GA TA 7 Global - HKI

Week 1
Period 1
INTRODUCTION
INSTRUCTIONS FOR USING TEXTBOOKS, STUDYING MATERIALS
I. OBJECTIVES:
By the end of the lesson students will be able to gain the following things:
1. Knowledge:
- To introduce new Tieng Anh 7 textbooks. Student’s book and Workbook
- Tell students something about Great Britain; England and English. Students learn how to study
English well and know the way to learn English.
*Vocabulary: Use lexical items related to text book, and the way to learn English in class; at
home... some classroom languages.
* Grammar: to be; present simple tense; present continuous…
2. Competence: Students will be able to know how to study English effectively and how to use
new Tieng Anh 7 textbooks and know the methods to study new Tieng Anh 7 textbooks.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities
3.Qualities: To teach Ss the love of English; The awareness about importance of learning
English. Developing self-study skills.
II. TEACHING AIDS:
- Teacher: Grade 7 text book, laptop, projector / TV/ pictures and cards.....
- Students: Text books, studying equipment….
- Computer connected to the Internet.
- Sach mem.vn
III. PROCEDURE:
1. WARM UP & INTRODUCTION ( 3’- 5’)
Aims:
- To create a friendly and atmosphere in the class before the lesson;
- To give T and Ss a chance to introduce themselves;
- To lead into the unit
* Content: Have some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the new class.
* Outcome: Having a chance to speak English and focus on the topic of the lesson
* Organization: Teacher’s instructions
Teacher’s & Student’s activities Content
+ Greeting
+ Chatting Questions:
- Teacher (T) introduces himself/ herself 1.Do you like English?
1
- T may introduce some warm-up activities to 2. Do you think English is important or not?
create a friendly and relaxed atmosphere to
inspire Ss to warm up to the new class…
- Have Ss to introduce themselves.
- T encourages Ss to talk in English as much as
possible
+ Lead to the first unit of the new school year.
- Write the unit title on the board and ask Ss
guest what they are going to learn this unit …
- Ask Ss to open their book and introduce what
they are going to study….
2. NEW LESSON (12’-15’)
ACTIVITY 1+ 2:
Aims:
- To set the context for the introductory;
- To introduce the topic of the unit, the vocabulary, and the grammar points to be learned.
* Content: Some brief notes; Something about England, English. Introduce New Tieng Anh 7
* Outcome: Ss learn something about England, English; Learn how to use New Tieng Anh 7
1. T. asks sts some questions about England.
- What do you know about England?
- T. gives sts something about England and - There are many interesting things of
English. England and you’ll gradually know about
- It located in North-west coast of Europe with them in the progress of learning English.
very mild weather not too hot but not too cold. 2/ Introduction: English is an international
- It consists of four parts: England, Wales, language. Hundreds of million people speak
Scotland and Ireland. English in the world. 400 million people
- It’s official name is the UK speak English as their first language, 600
- Each part has its own flag of UK. million people speak English as their second
2. English: language or first foreign language. 4/5 of the
- How many people speak English as their world’s computers use program in English.
mother tongue? ¾ of all international correspondence is in
- How many people speak English as their first English.
language? 3/ English 6 has 12 Units.
- How many people speak English as their - Each unit has 7 lessons.
second language or first foreign language? - Section 5 : SKILL 1 . READING AND
- Why do you learn English? SPEAKING. Reading
2
- Is it important? Difficult? Useful? Interesting? This section aims to develop students'
=> It’s very important, useful, interesting. It is reading abilities. The reading text is often
the means of communication to one another. based on the vocabulary and structures that
3/ New English 7 text book: students have previously acquired to make
- How many units are there in English 6 text the activity achievable
book? Speaking
- What are they about? This section aims to provide further practice
There are 12 main units in the Student's Book. to support students in their spoken English....
Each unit has seven sections and provides - Section 6 : SKILL 2- LISTENING AND
language input for seven classroom lessons of 45 WRITING.
minutes each...At the beginning of each unit, Listening
there are explicit learning objectives that clearly The listening activity follows the oral
state the main language points and skills to be practice in the Speaking section. It provides
taught in the unit. students with an opportunity to listen to the
- Section 1 : GETTING STARTED. language that they have practiced orally, and
It begins with a conversation followed by trains them to listen for general and specific
activities which introduce the topic of the unit. It information.
then presents the vocabulary and the grammar Writing
items to be learned and practiced through the This section focuses on developing students'
skills and activities of the unit. writing skills. It normally involves one of the
- Section 2 : A CLOSER LOOK 1 . text types required for students' skill
This section presents and practices the development.
vocabulary and pronunciation of the unit. The - Section 7: LOOKING BACK & PROJECT.
active vocabulary of the unit is given in an Looking Back recycles the language from the
interesting and illustrated way so that it is easy previous sections and links it with the unit
for students to memorize. Two sounds, which topic. Its activities and exercises are designed
appear frequently in the unit, are given and to help students consolidate and apply what
practiced in isolation and in context. Stress they have learnt in the unit. Teachers can use
pattern of two-syllable words, three-syllable this section to evaluate their students'
words, and rising and falling intonation for performance and provide further practice if
questions are also dealt with in the last units of necessary.
the book. There are different exercises focusing The Project activity helps students improve
on intensive practice of vocabulary and their ability to work independently and in a
pronunciation. team. It extends their imagination in a field
- Section 3: A CLOSER LOOK 2 . related to the unit topic.
This section deals with the main grammar * English is not too difficult but it requires
point(s) of the unit. The new language point(s) you hard working.
taught in this section is / are already introduced - Ss need learn by heart all vocabulary and
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in Getting Started. The exercises are well their usage.
illustrated to help students remember and use the - Review the lesson everyday.
grammar items effectively. The Remember! - Learn English everyday.
boxes appear wherever necessary to give the
rules or explanations and help students avoid
common errors.
- Section 4: COMMUNICATION.
This section is designed to help students use
functional language in real life contexts and
consolidate what they have learnt in the previous
sections. It also gives students opportunities to
learn and apply the cultural aspects of the
language learnt to their lives and provides
cultural information about Viet Nam and other
countries.
Everyday English in this section gives students
the skills to communicate effectively in various
everyday situations...
3. PRACTICE (15’)
ACTIVITY 3:
Aims: To help Ss understand the lesson. Class room language
* Content: Some brief notes; Something about England, English . Classroom language…
* Outcome: Ss learn something about England, English; Classroom languages…
3. How to learn English best?
- Tell us how you learn best?
- Tell us how you can learn English best?
* Some useful classroom languages:
- Who is the monitor?
- Who is absent today?
- Who is on duty today?
- May I go out?
- May I come in?
.......
- How to improve your English :
- Listen to the teacher carefully, learn E. from
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many sources, always enrich your vocabulary,
do exercises carefully, practice speaking,
listening, writing, reading everyday.
