report their results. Whoever has the most names wins.

* Production(5)Task5:

* Organization of Teacher’simplementation:andSs’activities

* Aim: To revise the lesson and prepare for the next lesson.

DẠYKÈMQUYNHƠNOFFICIAL

-Learn by heart all the new words. -Do exercises in the workbook.

have learnt in the lesson.

-T reminds Ss to do homework and prepare the new lesson.

* Organization of Teacher’simplementationandSs’activities

* Products: Students’ textbook and workbook

* Homework (2’)

Content

…………………………………………………………………………

- Prepare lesson 2 ( A closer look 1).

* Content: Review the lesson and prepare for the next lessonand do exersie in the workbbook

*-Evaluation:

-Vocabulary to talk about hobbies

-Ss work indepently

* Vocabulary:

2. Students: Text books, notebooks, posters, ….

By the end of this lesson, students will be able to gain:

Teacher’s and Ss’activities Content

-Be collaborative and supportive in pair work and teamwork

-Actively join in class activities

WARM-UP-LEAD-IN(5’)

3. Personal qualities -Love talking about their hobbies

* Kim's game:ASKING QUESTION:

* Aim: To enrich students’ vocabulary to talk about hobbies .

* Aim:-To create an active atmosphere in the class before the lesson. -To lead into the new lesson.

* Pronunciation : Correctly pronounce words that contain the sounds /ə/ and /ɜ:/

-Develop communication skills and creativity

-Develop self-study skills

1. What is your favorite hobby?

2. Core competence

DẠYKÈMQUYNHƠNOFFICIAL

* PRESENTATION(5’)(Pre-vocab)

I. OBJECTIVES:

-Teacher and students discuss the answers. -Teacher introduces the lesson.

Week : UNIT 1: HOBBIES

1. Knowledge:

3.Method: Ask and answer ; group works; individual

III. PROCEDURES : (STAGES)*

1. Teacher: -Grade 7 textbook, Unit 1, Getting started -Computer connected to the Internet -Projector / TV/ pictures and cards -sachmem.vn

2. When did you start your hobby?

Period : Lesson 2: A closer look 1

-Teacher asks students some questions about the -Somehobbies:students are invited to answer.

* Products: Ss write words exactly on the board.

Date of planning : …/… / 2022

Date of teaching : …/… / 2022

* Organization of implementation

* Content: Game : Kim’s game( about school things)

II. MATERIALS

+ The lexical items related to hobbies + Verbs of liking and disliking

Teacher’s and Ss’activities

students to work in pairs and quickly do the task.

* Teacher checks students’ understanding with the “Rub out and remember” technique.

*Teacher asks students to repeat.

-Teacher has students read the action verbs and match them with suitable words the box. Remind them that a verb can go with more than one -Teacherword.asks

* Aims: To help students practise the verbs of liking / disliking and action verbs.

-Teacher allows students to peer check first. -Teacher checks and confirms the answers. Then have students add more words that can go with these action verbs. -Have students read the Remember! box. Ask them to make some examples with the verbs of liking and disliking.

Task 1: T-Ss

collect: dolls, coins (others: collect books, collect watches, collect pencils, etc.)

* Content: Vocabulary about hobbies

Pre teach vocabulary

* Products: Read and understand the meaning of words

Task 1

* Organization of Teacher’simplementation:andSs’activities

* Vocabulary

Task 1: Complete the wordwebs below with the words from the box.

* Products: Students complete wordwebs exactly .

DẠYKÈMQUYNHƠNOFFICIAL

* Organization of implementation:

do: judo, yoga (others: do karate, do exercise, do sit-ups, etc.)

1.. jogging (n)

2. coin (n)

* Aims: To present some action verbs that go with nouns to describe hobbies.

Content

* Products: Ss read all the sentences exactly.

* Checking vocab: < Rub out and remember >

-Teacher use different techniques to teach vocab (pictures, situation, realia)

Content

* Content: Complete the words webs below with the words from the box.

* Content: Complete the sentences, using the -ing form of the verbs .

Task 2

* Answer key: go: jogging, swimming (others: go camping, go fishing, go cycling, etc.)

-Follow the seven steps of teaching vacab. -Repeat in chorus and individually -Copy all the words

* Organization of implementation :

* PRACTICE (23’)

Task3: Look at the pictures and say the sentences. Usesuitable verbs of liking or disliking and the -ing form.

-Teacherfirst. plays the recording for them to listen and repeat the words they hear. Ask them to pay close attention to the two sounds. Play the

Content

* Teacher has some students read out the words

-Have students do this activity individually. Have students read all the sentences carefully to make sure they understand the sentences.

* Organization of Teacher’simplementation:andSs’activities

-Ask students to look at the example to make sure they understand what to do.

* Answer key:

/ə/ /ɜ:/

* Products: Students work in pairs and make sentences exactly.

-Ask them what the face in each picture means. (A sad face means ‘not like’ and a happy face means ‘like’.)

-Teacher lets them share their answers in pairs. Invite some students to give the answers. -Teacher writes the correct answers on the board.

Teacher’s and Ss’activities Content

-Teacher reminds students about the form of verbs of liking / disliking.

Content

Task 2: Complete the sentences, using theing form of the verbs from the box.

* PRONUNCIATIONTask4

Task 3:T-Ss, Ss-Ss

DẠYKÈMQUYNHƠNOFFICIAL

1. He hates / doesn’t like doing judo. 2. They like / love / enjoy playing football. 3. They love / like / enjoy gardening.

* Presentation

-Teacher has students look at the pictures in this exercise and say what the person / people is / are doing in each picture.

* Organization of Teacher’simplementation:andSs’activities

* Content: Look at the pictures and say the sentences. Use suitable verbs of liking or disliking and the -ing form.

Task 2: T-Ss, Ss -Ss

* Aims: -To help students identify how to pronounce the sounds /ə/ and /ɜ:/. -To help students practise pronouncing these sounds in words.

* Products: Students pronounce words exactly .

1. collecting 2. going 3. playing 4. making 5. doing Task 3

* Content: Understand and howto pronounce the sounds /ə/ and /ɜ:/.

* Answer key:

-Teacher asks students to work in pairs to make -Teachersentences.invites students to share their answers. Confirm the correct answers.

* Aims: To give further practice with verbs of liking / disliking.

4. They enjoy / like / love collecting stamps. 5. She hates / doesn’t like riding a horse / horse riding.

Task 4:Listen and repeat. Pay attention to the sounds /ə/ and /ɜː/ amazing learn

-Teacher asks each group to hand in their papers and checks, the groupwith the most correct sentences is the winner. Teacher invites the winner to read aloud their sentences.

* Products: Students’ answers in your notebook ( Students share with the whole class)

1.My hobby is collecting dolls. ¸

* GAME: WHO IS FASTER? (e.g: Listening to music is a very common hobby.)

** Teacher explains to students the difference between the two sounds if needed. Tell students that /ə/ is the schwa sound while /ɜ:/ sounds like it has a soft /r/ in it.

/ə/ /ɜ:/

Task 5: Listen to the sentences and pay attention to the underlined parts. Tick the appropriate sounds. Practise the sentences.

-Invite some students to share their answers.

recording as many times as necessary.

3. My cousin likes getting up early ¸

DẠYKÈMQUYNHƠNOFFICIAL

* Products: Students read aloud their sentences.

-Teacher has students quickly read the -Teachersentences.plays the recording for students to listen to the sentences. Ask them to pay attention to the underlined parts and tick the appropriate sounds.

* Organization of Teacher’simplementation:andSs’activities

*Production (5’)

**** Confirm the correct answers. (Teacher can play the pronunciation guide video of this unit for students to watch and learn). colllect

-Confirm the correct ones.

5. Nam enjoys playing the violin. ¸

* Content:Listen and tick the appropriate sounds.Practise the sentences.

* Organization of Teacher’simplementation:andSs’activities

*** Teacher invites some students to say some words they know that include the two sounds.

* Aims: To help students pronounce the sounds /ə/ and /ɜ:/ correctly in sentences.

4.My best friend has th irty pens. ¸

Content

yoga co

-Teacher gives feedback.

* Content: Game : write sentences including: hobbie(s) and one of the sounds /ə/ and /ɜ:/.

-* Teacher divides students into groups of four, gives each group a piece of paper, asks them to write sentences including: hobbie(s) and one of the sounds /ə/ and /ɜ:/.

-Collecting stamps is an interesting hobby.

* Aim: To test students' quick reaction to the targeted sounds.

-Students play the game.

* Answer key:

Task 5

2.I go jogging every Thursday. ¸

umn surf work thirteen

Content

Task 5:T-Ss, Ss-Ss

*Homework (2’)

*-Evaluation:

* Products: Students’ textbook and workbook

* Aim: To revise the lesson and prepare for the next lesson.

……………………………………………………………………………………………………………………………………………………………………………………………………

* Organization of Teacher’simplementationandSs’activities

Prepare lesson 3 ( A closer look 2)

DẠYKÈMQUYNHƠNOFFICIAL

Learn by heart all the new words. -Write sentences relating to hobbies that have the sounds /ə/ and /ɜ:/.

* Content: Review the lesson and prepare for the next lessonand do exersie in the workbbook

-T reminds Ss to do homework and prepare the new lesson.

Content

-Develop communication skills

*Content: Game: Sentence puzzling ( with the simple present)

Period : Lesson 3: A closer look 2

* Aim:-To review some hobbies; To increase Ss’ interest. To enhance Ss’ skills of cooperating with teammates.

* Warm up(group work)

II. MATERIALS

*1.Preparation:Teacher:-Text books , pictures, planning (Unit 1, A closer look 2) -Smart TV/Pictures, sets of word cards -sachmem.vn

I. OBJECTIVES:

III. PROCEDURES : (STAGES)

Date of planning : …/… / 2022

‡LEAD-IN

-Be collaborative and supportive in pair work and team work

-Develop self-study skills

* Game: Sentence puzzling

Suggested sentences: Peter1. likes collectingstamps

4.Whatdo you do in freeyour

-Actively join in class activities

2. Students: Text books, notebooks, posters, ….

- Students will have to work in groups to create as many correct sentences from the word cards as possible.

* Organization of implementation: Teacher’s and Ss’activities Content

The group with the most correct sentences will be the winner.

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

They3. don’tlike playing basketball.

* Grammar: -Review the knowledge on present simple tense

Week : UNIT 1: HOBBIES

- Teacher delivers a set of word cards which are jumbled sentences in present simple to each group.

T draws Ss’ attention to the form of the

* Products: Students complete the perfect sentences on the board.

2. motherMy often listens to music in in her free time

3. Personal qualities

Date of teaching : …/… / 2022

* Vocab: hobbies lexical items

Teacher divides the class into 4 groups.

1. Knowledge

-Be encouraged to know more about their classmate’s hobbies

3. Method: Ask and answer ; group works; individual ……

DẠYKÈMQUYNHƠNOFFICIAL

* Warm-up (5’)

2. Core competence

* T has the Ss review the forms and use of present simple before doing the exercises.

-T shows each of the examples in the Remember box on the slide or have Ss read the examples in the book. T highlights the present simple form. Explain each use.

+ Interrogative: Do/ Does + S + Vinf + … ?

*** T comments and explains again.

-T has Ss read the orange box in the book again to help them understand better the uses of the present simple.

-To help Ss practise the correct form of the present simple.

TASK 1: MATCH THE SENTENCES (1 –5) TO THE CORRECT USES (A –C).

* Organization of Teacher’simplementationandSs’activities

+ Negative: S + don’t/ doesn’t + Vinf + … .

* THE PRESENT SIMPLE TENSE

*** T invites some Ss to share their answers.

TASK 2:T –Ss : Ss-Ss

->Yes, S + do/does. No, S + don’t/ doesn’t.

-T asks Ss what signal words help them identify the verb tense. Elicit answers from Ss. (Signal words areadverbs of frequency and verbs such as start, etc.)

* Practice (20’)

+ Positive: S + Vinf/ V(s/es) + … .

-To give further practice with the present simple

** Ss retell the form and the uses of the tense: The present simple.

* Organization of Teacher’simplementation:andSs’activities

* Form:

* T asks Ss to do the exercise individually and then check their answers in pairs.

Content

* Aim: To review the present simple tense.

+ THEPRESENTSIMPLE:REVIEW

Task 1

**Content:Products: Students say the key aloud

* Presentation (10’)

*signal words: Every day; everyweek ,often…..; always, usually, sometimes, today …

Content

Task 1:T –Ss : Ss-Ss

T –Ss : Ss-Ss

* Answer key: 1. b 2. a 3. c 4. a 5. b

DẠYKÈMQUYNHƠNOFFICIAL

** Ss do the exercise individually.

* Products: Understand and know how to use the present simple tense

**** Confirm the correct answers.

TASK 2: COMPLETE THE SENTENCES.

* Aims:- To help Ss identify and remember the uses of the present simple.

* Content: To review the forms and use the present simple tense.

**** Teacher checks their answers as a class.

sentences created in the game and asks them whether they know the target tense.

* T has Ss do this exercise individually and then compare their answers with a partner.

4. go 5. begins 6. don’t enjoy / do not enjoy

**** T sticks some sheets on the board. Comment and confirm the correct answers.

TASK 4: WRITE COMPLETE SENTENCES, USING THE GIVEN WORDS AND PHRASES. YOU MAY HAVE TO CHANGE THE WORDS OR ADD SOME.

3. The ﬂight from Ho Chi Minh City doesn’t arrive at 10:30.

* Production (7’)

TASK 5:

* Products: Role play ( ask and answer correctly)

* Organization of Teacher’simplementation:andSs’activities

TASK 3: T –Ss : Ss-Ss

1. The sun sets in the west every evening.

** T asks some Ss to write their answers on the ***board.T

-To improve cooperative skill.

checks the answers with the whole class. Ask Ss to explain the use of the tense in each ****sentence.Tconfirms the correct answers.

Content

4. Our science teacher starts our lessons at 1 p.m. on Fridays.

USE THE PRESENT SIMPLE FORM OF THE VERBS.

** Ss work in groups to write the sentences.

1. enjoys 2. spends 3. don’t like / do not like

*Content:Make questions then interview your partner.

Answer keys:

2. Do Trang and Minh play basketball every day after school?

** T asks some Ss to write their answers on the ***board.T

TASK 5: GAME: SENTENCE RACE

Answer key:

* T has Ss work in groups to write the sentences. Give each group a large-size sheet of paper to write.

TASK5: T-Ss, Ss -Ss

DẠYKÈMQUYNHƠNOFFICIAL

TASK 3: FILL IN EACH BLANK WITH THE CORRECT FORM OF THE VERB IN BRACKETS.

TASK 4: T –Ss : Ss-Ss

* T has Ss do this exercise in pairs and then compare the answers with another pair.

5. Do you make models at the weekend / at weekends?

* Aims: To give Ss a chance to apply what they have learnt.

*** T has groups cross-check.

checks the answers with the whole class. T asks Ss to explain the use of the tense in each ****sentence.Tconfirms the correct answers.

1. make 2. does … do 3. 4.havedoesn’t like 5. Does … start

* Answer key:

* Consolidation (3’)

* Content:.Summarize the main content of the lesson

1. go

………………………………………………………………………………………………………

-Complete with the simple present. -Make sentences with the simple present.

* Aim: To consolidate what students have learnt in the lesson.

Content

* T divides Ss into groups. Assign a group -Tleader.writes a verb on the board and have Ss make a sentence with the verb, using the present simple form.

Content

* Organization of Teacher’simplementation:andSs’activities

-T reminds Ss to do homework and prepare the new lesson.

My father usually listens to music.

* Products: Students say what they have learnt in the lesson

*Homework (2’)

Ex:

4. ………

-

I go to school at 7 a.m every day.

DẠYKÈMQUYNHƠNOFFICIAL

** The group leader records his / her group’s ***points.Tinvites group leaders to read aloud the sentences.****Tcomments and announces the winners.

2. watch.

3. listen

*-Evaluation:

* Content: Review the lesson and prepare for the next lessonand do exersie in the workbbook

* Aim: To revise the knowledge that students have gained in this lesson.

-Make 3 sentences in the present simple tense. -Complete the exercises in the Workbook. Prepare lesson 4 ( communication)

My brother watches TV at the weekend.