- Ss should work hard everyday to improve their
English.
“ Hard work is the key to success”
4. PRODUCTION/ FURTHER PRACTICE (8’)
ACTIVITY 4:
Aims: To revise / teach classroom languages.
* Content: Some brief notes; Something about England, English; Classroom languages…
* Outcome: Ss know something about England, English; Classroom languages…
- T gives some questions to introduce the class - The greetings: - Good morning
expressions. - Good afternoon
- Good morning
- Have Ss listen and repeat. - Good bye
- Teacher says “go out, please” Go out ….
- Teacher says “No”  Don’t go out - We can say “May I go out”
- Call on some pairs to practice in front of the - You can say “Stand up, please.
class. - Listen, please
- Read after me
- Repeat please
…..
5. WRAP-UP & HOME WORK (2’)
* Instruct/ guide students to do their homework.
- Prepare textbook, workbook, exercise book,
* HOME WORK
- Learn classroom languages.
- Prepare new lesson Unit one Hobbies.
==============================
Week 1
Period 2
UNIT 1: HOBBIES
Lesson 1: GETTING STARTED
My favourite hobby
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I. OBJECTIVES:
* By the end of this unit, students will be able to gain the following things:
- use the words related to hobbies and verbs of liking and disliking to talk about different
hobbies;
- pronounce the sounds /ә/ and /з:/ correctly.
- use present simple tense;
- talk about likes and dislikes;
- read for specific information about hobby;
- talk about the benefits of hobbies;
- listen for specific information about one’s hobbies;
- write a paragraph about one’s hobby.
1. Knowledge:
- To introduce topic of the lesson Hobbies. An overview about the topic Hobbies. To practice
listening and reading.
+ Vocabulary: Use the words related to the topic Hobbies. Pronouncing the sounds /ә/and
/з:/correctly;
- New words: unusual (adj) ; creativity (n) ; dollhouse (n) ; cardboard (n) ; glue (n) ; making
models. horse riding, upstairs, amazing ....
+ Grammar: - Review Present simple tenses
2. Competence: Students will be able to practice listening and reading the conversation between
Trang and Ann about Hobbies;
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Qualities: - Love talking about their hobbies. Having benefits of their hobbies in daily life. Ss
have the good attitude to working in groups, individual work, pair work, cooperative learning.
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
Notes: In each activity, each step will be represented as following:
* Deliver the task.
* Implement the task.
* Discuss.
* Give comments or feedback.
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Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new lesson.
* Outcome: Introducing themselves to make more new friends.
+ Greeting + Greeting
+ Asking question: + Questions:
- T may introduce some warm-up activities 1.What do you like doing in your free time?
to create an active atmosphere to inspire Ss 2.Do you like collecting dolls?
to warm up to the subject and new lesson… 3.Do you like collecting glass bottles?
- T asks Ss about what they like doing for 4.Do you enjoy mountain climbing?
pleasure in their free time.
- Ss answer the question individually.
- Students (Ss) listen and learn how to do the
tasks.
- Ss answer the teacher’s questions.
- T sets the context for the listening and
reading text: Write the title on the board My
favorite hobby.
- Ss open their book and write.
* Ask Ss to guess what the conversation
might be about.
- Before open their books, T asks Ss what
they like doing for pleasure in their free time.
-T summarizes Ss’s answers and ask them
what these activities called.
- Elicit the word “Hobbies”
- Write the unit title on the board My
Hobbies.
- Ask Ss to open their book and start the
lesson.
2. PRESENTATION/ NEW LESSON (12’- 15’)
ACTIVITY 1:
Aims: - To set the context for the introductory conversation;
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- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar
points to be learned.
* Content: Learn some new words in context. Read the conversation and find out new
words.
* Outcome: Practice reading the conversation. Knowing more new words. Understanding
the conversation; topic of the lesson, grammar points…
* Organization: Teacher’s instructions.
1. Listen and read: 1. Listen and read.
+Ask Ss to open their book and start the * Vocabulary
lesson. - unusual (adj) khác thường
*Teach vocabulary: - creativity (n) sự sáng tạo
+ Teacher uses different techniques to teach - dollhouse (n) nhà búp bê
vocab (situation, realia, translation.) - cardboard (n) bìa các tông
+ Teacher explains the meaning of the new - glue (n) keo dán, hồ
vocabulary by pictures. - making models. làm mô hình
- Ss listen carefully to the context - upstairs (n): ở trên lầu; ở tầng trên
+ Follow the seven steps of teaching vocab. - amazing (adj):làm sửng sốt,làm ngạc nhiên
+ Check vocabulary: R & R - horse riding (n) cưỡi ngựa
+ Take note
+Ask Ss to look at the pictures on page 8-9
and answer the questions below:
1. Can you guess who they are?
2. What can you see in the picture ?
3. What hobby do they have? ....
+ T introduces the two characters: Trang and
Ann. Explain they are friends. Quickly write
Ss’s answers to questions 2-4 on the board.
- Play the recording twice for the Ss to listen
and read along.
- Ss listen carefully and read aloud.
- Have Ss underline the words that are
related to the topic of the units while they are
listening and reading.
- Invite some pairs of Ss to read the
conversation aloud.
- Now refer to the questions 2-4 on the
board. Confirm the correct answers.
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- Question 2: a girl with a dollhouse; a
dollhouse. And a girl riding a horse.
- Question 3: Trang’s hobby is building
dollhouses and Ann’s hobby is horse riding)
- Have Ss say the words in the text that they
are related to the topic My hobbies.
- Quickly write the words on one part of the
board.
- Comment on Ss’ answer.
3. PRACTICE (15’)
ACTIVITY 2:
Aim: To help Ss understand the conversation.
* Content: Listen and read the conversation. True/ False activity.
* Outcome: Know more new words. Understanding the conversation; topic of the lesson,
vocab.
2. Read the conversation again and write 2. Read the conversation again and write
T (True) or F (False) T (True) or F (False).
- T asks Ss to ask the sentences and decide if * Keys:
they are true of false without reading 1. F (she made it herself)
conversation again. Allow them to share 2. T
their answers with a partner before 3. T
discussing as a class. 4. T
- Ss may read the conversation again to 5. F (Her lesson starts at 8 a.m)
confirm their answers before giving T the
answers.
- Work independently.
- Ss give the answers
- Elicit from Ss. Have them correct the false
sentences.
- Write the correct answers on the board.
ACTIVITY 3:
Aim: To introduce some vocabulary items related to hobbies.
* Content: Name the picture, then listen, check and repeat.
* Outcome: Ss understand more the use some vocabulary related to hobbies.
3. Write the words and phrases from the 3.Write the words and phrases from the
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box under the correct pictures. Then box under the correct pictures. Then
listen, check, and repeat 3. listen, check, and repeat.
- Ask Ss to name the pictures. * Key:
- Have Ss work individually to write the 1. making models
words and phrases from the box under the 2. horse-riding
correct pictures. 3. collecting coins
- Have them compare their answers with a 4. Gardening
partner. Then ask for Ss' answers. Quickly 5. building dollhouses
write their answers on the board without 6. collecting teddy bears.
confirming the correct answers.
- Have 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.
- Have some Ss practice saying the words
and phrases again.
- Ss listen to the instructions clearly.
- Ss to work independently.
- Ss copy them.
ACTIVITY 4:
Aim: To help Ss categories hobbies.
* Content: To work in pairs. Write the hobbies in the suitable column.
* Outcome: Ss know how to categorize hobbies in the suitable column.
4.Work in pairs. Write the hobbies from 3 4. Work in pairs. Write the hobbies from 3
in the suitable columns. in the suitable columns.
- Have Ss work in pairs and complete the * Suggested answers:
table. - doing things: horse riding, gardening
- Ss work in pairs and complete the table. (others: travelling, skiing, doing yoga, etc.)
- Teacher allows students to share answers - making things: making models, building
before discussing as a class. dollhouses (others : painting, making pottery,
- Write their answers on the board. etc.)
- Have Ss add more words to the table - collecting things: collecting coins,
- Ss work in pairs. collecting teddy bears (others: collecting
- Ss do themselves. toys, collecting books, etc.)
4. PRODUCTION/ FURTHER PRACTICE ( 8’)
ACTIVITY 5:
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Aim: To help Ss practice using the vocabulary items related to hobbies.
* Content: Play game. Ask their classmates which hobbies they like.
* Outcome: Ss can ask and answer the hobbies they like
Teacher’s &Student’s activities Content
5. GAME: Find someone who 5. GAME: Find someone who
Work in groups. Ask your classmates Work in groups. Ask your classmates
which hobbies they like. Use the question: which hobbies they like. Use the question:
Do you like ..? Do you like ..?
- Set time (3 - 5 minutes) for Ss to do this
activity.
- Then ask the classmates around to complete
the table, using the questions 'Do you like...?'
The student who completes the table first
wins.
- He / She reads aloud the names they have.

* Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words they remember from the lesson.
* HOME WORK
- Read again the conversation on page 8.
- Do more exercises in workbook.
- If there is a projector in the classroom, then T should show the conversation and highlight
the key words related to the topic. It would be helpful if T also highlights in the conversation
the present simple tense and the words with the sounds /ә/and /з:/, and tells Ss that they will
learn these language points in the upcoming lessons.
=========================
Week 1
Period 3
UNIT 1: HOBBIES
Lesson 2: A CLOSER LOOK 1
I. OBJECTIVE:
By the end of this lesson, students will be able to gain the following things:
1. Knowledge:
- To introduce topic of the lesson My hobbies. To teach some new words .
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+ Vocabulary: Using the words related to hobbies ; Verbs of liking and disliking
+ Coins, judo, jogging, yoga ; making models;
- Do judo, yoga (karate, exercise...); Go jogging, swimming (camping, cycling..); Collect dolls,
coins (books, watches, pencils ....)
+ Pronunciation: Correctly pronounce words that contain the sounds /ə/ and /ɜ:/
+ Grammar: - The use of like, love, enjoy, hate + V-ing; talking about likes and dislikes.
2. Competence: Students will be able to learn how to use some new words. Know how to use
some action verbs go with Nouns to describe hobbies. Ss may add more nouns that can go with
these action verbs.
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Qualities: Love talking about their hobbies; having benefits of their hobbies in daily life.
- Develop self-study skills.
II. TEACHING AIDS:
- Students : Text books, studying equipment….
- Sach mem.vn
III. PROCEDURE:
Notes:
In each activity, each step will be represented as following:
* Deliver the task.
* Discuss.
1. WARM UP & INTRODUCTION (5’)

Aim: Vocabulary
- To create an active atmosphere in the class before the lesson
- To lead into the new lesson.
* Content: Review the previous lesson.
* Outcome: Having a chance to speak English and focus on the topic of the lesson..
+ Greeting
+ Asking questions: Questions:
* Some students are invited to answer. 1. What is your favorite hobby?
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* Teacher and students discuss the answers. 2. When did you start your hobby?
* Teacher introduces the lesson.
- Show some pictures of the hobbies Ss learnt
in the previous lesson. Have some say the
hobbies. Lead to this lesson which focuses on
action verbs, verbs of liking and disliking and
the sounds /ә/and /з:/.
- Ask Ss to open their book and introduce
what they are going to study
2. PRESENTATION/ NEW LESSON (12’)
ACTIVITY 1:
- Aim: To present some action verbs go with nouns to describe hobbies.
* Content: Teach some new words, some action verbs go with nouns.
* Outcome: Ss learn how to use them. Put them in the columns correctly.
1. Complete the word webs below with the 1. Complete the word webs below with
words from the box. the words from the box.
*) Pre- teach vocabulary: * Vocabulary
- Teacher uses different techniques to teach - coins (n) tiền xu (tiền kim loại)
vocabulary (situation, realia, translation .....) - judo (n) môn võ Judo
+ Teacher may introduce the vocabulary by: - jogging (n) chạy bộ thể dục
 providing explanations of the words; - yoga (n) Sự tập luyện yô-ga
 showing picture illustrating the word. Key :
+ Follow the steps to teach vocabulary Suggested answer:
- Repeat in chorus and individually - go: jogging, swimming (others: go
+ Check vocabulary: R&R camping, go fishing, go cycling, etc.)
- Teacher checks students’ understanding with - do: judo, yoga (others: do karate, do
the “Rub out and remember” technique. exercise, do sit-ups, etc.)
+ Take note - collect: dolls, coins (others: collect books,
- Have Ss read the action verbs and match collect watches, collect pencils, etc.)
them with the suitable words. Remind them
that a verb can go with more than one word.
- Have Ss work in pairs to compare their
answers before they give T the answers.
- Check and confirm the correct answers. Then
have Ss add more words that can go with these
action verbs.
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- Have Ss read the Remember! box. Ask them
to make some examples with the verbs of
liking and disliking.
- Check the answers as a class.
** Remember
- Common verbs of liking and disliking are
like, love, enjoy, and hate (not like). We often
use the –ing form after these verbs.
Example:- I like gardening.
- She hates watching TV.
3. PRACTICE (15’)
ACTIVITY 2:
Aim: To help Ss practice the verbs of liking / disliking and action verbs
* Content: Complete the sentences, using the - ing form.
* Outcome: Ss can learn how to use verbs of liking and disliking.