* Organization of Teacher’simplementationandSs’activities

* Products: Students’ textbook and workbook

Teacher asks students to talk about what they have learnt in the lesson.

-T asks Ss Arrange the following verbs of liking in descending order of preference.

Week : UNIT 1: HOBBIES

II. MATERIALS

-Develop creativity and communication skills

*1.Preparation:Teacher:

-Grade 7textbook, Planning (Unit 1 communication) -Smart TV/Pictures, sets of word cards -sachmem.vn

2. Students: Text books, notebooks, posters, ….

2. Core competence

3.Method: Ask and answer ; group works; individual ……

* Aim:To introduce the topicand To lead in the new lesson.

* Content: Game: Arrange the following verbs of liking in descending order of preference.

* Products: Studentswrite the correct answers on the posters.

-Then T asks some Ss to make sentences about themselves, using the verbs of liking / disliking.

Date of teaching : …/… / 2022

Period : Lesson 4 : Communication

-Studentswrite the correct answers on the posters.

T –Ss : Ss-Ss

-Be ready to describe and give opinions about hobbies. -Be interested more about new hobbies.

3. Personal qualities

* GAME: ARRANGE THE FOLLOWING VERBS OF LIKING IN DESCENDING ORDER OF PREFERENCE.

* Warm-up (5’)

III. PROCEDURES : (STAGES)

* Warm up Team work

Content

Date of planning : …/… / 2022

I. OBJECTIVES:

1. Knowledge

-Use the lexical items related to the topic Hobbies -Talk about likes and dislikes -Ask and answer about hobbies.

DẠYKÈMQUYNHƠNOFFICIAL

-T introduces the objectives of the lesson: learning how to talk about likes / dislikes and about their

* Organization of Teacher’simplementation:andSs’activities

-Be collaborative and supportive in pair work and team work -Actively join in class activities

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

⮚ Example: I likegoing to the cinema. She hatescleaning the floors.

Vy: Do you like playing soccer?

Teacher introduces how to use of verbs of liking and give examples .

Task 2:

-T asks Ss to give some examples with these verbs. Model asking and answering with a student.

* Presentation (10’)

Content

Tell Ss that they can use other verbs they learn in A Closer Look 1 to talk about likes and dislikes.

-Ask Ss to work in pairs to make similar dialogues, using different verbs to show likes and dislikes.

Task 1: Listen and read the dialogue below. Pay attention to the questions and answers.

Task 2: Work in pairs. Ask and answer questions about what you like and don’t like doing.

* Products: role play and practice in front of the class fluently.

Mi: What about painting? Do you like it?

* Example:

Minh: Yes, I love it. I love playing football with my friends every Sunda

* Organization of implementation:

Mi: Do you like reading books?

Teacher’s and Ss’activities Content

* Content: Practise Asking and answer questions about what you like and don’t like doing.

Student: Yes, very much. I usually run in the park at weekends.

* We often use the –ing form after verbs of liking and not liking.

* Aim: To introduce the use of verbs of liking.

**answers.Have Ss practise the dialogue in pairs.

Ann: Yes, very much, especially books about science.

* Practice (25’)

Ann: No, I don't. I'm not that interested in art.

Vy:What about playing guitar? Do you like it?

* Products:Ss know how to ask and answer about hobbies

* EVERYDAY ENGLISH

* Play the recording for Ss to listen and read the dialogue between Mi and Ann at the same time.

hobbies.

Task 1:T –Ss : Ss-Ss

Task 2:T –Ss : Ss-Ss

* Organization of Teacher’simplementation:andSs’activities

* Aims: To help Ss practise talking about likes and dislikes.

DẠYKÈMQUYNHƠNOFFICIAL

Teacher: Do you love running?

-Ask Ss to pay attention to the questions and

Let’s find out more ways to give your opinion about something in this lesson.

* Content: learning how to talk about likes / dislikes and about their hobbies.

* Content: Now interview your friend, using the questions in Task 3. Write his / her answers in column B.

** Ss work individually to do the task.

*Products: Role play and practice asking and answering about hobbiesin front of the class fluently.

Content

* Organization of implementation: Teacher’s and Ss’activities

Task3:

Amount of free time per day: 2 hours

Task 3: Answer the questions. Fill in column a with your answers.

* Content: Fill some information about your hobbies.

Teacher’s and Ss’activities

Task 4: T-Ss, Ss –Ss

* Products: The answers on the group board and give feedback and comments clearly and exactly.

**** T and other Ss give comments.

DẠYKÈMQUYNHƠNOFFICIAL

Minh: No, I don't. I'm not interest in it.

Task 4: Now interview your friend, using the questions in Task 3. Write his / her answers in column B.

-Move around to observe and provide help. Call on some pairs to performin front of the class. Comment on their performance.

** Ss work in pairs to do the task. *** T calls on some Ss to report the answers to the class.

Content

A (Me)

* Aims: To provide practice with answering about Ss’ hobbies

*** T invites some Ss to share their answers before checking with the whole ****class. T gives feedback and comments.

Task 4:

* Organization of implementation:

-Amount of free time per day: 1 hour -Thing(s) you like doing every day: reading books, listening to music, watching TV -Thing(s) you don't like doing: washing the dishes, -Thing(s)cooking you love doing in the summer: eating ice cream, going swimming -Thing(s) you love doingin the winter: lying under the warm blanket, drinking hot chocolate

* Aims: To provide practice with asking and answering about hobbies.

-Thing(s) he/she likes doing every day: drawing pictures, arranging flowers -Thing(s) he/she doesn't like doing: doing homework, doing -Thing(s)houseworkhe/she

* T asks Ss to work individually and fill in column A

Task 3: T-Ss, Ss –Ss

All about your hobbies

* T asks Ss to take turns being the person who asks the questions. This S has to note down his/ her partner’s answers to report to the class later.

B (My friend)

loves doing in the summer: making cold drink, going to the beach -Thing(s) he/she loves doing in the winter: eating icecreams, cooking

* Aim: To revise the knowledge that students have gained in this lesson.

DẠYKÈMQUYNHƠNOFFICIAL

Teacher’s and Ss’ activities Content

-T reminds Ss to do homework and prepare the new lesson.

* Products: Students say what they have learnt in the lesson.

I have only one hour of free time a day, but my friend Lan has 2 hours

* Production (5’)

I like listening to music every day, and Lan likes it too. I don’t like exercising, but Lan does.

*-Evaluation:

* T asks Ss to read the example to understand how to report the answers.

-Do EX in the workbook.

Teacher asks students to talk about what they have learnt in the lesson.

* Products: Some Ss present their work in front of the class.

* Example:

* Content: summarize the main content in the lesson.

- Practise Asking and answer questions about what you like and don’t like doing. -………….

* Homework (2’)

Task 5: Compare your answers with your friend’s. Then present them to the class.

* Organization of implementation

*** T invites some Ss to present their ****work.T and other Ss give comments.

-Prepare lesson 5 ( skills 1)

…………………………………………………………………………………………………………………………………………………………………………………

*Content: Compare your answers with your friend’s. Then present them to the class.

* Organization of implementation:

Teacher’s and Ss’activities Content

* Consolidation (3’)

* Organization of implementation:

Teacher’s and Ss’activities Content

* Content: Review the lesson and prepare for the next lessonand do exercisein the workbook.

Task 5: T-Ss, Ss -Ss

* Aims: To provide practice with comparing answers and giving a presentation about hobbies.

* Aims: To consolidate what students have learnt in the lesson.

* Products: Students’ textbook and workbook.

** Ss work in pairs again to compare the answers and prepare a short presentation.

* Content: Game :LIST OUT AS MANY HOBBIES AS POSSIBLE

Period : Lesson 5 : Skills1

2. Students: Text books, notebooks, posters, ….

Date of teaching : …/… / 2022

* Products: Studentswrite the names of hobbies on the group board.(work in groups )

3. Personal qualities

* Organization of implementation: Teacher’s and Ss’activities Content - T-Ss

* Play a game : LIST OUT AS MANY HOBBIES AS POSSIBLE

DẠYKÈMQUYNHƠNOFFICIAL

1. Teacher: -Grade 7textbook,planning (Unit 1, skills 1) -Smart TV/Pictures, sets of word cards -sachmem.vn

-Develop reading skill for general and specific information about Gardening. -Talk about their hobbies and the benefits of them.

I. OBJECTIVES:

-Be collaborative and supportive in pair work and team work

III. PROCEDURES : (STAGES)

* Ss work in groups to brainstorm hobbies.

Week : UNIT 1: HOBBIES

2. Core competence

* Warm-up (5’)

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

-Actively join in class activities

* Suggested answers:

1. Knowledge

-Develop communication skills and creativity

3.Method: Ask and answer ; group works; individual ……

* T introduces the objectives of the lesson and asks Ss to list out as many hobbies as possible within 1 minute.

-playing badminton -playing -playingtennisfootball-playingbasketballridingabike

II. MATERIALS

-Develop presentation skill

-Understand more about their preference of different types of hobbies

* Aim:-To create an active atmosphere in the class before the lesson. -To lead into the new lesson.

-collecting dolls -collecting bottles -. collecting stamps -collecting coins carving wood

-Develop self-study skills

Dateof planning : …/… / 2022

* Products: Students work in pairs and answer the questions exactly.

Content

* Content: Some vocabularies related the lesson.

* Aim:- To prepare students with vocabulary relatedtothelesson To lead in the reading skills.

* Organization of Teacher’simplementation:andSs’activities

* Products: Read and understand the meaning of the words.

1. What can you see in the picture?

** T has Ss work in pairs to discuss the two

* Content: Look at the picture and discuss the questions.

‡ Teacher leads students into the lesson

- outdoor (adj) : ngài trời -patient (adj) : kiên nhẫn -responsibility (n): trách nhiệm -maturity (adj): sự trưởng thành -valuable (adj): quý giá, quan trọng, hữu ích

* PRESENTATION*Pre-Vocabulary(7’)

Content

-reading book -playing games -.-cookingplaying the guitar -cycling……………….

* Checking vocab: < what and where>

DẠYKÈMQUYNHƠNOFFICIAL

* Checking vocab: < what and where>

* VOCABULARY:

* Organization of Teacher’simplementation:andSs’activities

-taking -arrangingphotosflowers-ice–skating-gardening-listeningtomusic……….

*** Which teams can list out more correct answers wins.

T –Ss : -Pre teach vocabulary -Teacher use different techniques to teach vocab (pictures, situation, realia) -Repeat in chorus and individually -Copy all the words

* Pre-Reading (5’) Task 1

* Aims: - To develop reading skill for general information. understand a

***questions.Tinvites some Ss to share their answers.

**** T confirms answers as a class.

Task 1: Work in pairs. Look at the picture and discuss the questions.

* T has Ss look at the picture in the book or show the picture in the book on a slide. -Ask Ss who they see in the picture and what they are doing.

2. In your opinion, what is good about gardening?

-If needed, T will tell them to follow these +steps:Read the words in column A.

–T has Ss share how to do this exercise. –T briefly tells them the steps: read the sentences, underline the key words in the

+ Locate each word in the text.

* Aims:

* Content: Read the passages again and complete the sentences.

Task 3: T-Ss, Ss –Ss ( Pair work)

* Organization of Teacher’simplementation:andSs’activities

1. Gardening belongs to the group of ____________. 2. Gardening teaches children about flowers, fruits, 3.vegetables,_________.Gardeningmakeschildren become _______and

1. outdoor 2. patient 3. responsibility 4. maturity 5. valuable

a long time

* Products: Stusents’ correct answers on the board.

** Ss do the exercise individually and then check answers in pairs.

* Answer key: 1. b 2. e 3. c 4. a 5. d

* Products: Students say the correct answers.

* WHILE Task-READING(10’)2 :

-T asks Ss to repeat the steps (they can speak in Vietnamese).

Task 2:Read the text about gardening. Match each word in column A with its definition in column B. A B

DẠYKÈMQUYNHƠNOFFICIAL

a. a very developed from b. happening outside c. the duty of taking care of d.somethingveryhelpfule.abletowaitfor

Content

*** T invites some Ss to share their answers.

**** Confirm the correct answ ers.

Task 3:(5’)

Task 3:Read the text again. Complete each sentence with no more than THREE words.

2.around.Inmy opinion, gardening is very good. Gardening can connect family members. It also helps people protect our environment. Gardening can help us to have clean food to eat.

Content

+ Read around the word to get the general +meaning.Readthe definitions in column B, find the suitable meaning to match each word.

* T asks Ss what they are going to do.

* T tells Ss what they are going to do. -T asks Ss how to do the exercise. Elicit answers from Ss.

* Aims: To help students read to find some words in context, and their meaning.

* Organization of Teacher’simplementation:andSs’activities

Task 2:T –Ss : Ss-Ss

1. In the picture, I can see 3 people. Maybe It’s a family. They are gardening together. There are a lot of plants

* Content: Read the text about gardening. Match word in column A with its definition in column B.

**** Tell Ss that they are going to read a text about gardening.

* PRE-SPEAKING (5’)

*Answer key: 1. c, d 2. b, c 3. a, c, d, e

* Organization of Teacher’simplementation:andSs’activities

* Aims: To help Ss prepare ideas for the speaking activity;

* T introduces some structures to talk about the benefits of hobbies: + to develop sth + to make sb + adj + to reduce sth + to help sb / sth do sth –Give some examples.

DẠYKÈMQUYNHƠNOFFICIAL

*** T invites some Ss to share their answers. Have them explain their answers. **** Confirm the correct answers. –T asks Ss to tell the class the benefits of gardening as mentioned in the text.

* Answer key: 1. doing things 2. insects and bugs 3. patient 4. join in 5. an hour

* WHILE -SPEAKING(6’)

* Questions:

** Ss work in pairs to match the hobby with its benefit(s). Check as the whole class. –T asks Ss to name other benefits of these ***hobbies.Invite some Ss toshare their answers. **** Confirm the answers.

sentences, locate the key words in the text and find the words to complete the sentences.

II. TaskSpeaking4:Work in pairs. Match each hobby with its benefit(s).

* Aims: To help Ss use what they have learnt so far to talk about hobbies.

* Have Ss work in groups to ask and answer the two Modelquestions.theanswers to the two questions if

Task4 :

* Content: Work in groups to ask and answer the two questions.

Task 4: T-Ss, Ss –Ss

* Products: Practice in groups and then present in front of the class.

Task 5: Work in groups. Ask one another the following questions. Then present your partners’ answers to the class.

* Organization of Teacher’simplementation:andSs’activities

Task 5: T-Ss, Ss –Ss

Content

** T asks Ss to do the exercise individually and then check their answers in pairs.

4.responsible.Itisanactivity that everyone in the family can ________. 5. The author and her mother usually garden for _______ a day.

–T asks Ss to repeat the steps (they can speak in Vietnamese).

Content

* Products: Students ask and answer fluently in groups .

* Content: Ask and answer about the school they like and say the reason.

** Ss do as required.

1,What is your favourite hobby?

* Content: Comments and vote for the most interesting and informative presentation.

2, What are its benefit s?

T-Ss, Ss -Ss

-Search for more information about this unique hobby.

* Content: Review the lesson and prepare for the next lessonand do exercsie in the workbbook

* Aim: To review the lesson that they have learnt and prepare for the next lesson Skills 2.

*-Evaluation:

………………………………………………………………………………………………………

-Write down their opinion about carving eggshells.

*T allows Ss to give comments for their friends and vote for the most interesting and informative presentation.

* Content: summarize the main content in the lesson.

‡ My friend Hoa’s favourite hobby is listening to ltmusicmakes her happy and helps me improve my english

* Aim: - Check Ss’ understanding about the reading passage.

It makes me happy and helps me improve my English

* Aims: To consolidate what students have learnt in the lesson.

* Organization of implementation:

-T asks Ss to write down their opinion about carving eggshells.

*** T calls Ss to share answer.

* Products:* Organization of implementation:

**** Comment on Ss’ answers.

* Products: Students say what they have learnt in the lesson.

DẠYKÈMQUYNHƠNOFFICIAL

–Invite other Ss to comment on the answers.

* Ss’ comments

* Consolidation (3’)

-Some new words - Ask and answer about hobbies.

-To help some Ss enhance presentation skill.