* Organization :
2. Complete the sentences, using the –ing 2. Complete the sentences, using the –ing
form of the verbs from the box. form of the verbs from the box.
- Have Ss do this activity individually. Have * Keys:
Ss read all the sentences carefully to make 1. collecting
sure they understand the sentences. 2. going
- Let them share their answers in pairs. Invite 3. playing
some Ss to give the answers. 4. making
- Write the correct answers on the board. 5. doing
ACTIVITY 3:
Aim: To give further practice with verbs of liking / disliking.
* Content: Making sentences using the pictures and verbs of liking or disliking.
* Outcome: Ss can make sentences correctly, using the pictures.
* Organization : Teacher’s instructions
3. Look at the pictures and say the 3. Look at the pictures and say the
sentences. Use suitable verbs of liking or sentences. Use suitable verbs of liking or
disliking and the –ing form. disliking and the –ing form.
- Have Ss look at the pictures in this exercise * Keys:
and say what the person / people is / are doing 1. He hates / doesn't like doing judo.
in each picture. 2. They like / love / enjoy playing football.
- Ask them what the face in each picture 3. They love / like / enjoy gardening.
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means. (A sad face means ‘don't like’ and a 4. They enjoy / like / love collecting
happy face means 'do like'.) Ask Ss to look at stamps.
the example to make sure they understand 5. She hates / doesn't like riding a horse /
what to do. horse riding
- Ask Ss to work in pairs to make sentences.
- Invite Ss to share their answers. Confirm the
correct answers.
- This activity can also be organized as a
competitive game. Have pairs write down the
sentences. The pair that finishes first with the
most correct answers wins.
- If there is time, invite some Ss to make
sentences about what they like or dislike
doing.
- T and other Ss give comments.
II. PRONUNCIATION: (10’)

/ә/ and /з:/
ACTIVITY 4
Aims:
- To help Ss identify how to pronounce the sounds /ә/ and /з:/
- To help Ss practice pronouncing these sounds in words.
* Content: Listen and repeat, pay attention to the sounds /ә/and /з:/
* Outcome: Ss can learn how to pronounce the sounds /ә/and /з:/ correctly.
4. Listen and repeat. Pay attention to the 4. Listen and repeat. Pay attention to the
sounds /ә/and /з:/ sounds /ә/and /з:/
- Have some Ss read out the words first. Then
play the recording for them to listen and repeat
the words they hear.
- Ask them to pay close attention to the two
sounds.
- Play the recording as many times as
necessary.
- Explain to Ss the difference between the two
sounds if needed.
- Tell Ss that /ә/ is the same sound while /з:/
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sounds like it has a soft /r/ in it.
- Invite some Ss to say some words they know
that include the two sounds.
4. FURTHER PRACTICE (8’)
ACTIVITY 5:
Aim: To help Ss pronounce the sounds /a/ and /3:/ correctly in sentences.
* Content: Practice saying the words pay attention to the underlined parts
* Outcome: Ss learn how to pronounce the words, the underlined parts correctly.
* Organization: Teacher’s instructions…
Teacher’s & Students’ activities Content
5. Listen to the sentences and pay attention 5. Listen to the sentences and pay
to the underlined parts. Tick (✓) the attention to the underlined parts. Tick
appropriate sounds. Practice the sentences (✓) the appropriate sounds. Practice the
- Have Ss quickly read the sentences. sentences
- Now play the recording for Ss to listen to the Keys:
sentences. /ə/ /ɜ:/
- Ask them to pay attention to the underlined 1. My hobby is collecting
✔
parts and tick the appropriate sounds. dolls.
- Invite some Ss to share their answers. 2. I go jogging every ✔
- Confirm the correct ones. Thursday.
- Play the recording again for Ss to repeat the 3. My cousin likes getting ✔
sentences. up early.
- Have Ss practice the sentences in pairs. 4. My best friend has thirty ✔
- Invite some pairs to read the sentences aloud. pens.
- Comment on their pronunciation of the 5. Nam enjoys playing the
✔
sounds violin.
* Keys :
* Audio script
1. My hobby is collecting dolls.
2. I go jogging every Thursday.
3. My cousin likes getting up early.
4. My best friend has thirty pens.
5. Nam enjoys playing the violin.
- Ask Ss to summarize what they have learnt in the lesson.
- Have Ss look at the objectives written on the board at the beginning of the lesson and tick
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the objectives they can do
* HOME WORK
- Prepare new lesson. A CLOSER LOOK 2
=======================================
Week 2
Period 6
UNIT 1: HOBBIES
I. OBJECTIVE:
1. Knowledge:
- To revise and teach present simple.
- To introduce topic of the lesson My hobbies. To teach some new words.
+ Vocabulary: Using the words related to hobbies.
+ Grammar: The form and use of present simple.
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- The use of the verbs of liking: like, love, enjoy, hate + V-ing; talking about likes and dislikes.
2. Competence: Students will be able to revise and learn how to use and form present simple
tense. Further practice with present simple tense.
- Develop communication skills
- Be collaborative and supportive in pair work and team work
3. Qualities: Having benefits of their hobbies in daily life.
- Be encouraged to know more about their classmate’s hobbies
- Develop self-study skills
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.

Aims:
* Content: Review the previous lesson or have some warm-up activities to create a friendly
and relaxed atmosphere to inspire Ss to warm up to the new lesson.
+ Greeting
+ Game:
Guessing game Guessing game
- T divides the class into 4 teams. Example:
- T calls on a S from each team to go to the A: water, grow, flowers, vegetable.
board in turn. That S thinks of a hobby and B: Is it gardening?
says the keywords out loud. A: Yes, it is.
18
The other teams try to guess What the hobby
is. They will get 1 point for each correct
answer. The team with the most points is the
winner.
- Teacher and students discuss as a class.
- Teacher asks students to say the words aloud
and makes sure they pronounce the words
correctly. Teacher can ask for translation to
check their understanding.
- Invite some Ss to answer the questions.
- Ask them if they know the verb tense used in
the questions and in their answers (they
already learnt this tense in grade 6). Confirm
that the present simple tense is used in both
the questions and answers. Lead to the lesson.
- Introduce the three objectives of the lesson.
Write the objectives in the left corner of the
board.
ACTIVITY 1:
Aim: To help Ss identify and remember the uses of the present simple.
* Content: Form and use the use of present simple.
* Outcome: Ss can how to form and use the use of present simple.
Grammar: The present simple.
- Revise the form of the present simple because Ss learnt this grammar point in Grade 6.
- Ask if Ss still remember the form of the present simple
- Invite some Ss to describe the form. Write their answers on the board. Confirm the correct
answer.
FORM:
(+) S + V/Vs/ V-es
(-) S + don't/doesn't + Vbare
(?) Do/Does + S + Vbare
- Show each of the examples in the Remember! box on the slide or have Ss read the examples
in the book. Highlight the present simple form. Explain each use.