My favourite hobby is listening to English music

* Organization of implementation:

-Teacher asks students to talk about what they have learnt in the lesson.

* Homework (2’)

-T asks Ss to search for more information about this unique hobby.

Teacher’s and Ss’activities Content

**needed.Sswork in groups to ask and answer the two questions.

*** Invite some Ss to share their partner’s answers to the questions.

* Products: Students’ textbook and workbook

* POST-READING AND SPEAKING

****T gives feedback and comments.

2. Core competence

*Content: Game:Network ( my new school)

-Be collaborative and supportive in pair work and team work

1. Knowledge

What will you mention when you talk about someone’s hobby?

* Suggested answers: + Name of the hobby + The time he / she started the hobby + His / Her feeling about the hobby + His / Her future plan about the hobby

-Text books ,pictures, planning (Unit 1, Skills 2) -Smart-sachmem.vnTV/Pictures.

-Ss work individually to answer the

* Warm up(Individual work)

DẠYKÈMQUYNHƠNOFFICIAL

Date of planning : …/… / 2022

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

1. Teacher:

Date of teaching : …/… / 2022

-Develop communication skills and creativity

-Learn more about their own hobby

-Be encouraged to take up a new hobby if they haven’t had one.

* Warm-up (5’)

T -Ss

-Use the lexical items related to the topic Hobbies

Week : UNIT 1: HOBBIES

-T asks Ss to answer the question: What will you mention when you talk about someone’s hobby?

* Game:CHATTING

II. MATERIALS

III. PROCEDURES : (STAGES)

-Listen for specific information about Trang’s hobby -Write a passage about her hobbies

-T gets feedback and write on the board. T leads Ss to the new lesson.

3.Method: Ask and answer ; group works; individual ……

-Actively join in class activities

* Organization of implementation Teacher’s and Ss’activities Content

I. OBJECTIVES:

2. Students: Text books, notebooks, posters, ….

3. Personal qualities

* Aim:-Check students’ knowledge related the previous lesson. -To introduce the topic of listening.

Period : Lesson 6: Skills 2

* Products: Ss write word on the board.

-Tquestions.callsSs to give answers.

Task 1:T –Ss : Ss-Ss

* Aims: To help students develop listening skill for specific information.

* Pre -listening (5’)

In the picture, I can see two girls. They build a dollhouse. In my opinion, their hobby is building dollhouses. I think It’s a good hobby. Because it develops your creativity. It also makes you more patient.

* Organization of implementation:

* Products: Read and understand the meaning of words.

* PRE-LISTENING(5’)*Pre-vocab

Content

Teacher’s and Ss’activities

-Copy all the words

Content

+dollhouses?Doyouthink it is a good hobby? Why/ Why not?

-Teacher use different techniques to teach vocab (pictures, situation, realia)

Task 1: Look at the picture. What hobby is it? Do you think it is a good hobby? Why or why *not?Suggested answers:

* WHILE-LISTENING(7’)Task2:

* T asks Ss to work in pairs to answer the questions.

DẠYKÈMQUYNHƠNOFFICIAL

* Aim: -To enrich students’vocabulary

* Content: Some vocab related the topic.

-Pre teach vocabulary

Task 1:

*Content: Look at the picture. What hobby is it? Do you think it is a good hobby? Why or why not?

Lead in: T-Ss

+ Do you know anything about building

-Ss work in pairs to answer.

- T –Ss :

* Content: Task 2: Listen and complete the mind map.

-Repeat in chorus and individually

And then T leads students in the listening tasks.

* Vocabulary: decorate /ˈdekəreɪt/: trang trí benefit (n) /ˈbenɪfɪt/: lợi ích

-To lead in the listening tasks.

-T sets the scene: You are going to listen to an interview about Trang’s hobby and complete the word web.

* Aims: To help Ss understand and activate their knowledge of the topic.

-Ss share their answers. T monitors and accepts all answers if they make sense.

Teacher’s and Ss’activities

* Organization of implementation:

* Products: Students say the correct answers aloud.

- Teacher helps if necessary.

* PRE-WRITING (5’)

*Content: Summarize the information of the listening part.

T gives further comments

-T plays the recording a second time for pairs to check their answers.

* Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss( work group)

- Teacher asks students to summarize the information in the listening part and talk about it.

-Ss work individually to listen and complete the word web.

DẠYKÈMQUYNHƠNOFFICIAL

1. dollhouses 2. three / 3 3. cousin 4. a) house b) cloth 5. creative

-T explains the way to listen to Trang’s hobby and asks them to guess and complete the mind map.

+ To do this hobby what does Trang have to ?

**** Ss share their answer.

Lan: Today we’ll talk about hobbies. I know that your hobby is building dollhouses. It’s quite unusual, isn’t it?

* Summarize the information of the listening part.

+ How does she feel about the hobby?

Trang: Yes, my cousin Mi loves building them too.

+ When did she start the hobby?

-T asks Ss to write the answers on the -Tboard.checks and corrects.

Lan: Is it hard to build a dollhouse?

Trang: Three years ago. I read an article about building dollhouses. I loved the idea right away.

Task 2: Listen and complete the mind map.

Students work in groups of four.

+ Does she intend to continue her hobby in the future ?

Trang: Not really. A lot of girls like it.

Lan: What are the benefits of the hobby?

+ What is Trang’s hobby? (name of the hobby)

+ Who shares the hobby with Trang?

Trang: No, it isn’t. I use cardboard and glue to build the house and make the furniture. Then I make the dolls from cloth. Finally, I decorate the house.

Trang: Well, I’m more patient and creative now .

* Products: Ss summarize the information in the listening part before the class.

* POST-LISTENING(5’)

-T asks Ss to work individually to listen and complete the word web.

* Aims: -To brainstorm ideas and make an outline for Ss’ writing. To help Ss take notes and make outline for the next writing passage

* Products: Students’ correct answers on the posters.

Lan: Do any of your friends or relatives build dollhouses too?

* Audio script –Track 7:

-Ss work in pairs to compare their answers with each other and with the word / phrase on the board.

* Suggested answers:

Lan: When did you start doing this?

* Organization of implementation Teacher’s and Ss’activities Content Task 2: T-Ss, Ss –Ss

* Aims: To check students’ understanding of the listening part.

*** Ss work individually to do Task 3.

* Students’ writing

1. Name of the hobby: collecting waste paper

** T asks Ss to use the word web as a way to organize their ideas.

*** T checks the answer.

* WHILE -WRITING(5’)

6. Future: continue the hobby

* T tells Ss that they are going to write about his / her hobby.

Task 3: What is your hobby? Fill in the blanks below.

* Aim: To cross check and final check students’ writing.

Suggested answers:

-Teacher use different techniques to teach vocab (pictures, situation, realia)

-Follow the seven steps of teaching vacab. -Repeat in chorus and individually -Copy all the words

* Aim: To prepare students with vocabulary relatedtothetopic Healthy living;

3. Are they healthy activities?

* Now we are going to listen a conversation between Markand Mi Task 1: T-Ss

* Content: Listen and read the dialogue.

* PRESENTATION(5’)

* Teacher plays the recording, asks students to underline the words related to the topic Healthy living. (Teacher may check the meaning of

Listen and read:

After that, teacher says: “There are many ways to be stronger and the most important thing is that: we should have a healthy living. And it’s also our topic in this unit”.

-T Introduces the topic of the lesson.

* Aims: -To set the context for the listening and reading text. -To introduce the topic of the unit.

1.Who are they in the picture? 2.What are they doing?

* Products: Students read and understand the meaning of vocab.

* Organization of Teacher’simplementation:andSs’activities

Content

we should have a healthy living (Eat, drink healthy, exercise regularly,relax,….)

Students can have their own answers.

Teacher draws students’ attention to the pictures in the textbook and asks them some questions about the pictures.

Task 1: (5’)

* Content: Learn some vocabularies relatedtothetopic.

* Vocabulary -popular (a): phổ biến -fresh (a):tươi mát -join (v): tham gia -bring (v): mang , đem theo -boat(v): chèo thuyền -suncream (n): kem chống nắng -sunburn (n):cháy nắng

* Checking vocab: < matching>

* Organization of Teacher’simplementationandSs’activities

* Chatting

Task 1: Listen and read.

Content

1-‡They are Mark and his dad 2->. They are doing 3..(Students’answers)boating,

* Pre teach vocabulary

DẠYKÈMQUYNHƠNOFFICIAL

* Set the sences: T-Ss

Content

* Aims: To help student learn some vocabulary from the conversation visually to ensure their understanding of the context.

* Teacher asks students to answer without reading the conversation again.

-Teacher can play the recording more than -Studentsonce. listen and read.

Task 3:

Content

some words if necessary.)

ÿ Because the dialogue mentions cycling and boating and they are good for our health. So the answer is B. Healthy activities.

* Teacher asks students to work independently to read the words, look at the pictures and write the correct words / phrase under the pictures

*Answer key: B

*** Teacher calls some students to check.

** Teacher can invite some pairs of students to read aloud.

* Content: Tick the correct answers

** Sswork out and answer questions in pairs.

* Aims: To help students understand the main idea of the conversation.

* Organization of Teacher’simplementation:andSs’activities

Task 2: What are Mark and Mi talking about?

* Organization of Teacher’simplementation:andSs’activities

** Teacher allows students to share their answers before discussing as a class.

Task 3: Write a word or phrase from the box under its picture

* Products: Students write correct words on the board.

*** Teacher refers to the questions previously asked.**** Then, teacher confirms the correct answer.

**** Teacher confirms the right answers and writes on the board.

* Answer key: 1. sunburn 2. suncream lunch box 4. boating 5. cycling

DẠYKÈMQUYNHƠNOFFICIAL

* Products: Students say the correct answers aloud.

Task 3:T-Ss, Ss-Ss

* PRACTICE/ CONTROLLED PRACTICE(15’)

**** Teacher confirms the correct answer.

* Task 2

3.

Task 2: T-Ss, Ss-Ss, T-Ss

*** Teacher asks some students to explain why they did not choose the other two options.

* Content: Write a word or phrase from the box under its picture

* Teacher asks students to work in groups of 4 or 6 to take turns to ask and answer about their daily activities, how often they do these activities and discuss if they are good or bad for their health.

** Ss work in groups to ask and answer -Teacher moves around to observe and offer help when needed.

Task 4:T-Ss, Ss-Ss

* PRODUCTION (5’)

Task 5:Survey: Good or bad for health

* Products:

Content

* Products: Students take survey and present in front of the class.

Every day √

* Organization of Teacher’simplementation:andSs’activities

* Aims: To help student develop the vocabulary about the topic.

*** By the end of the activity, one student from each group can stand up and report to the class.

- **** Teacher checks and gives the correct answers

Content

* Answer keys: 1. boating 2. park 3. countryside 4. suncream 5. health

Walking to school

* Suggested answers: activitiesDaily

Task 4:

* Content: Complete each sentence with a word from the conversation.

Doing yoga Three times a week √

-Teacher asks students to talk about what they have learnt in the lesson.

- Read and understand content of the conversation

Task 5:T-Ss, Ss-Ss

*** Teacher asks them to tell where to find the ****words.Teacher checks the answers as a class.

-Vocab about Healthy living

* Organization of Teacher’simplementation:andSs’activities

* Content:.Vocab about school things and Read and understand content of the conversation

* Content: Take survey and report.

DẠYKÈMQUYNHƠNOFFICIAL

Task 4:Complete each sentence with a word from the conversation.

* Teacher asks students to work independently to fill in each blank with a word from the **conversation.Ssdoexercise 3 individually.

Task 5:

* Aims: To help student identify and talk about their daily activities and decide if they are good or bad for their health

Eating breakfast Rarely √ Going swimming Twice a week √ Sleeping 12 hours per day √

* Consolidation (3’)

… … … …

* Aim: To consolidate what students have learnt in the lesson.

* Products: Students’ answers on the posters .

How often Good Bad

* Organization of Teacher’simplementationandSs’activities

* Homework (2’)

Content

-Learn by heart all the new words. -Read the dialogue again.

* Aim: To review the lesson and prepare for the next lesson.

-T reminds Ssto do homework and prepare the new lesson.

-Prepare the vocabulary for the next lesson: A closer look1.

-Start preparing for the Project of the unit.

*-Evaluation:

* Organization of Teacher’simplementationandSs’activities

DẠYKÈMQUYNHƠNOFFICIAL

* Content: Review the lesson and prepare for the next lesson( A closer look 1)

Ss work indepently

* Products: Students’ textbook and workbook

-Be collaborative and supportive in pair work and teamwork

* Suggested answer: -Going cycling/ swimming Walking

* Warm-up (5’)

-Develop communication skills

-Be ready to know the words about healthy activities and health problems

-Pronunciation: pronounce and recognize the sounds / f/ and /v/in isolation and in context

3. Method: Ask and answer ;group works; individual ……

Content

By the end of this lesson, students will be able to:

Week: Unit 2: : HEALTHY LIVING

2. Students: Text books, notebooks, posters, ….

* Content: Say words or phrases related to “Healthy activities”

+ use the words about healthy activities and health problems

*Warm-up Game: Face to face: Say words or phrases related to “Healthy activities”

* Aim:-To activate students’ knowledge on the topic of the unit and vocabulary related to the topic, the targeted vocabulary and its pronunciation; -To lead in the lesson about vocabulary and pronunciation.

asks students to think of words or phrases related to “Healthy activities” which they have learnt in the previous lesson or words they may know already.

1. Teacher: -Grade 7textbook,Planning ( Unit 2, A closer look 1) -Smart TV/Pictures, sets of word cards -sachmem.vn

* Products: The team has more right answers will be the winner

DẠYKÈMQUYNHƠNOFFICIAL

I. OBJECTIVES:

II. MATERIALS

Date of teaching : …/… / 2022

-Actively join in class activities

* Teacher divides class into 2 teams: Cats and -TeacherDogs.

** Ss have 3 min utes to think of the topic

Date of planning : …/… / 2022

+ use the lexical items related to the topic Healthy living

III. PROCEDURES : (STAGES)

T-Ss. Ss-Ss

1. -Vocabulary:Knowledge

Teacher’s and Ss’activities

-Develop self-study skills

3. Personal qualities

2. Core competence

* Organization of implementation:

Period : Lesson 2: A closer look 1

* Checking vocab: < “Rub out and remember”>

* Products: Ss write the correct answers on the board.

* Teacher introduces the vocabulary by: + providing the synonym or antonym of the +wordsproviding the pictures of the words

* Organization of Teacher’simplementation:andSs’activities

Task 1: T-Ss

-Playing-Doing-Eating-Boatingbreakfastyoga/aerobicssports

* Pre teach vocabulary(7’)

* Organization of implementation: Teacher’s and Ss’activities

**** In 90 seconds, the team has more right answers will be the winner, and the team repeat the word which is mentioned already or cannot give a word will be the loser.

** Ss work individually.

5. red spots (n.phr.): đốm đỏ

Content T-Ss, Ss-Ss

PRESENTATION

4. coloured vegetables (n.phr.): rau có màu sắc

DẠYKÈMQUYNHƠNOFFICIAL

Content

* Vocabulary

* Aim: To teach students with vocabulary relatedtothetopic Healthy living;

1. dim light (n.phr.): ánh sáng lờmờ

* Teacher asks students to work independently to do matching.

**** Then, teacher call one student to do matching in front of the class and give correct answer.

Teacher leads students into the lesson by telling them that “In today lesson, we are going to learn more words to talk about Health problems and two sounds /f/ and /v/.”

Task 1:

* Aims: To revise the words or phrases they have learnt.

3. chapped lips (n.phr.): môi nứt nẻ

ÿ Lead -in:

* Products: Read and understand the meaning of the words.

* Checking vocab: < “Rub out and remember”>

2. lip balm (n.phr.): son dưỡng môi

*** Teacher has students to check their work with their partner.

* Content: Some vocab in the lesson.

Task 1: Match the phrase on the left with the correct pictures on the right.

*** Students in each team turn by turn stand up and say 1 word or phrase related to the topic.

* Answer keys: 1. c 2. e 3. d 4. a 5. b

* Content: Match the phrase on the left with the correct pictures on the right.

* PRACTICE (10’)

-Teacher havestudents read the phrases aloud and correct their pronunciation if -Teachernecessary.asks students for the Vietnamese meanings of these phrases.