- Have Ss read the Remember! box in the book again to help them understand better the uses
19
of the present simple.
- Ask Ss what signal words help them identify the verb tense. Elicit answers from Ss. (Signal
words are: adverbs of frequency and verbs such as start, etc.)
REMEBER:
 We use the present simple for:
– something that is a general truth.
Example: The sun rises every morning.
– something that happens regularly in the present.
Example: She goes swimming three times a week.
– timetables or programmers.
Example: The cooking lesson starts at 9 a.m.
1. Match the sentences (1 – 5) to the correct 1. Match the sentences (1 – 5) to the correct
uses (a – c). uses (a – c).
- Ask Ss to do the exercise individually and * Keys:
then check their answers in pairs. 1.b 2.a
- Invite some Ss to share their answers. 3.c 4.a 5.b
- Students (Ss) listen to the instructions
carefully and learn how to do the tasks.
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To help Ss practice the correct form of the present simple
* Content: Complete the sentences, using present simple tense of the verbs.
* Outcome: Ss understand more using present simple . Complete the sentences correctly.
2. Complete the sentences. Use the present 2. Complete the sentences. Use the present
simple form of the verbs. simple form of the verbs.
- Have Ss do this exercise individually and * Keys:
then compare their answers with a partner. 1. build
- Ask some Ss to write their answers on the 2. does... do
board. 3. have
- Check the answers with the whole class. Ask 4. doesn't like
Ss to explain the use of the tense in each 5. Does ... start
sentence.
- Checks Ss' answers as a class.
20
ACTIVITY 3:
Aim: To give further practice with the present simple.
* Content: Do the filling with the correct form of the verbs in brackets.
* Outcome: Ss can do exercises correctly. Further practice with the present simple.
* Organization : Teacher’s instruction
3. Fill in each blank with the correct form 3. Fill in each blank with the correct form
of the verb in brackets. of the verb in brackets.
- Have Ss do this exercise in pairs and then Keys:
compare the answers with another pair. 1. enjoys
- Ask some Ss to write their answers on the 2. spends
board. 3. don't like / do not like
- Check the answers with the whole class. 4. go
- Ask Ss to explain the use of the tense in each 5. begins
sentence. 6. don't enjoy / do not enjoy
ACTIVITY 4:
Aim: To give further practice with the present simple.
* Content: Write complete sentences, using the words given.
* Outcome: Ss can make sentences correctly. Ss may change the words or add some.
4. Write complete sentences, using the given 4. Write complete sentences, using the given
words and phrases. You may have to words and phrases. You may have to
change the words or add some. change the words or add some.
- Have Ss work in groups to write the Keys:
sentences. 1 . The sun sets in the west every evening.
- Give each group a large-size sheet of paper 2. Do Trang and Minh play basketball every
to write. day after school?
- Have groups crosscheck. 3. The flight from Ho Chi Minh City doesn't
- Stick some sheets on the board. arrive at 10:30.
- Comment and confirm the correct answers. 4. Our science teacher starts our lessons at 1
- Check the answers as a class. p.m. on Fridays.
5. Do you make models at the weekend / at
weekends?
4. FURTHER PRACTICE ( 8’)

ACTIVITY 5:
21
Aim: To help Ss make sentences with the present simple.
* Content: Play game: Sentence Race
* Outcome: Further practice using the present simple.
5. GAME. Sentence race. 5. GAME.

- Divide Ss into groups. Assign a group leader. Sentence race.
- Write a verb on the board and have Ss make + T: get up
a sentence with the verb, using the present - I usually get up at 6 o’clock.
simple form. - My sister gets up at 6.30.....
- The group leader records his / her group's + T : rise
points. - The Sun rises in the east and sets in the
Invite group leaders to read aloud the West...
sentences. ..................
- Comment and announce the winners.
Note: For stronger students, have groups write
as many sentences with the present simple as
possible. Then ask groups to cross check.
- Ask groups to share their sentences with the
class.
- Check and comment.
- Ask Ss to summarize what they have learnt in the lesson. Have Ss look at the objectives
written on the board at the beginning of the lesson and tick the objectives they can do.
*HOME WORK
- Brainstorm some interesting and easy-to-do hobbies.
- Prepare new lesson. COMMUNICATION.
======================
22
Week 2
Period 7
UNIT 1 HOBBIES
Lesson 4: COMMUNICATION
I. OBJECTIVE:
1. Knowledge:
- Use the lexical items related to the topic Hobbies
- Talk about likes and dislikes
- Ask and answer about hobbies.
+ Vocabulary: - Use the lexical items related to the topic Hobbies
+ Grammar: The form and use of present simple. (Review)
2. Competence: Students will be able to revise and learn how to use and form present simple
tense. Talking about likes and dislikes.
- Develop creativity and communication skills
23
3. Qualities: Having benefits of their hobbies in daily life. Ss have the good attitude to working
in groups, individual work, pair work, cooperative learning.
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.
1. WARM UP & INTRODUCTION (3’-5’)

Everyday English Talking about likes and dislikes
Aims:
* Content: Review the previous lesson or have some warm-up activities to creat a friendly
and relaxed atmosphere to inspire Ss to warm up to the new lesson
+ Greeting // + Greeting //
+ Revision + Revision
- Teacher (T) asks Ss some questions about
them and class.
- Show some pictures of the hobbies that Ss
learnt in the previous lessons.
- Ask some Ss to make sentences about
themselves, using the verbs of liking /
disliking.
- Introduce the objectives of the lesson:
learning how to talk about likes / dislikes and
24
about their hobbies
what they are going to study.

ACTIVITY 1+ 2:
Aims:
- To introduce ways of talking about likes and dislikes in English;
- To help Ss practice talking about likes and dislikes.
* Content: To listen and read the conversation. Asking and answering questions about what
they like and don’t like doing.
* Outcome: Ss can ask and answer questions about what they like and don’t like doing...
1. Listen and read the dialogue below. Pay 1. Listen and read the dialogue below. Pay
attention to the questions and answers. attention to the questions and answers.
* Pre- teach vocabulary: We often use the – ing form after verbs of
- Teacher uses different techniques to teach liking and not liking.
vocabulary (situation, realia, translation .....) Example:
if have I like going to the cinema.
- Play the recording for Ss to listen and read She hates cleaning the floors.
the dialogue between Mi and Ann at the Audio script
same time. Mi: Do you like reading books?
- Ask Ss to pay attention to the questions and Ann: Yes, very much, especially books
answers. Have Ss practice the dialogue in about science.
pairs. - Call on some pairs to perform the Mi: What about painting? Do you like it?
dialogue in front of the class. Ann: No, I don't. I'm not that interested in
- Tell Ss that they can use other verbs they art.
learn in A Closer Look 1 to talk about likes Example:
and dislikes. Teacher: Do you love running?
- Give some examples with these verbs. Student: Yes, very much. I usually run in
Model asking and answering with a student. the park at weekends.
2. Work in pairs. Ask and answer
questions about what you like and don’t
25
like doing.
- Ask Ss to work in pairs to make similar
dialogues, using different verbs to show likes
and dislikes.
- Move around to observe and provide help.
Call on some pairs to perform in front of the
class.
- Ss make similar dialogues, using different
verbs to show likes and dislikes.
- Comment on their performance.
3. PRACTICE (18’)
ACTIVITY 3: All about your hobbies
Aim: To provide practice with answering about Ss' hobbies.
* Content: Question and Answer. Do the fillings
* Outcome: Ss can ask answer the questions. Filling in column A with correct answer.
3. Answer the questions. Fill in column A 3. Answer the questions. Fill in column A
with your answers. with your answers.
- Ask Ss to read and answer the questions.
Have them note down their answers in
column A of the table.
- Remind them to use the correct form of the
verbs.
- Invite some Ss to share their answers.
- Ss work in pairs to do this activity.
ACTIVITY 4:
Aim: To provide practice with asking and answering about hobbies.
* Content: Ask and answer questions about the things they like/ don’t like.
* Outcome: Ss can answer the questions correctly and fill in column B.
4. Now interview your friend, using the 4. Now interview your friend, using the
questions in 3. Write his / her answers in questions in 3. Write his / her answers in
column B. column B.
- Have Ss work in pairs to ask and answer
the questions in 3.
- Ask them to note down their partner's
26
answers in column B of the table in 3.
- Ss listen to the instructions clearly
- Ss do the interview.
- Ss copy them
ACTIVITY 5:
Aim: To provide practice with comparing answers and giving a presentation about
hobbies.
* Content: Further practice talking about their hobbies
* Outcome: To Improve speaking skills. Talking about their hobbies.
Teacher’s &Student’s activities Content
5. Compare your answers with your 5. Compare your answers with your
friend’s. Then present them to the class. friend’s. Then present them to the class
- Ask Ss to read the example to understand Example:
how to report the answers. I have one hour of free time a day, but my
- Have them underline the words that can be friend Lan has only about 30 minutes. I like
used to make comparisons in the example listening to music every day, and Lan likes it
(but, too). too. I don’t like exercising, but Lan does...
- Introduce some other ways to express.
comparison, such as: both (we both have
one hour of free time every day); more (I
have more free time than her); etc.
- Ask Ss to work in pairs again to compare
the answers and prepare a short presentation.
- Invite some Ss to present their work.
- Comment on their answers.
- Ss listen carefully.
- Ss work in pairs. Check the answers.
5. WRAP-UP & HOME WORK ( 2’)

* Ask Ss to summarize what they have learnt in the lesson. Have Ss look at the objectives
* HOME WORK
- Practice talking about hobbies.
- Prepare new lesson. SKIILS 1
================================
27
Week 2
Period 8
UNIT 1 : HOBBIES
Lesson 5 : SKILLS 1
I. OBJECTIVES:
1. Knowledge:
- To develop Reading and Speaking skills. The skills of guessing the meaning of new words;
+ Vocabulary: Using the words related to hobbies
+ Grammar: (Review) present simple.
2. Competence: Students will be able to practice reading and speaking skills. Talking about the
benefits of the hobbies.
- Develop presentation skill
- Actively join in class activities. Present their benefits of hobbies.
- Understand more about their preference of different types of hobbies
II. TEACHING AIDS:
28
- Sach mem.vn.
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.
1. WARM UP & INTRODUCTION (3’- 5’)
Aim: Pre – reading
+ Greeting 1. Work in pairs. Look at the picture
+ Do the revision. and discuss the questions below.
- T introduces the objectives of the lesson and
asks Ss to list out as many hobbies as possible
within 1 minute.
- Ss work in groups to brainstorm hobbies.
- Which teams can list out more correct answers
wins.
- T confirms answers as a class.
* Ask some Ss what their hobbies are and who in
the family they share their hobbies with.
- Ask them about the good things of sharing a
hobby with a family member. Elicit answers
from Ss.
- Lead to the new lesson: Reading and Speaking
lesson about hobbies and their benefits.
- Introduce the objectives of the lesson.
ACTIVITY 1: Pre- reading
Aim: To activate Ss' knowledge of the topic of the reading text.
* Content: Look at the picture and discuss about it.
29
* Outcome: Ss learn more some new words and answering two questions.
*Pre- teach vocabulary: 2. Read the text about gardening.
- Teacher uses different techniques to teach Match each word in column A with its
vocabulary (situation, realia, translation .....) definition in column B.
+ Teacher may introduce the vocabulary by: * Vocabulary
providing explanations of the words; - gardening (v, n) làm vườn
showing picture illustrating the word. - belong to (v) thuộc về
+ Follow the steps to teach vocabulary - insect (n) côn trùng
- Repeat in chorus and individually - bug (n) con bọ
+ Check vocabulary. - patient (adj) kiên nhẫn
- Have Ss look at the picture in the book or show - responsibility (n) sự trách nhiệm, chịu
the picture in the book on a slide. Ask Ss who trách nhiệm.
they see in the picture and what they are doing. - maturity (n) sự trưởng thành
- Have Ss work in pairs to discuss the two - join in (v) tham gia, tham dự
questions. - make sb + Vbare / adj
- Invite some Ss to share their answers. - making things
- Tell Ss that they are going to read a text about - collecting things
gardening.
3. While- reading (18’)
ACTIVITY 2 :
Aim: To help Ss develop the skill of guessing the meaning of new words in context.
* Content: Read the text and Match .
* Outcome: Ss get some specific information about the text. The skills of guessing the
meaning of new words.
2. Read the text about gardening. Match each 2. Read the text about gardening.
word in column A with its definition in Match each word in column A with its
column B. definition in column B.
- Tell Ss what they are going to do. Keys:
- Ask Ss how to do the exercise. Elicit answers 1. b 2. e 3. c
from Ss. 4. a 5. d
- If needed, tell them to follow these steps:
+ Read the words in column A.
+ Locate each word in the text.
+ Read around the word to get the general
30
meaning.
+ Read the definitions in column B, find the
suitable meaning to match each word.
- Ask Ss to repeat the steps (they can speak in
Vietnamese).
- Ask Ss to do the exercise individually and then
check their answers in pairs.
- Invite some Ss to share their answers. Confirm
the correct answers.
ACTIVITY 3 :
Aims: To help Ss develop the skill of reading for specific information (scanning)
* Content: Read the text again and circle the options.