3. fit

-Then, teacher has students work in group of 4 -6 to discuss whether each activity is healthy or **unhealthy.Sswork in groups.

* Organization of Teacher’simplementation:andSs’activities

Task 2: T-Ss, Ss -Ss

** Teacher asks Ss to work individually.

* Aims: To help students talk about their daily activities and decide if each activity is healthy or *unhealthy.

* Content: pronounce the sounds /f/ and /v/ in words and sentences.

* Organization of Teacher’simplementation:andSs’activities

* Content: Complete the sentences with the correct words and phrases.

* Suggested answers: Healthy: 1, 3, 4 Unhealthy: 2, 5

* Aims: To help studentsidentify how to pronounce the sounds /f/ and /v/in words and sentences.

-Then,egetables”.teacherhas students focus on the underlined letters “f” and “v”.

* Task 3

Task 3 : Discuss and tick each activity in the table as H (Healthy) or U (Unhealthy).

1. coloured vegetables

**** Teacher checks students ‘answers as a class.

* Organization of Teacher’simplementation:andSs’activities

Task2:(5’)

** Ss practice saying the word individually.

**** Teacher listens and correct their answers.

* Products: Ss say aloud correct answers in front of the class.

Content

* PresentationPRONUNCIATION(5’)(Pre-teachthesounds/f/ and /v/)

*** Then, teacher calls some students to check and asks them to explain their answers.

* Products: know how topronounce the sounds /f/ and /v/( repeat and repeat the words)

* Teacher writes on the board two words “ fit” and “v

* First, teacher asks students to read all the sentences in the table and find out any words are new to them.

DẠYKÈMQUYNHƠNOFFICIAL

*** Finally, teacher calls out some group to give and explain their answers as a class.

2. Soft drinks

5. sunburn.

* Products:Ssgive the correct answers and explain their answers as a class.

4. skin condition

Content: Discuss and tick each activity in the table as H (Healthy) or U (Unhealthy).

T-Ss

* Teacher asks students to read the words and phrases provided aloud and give them their meaning if necessary.

* Answer key:

Content

Task 2:Complete thesentences with the correct words and phrases.

Content

* Pronunciation: /f/ and /v/ (link YouTube)

Task 3: T-Ss, Ss -Ss

* Aims: To help student use the words/ phrases in specific contexts.

*** Teacher calls some students to read aloud.

Task 5:(5’)

* Organization of Teacher’simplementation:andSs’activities

* Task 4: Listen and repeat. Pay attention to the sounds /f/ and /v/. /f/ /v/ -food -breakfast/fuːd//ˈbrek.fəst/-affect/əˈfekt/-fit/fɪt/

-Teacher has students read the sentences and tell them to pay attention to the underlined words with sounds /f/ and /v/.

* Teacher has students read out the words first.

Content

Task 5:T-Ss, Ss-Ss

** Ss read and underline the words

2. My favouriteoutdoor activityis cycling.

1. Coloured vegetablesare good food.

3. We need vitaminA forour eyes.

/f/ /v/ f aitff leaect f photograph enough v actiitamin vity acti ……ve

**** Teacher corrects if necessary.

* Aims: To help students practise pronouncing these sounds in words.

4. Being activehelps keep you fit.

5. Jack never eats fish.

* Aims: To help students pronounce the sounds /f/ and /v/ correctly in context.

Content

- **** Teacher explains if necessary.

Task 5: Listen and repeat. Pay attention to the underlined words.

* PRACTICE(10’)Task4:(5’)

* Organization of Teacher’simplementation:andSs’activities

** Ss practice saying the words independently

*** Ss imitate and practice the two sounds together.

* Products: Students pronounce words exactly and write the words in the correct column.

**** Teacher corrects their pronunciation if -Teachernecessary.calls on some students to read the sentences individually.

** Teacher asks Ss to watch Tiếng Anh 7Pronunciation video Unit 2 (link YouTube)

T-Ss, Ss-Ss

* After that, teacher says “In this lessonwe are going to learn how to pronounce two sounds f and v”.

*** Teacher asks students to listen and try to repeat the words as a class, a group, and individually.****Teacher may play the recording as many times as necessary and correct their pronunciation

DẠYKÈMQUYNHƠNOFFICIAL

*** Teacher plays the recording for students to listen and repeat each sentence.

* Content: Listen and write the words in the correct column.

* Content: :Listen and repeat. Pay attention to the underlined words.

* Products: Students listen, readand underline exactly thesounds /f/ and /v/in the words.

-activity /ækˈtɪv.ə.ti/ -vitamin /ˈvɪt.ə.mɪn/ -avoid /əˈvɔɪd/ -active /ˈæk.tɪv/

* Consolidation(3’)

-T reminds Ss to do homework and prepare the new lesson.

* Aim: To consolidate what students have learnt in the lesson.

……………………………………………………………………………………………………………………………………………………………………………………………………

Content

-Learn by heart all the new words. -Find 5 more words with the sound /f/ and 5 more words with the sound /v/.

* Teacherasks students to focus on 2 sentences on the board and try to say it.

* Content: Review the lesson and prepare for the next lessonand do exersie in the workbbook

* Content:.Summarize the main content.

*Homework (2’)

* Game: TONGUE TWISTER

* Aim: To revise the lesson and prepare for the next lesson.

* Products: Some students volunteer (summarize the lesson briefly).

* PRODUCTION(5’)

* Products: Ss read andpronounce the sounds /f/ and /v/ correctly in the sentences.

* Organization of Teacher’simplementation:andSs’activities

DẠYKÈMQUYNHƠNOFFICIAL

*** Teacher has students try to read the whole sentence asquick as possible without making any****mistakes.Teacher corrects if necessary.

* Organization of Teacher’simplementation:andSs’activities

Content

Prepare lesson 3 ( A closer look 2)..

-Vocabulary about related to the topic Healthy living and househow to pronounce the sound /f/ and /v/.

*Evaluation:

* Aim: To give students chance to apply what they have learnt.

** Ss practice saying the sentences.

2. Van fried the fish in half a vat of fat.

* Content: practice reading the sentences.

* Organization of Teacher’simplementation:andSs’activities

-Teacher asks students to talk about what they have learnt in the lesson

-Teacher models, then call some students to read and correct pronunciation if necessary.

T-Ss, Ss-Ss

1. Victoria fried some fresh fish.

Content

* Products: Students’ textbook and workbook

-Actively join in class activities

1. books / I / science / read /. 2. games / children / love / outdoor /. 3. their / every day / they / clean / house /. 4. night/ watched / I / T.V / last /. 5. learn / words / every day / You / should / the / new /.

2. Students: Text books, notebooks, posters, ….

I. OBJECTIVES: By the end of this lesson, students will be able to:

** In groups, Ssdiscuss to rearrange the words to make meaningful and completed sentences.

Date of teaching : …/… / 2022

Week : UNIT 2: HEALTHY LIVING

Period : Lesson 3: A closer look 2

-Be collaborative and supportive in pair work and team work

IV. PROCEDURES : (STAGES)

* Warm up(group work)

2. Core competence

* Grammar: Know how to recognize and write simple sentences

Date of planning : …/… / 2022

3. Personal qualities

* WARM -UP (5’)

*** The group which can finish all the sentences first and has all correct answers will be the ****winnerTeacher checks and corrects Ss’ answer.

II. MATERIALS

3. Method: Ask and answer ; group works; individual ……

*Answer key: 1 . I read science books. 2. Children love outdoor games. 3. They clean their house every day.

* Game: JUMBLED SENTENCES

-Develop communication skills

T –Ss : Ss-Ss

* Organization of implementation: Teacher’s and Ss’activities Content

* Content: Game - Jumbled sentences

1. Teacher: -Grade 7textbook,Planning ( Unit 2, A closer look 2) -Smart TV/Pictures, sets of word cards -sachmem.vn

* Vocab: + use the lexical items related to the topic Healthy living

-To introduce the targeted grammar of the lesson.

DẠYKÈMQUYNHƠNOFFICIAL

* Products: Ssrearrange the words to make meaningful and completed sentences on the board.

* Teacher gives instructions.

* Aim:-To activate students’ prior knowledge and vocabulary related to the targeted grammar;

1.Knowledge:

Be responsible and hard working

*** Some Ss explain their choices.

5. You should learn the new words every day.

* Products: Ss identify the subject and the verb in a simple sentence exactly .

* PRESENTATION(5’)

* Products:Ss identify the simple sentences exactly.

* Teacher asks students to do the exercise individually and then compare their answers with a classmate.

Task 1: Tick the simple sentence.

*GRAMMAR: SIMPLE SENTENCES

****Teacher confirms the correct answers.

‡ Lead in: Teacher says: “This lesson today is going to tell you about “simple sentences”.

Content

4. I watched T.V last night.

** Ss do the task individually.

* Teacher draws students’ attention to the sentences in the answers from the Warm-up and writes 1 more example, then underlines the main parts of each sentence.

Task 1

Task 1:T –Ss : Ss-Ss

1. The Japanese eat a lot of tofu. 2. She drinks lemonade every morning.

books. S V O

5. I like fish, but my sister likes meat.

* Content: Underline and write S for the subject and V for the verb in each simple sentence below.

* Organization of implementation: Teacher’s and Ss’activities Content

* Organization of implementation: Teacher’s and Ss’activities

1. 2.IreadscienceSItrained.V

* Content: Tick the simple sentence.

* Aims: To help students identify the subject and the verb in a simple sentence.

*Content: How to recognize and write simple sentences

* Organization of implementation: Teacher’s and Ss’activities Content

****Teacher tells Ss that a simple sentence has only one subject and one verb, some simple sentences also have an object, some simple sentences also have an adverb.

3. I watchedT.Vlast night. S V O A

** Ss look at the board and listen to the teacher’s questions to identify each part of a ***sentences.Ssanswer the teacher’s questions, then read REMEMBER box in Ss’ book.

DẠYKÈMQUYNHƠNOFFICIAL

* Aims: To help students identify the correct form of simple sentences.

* PRACTICE (20’)

3. I don’t eat fast food, and I don’t drink soft 4.drinks.Iam fit.

* Products: Ss understand and knowto identify each part of a sentences.

* Aim: To introduce students the form of simple sentences.

T –Ss : Ss-Ss

* Answer key: Simple sentences: 1, 2, 4 Task2

* Answer key:

* Teacher asks Ss to look at the prompts of each sentence and decide the two main parts of the sentence.

* Organization of implementation:

DẠYKÈMQUYNHƠNOFFICIAL

Task 3: T-Ss, Ss -Ss

2. Many Vietnamese drink green tea. 3. She does not use suncream.

** Ss do the task individually.

-Choose some typical errors and correct as a whole class without nominating the students’ names.

**** Teacher confirms the correct answers.

1. Tofu is healthy.

4. My father does not exercise every morning.

* Teacher asks Ss to work in pairs.

5. Weare not cleaningup our community library. S V

* Aims: To help student identify different parts of a simple sentence and put them in the correct order to form a simple sentence.

1. My sister never drinks soft drinks. 2. Acne aﬀects 80% of young people. 3. He has bread and eggs for breakfast.

Task 2: Underline and write S for the subject and V for the verb in each simple sentence below.

1. Vegetarianseata lot of vegetables and fruit. S V

*** Teacher calls on Ssto read aloud the complete sentences.

3. On Saturdays, my brotheroften spends two hours S V exercising at the sports center.

Task 2: T-Ss, Ss –Ss

* Aims: To give Ssfurther practice on writing out simple sentences from the prompts given.

** Ss work in pairs to do the task.

Task 3

* PRODUCTION/ LESS CONTROLLED PRACTICE (10’) Task 4

* Products: Ssread aloud the complete sentences.

* Products: Some students read out their answers.

* Answer key:

2. Acnecausesblack and white pimples on the face.S V

* Teacher has students do this exercise individually by reading each sentence carefully to look for the two main parts.

4. My motherdidn’t buymy favourite cheesecake. S V

* Content: Rearrange the words and phrases to make simple sentences

Teacher’s and Ss’activities Content

T-Ss, Ss -Ss

****answers.Teacher confirms the correct answers.

* Organization of implementation:

5. Fruit and vegetables have a lot of vitamins.

Task 3: Rearrange the words and phrases to make simple sentences

*** Ss give and explain their answers.

*** Call on some students to read out their

Teacher’s and Ss’activities Content

* Content: Write complete sentences from the prompts

5. Most children have chapped lips and skin in winter.

**** Teacher confirms the correct answers.

Task 4: Write complete sentences from the prompts. You may have to change the words or add some

** Ss do the task individually.

4. We don’t eat much fast food.

* CONSOLIDATION(3’)

1. We avoid sweetened food and soft drinks.

- Prepare lesson 4 ( communication)

3. You should wear a hat and suncream.

*-Evaluation:

-Choose some typical errors and correct as a whole class without nominating the students’ names.

* Content: Summarize the content of the lesson.

-Do exercises in the workbook.

* Products: Some students raise their hands and say what students have learnt in the lesson.

* Organization of implementation: Teacher’s and Ss’ activities Content

………………………………………………………………………………………………………

* Organization of implementation: Teacher’s and Ss’activities Content

DẠYKÈMQUYNHƠNOFFICIAL * Task 5

-T reminds Ssto do homework and prepare the new lesson.

*HOMEWORK(2’)

* Aim: To consolidate what students have learnt in the lesson.

*** Call on some Ss to write the sentences on the board.

* Products: Ss write the correct sentences on the board.

T-Ss, Ss –Ss

4. My mother read and downloaded the health tips.

* Aims: To allow Ssmore advanced practice in forming a simple sentence from two separate *ones.

Task 5: Discuss and write a simple sentence from the two given sentences.

* Answer key:

Teacher asks students to talk about what they have learnt in the lesson. Know how to recognize and write simple sentences.

* Teacher asks Ssto work in pairs to read the two separate sentences, discuss and determine the two main parts for the new **sentence.Sswork in pairs.

**** Teacher corrects the answers.

2. My dad and I love outdoor activities.

Content: Review the lesson and prepare for the next lessonand do exersie in the workbbook

* Organization of implementation: Teacher’s and Ss’ activities Content

* Products: Students’ textbook and workbook

* Aim: To revise the knowledge that students have gained in this lesson and prepare the new *lesson

Content:Discuss and write a simple sentence from the two given sentences.

Week : UNIT 2: HEALTHY LIVING

* Products: The team which has more correct words will be the winner.

2. Students: Text books, notebooks, posters, ….

* Aim:To introduce the lessonand to lead in the lesson.

II. MATERIALS

3. Personal qualities -Be benevolent (nhân từ)and responsible

Date of teaching : …/… / 2022

-Be collaborative and supportive in pair work and team work -Actively join in class activities

1. Teacher: -Grade 7textbook,Planning ( Unit 2, Communication) -Smart TV/Pictures, sets of word cards -sachmem.vn

2. Core competence -Develop communication skills

By the end of this lesson, students will be able to:

Period : Lesson 4 : Communication

DẠYKÈMQUYNHƠNOFFICIAL

Date of planning : …/… / 2022

1. Knowledge -learn how to ask for and give health tips -practise using some grammar points and vocabulary related to the topic.

I. OBJECTIVES:

* Organization of implementation: Teacher’s and Ss’activities Content

3. Method: Ask and answer ; group works; individual ……

* Content: Game: Brainstorming. (Write words related to “health problems”

IV. PROCEDURES : (STAGES)

1.Warm-up (5’)

T –Ss : Ss-Ss

* Products: Understand and know how to give tips on health problems.

DẠYKÈMQUYNHƠNOFFICIAL

* EVERYDAY ENGLISH

-The team which has more correct words will be the winner

* Content: Learn about two ways to give tips on health problems.

**** Teacher corrects their answers.

Task 1:T –Ss : Ss-Ss

- Teacher plays the record for SS to listen and read the conversation about health problem. -Ss listen and practice saying with their -Teacherpartners. calls some pairs to read aloud. -Teacher corrects pronunciation if necessary. -Teacher asks Ss to pay attention to the highlighted parts and asks them some questions to elicit the new structure: -What do these sentences mean? -When do we use these sentences?

* Suggested answers: Asthma, a backache, a broken leg, a cold, a cough, an earache, a headache, a sore throat, a toothache, sunburn, etc.

-Ssanswer teacher’s questions to find out new structure to give tips for health problems.

* Teacher divides class into 2 teams and asks them to think of “health problems”.

* PRACTICE (15’)

Giving tips for health problems

* Aim: To introduce two ways to give tips on health problems and to allow Ss some practice.

** Sshave 1 min to think of the words related to the topic or they can discuss with their partners.***Each member from each team turn by turn run to the board and write one word.

* PRESENTATION(7’)

HEALTH PROBLEMS

*

-Some students give the new structure to the -teacher.Teacher corrects and writes on the board:

TASK 1: LISTEN AND READ THE DIALOGUE. (Ex 1, p. 22)

-…

* Structure: to give advice: -You should/ shouldn’t + V -You can + V

Task 2:

‡ Lead -in:

Content

Teacher leads students into the lesson by telling what they are going to learn: “We are going to learn how to give tips for health problems”. Game:BRAINSTORMING

Task 1

* Organization of Teacher’simplementation:andSs’activities

* Warm up

* Aims: To helpstudentsidentify the main points in a reading and talk about them.

(1) They eat a lot of fish and vegetable. (2) They cook fish with little cooking oil.

*** Teacher calls some pairs to present it in front of the class.

3. My hands are chapped.

Task 3:

*** 2-3 groups share their lists.

+ List of tips:

B: You can drink some milk.

* Suggested answers:

1. I’m tired.

* Organization of Teacher’simplementation:andSs’activities

A: Yes.

* Aims: To provide studentswith more knowledge about healthy living and help them practice the skill of reading for the main idea

* Organization of Teacher’simplementation:andSs’activities

* Content: Read the passage and choose the correct title for it.

Content

TIPS FOR A HEALTHY LIFE

* Teacher asks Ss to read the passage independently and choose the correct answer of the main idea.

** Ss so the task individually.

* Products: prastice in groups and give the answers perfectly.

**** Teacher confirms the correct answers.

* Organization of Teacher’simplementation:andSs’activities

Content

2. I have acne.

*** Teacher calls some Ss to give their answer and explain it.

Task 2:T –Ss : Ss-Ss

* Products: Ss give their answer and explain it exactly.

TASK 2: MAKE SIMILAR CONVERSATION.

* Answer key: A In this passage, the author mentions to the way to live long including diet and outdoor activities.

TASK 3: READ THE PASSAGE AND CHOOSE THE CORRECT TITLE FOR IT. (Ex 3, p, 22)

Task 4:T-Ss, Ss –Ss

**** Teacher confirms and corrects if necessary.

TASK 4: DISCUSS AND MAKE A LIST FOR THE TIPS WHICH HELP THE JAPANESE LIVE LONG LIVES. (Ex 4, p. 22)

* Suggested answers:

(3) They also eat a lot of tofu.

** Sswork in pairs to make similar dialogue.

* Teacher has Ss look at the situation in Ex 2 to make similar dialogue:

A: I am tired.

Task 3: T-Ss, Ss –Ss

**** Teacher gives feedback and some comments.

* Products: Role play and practisein front of the class.

DẠYKÈMQUYNHƠNOFFICIAL

* Aims: To help students practise giving tips on health problems.

Content

Task 4

** Ss work in groups.

* Content: Discuss and make a list for the tips which help the Japanese live long lives.

B: And you should have a nap.

* Teacher has students work in groups to discuss and takes notes of the tips for a long life that they find in the text.

* Content: Make similar dialogues.

A: Thank you.

* PRODUCTION (5’)

* Teacher asks students to work in groups of **4-5.Ss

work in group of 4-5 to discuss and come up with some tips for how the Vietnamese can live longer.

7. …

5. eat more nuts.

* Products: Students’ textbook and workbook

(4) The Japanese work hard and do a lot of outdoor activities.

6. do more exercises.

Content

* CONSOLIDATION (3’)

Content

* Content: Summarize the content in the lesson .

*** Some groups share ideas with the whole class and other groups listen and add more their ideas.

* Products: Students’ ideas on the group boards.

-learn how to ask for and give health tips -practise using some grammar points and vocabulary related to the topic. -

*-Evaluation:

**** Teacher listens and corrects if necessary.

* Aims: To help students practisegiving health tips on their own context.

* Content: Discuss and come up with some tips for how the Vietnamese can live longer.

Task 5: T-Ss, Ss -Ss

* Content: Review the lesson and prepare for the next lessonand do exersie in the workbbook

* Organization of Teacher’simplementation:andSs’activities

-T reminds Ss to do homework and prepare the new lesson.

…………………………………………………………………………………………………………………………………………………………………………………

* Organization of Teacher’simplementation:andSs’activities

Teacher asks students to talk about what they have learnt in the lesson.

-Do exercises in the workbook -Prepare lesson 5 ( skills 1)

* HOMEWORK(2’)

* Suggested answers: 1. avoid overeating

* Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1.

DẠYKÈMQUYNHƠNOFFICIAL

TASK 5: DISCUSS AND MAKE A LIST FOR THE TIPS THAT THE VIETNAMESE CAN DO TO LIVE LONGER. (

4. sleep before 10 p.m

2. domore outdoor activities.

* Products: Some students say aloud what students have learnt in the lesson.

3. drink enough water

* Aims: To consolidate what students have learnt in the lesson.

* Organization of Teacher’simplementation:andSs’activities

‡ Lead - in

* Organization of implementation: Teacher’s and Ss’activities Content

2. Students: Text books, notebooks, posters, ….

+ -readReading:forspecific information about acne + -talkSpeaking:abouthow to deal with some health problems.

-Actively join in class activities

Period : Lesson 5 : Skills 1

By the end of this lesson, students will be able to gain:

I. OBJECTIVES:

2. Core competence

* Play a game : GAME:

* Aim:To introduce the topic of reading; To lead in the lesson about Skills 1.

3. Personal qualities

Date of planning : …/… / 2022

* Teacher divides class into 2 teams and asks them to think of the word which has 13 letters in it related the topic “health problems”. ** Sshave 1 min to think of the words related to the topic or they can discuss with their ***partners.Each member from each team turn by turn guesses the letter in the secret word. **** Teacher corrects their answers.

Week : UNIT 2: HEALTHY LIVING

*Content: GAME: HANGMAN

* Products: The team which can find or guess the secret first will be the winner.

T-Ss

-The team which can find or guess the secret first will be the winner.

* Warm-up (5’)

Date of teaching : …/… / 2022

-Develop communication skills

Be benevolent and responsible

-Be collaborative and supportive in pair work and team work

1. Knowledge

DẠYKÈMQUYNHƠNOFFICIAL

1. Teacher: -Grade 7textbook,Planning ( Unit 2, Skill 1) -Smart TV/Pictures, sets of word cards -sachmem.vn

3. Method: Ask and answer ; group works; individual ……

IV. PROCEDURES : (STAGES)

SKINCONDITIONHANGMAN

II. MATERIALS

**** Teacher corrects.

* Products: Read and understand the meaning of vocab.

T -Ss

* Organization of implementation:

Teacher’s and Ss’activities

Content

Teacher leads students into the lesson by telling what they are going to learn: “We are going to read a passage about one of the most common “Skin condition” among teenagers

* Organization of implementation:

DẠYKÈMQUYNHƠNOFFICIAL

* WHILE -READING(10’)Task2

Task 2:Read the passage and match the beginnings in A with the endings in B.

. * VOCABULARY:

4. pop (v): [visual + explanation]

* Aims: To help Ss develop their reading skill for specific information (scanning) and help them focus on the problem of acne.

Teacher’s and Ss’activities Content

Teacher introduces the vocabulary by: + Providing the synonym or antonym of the words.

* Aim: To introduce words related to skin conditions to Ss and help Ss have a general idea of what they are going to read.

T –Ss :

Teacher’s and Ss’activities Content

Task 1

1. disease (n):[explanation]

+ Providing the pictures of the words. + Providing the definition of the words

* PRE-READING (PRE-TEACH VOCABULARY)(10’)

*** Teacher calls some Ss to check what they have discussed.

* Content: Learn some vocabrelated in the lesson.

Task 1. Work in pairs. Discuss and write each word or phrase under the correct picture. Which skin condition is the most common among teenagers?

2. serious (a): [explanation]

3. take care of (phr v): [symnonym]

* Teacher asks Ssto work in pairs to look at some pictures in Ex 1 on page 23 to write each word or phrase under the correct picture and discuss with their partners “Which skin condition is the most common among **teenagers”.Sswork in pairs.

* Organization of implementation:

Task 2:T –Ss : Ss-Ss

* Answer keys: 1. chapped skin 2. acne 3. sunburn

* Content: Read the passage and match the beginnings in A with the endings in B.

* Content:Discusss “ Which skin condition is the most common among teenagers?”

* Aim: To provide students with some lexical items before reading the text again.

* Concept check: Rub out and Remember.

* Products: Ssdiscuss and give the answers exactly.

* Products: Students say aloud the correct answers .

* Teacher has Ss read the text in detail to do

* Teacher asks Ss: reading each question, locating where the information appears in the text, reading that part carefully and circling the correct answer.

A B

* Organization of implementation:

-Acne is a skin condition, -Here are some tips for taking care of skin with acne

*** Teacher calls some groups to check.

* Answer key: 1. A 2. C 3. B 4. B 5. A * POST –READING (5’) Task 4:

* Aims: To check students’ reading comprehension

*** Teacher tells Ss to compare their answers in pairs before calling some of them to ****check.Teacher confirms the correct answer and explains if necessary.

* Content: Read the passage again and choose the correct answer A, B, or C. (Ex 3, p. 23)

* Retelling

Task 3: Read the passage again and choose the correct answer A, B, or C. (Ex 3, p. 23)

** Ss do the task independently.

the part of the text where they find the information. They all appear right in the first paragraph. --Read that part and do the **matching.Ssdothe task independently

-Read the beginnings in A. They all start with ‘acne’ plus the verbs (is, affects, -Locatecauses).

Teacher’s and Ss’activities Content

the exercise and asks them how to do this kind of exercise.

* Products: A student retells the text fluently.

* Aims: To help students further develop their reading skill for specific information (scanning).

3. Acne affects c. a serious disease

1. Acne i a. young people the most

2. Acne causes b. a skin condition

Teacher’s and Ss’activities Content

*** Teachers has Sscompare their answers in pairs and call some Ss to give their ideas.

* Content: Retelling the text.

** Ss work in groups.

* Answer key: 1. b 2. d 3. a 4. c Task 3:

* Products: Ss give the correct answers.

T-Ss, Ss –Ss

* Teacher asks Ssto work in groups and take turn to say 1 sentence which they can remember from the passage they have read about “acne”.

**** Teacher corrects if necessary

DẠYKÈMQUYNHƠNOFFICIAL

* Organization of implementation :

4. Acne is not d. small, red spots

Task 3: T-Ss, Ss –Ss

**** Teacher checks and confirms the correct answers.

* Organization of implementation:

* Teacher has Ss work in groups and asks them to take turns to give tips for each health **problem.Sswork in groups to do the task. Teacher goes around, listens and gives help if necessary.***Teacher calls on some groups to share their answers with the class.

**** Teacher comments.

3. Get enough sleep, 7 -8 hours a day. Don't go to bed too late.

* Teacher asks Ssto work in pairs and tells them to focus on the tips for acne in the text to talk about which tip they can easily

* Aims: To provide Ssan opportunity to practise giving tips for health problems.

4. Keep warm and stay in bed. Drink plenty of water and eat light food.

* Organization of implementation: Teacher’s and Ss’activities Content

Teacher’s and Ss’activities Content Task 4: T-Ss, Ss –Ss

* Aim:- To help students improve next time.

*Content: Read about the health problems below. Discuss and make notes of some tips you can give each person.

Task 5: T-Ss, Ss-Ss

* Products: Some groups share their answers with the class.

Task 5:Read about the health problems below. Discuss and make notes of some tips you can give each person. Then share your ideas with the class.

* Content: Read the passage again. Pick the tips which you can easily follow.

* Products: Ss share their answers with the class.

*** Teacher calls on some Ss to share their answers with the class. If there is a tip they cannot follow, ask them to explain why not.

* WHILE -SPEAKING(6’)

* Aims: To help Ss talk about how they apply the tips in the reading to themselves.

1. Use some lip balm. Use coconut oil or body lotion.

**follow.Sswork in pairs. Teacher goes around and listens and gives help if necessary.

* Content: Give commentsandvote the best tips about the health problems.

**** Teacher listens and gives comment.

* Suggested answers:

* I can easily follow some tips: -Go to bed early. -Eat more fruit and vegetables. -Wash my face with special soap for acne. -Go to bed early and get enough sleep. -Eat more fruit and vegetables, and less fast food. -Wash my face with special soap for acne, but no more than twice a day.

* PRE-SPEAKING (5’)

* Products: Students comment and give opinions clearly.

II. TaskSpeaking4:Read the passage again. Pick the tips which you can easily follow. Share your ideas with your partner.

DẠYKÈMQUYNHƠNOFFICIAL

5. Avoid washing your hair every day. Take vitamins.

* POST –SPEAKING (3’)

2. Eat less fast food, meat, and ice cream. Eat more fruit and vegetable.

* Organization of implementation:

* Content: Summarize the lesson’s content briefly.

* Organization of implementation:

* Products: Students’ textbook and workbook.

Ss’ comments.

T-Ss, Ss -Ss

* Homework (2’)

*-Evaluation:

* Aims: To consolidate what students have learnt in the lesson.

-Teacher asks students to prepare the new lesson -Do exercises in the workbook. -Prepare for the next lesson: Unit 2-Skills 2.

* Organization of implementation:

Teacher’s and Ss’ activities Content

* Consolidation (3’)

…………………………………………………………………………………………………………………………………………………………………………………

Have students give comments on their friends and vote for the most interesting and informative presentation.

* Content: Review the lesson and prepare for the next lesson.

* Aim: To revise the knowledge that students have gained in this lesson.

* Products: Some students say aloud what theyhave learnt in the lesson.

-Some new words -Some tips for taking care of skin with acne and the common health problems.

-Teacher gives feedback and comments.

DẠYKÈMQUYNHƠNOFFICIAL

-Teacher asks students to talk about what they have learnt in the lesson.

+ What do we do to have “healthy habits”? + Can you name some “healthy habits?”

Week : UNIT 2: HEALTHY LIVING

Date of teaching : …/… / 2022

‡ Lead –in:

* Suggest answer: -Eating and drinking healthy -Be active and exercise every day. -Get enough sleep, 7 -8 hours a day. -Drink enough water, + Eat less fast food, meat, …. + Eatmore fruit and vegetable. + Don't go to bed too late. +………………

1. Teacher: -Grade 7textbook,Planning ( Unit 2 –Looking back) -Smart TV/Pictures, sets of word cards -sachmem.vn

* Aim:To activate students’ prior knowledge and vocabulary related to the lesson . To introduce the new lesson.

DẠYKÈMQUYNHƠNOFFICIAL

* Warm–up (5’)

* Warm upT-Ss

*** Teacher calls some students to give their ****answers.Teacher listens and give comments.

IV. PROCEDURES : (STAGES)

+ What does this word mean?

2. Core competence

*Content:Products:* Organization of implementation: Teacher’s and Ss’activities Content

II. MATERIALS

2. Students: Text books, notebooks, posters, ….

-Develop communication skills

Date of planning : …/… / 2022

*

1. Knowledge

* Teacher writes on the board the word “Healthy habits” and asks Ss some questions: ** Ss think of these questions and discuss with their partners if needed.

Period : Lesson 6: Skills 2

+ Listening

3. Personal qualities Be benevolent and responsible

-use the lexical items related to the topic Healthy living -listen for specific information about some advice about healthy habits + Writing: write some advice to avoid viruses.

Teacher introduces students the content of the lesson: “In the lesson today, we are going

I. OBJECTIVES:

By the end of this lesson, students will be able to:

3. Method: Ask and answer ; group works; individual ……

-Be collaborative and supportive in pair work and team work -Actively join in class activities

* Warm up: CHATTING:

* Content: Discuss and tick the habits you think are good for your health.

* Organization of implementation : Teacher’s and Ss’activities Content

* Products: Ssgive the correct answers.