* Outcome: Improve reading skills. Ss get more information about houses in the future.
3. Read the text again. Complete each 3. Read the text again. Complete each
sentence with no more than THREE words. sentence with no more than THREE
- Ask Ss what they are going to do. words.
- Have Ss share how to do this exercise. * Keys:
- Briefly tell them the steps: read the sentences, 1. doing things
underline the key words in the sentences, locate 2. insects and bugs
the key words in the text and find the words to 3. patient
complete the sentences. 4. join in
- Ask Ss to repeat the steps (they can speak in 5. an hour
Vietnamese).
check their answers in pairs.
- Invite some Ss to share their answers. Have
them explain their answers.
- Ask Ss to tell the class the benefits of gardening
as mentioned in the text.
- Confirm the correct answers to the class.
4. FURTHER PRACTICE/ APPLICATION (8’)
ACTIVITY 4: (Follow up activity) Speaking
Aim: To help Ss identify the benefits of some hobbies and talk about their benefits.
* Content: Pair works. Do the Matching.
31
* Outcome: Ss do the Matching correctly.
4. Work in pairs. Match each hobby with its 4. Work in pairs. Match each hobby
benefit(s). One hobby may have more than with its benefit(s). One hobby may have
one benefit. more than one benefit.
Introduce some structures to talk about the Keys:
benefits of hobbies: 1.c, d
+ to develop sth 2. b, c
+ to make sb + adj 3. a, c, d, e
+ to reduce sth
+ to help sb/ sth do sth
- Give some examples.
- Have Ss work in pairs to match the hobby with
its benefit(s). Check as the whole class.
- Ask Ss to name other benefits of these hobbies.
- T and other Ss listen and make comments.
- T helps if necessary.
- Ss listen to the teacher’s instructions carefully
and follow them.
- Ss Work in pairs
- Ss practice speaking in front of the class.
ACTIVITY 5:
Aim: To give practice with asking and answering about the benefits of hobbies.
* Content: Questions and Answers. Present partner’s answers to the class.
* Outcome: Ss can answer the questions and tell about the hobbies.
* Organization : Teacher’s instructions …
5.Work in groups. Ask one another the 5.Work in groups. Ask one another the
following questions. Then present your following questions. Then present your
partners’ answers to the class. partners’ answers to the class.
- Have Ss work in groups to ask and answer the 1. What is your favorite hobby?
two questions. 2. What are its benefits?
- Model the answers to the two questions if Example: My friend Mi’s favorite hobby
needed. is collecting stamps. It helps her be more
- Invite some Ss to share their partner's answers patient....
to the questions.
- Invite other Ss to comment on the answers.
32
- Comment on Ss' answers.
- Encourage some Ss to speak in front of the
class, the class comments on their classmate's
content, pronunciation, fluency, language
(grammar, use of words, etc.), body language. T
can help the class give feedback.
and follow them.
- Ss Practice speaking in front of the class.
+ Ask Ss to summarize what they have learnt in the lesson.
the objectives they can do.
* HOME WORK.
- Practice telling about your future houses.
- Prepare new lesson. Skills 2.
===============================
33
Week 3
Period 11
UNIT 1: HOBBIES
Lesson 6: SKILLS 2
I. OBJECTIVES:
By the end of this lesson, students will be able to gain the following things
1. Knowledge:
- To develop Listening and writing skills.
- Use the lexical items related to the topic Hobbies
- Listen for specific information about Trang’s hobby
- Write a passage about her hobbies
+ Grammar: Present simple tense (Review).
2. Competence: Students will be able to revise and learn how to use present simple tense.
Further practice with present simple tense.
- Be collaborative and supportive in pair work and team work
- Learn more about their own hobby
- Be encouraged to take up a new hobby if they haven’t had one.
II. TEACHING AIDS:
- Sach mem.vn.
34
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.

Aims:
+ Greeting
+ Revision on the old lesson.
Chatting
- Teacher (T) asks Ss some questions about Question:
them and class. What will you mention when you talk about
* T asks Ss to answer the question: What someone’s hobby?
will you mention when you talk about + Suggested answers:
someone’s hobby? + Name of the hobby
Ss work individually to answer the + The time he / she started the hobby
questions. + His / Her feeling about the hobby
T calls Ss to give answers. + His / Her future plan about the hobby
T gets feedback and write on the board.
T leads Ss to the new lesson.
- T sets the scene: You are going to listen to
an interview about Trang’s hobby and
complete the word web.
what they are going to study….
- T leads in the lesson.
ACTIVITY 1: Pre-listening
35
Aim: To prepare Ss for the listening text.
* Content: Look at the picture and discuss.
* Outcome: Ss can get some information about hobbies.
1. Look at the picture. What hobby is it? 1. Look at the picture. What hobby is it?
Do you think it is a good hobby? Why or Do you think it is a good hobby? Why or
why not? why not?
*) Teach vocabulary:
- Teacher uses different techniques to teach
vocabulary (situation, realia,
translation .....) if have. Follow the steps to
teach vocabulary.
- Have Ss look at the picture and answer the
questions.
- Ask Ss if they know anything about this
hobby and if they think it is useful. This is
an open activity, so accept all answers
* Keys:
provided that they make sense. Ss can use
In the picture, I can see two girls. They build
the information they remember from
a dollhouse. In my opinion, their hobby is
GETTING STARTED to answer the
building dollhouses. I think It’s a good
questions.
hobby. Because it develops your creativity. It
also makes you more patient.
3. While-listening (18’)
ACTIVITY 2 : While-listening
Aim: To help Ss develop the skill of listening for specific information.
* Content: Listen to an interview and do the filling
* Outcome: To get specific information about Trang’s hobby. Do the filling correctly.
2. Listen to an interview about Trang’s 2. Listen to an interview about Trang’s
hobby. Fill in each blank in the mind hobby. Fill in each blank in the mind map
map with ONE word or number with ONE word or number
- Tell Ss that they are going to listen to an * Keys:
interview about Trang's hobby. 1. dollhouses
- Have Ss read the mind map. Have Ss 2. three/3
36
guess the word or number to fill in each 3. cousin
blank and write their guesses on the board. 4. a) house b) cloth
- Play the recording and ask Ss to listen and 5. creative
complete the mind map. Ss work in pairs to
compare their answers with each other and
with the words / numbers on the board.
- Play the recording a second time for pairs
to check their answers.
- Ask for Ss' answers and write them on the
board next to their guesses.
ACTIVITY 3: Writing
* Pre - Writing
Aim: To brainstorm ideas and make an outline for Ss' writing.
* Content: Do the filling about the hobbies
* Outcome: Do the Filling about their own hobbies correctly.
4. Work in pairs. Discuss your dream 4. Work in pairs. Discuss your dream
house, and fill the table. house, and fill the table.