Habits mentioned in the listening text: 1, 3, 4, 6 Audio script –Tracks 12 + 13:

DẠYKÈMQUYNHƠNOFFICIAL

* PRE-LISTENING(5’)Task1:

“Healthy habits help us keep fit and avoid disease. Here is some advice. Eat more fruit and vegetable, especially coloured ones like carrots and tomatoes. They provide a lot of vitamins. Eat meat, eggs, and cheese, but not too much. You may put on weight. Drink enough water, but not soft drinks. Be active and exercise every day. Do outdoor activities like cycling, swimming, or playing sports. They keep you fit. Go to bed early and get about 8 hours of sleep daily, so you will not feel tired. Keep your room tidy and clean. Open windows to let in fresh air and sunshine on fine days.”

* Products: students givethe answers exactly.

4. Be active and exercise every day.

Task 2: T-Ss, Ss -Ss

** Ss work independently to guess then listen to the recording once to check their guess.***Teacher calls on some students to give the answers the have listened.

* Aim: To help Ssbrainstorm the topic and prepare for the listening text

Task 1: T-Ss, Ss -Ss

**** Teacher gives comments and leads Ss to task

**** Teacher plays the recording again and confirms the correct answers for their prediction.

** Ss work with their partner to do the ***task.Teacher calls on some Ss to answer.

* WHILE –LISTENING(10’)Task2:

* Teacher has students guess if these habits are mentioned in the listening text. If they say yes for a habit, put a tick next to the word. Then, teacher plays the recording once for students to check their guesses.

* Teacher asks Ss to work in pairs to discuss if these sentences are good or bad for their health.

* Aims: To help Ss further develop their skill of listening for specific information.

* Content: Listen again and answer the questions with no more than THREE words

to listen to the professor talking about healthy habits

* Suggested answers: Good for health: 2, 3

Task 1: Discuss and tick the habits you think are good for your health.

Task 3:

* Aims: To help Ss develop their skill of listening for specific information.

Task 2: Listen and tick the habits mentioned.

1. Eat a lot of meat and cheese. 2. Drink soft drinks every day. 3. Get ten hours of sleep daily.

* Organization of implementation: Teacher’s and Ss’activities Content

* Products: Ss write the correct answer on the board.

* Answer key:

* Content: Listen and tick the habits mentioned.

* Teacher has Ss read the questions and determinewhat information they need for answering the questions. Remind them answer the questions with no more than THREE words. Then, teacher plays the recording once or twice more for Ss to do the exercise.

2. What do fruit and vegetables provide you

*Suggested answers:

* Organization of implementation:

4. How should you keep your room?

4. tidy and clean

* Products: Ss share their answers as the class .

Task 3: Listen again and answer the questions with no more than THREE words.

- Drink enough water, but not soft drinks. Be active and exercise every day. Do outdoor activities like cycling, swimming, or playing sports. Go to bed early and get about 8 hours of sleep daily. Keep your room tidy and clean.

** Ss work in groups. Teacher moves around and offers help if needed.

* Aim: To help Ss prepare ideas to write a passage.

3.with?How many hours do you need to sleep a day?

1. What do healthy habits help you avoid?

* Teacher tells Ss to work in groups to discuss and make notes of the tips and write in full sentences.

Task 5:

3. 8 / eight hours

Content

* Products: Students’ ideas in their notebooks.

* Content:Discuss and brainstorm ideas.

* Organization of implementation: Teacher’s and Ss’activities Content

Don’t eat too much meat and cheese.

*** Teacher invites some Ss to share their ****answers.Teacher confirms the correct answers.

-T-Ss, Ss-Ss

* Content: Discuss and make notes of the tips from the listening. Then share them with the class.

* Aims: To help Ss make simple notes of what they have listened to.

*PRE –WRITING (7’)

Teacher’s and Ss’activities

* Suggested answers:

Teacher’s and Ss’activities Content -T-Ss, Ss-Ss

2. (lots of) vitamins

* Organization of implementation :

** Ss work independently to listen again and determinewhat information they need. After that, Ss can share their answers in pairs.***Teacher calls on some pairs to give ****answers.Teacher confirms the correct ones and plays the recording again if needed, stopping at the places where students are having difficulties.

Task 4: Discuss and make notes of the tips from the listening. Then share them with the classe.g.

DẠYKÈMQUYNHƠNOFFICIAL

1. disease

Task 6: Write a passage of about 70 words to give advice on howto avoid viruses.

* Aim: To help Ss practisewriting a passage to give advice on how to avoid viruses.

* Content: Ss’writing about some advice to avoid viruses.

* Content: Write a passage of about 70 words to give advice on how to avoid viruses.

** Sswork independently to do the task and try to add more tips if they can.

* POST -WRITING(3’)

* Aim: To peer check, cross check and final check students’ writing.

**** Teacher listens and confirms.

-T-Ss, Ss-Ss

DẠYKÈMQUYNHƠNOFFICIAL

-Teacher goes around and help if necessary.

* Teacher writes on the board “Covid-19” and asks Ss to give ideas on what they have known about it and asks them to look at the pictures and explains if needed

-T-Ss, Ss-Ss

*** Teacher calls on some Ss to raise their ideas.

* Products: Some Ss showtheir writing in front of the class.

* WRITE A PASSAGE OF ABOUT 70 WORDS TO GIVE ADVICE ON HOW TO AVOID VIRUSES

Teacher’s and Ss’activities Content

Suggested answers: happened in 2019, it caused by virus, many people died of it, …

* Organization of implementation:

* Teacher tells Ss that they are going to write a passage to give advice on how to avoid viruses

Task 5: Discuss and brainstorm ideas.

* Organization of implementation:

** Ss think of it and can discuss with their partners.

Suggested answers: We can do a lot of things to avoid viruses. First, always keep your surroundings clean. Sweep your house, clean your furniture, and change your pillow covers and bedsheets often. Remember to take a bath daily. Wash your hands with soap regularly. Drink a

-T-Ss, Ss-Ss

Teacher’s and Ss’ activities Content

WHILE –WRITING ( 7’) Task 6

*** Teacher asks Ssto share their writing with their partners. Then, call on some Ss to show their writing in front of the class.

* Products: Students’ writing in their noteboooks.

**** Teacher checks ideas, grammar, vocabulary and gives comments.

-Teacher asks students to talk about what they have learnt in the lesson.

-listen for specific information about some advice about healthy habits -write some advice to avoid viruses.

* Organization of implementation: Teacher’s and Ss’ activities Content

DẠYKÈMQUYNHƠNOFFICIAL

lot of water and eat more fruit and vegetable. Exercise three times a day for at least 15 minutes each time. When you go out, wear a mask and avoid crowds.

* Organization of implementation:

* Aim: To review the knowledge that students have gainedin this lesson. -To allow students finalize their versions after being checked by friends and teacher.

* Consolidation (2’)

* Aim: To consolidate what students have learnt in the lesson.

*-Evaluation: …………………………………………………………………………………………….………………………………………………………………………………………………………

* Products: Students say what they have just learnt in the lesson.

* Content: Review the lesson and prepare for the next lessonand do exersie in the workbook.

- Teacher asks students to write down the email in their books. -Teacher asks students to prepare the new lesson.

* Products: Students’ textbook and workbook.

- Rewrite the passage on the notebook. -Prepare “ Looking back and project”

* Homework (2)

* Content: Summarize some main content in the lesson.

3. Personal qualities

* Products: Some students retell themain content in the unit.

Date of teaching : …/… / 2022

*Content: Retell the main content in the unit.

DẠYKÈMQUYNHƠNOFFICIAL

-Some words related to the topic Healthy living

II. MATERIALS

* Grammar: Know how to recognize and write simple sentences

* Warm-up (5’)

* Vocab: Revise some words of unit 2.

* VOCABULARY ( 10’)

* Game:BRAINSTORMING Healthy living

2. Core competence

Talk about Healthy living

Task 1

Date of planning : …/… / 2022

IV. PROCEDURES : (STAGES)

1. Teacher: -Grade 7textbook, Planning ( Unit2 –Looking back and project) -Smart TV/Pictures, sets of word cards -sachmem.vn

Period : Lesson 7: Looking back and project

-To enhance students’ skills of cooperating with team mates.

Know how to recognize and write simple sentences

-Be collaborative and supportive in pair work and team work -Actively join in class activities

-Be benevolent and responsible -Develop self-study skills

-Develop communication skills and creativity

Week : UNIT 2: HEALTHY LIVING

* Aim:To help students revise the vocabulary items they have learnt in the unit.

* Organization of implementation: Teacher’s and Ss’activities Content

I. OBJECTIVES:

* Warm up

T -Ss

*** Teacher calls some students to retell.

1. Knowledge:

** Ss work in pairs to do the task.

* Aim: To help Ss revise the vocabulary items (verbs) they have learnt in the unit.

2. Students: Text books, notebooks, posters, ….

3. Method: Ask and answer ; group works; individual ……

* Teacher asks Ss to think of what they have learnt already in Unit 2.

**** Teacher confirms and leads them to do all the exercises in books.

By the end of the lesson, students will be able to: -review the vocabulary and grammar of Unit 2; -apply what they have learnt (vocabulary and grammar) into practice through a project.

Task 3: T-Ss, Ss -Ss

* Content: Complete the sentences with the verbs in the box.

*** Teacher calls some Ss to check their ****answer.Teacher confirms the correct answer.

* Organization of Teacher’simplementationandSs’activities

T –Ss :

*** Teacher asks for Ss’ answers.

* Answer key: 1. keep 2. affects 3. avoid 4. are 5. exercise Task 2:

Content

*** Teacher asks for Ss’ answers.

Content

* Organization of implementation: Teacher’s and Ss’activities

* Aims: To help Ssrevise the vocabulary items (adjectives) they have learnt in the unit.

T –Ss ; Ss -Ss

** Ss do this activity individually, then compare their answers with their partners.

*GRAMMAR ( 10’) Task 3.

* Aims: To help Ss revise simple sentences.

* Products: Ss do the exercise individually and swap with their partners.

* Products: Some students write correct answers on the board.

**** Teacher confirms the correct ones

Answer key: 1. active 2. healthy 3. tidy 4. fit 5. dirty

Task 2: Write the words below next to their definitions (Ex 2, p. 26)

Content

* Teacher asks Ss again What is a simple sentence? and tell them to do Ex 3 in the **workbook.Ssdothe exercise individually and swap with their partners.

* Content: Tick the simple sentences.

* Answer key: Simple sentences: 2, 3, 5

* Products:

* Content: Write the words below next to their definitions

Task 1: Complete the sentences with the verbs below.

* Organization of Teacher’simplementation:andSs’activities

**** Teacher confirms the correct ones.

DẠYKÈMQUYNHƠNOFFICIAL

Task 3:Tick the simple sentences

* Teacher has Sswork individually read the verbs in the box and see if they still remember their meanings.

** Ss do this activity individually, then compare their answers with their partners.

* Teacher has Ss work individually read the adjectives in the box and see if they still remember their meanings.

* Aims: To help Ss revise simple sentences.

* Ask Ssto read the instructions again (T has already assigned the project since the first lesson of the Unit and check their progress after each lesson). Let students have some time to check their posters for the final time and make any adjustments if neccessary.

* Products: Students’ posters

* Products: Students write the sentences on the board.

3. The Japanese work hard and exercise

1. Discuss and find a bad habit and some tips to change it.

3. Present your poster to the class.

* Content: Change the following sentences into simple ones.

* Some groups’ posters BUILD HEALTHY HABITS

Eg: A bad habit: Eating unhealthy food -Eat healthy food. -Drink more water. -Avoid drinking soft drinks -Eat less fast food.

Task 4: Change the following sentences into simple ones.

Task 4:T-Ss, Ss-Ss

* Answer key:

DẠYKÈMQUYNHƠNOFFICIAL

Content

Task 4:

* Content: Summarize thelesson’s content.

* Products: A student says what she/ he has just learnt in the lesson.

* Teacher asks Ss to write a simple sentence by identifying the main parts of the new **sentence.Sswork individually to do the task.

* Organization of Teacher’simplementation:andSs’activities

Task 5: Posters exhibition:

+ Give some tips to change that habit.

* Aim: To consolidate what students have learnt in the lesson.

* Content: Posters exhibition

Content

Teacher asks students to talk about what revise vocabulary in unit 2

* Organization of Teacher’simplementation:andSs’activities

2. Your room looks dark and untidy.

* PROJECT(5’)

* Consolidation (2’)

1. Both you and your brother are active.

Project: T-Ss, Ss–Ss (group work)

4.regularly.Mymother eats a lot of fruit and vegetable.

*** Teacher calls 1 -2 Ss to write on the ****board.Teacher checks and confirms their answer.

** T has groups show their posters and present the hobbies to the class. Remember to have the “show and tell” session and vote for the best poster.

* Aims: To help Ssidentify a bad habit for healthy living in their school and offer some tips to change that habit..

*** Students vote for the best poster.

Content

**** Teacher gives feedback.

2. Find or draw a picture to illustrate your idea.

* Organization of Teacher’simplementation:andSs’activities

* Organization of implementation: Teacher’s and Ss’ activities Content

*-Evaluation:

Complete the project -Prepare for the next lesson: Unit 3 –Lesson 1. Getting started.

* Products: Students’ textbook and workbook

* Aim: To revise the knowledge that students have gained in Unit2 and To prepare for the next lesson

-Teacher asks students to complete the project and prepare the new lesson.

-revise Know how to recognize and write simple sentences

* Homework (2’)

they have learnt in the lesson.

* Content: Review the lesson and prepare for the next lessonand do exersie in the workbbook

Teacher asks students to reviseold lesson and to do exercise in workbook.

…………………………………………………………………………………………….

DẠYKÈMQUYNHƠNOFFICIAL

-What can you infer from this picture?

3. Method: Ask and answer ; group works; individual ……

* Products: Ssunderstand and say activities about “ Community service”

**** Teacher accepts all students’ questions and explains the term “Community service”

* Warm up: T –SS

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

Date of teaching : …/… / 2022

UNIT 3: COMMUNITY SERVICE

-An overview about the topic “Community service” -lexical items related to community activities

2. Core competence

* Picture describing

* Aim: To revise old lesson and to introduce the new lesson.

* Organization of Teacher’simplementation:andSs’activities Content

1. Teacher: -Grade 7textbook,Planning ( Unit 3-Getting started ) -Smart TV/Pictures, sets of word cards -sachmem.vn

II. MATERIALS

III. PROCEDURES : (STAGES)

I. OBJECTIVES:

3. Personal qualities

DẠYKÈMQUYNHƠNOFFICIAL

* Warm-up (5’)

-Actively join in class activities

‡ Community service (The work that people do to help others without paying)

-Raise students’ awareness of the need to keep their neighbourhood green

‡ Lead in:

2. Students: Text books, notebooks, posters, ….

Lesson 1: Getting started –Sounds like great work!

* Teacher shows the picture and asks students

1. Knowledge

**questions:Students raise hands to answer the questions.

* Teacher draws students’ attention to the picture in the textbook and asks them about “community

Date of planning : …/… / 2022

-Be collaborative and supportive in pair work and teamwork

-Develop self-study skills

* Content: Picture describing

-Develop communication skills and enhance awareness of preserving the culture

-T introduces the topic of the lesson. Today we aregoing to learn about “Community service”

*** Teacher and students discuss the questions.

e.g. What can you see in the pictures? Where do you think the boys and the girls are? What do you think they are doing?

+ In picture 2: I can see a girl and some small children. They are in a classroom. The girl is teaching the small children.

-Set-T-Ssthe

+ In picture 1: I can see a boy with a box. He is arranging books and toys (and may be clothes).

+ In picture 3: I can see two girls and a boy. They are in the garden.They are gardening.

Have Ss look at the conversation and the picture, and answer some questions,

** Students raise hands to answer the questions.

* Organization of Teacher’simplementation:andSs’activities

* Content: Listen and read the conversation.

* Organization of Teacher’simplementation:andSs’activities

* Aims: To set the context for the introductory conversation;

+ pick up litter + help homeless people + clean the street + donate clothes , books, money,… + plant trees, vegetables,..

* Products: Students read and understand the meaning of the conversation Students know how to role play

-Teacher use different techniques to teach vocab (pictures, situation, realia)

PRACTICE(20’)Task1

* Pre teach vocabulary

* Content: learn some vocabularies relatedtothetopic.

* PRESENTATION (5’)

-community activity (n.phr.): hoạt động cộng

-To introduce the topic of the unit.

* Vocabulary

Content

DẠYKÈMQUYNHƠNOFFICIAL

* Aim: -To provide students with vocabulary.

(v): quyên góp, ủng hộ

* Checking vocab: < what and where>

Content

-Follow the seven steps of teaching vacab. -Repeat in chorus and individually

-Copy all the words

-donateđồng

-homeless (adj): vô gia cư

Pre teach vocabulary

* Checking vocab: < what and where>

activities”.

-To help students well-prepared for the listening and reading tasks.

* Products: Students read and understand the meaning of vocab.

context:

-nursing home (n.phr.): viện dưỡng lão

-Encourage Ss to answer, but do not confirm whether their answers are right.

-Set the context:

* Teacher can play the recording more than **once.Students listen and read.

-To help Ss understand the main idea of the conversation, ask Ss to answer the question:

DẠYKÈMQUYNHƠNOFFICIAL

Content: Read the conversation again and tick the appropriate box.

Task 2: Read the conversation again and tick the appropriate box.

* Products: Students say the phrases aloud and pronounce the words and phrases correctly.

* Aims: -To help students read for specific information about Minh and Tom’s community *activities

****Checkcorrectly. the answers as a class.

* Organization of Teacher’simplementation:andSs’activities

Task 2: T-Ss, Ss-Ss, T-Ss

* Teacher tells students to read the conversation again and work in pairs to find the answers.

* Answer key:

* Aims:- To help students use phrases related to community activities. -To help students further understand the text.

* Organization of Teacher’simplementation:andSs’activities

***Have pairs tick the appropriate boxes. Ask pairs to say the answers aloud: Mirth's club picks up litter; Tom's club donates books, etc. Make sure they pronounce the words / phrases

Teacher asks students to work individually to complete the phrases under the pictures with the given verbs.

*** Teacher can invite some pairs of students to read aloud.

**** Teacher asks students to say the phrases aloud and makes sure they pronounce the words and phrases correctly. Teacher can ask for

* Content: Complete the phrases under the pictures with the verbs below..

Content

Task 3: Complete the phrases under the pictures with the verbs below.

* Products: Ss tick the appropriate boxes. Some pairs say the answers aloud

Task 3:T-Ss, Ss-Ss

Content

-What are Tom and Minh talking about? (They are talking about community activities in their school.)

Task 3

** Students can underline the words and phrases about community activities then work together for one or two minutes to check the words / phrases they have underlined.

**** Teacher check students’ pronunciation and give feedback.

** Students work individually to complete the ***task.Teacher allows students to share answers before discussing as a class.

Task 2 (5’)

* Answer key: 1. pick up 2. help 3. recycle 4. donate 5. clean

Task 1. Listen and read

Content

-OneService.student from team A shouts out a word or phrase related to the topic. Then one student from team B makes a sentence with that word or phrase. Then switch roles.

Task 5: Vocabulary Ping-pong game.

*** Teacher can go around to help weaker ****students.Teacher stops the game when time is up. The team that makes the most correct sentences wins.

Team B : We donate books to poor children. Bottles

* Organization of Teacher’simplementation:andSs’activities

DẠYKÈMQUYNHƠNOFFICIAL

Task 5:

* Content: Vocabulary Ping-pong game.

**** Teacher can ask students to read aloud the full sentences and correcttheir pronunciation if needed.

* Example:

* Organization of Teacher’simplementation:andSs’activities

* Products: Students read aloud the full sentences.

* Aims: -To help students review and reuse the learnt vocabulary.

-To create a fun atmosphere in the class.

* Teacher asks students to work independently to complete each sentence with a word or phrase from the box.

Task 5:T-Ss, Ss-Ss

Team A: Litter

3. old people

PRODUCTION (5’)

* Products: Play gamein groups .The team that makes the most correct sentences wins.

Team B: We often pick up litter in the park. Trees. Team A: We plan trees in our school every year. Book.

4. taught

** Students fill in the blanks with the most suitable words / phrases.

translation to check their understanding.

* Teacher instructs students to play the Vocabulary Ping-Pong game: -Ask Ss to think of the topic Community

* Content: Complete the sentences with the correct words or phrases below.

5. planted

Task 4: Complete the sentences with the correct words or phrases below.

Task 4

-The team that cannot give a phrase or make a correct sentence loses and the other teamgets a **point.Students play the game.

* Aims: To help students use the vocabulary related to community activities in the right contexts.

2. litter

*** Teacher allows students to share answers before discussing as a class.

* Answer key:

Task4:T-Ss, Ss-Ss

1. homeless children

-

Content

Date of teaching : …/… / 2022 Week: UNIT 3: COMMUNITY SERVICE

* Organization of implementation:

* Products:

* CONSOLIDATION(3’)

* HOMEWORK(2’)

Content

-T reminds Ss to do homework and prepare the new lesson. -Learn by heart all the new words. -Read the dialogue again. Prepare lesson 2 ( A closer look 1).

* Products: Students’ textbook and workbook

*-Evaluation:

* Content: Review the lesson and prepare for the next lesson( A closer look 1)

-Teacher asks students to talk about what they have learnt in the lesson. Ss work indepently

* Aim: To consolidate what students have learnt in the lesson.

…………………………………………………………………………………………………………………………………………………………………………………

* Organization of Teacher’simplementationandSs’activities

Date of planning : …/… / 2022

DẠYKÈMQUYNHƠNOFFICIAL

* Content: Vocabulay related to community activities.

-Some new words -Read and understand content of the conversation

Teacher’s and Ss’ activities Content

* Aim: To review the lesson and prepare for the next lesson.

3. Personal qualities

Period : Lesson 2: A closer look 1

books bottles cans homelesschildren

-Develop self-study skills

2. Core competence

I. OBJECTIVES:

* Products: Read and understand the meaning of vocab.

* Products: The group with the most correct answers wins.

3. Method: Ask and answer ; group works; individual ……

By the end of this lesson, students will be able to gain:

* Pre teach vocabulary

* Warm-up (5’)

**** Teacher confirms the answers and gives feedback.

1. -Vocabulary:Knowledge: Use words related to community activities.

1. Teacher: -Grade 7 textbook,Planning ( Unit 3, A closer look 1) -Smart TV/Pictures, sets of word cards

2. Students: Text books, notebooks, posters, ….

-Pronunciation: Correctly pronounce the sounds: /t/, /d/, /ɪd/ in isolation and in context

II. MATERIALS

-T –Ss, Ss -Ss

-sachmem.vn

III. PROCEDURES : (STAGES)

-Lead in : Today we are going to learn some words related to community activities.

DẠYKÈMQUYNHƠNOFFICIAL

-Raise students’ awareness of the need to keep their neighbourhood green.

* Aim:To recall students’ vocabulary on community activities

* Organization of implementation: Teacher’s and Ss’activities Content

** Each group will have a list of verbs and nouns. Students match the verbs they have with the correct nouns.

-Develop communication skills and creativity

*** Teacher and students discuss the answers. The group with the most correct answers wins.

trees vegetables childrensmall peopleold

* PRESENTATION (7’)

-Be collaborative and supportive in pair work and teamwork

* Content:

* Teacher has students play in two groups and explains the game rules.

-Actively join in class activities

* Content: Match the verbs with the correct nouns.

MATCHING GAME: Set of word cards:

* Aim: To introduce the new words.

recycle help plant

* Organization of implementation:

* VOCABULARY:

Content: Match the verbs in A with words / phrases in B

* Pre teach vocabulary

Teacher’s and Ss’activities Content

**** Teacher confirms the answers and gives feedback, if necessary.

DẠYKÈMQUYNHƠNOFFICIAL

* Organization of implementation: Teacher’s and Ss’activities Content

Task 1:MATCH A VERB IN A WITH A WORD OR PHRASE IN B. (Ex 1, p. 30)

* Aims: To allow students to use the learnt words / phrases in contexts.

1. exchange (v): trao đổi

-T –Ss,

** Students work in pairs to match the verbs in A with words / phrases in B.

2. pick up (phr. v): nhặt lên

Task 2: T-Ss, Ss -Ss

Task 1: T-Ss

* Answer key: 1. e 2. a 3. d 4. c 5. b Task2

* Answer key: 1. litter 2. used paper for notebooks 3. water 4. donate 5. tutor

* Teacher has read aloud the verbs in A and words / phrases in B.

* Checking vocab: < Matching>

* Teacher introduces the vocabulary.

* Organization of implementation:

** Teacher introduces the vocabulary by: providing the pictures providing the definition of the words *** Teacher asks students to repeat.

* Products: Students read out their answers .

* Teacher asks students to work individually to complete each of the sentences with a suitable word / phrase from the box. All of these words / phrases have been learnt in. ** Students do the task individually.

* Content: Complete each of the sentences with a suitable word / phrase from the box

Task 2: COMPLETE EACH OF THE SENTENCES WITH A SUITABLE WORD OR PHRASE FROM THE BOX.

* Aims: To introduce some verbs and verb phrases that are often used to describe community *activities.

*** Teacher rubs out and checks - Ss concept checking

*** Teacher asks them to share their answers in pairs before checking the answers as a ****class.Teacher invites students to take turns to read out their answers and corrects their pronunciation if needed.

Teacher’s and Ss’activities Content

*** Teacher allows students to swap their textbooks to peer check first.

* Products: Ss swap their answerto peer check firstand say the correct answers .

* PRACTICE (15’)

3. tutor (v): dạy kèm

Task 1

1. She’s reading books to the elderly.

Task 4:T-Ss, Ss-Ss

5. She’s planting trees in the park.

3. They’re exchanging used paper for notebooks.

PRONUNCIATION (10’)

* Content: Listen and repeat. Pay attention to the sounds /t/, /d/ and /ɪd/

* Organization of implementation: Teacher’s and Ss’activities Content

* Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss

Task 4:

* Content: Use the phrases from the box to write full sentences under the correct picture.

*** Teacher asks students to work in pairs to swap their answers and peer check.

* Products: Read and know how to pronounce t/, /d/ and /ɪd/

* Organization of implementation:

4. They’re donating clothes to poor children.

* Products: Ss write answers on the board.

*** Teacher plays the recording for them to listen and repeat each word as a class, then as ****individuals.Teachercheck students’ pronunciation if needed.

* Aims: -To help students identify how to pronounce the sounds /t/, /d/ and /ɪd/.

* Aims: To help students practise pronouncing the sounds /t/, /d/ and /ɪd/ in sentences

**** Teacher checks their answers as a class.

* Products: Whole class practise and tick the appropriate sounds.

Answer key:

* Teacher has students listen to the recording once first.

** Students listen to the recordings and read out the words.

PRONUNCIATION:/t/, /d/, and /id/ TASK 4:LISTEN AND REPEAT. PAY ATTENTION TO THE SOUNDS /t/, /d/ AND /ɪd/. (Ex 4, p. 30) /t/ /d/ /ɪd/ helpedpassedcooked volunteeredcleanedwatered provideddonatedcollected

Task 5:

2. They’re giving gifts to old people.

Task 3

+ Teacher shows students tips to pronounce with V-ed

* Aims: To have students practise producing full sentences using the learnt words / phrases.

* Teacher asks students to work individually to write full sentences, using the given **phrases.Students read aloud the six phrases and match with the appropriate pictures.

-To help students practise pronouncing the sounds in words

DẠYKÈMQUYNHƠNOFFICIAL

*Content:Listen to the sentences and pay attention to the underlined parts. Tick the appropriate sounds. Practise the sentences.

Task 3:USE THE PHRASES FROM THE BOX TO WRITE FULL SENTENCES UNDER THE CORRECT PICTURE. (Ex 3, p. 30)

*HOMEWORK(2’)

TASK 5:LISTEN TO THE SENTENCES AND PAY ATTENTION TO THE UNDERLINED PARTS. TICK THE APPROPRIATE SOUNDS. PRACTISE THE SENTENCES (Ex 5, p. 31).

** Students play the game.

* Products: Students plays in groups.

* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook

* Suggested key: /t/ /d/ /ɪd/ picked, booked, helped tutored, exchangedwatered, planteddonated,

* Teacher explains the rules: Teacher divides the class into 2 teams and asks them to stand in 2 lines. The first student from each line will be told some words with the /t/, /d/ and /ɪd/ sounds. Team members have to whisper one by one till the last. The last student from each line runs to the board and write down the words in the correct columns. The faster one with correct answers will be the winner.

** Teacher plays the recording for Ss to listen then have them tick the appropriate

**** Teacher plays the recording again and ask students to repeat each sentence after the recording. Teacher confirms the answers.

Teacher’s and Ss’activities Content

* Aim: To test students' quick reaction to the targeted sounds.

* PRODUCTION(5’)

* GAME: BROKEN TELEPHONE

* Answer key:

* Content: *Game: Broken telephone

DẠYKÈMQUYNHƠNOFFICIAL

* Teacher has some students read the sentences first and asks them to pay attention to the underlined parts.

* Organization of implementation:

* Aim: To review the lesson and prepare for the next lesson.

-Teacher asks students to talk about what they have learnt in the lesson

* Content: Vocab about personalities and how to /t/, /d/ and /ɪd/

Task 5 :T-Ss,

**** Teacher gives feedback.

* CONSOLIDATION (3’)

Teacher’s and Ss’ activities Content

* Products:

* Organization of implementation:

*** Teacher helps students in the game.

* Aim: To consolidate what students have learnt in the lesson.

Teacher’s and Ss’ activities Content

***Teachersounds. invites some Ss to share their answers. Confirm the correct ones.

-Vocabulary aboutcommunity activities pronounce the sounds/t/, /d/ and /ɪd/

Week : UNIT 3: COMMUNITY SERVICE

* Products: Students’ textbook and workbook

……………………………………………………………………………………………

* Organization of implementation:

Period : Lesson 3: A closer look 2

DẠYKÈMQUYNHƠNOFFICIAL

-T reminds Ss to do homework and prepare the new lesson.

- Prepare lesson 3 ( A closer look 2)..

*-Evaluation:

Teacher’s and Ss’ activities Content

-Learn by heart all the new words. -What can you do to make your neighborhood to be a greener place? Write at least 3 activities.

Date of planning : …/… / 2022

Date of teaching : …/… / 2022

* Aim:To activate students’ prior knowledge related to the targeted grammar: the past simple.

* Grammar: -Understand the use of the past simple tense -Practice using the past simple to talk about past activities

‡ Lead in

* PRESENTATION(7’)

2. Core competence:

2. Students: Text books, notebooks, posters, ….

IV. PROCEDURES : (STAGES)

3. Personal qualities

* Warm-up (5’)

* Content: * Grammar:

** Students answer the questions, using the past

-Raise students’ awareness of the need to keep their neighbourhood green.

* Warm up -T -Ss

3. Method: Ask and answer ; group works; individual ……

**** Teacher corrects students answers if needed and confirms the use of the past simple (to talk about completed actions in the past).

DẠYKÈMQUYNHƠNOFFICIAL

***simple.Teacher and students discuss the answers.

-Actively join in class activities

-Develop communication skills and creativity

Teacher says: “This lesson today we are going to revise the past simple”

I. OBJECTIVES:

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

* Organization of implementation: Teacher’s and Ss’activities Content

* Warm-up : Chatting

* Aim: To review students’ knowledge of the past simple tense.

* Teacher asks students some questions:

-Develop self-study skills

”

1. Teacher: -Grade 7textbook,Planning (Unit 3, A closer look 2) -Smart TV/Pictures, sets of word cards -sachmem.vn

* Content: Chatting( Ask Ss some questions)

II. MATERIALS

* Students’ answer.

* Vocab: Some words related community activities.

1. Knowledge:

-Be collaborative and supportive in pair work and teamwork

* Products: Students usethe past simpleto answer the questions correctly.

* Products: Understand and how to use the present continuous.

What did you do last weekend? What did you watch yesterday? Who did you meet two days ago?

* Answer key: 1. B 2. C 3. B 4. A 5. C Task 2:

* Content: Complete the sentences with the past simple form of the given verbs.

Teacher’s and Ss’activities Content

* Teacher has students work individually.

* Organization of implementation:

* Organization of implementation :

* Aims: To raise students’ awareness of the past simple tense and past forms of some verbs

* Organization of implementation:

Task 1:T –Ss ,Ss-Ss

** Students work individually to to complete the sentences with the past simple form of the given verbs.

** Students work individually to complete the ***sentences.Teacherlets students work in pairs and Task 2: Complete the sentences with the past simple form of the given verbs.

Teacher’s and Ss’activities Content

* Products: Ss exchange the answers and then write the correct answers on the board.

* Products: Ss read aloud full sentences with the correct answers

∑

DẠYKÈMQUYNHƠNOFFICIAL

Teacher’s and Ss’activities Content

Task 1: Circle the correct answer A, B, or C to complete each sentence.

: A closer look 2

T --Ss

Task 2: T-Ss, Ss -Ss

Positive S + V-ed / V ( cột 2)

UNIT Lesson3:3

Questions and short answers

* Aims: To review students’ knowledge of the past simple tense.

* Grammar: Review the past simple.

∑

* Teacher asks students to study the Grammar -Teacherbox. draws students’ attention to the meaning and use of the past simple.

**** Teacher confirms the answers and gives feedback.

* PRACTICE(20’)Task1

* Content: Circle the correct answer A, B, or C to complete each sentence.

Did + S + V ? Yes, S + did. No, S + didn’t.

* Answer key: 1. took 2. Did … join

* **Teacher then asks some more able students to give some more examples.

*** Teacher lets students work in pairs and exchange the answers before checking with the whole class (explain each sentence if ****necessary).Teacher confirms the answers and gives feedback.

Negative S + did not / didn’t + V

** Teacher asks SS to remind the form of the past simple.

* Answer key: 1. cook 2. Did … plant 3. are picking up 4. recycled 5. read

* Teacher has students work independently.

** Students work individually to complete the ***task.Teacher then has them work in pairs, comparing their sentences. Teacher can go around to help students.

DẠYKÈMQUYNHƠNOFFICIAL

* Organization of implementation: Teacher’s and Ss’activities Content

* T-Ss, Ss-Ss

**** Teacher confirms the answers and gives feedback.

4. Last spring, we helped the elderly in a nursing 5.home.We helped people in flooded areas last year.

3. helped 4. sent 5. volunteered Task 3

* Teacher asks the whole class to read aloud the verbs in the box then has students work individually to complete the sentences with the correct forms of the verbs from the box.

Task 3: Complete the sentences with the correct forms of the verbs from the box.

* Answer key: 1. Last year, our club donated books to children in rural areas.

* Products: Some pairsask and answer in front of the class.

* T-Ss, Ss-Ss

* Aims: -To enable students to ask and answer questions related to past activities.

* Products: Ss write the correct answers on the board.

** Teacher asks students to do the exercise

***individually.Teacher lets students work in pairs and exchange the answers before checking with the whole class (explain each sentence if ****necessary).Teacher confirms the answers and gives feedback. .

* Content: Write complete sentences from the prompts.

* Aims: To help students distinguish between the present simple, present continuous and past simple in specific contexts.

* Content: Complete the sentences with the correct forms of the verbs from the box.

* Products: Students write full sentences on the board.

* Organization of implementation:

2. Children sent thank-you cards to us a week 3.ago.Itaught two children in grade 2 last summer.

exchange the answers before checking with the whole class (explain each sentence if ****necessary).Teacher confirms the answers and gives feedback.

* Content: Practise asking and answering questions based on the fact sheet.

* PRODUCTION(5’)

-To help students be aware of some community activities that students in other countries do.

Task 4: Write complete sentences from the prompts.

Task 4* Aims: To help students write full sentences using the correct forms of the verbs.

* HOMEWORK (2’)

Tom: I’m from the Red Cross. I worked on the Help Lonely People project in 2016.

* Aim: To consolidate what students have learnt in the lesson.

* Content: Summarize the main content in the lesson.

Content: Review the lesson and prepare for the next lessonand do exersie in the workbbook

*-Evaluation:

Teacher’s and Ss’activities Content

** Students use the past simple when they ask and answer questions about the past ***activities.Teacher invites some pairs to make short conversations as an example.

Lan: What did you do?

* Organization of implementation: Teacher’s and Ss’ activities Content

Tom: We helped 200 lonely people…

* Organization of implementation: Teacher’s and Ss’ activities Content

DẠYKÈMQUYNHƠNOFFICIAL

-T reminds Ss to do homework and prepare the new lesson.

Taskk 5: Work in groups. Tom is from the Red Cross. Look at the fact sheet and ask Tom about his projects in 2016 and 2020.

-Grammar: revise the past simple.

T-Ss, Ss –Ss

* Example:

* CONSOLIDATION(3’)

**** Teacher corrects any grammar and pronunciation mistakes if necessary.

* Products: Ss say what students have learnt in the lesson.

* Aim: To revise the knowledge that students have gained in this lesson and prepare the new *lesson

-Do exercises in the workbook. Prepare lesson 4 ( communication)

* Products: Students’ textbook and workbook

…………………………………………………………………………………………….………………………………………………………………………………………………………

Teacher asks students to talk about what they have learnt in the lesson.

* Teacher introduces the Red Cross projects and activities in 2016 and 2020 and has students work in pairs for 5 minutes to practise asking and answering questions based on the fact sheet.

B: I bought a hat.

* Aim:To review students’ knowledge of the past simple tense.

* Teacher divides the class into 4 groups. Students take turns to use the past simple in a sentence. The first letter of the verbs must follow the sequence of the alphabet.

A: He asked me my name.

III. PROCEDURES : (STAGES)

DẠYKÈMQUYNHƠNOFFICIAL

-Develop communication skills and creativity

** Students work in groups to play the game. If a student from a group can’t think of one verb, he/she is out of the game. The next student from other groups continues with the next letter.

C: I came here last month.

1. -VocabularyKnowledge: : vocabulary on community activities. -Grammar: structures to give compliments.

Week : UNIT 3: COMMUNITY SERVICE

Date of planning : …/… / 2022

-Develop self-study skills -Raise students’ awareness of the need to keep their neighbourhood green

1. Teacher: -Grade 7textbook,Planning (Unit 3-communication) -Smart TV/Pictures, sets of word cards -sachmem.vn

* Products: Students make sentneces exactly.( Grouphas the most correct answers is win)

I. OBJECTIVES:

Date of teaching : …/… / 2022

By the end of this lesson, Ss will be able to: -know how to give compliments -discuss and present the benefits of community activities

Period : Lesson 4 : Communication

-Be collaborative and supportive in pair work and teamwork

* Warm up

* ALPHABET GAME

2. Core competence:

3. Personal qualities

II. MATERIALS

* Organization of Teacher’simplementation:andSs’activities Content

3. Method: Ask and answer ; group works; individual ……

* WARM –UP (5’)

2. Students: Text books, notebooks, posters, ….

* Content:ALPHABET GAME ( Using the past simple to make sentneces with the alphabet )

-Actively join in class activities

* Example:

*** Teacher goes around to help weaker ****students.Teacher gives compliments to the group which has the most correct answers.

* EVERYDAY ENGLISH How to give compliments Task 1

‡ Lead in Teacher says: “This lesson today we are going to learn how to give compliments”

* PRACTICE (15’)

Task 2

** Students pay attention to the highlighted ***parts.Teacher emphasizes the use of the ****compliments.Teacher confirms the answers andgives feedback.

* Lookat the conversation in GETTING STARTED and find any phrases or clauses that Minh and Tom use to compliment the other for doing something good deeds.

Task 2:T –Ss : Ss-Ss

* Teacher plays the recording for Ss to listen and read the dialogue between Lan and Mark.

DẠYKÈMQUYNHƠNOFFICIAL

* Aims: To help students practise giving compliments.

* Content: Listen and read the dialogue.

+ That's fantastic.; + Sounds like great work!,

* Content: Work in pairs. Make similar conversations.

** When students have found the clause “Sounds like great work!”, teacher tells them that they can use this to make compliments. Teacher asks students to think about more ways to give compliments.

*2 ways to give compliments: Sounds like great work! -Wonderful!

* Teacher has students work in pairs to make

TASK 1: LISTEN AND READ THE DIALOGUE BETWEEN LAN AND MARK. PAY ATTENTION TO THE HIGHLIGHTED PARTS. (Ex 1, p. 32)

* Organization of Teacher’simplementation:andSs’activities Content

* Aim: To introduce two ways to give compliments.

* Products: Role play and practise.

* Teacher asks students to look at the conversation in GETTING STARTED and check if they find any phrases or clauses that Minh and Tom use to compliment the other for doing something good deeds.

Task 1:T –Ss

* PRESENTATION(7’)

‡ well done/ You arewonderful

*** Teacher and students discuss the ****answers.Teacher confirms the answers

* Organization of implementation: Teacher’s and Ss’activities Content

* Products: Role play and practise in front of the class

Task 2: Work in pairs. Make similar conversations.

DẠYKÈMQUYNHƠNOFFICIAL

Task 4:

* Product: Some pairs role-play, asking and answering questions in front of the class.

* Teacher asks students to work in pairs to ask and answer questions about which activities they want to join and why.

***of.

*Content: Ask and answer which activities in Task 3 you want to join. Give reasons.

Tom: My friends and I cleaned and decorated parts of our neighbourhood.

Task 3

** Students work in pairs to do the task. They can use the example in the Student’s book. They should clarify any other benefits they can think

* Example:

Content

* Organization of Teacher’simplementation:andSs’activities

Teacher invites some pairs to role-play, asking and answering questions in front of the class.

Tom: Wonderful!

* Aims: To help students learn more about some benefits of community activities.

How many projects does Lending Hand offer?

* Answer key: 1. B, E 2. C, D 3. A

* Organization of Teacher’simplementation:andSs’activities

Lan: Because they make the neighbourhood cleaner.

Task 4:T-Ss, Ss –Ss

: What did you do to help your community last summer, Tom?

-To help students practise reading for specific ideas.

Task 3: T-Ss, Ss –Ss

What activities can you do / join in Projects 1, 2 and 3?

* Aims:To help students practise asking and answering questions about which activities they want to join and why; To help students practisce giving reasons.

* Products: Some pairs read out their answers.

Mi: Sounds like great work! I helped lonely elderly people in the area.

.* Teacher has students work in pairs to read the poster and asks them questions like:

* Content: Read the poster about the volunteer activities. Write the project number (1-3) next to its benefits (A-E).

Task 3:Read the poster about the volunteer activities. Write the project number (1-3) next to its benefits Changing(A-E).ourneighbourhood

Lan: I want to join some clean-up activities. Minh: Why do you want to join these activities?

*** Teacher asks some pairs to practice the dialogue so that the whole class can give ****comments.Teacher gives feedback as a class.

** Students work in pairs to write the number of the projects (1 -3) next to the benefits (A -E).

* MiExample:

Task 4: Ask and answer which activities in Task 3 you want to join. Give reasons.

Minh: Which activity do you want to join?

similar dialogues.

** Students work in pairs to make similar dialogues, using the contexts given and the sample compliments.

*** Teacher asks some pairs to to read out their ****answers.Teacher gives feedback and correction (if needed).

* Products: Some group representatives report their group’s answers as class

* PRODUCTION( 5’)

* Teacher lets students work in groups discuss which activity each member of their group chooses and the benefits of each activity.

* Organization of Teacher’simplementation:andSs’activities

* Aims: To consolidate what students have learnt in the lesson.

* Organization of Teacher’simplementation:andSs’activities

* Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1.

* CONSOLIDATION(3’)

* Content: Review the lesson and prepare for the next lessonand do exersie in the workbbook

Content

* Organization of Teacher’simplementation:andSs’activities

Mai wants to donate food to street children because this helps feed them. Lan wants to join clean-up activities because these activities make our neighbourhood cleaner…

-T reminds Ss to do homework and prepare the new lesson.

-Prepare lesson 5 ( skills 1)

** Students can give more than one benefit to any activity or any benefits they can think of in addition to those they find in the Student’s

Task 5

* HOMEWORK(2’)

Content

Task 5: T-Ss, Ss -Ss

Content

* Content: Summarize the content of the lesson

* Products: Students’ textbook and workbook

***book.Teacher invites group representatives to report their group’s answers.

* Example:

-revise the old lesson.

* Products: Say aloud what students have learnt .

-know how to give compliments -the benefits of community activities

DẠYKÈMQUYNHƠNOFFICIAL

Teacher asks students to talk about what they have learnt in the lesson.

* Content: Present your group’s answer to the class.

**** Teacher gives feedback on their reports.

* Aims: -To help students practise asking and answering questions about which activities they choose to join and the benefits of those activities; To help students practise giving reasons; To help students practise reporting.

-Think about some environmental problems in your neighbourhood and the activities you want to do to solve those problems.

**** Teacher corrects any grammar or pronunciation mistakes if necessary.

Task 5: Discuss which activity each member of your group chooses and the benefit(s) of the activity. Present your group’s answer to the class.

DẠYKÈMQUYNHƠNOFFICIAL *-Evaluation: ……………………………………………………………………………………………………..……………………………………………………………………………………………………… Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : UNIT 3: COMMUNITY SERVICE Period : Lesson 5 : Skills 1 I. OBJECTIVES:

-Each team will have to run in a relay to the board to match the correct description with each -Thepicture.teamwith more correct answers will be the winner.

*** Teacher and students discuss the answers. **** Teacher confirms the answers and gives

-Develop presentation skill -Actively join in class activities

3. Method: Ask and answer ; group works; individual ……

II. MATERIALS

2. Students: Text books, notebooks, posters, ….

* Content: Chatting: some questions about going camping.

* Teacher divides the class into 2 teams.

* GAME: WHO IS FASTER? 1. collecting rubbish 2. donating clothes 3. planting tree 4. tutoring homeless children

1. Teacher: -Grade 7textbook,Planning (Unit 3, Skills 1) -Smart TV/Pictures, sets of word cards -sachmem.vn

T-Ss

-Develop communication skills and creativity

DẠYKÈMQUYNHƠNOFFICIAL

-Develop reading skill for specific information about community activities at a school

3. Personal qualities

* Products: Students answer the questions individually.

1. Knowledge:

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

-Develop speaking skill: Talking about the reasons why students join different community activities

-Develop self-study skills

** Students play the game in team mode.

* WARM -UP(5’)

-Raise students’ awareness of the need to keep their neighbourhood green.

2. Core competence:

-Be collaborative and supportive in pair work and teamwork

III. PROCEDURES : (STAGES)

* Aim:-To remind students of some community activities. -To enhance students’ skills of cooperating with team mates.

* Organization of implementation: Teacher’s and Ss’activities Content

* VOCABULARY:

* Organization of implementation: Teacher’s and Ss’activities Content

A: What would you like to do at your school?

Content

DẠYKÈMQUYNHƠNOFFICIAL

* Answer key:

Task 1: Circle the activities you would like to do at your school.

* Products: Read and understand the meaning of words.

* Products: Ss match the highlighted words with their meanings in the box exactly.

-Pre teach vocabulary

* Aims: To improve students’ knowledge of vocabulary related to community activities.

* Products: Read and understand the meaning of words.

* Aim:. To provide students with some lexical items before reading the text.

-Ask Ss to work individually to read the passage and find the highlighted words.

B: I would like to grow vegetablesin the school garden.

* PRESENTATION (10’)

feedback 5. helping old people 6. cleaning the street

Task 2:T –Ss : Ss-Ss

T –Ss :

* Content: Learn some vocab related the topic.

* Organization of Teacher’simplementation:andSs’activities

* PreTask–reading1

*** Students can name some more activities they would like to do at their school if the class is more fluent.

WHILETask-READING(10’)2 : (3’)

* Aim:- To remind students of some community activities; -To help Ss brainstorm some more community activities

* Content: Read the passage and match the highlighted words with their meanings.

* Organization of Teacher’simplementation:andSs’activities

* Content: Learn some vocab related the topic.

* Teacher has the class read out loud the three **activities.Students work in pairs to circle the activities they would like to do at their school.

-Teacher use different techniques to teach vocab -Repeat. in chorus and individually -Copy all the words

Task 2: Read the passage and match the highlighted words with their meanings.

Content

**** Teacher accepts all students’ answers.

-monthly (adj/adv): hằng tháng -proud (adj: hài long, tự hào

-To improve students’ skill of reading for details.

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