- Have Ss work individually to complete the *Suggested answers:
mind map. Lan's hobby:
1. Name of the hobby: collecting waste
paper
- If time allows, have some Ss present their 2. Started: 3 years ago
answers or write their answers on the board. 3. Person who shares he hobby with: Nga
4. To do this hobby Nga has to:
a. collect paper after use
b. make flowers, dishes, toys. boxes...
c. use it for drawing if possible
5. Lan's feeling about the hobby:
- T and other Ss listen and make comments. interesting, useful, protect the environment
6. Future: continue the hobby
4. APPLLICATION (8’-10’)
ACTIVITY 4: While - Writing
Aim: To help Ss practice writing a paragraph about their hobby.
* Content: Write a paragraph of about 70 words about Ss’s hobbies.
* Outcome: Use information in 3 Ss can write a paragraph about their hobbies.
37
4. Now write a paragraph of about 70 4. Now write a paragraph of about 70
words about your hobby. Use the notes in words about your hobby. Use the notes in
3. Start your paragraph as shown below. 3. Start your paragraph as shown below.
- Have Ss write their paragraphs * Sample paragraph:
individually based on the information in My hobby is ___________________
their mind map. _____________________________
- Ask one student to write his or her _____________________________
paragraph on the board. Other Ss and T _____________________________
comments on the paragraph on the board. Suggested writing:
- Then T collects some writings to correct My hobby is building dollhouses. It's
at home. quite unusual hobby. I started it three years
*Alternative activity: ago. I read an article about building
- T uses the mind map to write a paragraph dollhouses. I loved the idea right away. My
in the class as a model then go over some of cousin Mi loves building dollhouses, too. So
its features that Ss can use in their I usually share my hobby with her. It is easy
paragraphs. to build a dollhouse. I use cardboard and glue
- The class gives their comments. to build the house and make the furniture.
- Ss listen carefully and learn how to write. Then I make the dolls from cloth. Finally, I
- Ss write themselves/ individually decorate the house. When doing it , I'm more
patient and creative. I will continue my
hobby in the future.
* Post - Writing Suggested writing:
- T may have students do their writing on My favorite hobby is reading. I started
large sheets of paper and organize a class this hobby when I was 5 years old. I still
gallery for students to display their writings remember the first book I read, which was
on the board. Then students can go around about a lazy rabbit. I was so excited when I
to see their friends’ work, give and receive read that book, so I kept reading. I enjoy
comments. reading because it develops my imagination.
- If time is limited, T may ask Ss to write It also widens my knowledge. I can
the final version at home. understand why a nation has its name or what
- Other Ss and T comment on the writing. causes natural disasters. Moreover, it helps
me connect with other students because
there is a book club at my school. We gather
once a week to share what we have read.
38
Encourage Ss not to refer back to the unit. Ask them to keep a record of their answers to
each exercise so that they can use that information to complete the self-assessment table at
the end of the unit.
* HOME WORK.
- Finish writing. Copy in the note books.
- Prepare new lesson. LOOKING BACK
=======================
Sample 2:
My name is Sara. My favourite hobby is reading. I enjoy reading a book when I am free. I
started to do it when I was four years old. The first time I did it, I felt interested. So I kept
reading. The teachers taught me to read the difficult words. I was happy when I read a story
with a happy ending. I was thrilled when I read a detective story. I enjoy reading because I
like to explore the imaginative world of my favourite author, J.K. Rowling who writes
“Harry Potter”. There are a lot of advantages of reading. Reading can make me relaxed and
calm. I can also learn new vocabulary items. Then I can further improve my English.
Moreover, it can give me an unlimited imagination, so I can write books in the future. I can
learn the different cultures and customs of other countries in the world too. I read at least
one hour every day. I read books by myself . I usually read it at home. I wish I could read
different kinds of books because it might be very challenging.
* Minh’s hobby is singing. She enjoys singing very much. When her brother bought a
karaoke set last month, Minh was so glad that she sings every day after dinner. She likes to
sing only English songs. In fact, she has already sung all the songs found on the karaoke
discs. Minh is singing in the karaoke competition organized by the RC Center this
Saturday. Her family is going there to support her.
39
Week 3
Period 12
UNIT 1 : HOBBIES
Lesson 7 : LOOKING BACK & PROJECT
I. OBJECTIVES:
By the end of this lesson, students will be able to gain the following things :
1. Knowledge:
- To revise and Practice present simple.
- Review the vocabulary and grammar of Unit 1
- Apply what they have learnt (vocabulary and grammar) into practice through a project
+ Grammar: Revision on present simple tense.
2. Competence: Students will be able to revise and Further practice doing exercises on present
simple tense.
- Develop presentation skill.
- Develop critical thinking skill.
- Be collaborative and supportive in pair work and team work.
- Be more creative when doing the project
II. TEACHING AIDS:
- Students : Text books, Pictures, A0 paper.....
- Sach mem.vn.
III. PROCEDURE:
1. WARM UP & INTRODUCTION(3’)
40
Aims:
* This is the review and drill section of the unit. Encourage Ss not to refer back to the unit
pages. Instead they can use what they have learnt during the unit to help them answer the
questions.
- That will help you and your Ss see how far they have progressed, and which areas need
further practice.
* Organization : Teacher’s instructions…
+ Greeting + GAME: Guessing Game.
+ GAME: Guessing Game.
* T divides the class into two big groups.
- Ss take turns to think of a hobby for your
partner to guess.
- Their partner can ask up to 10 yes / no
questions and he / she can only answer with a
'yes’ or 'no’.
- Time allowance: 3 minutes
E.g:1. I have a lot of bottles, dolls or stamps.
What is my hobby?
- T asks ss to listen carefully and say aloud the
name of the hobby. Who has the quicker and
correct answer will get one point. The group
with more points is the winner.
- Ss work in groups to do the task.
- Ss give answer.
- T monitors and gives feedback.
2. PRESENTATION/ NEW LESSON ( 25’)
PRACTICE EXERCISES
ACTIVITY 1: Vocabulary
Aim: To help Ss revise the vocabulary items they have learnt in the unit.
* Content: Revision on the words about hobbies. Complete the sentences with appropriate
hobbies.
41
* Outcome: Review the words/ phrases. Complete the sentences correctly.
1. Complete the sentences with appropriate 1. Complete the sentences with
hobbies. appropriate hobbies.
- Have Ss do this activity individually then * Keys:
compare their answers with their partners. 1. collecting coins
- Ask for Ss' answers or ask one student to 2. doing judo
write his / her answer on the board. 3. making models
- Confirm the correct answers 4. gardening
- Students (Ss) listen to the instructions 5. playing football
ACTIVITY 2:
Aim: To help Ss revise the vocabulary items they have learnt in the unit and create true
sentences.
* Content: Make sentences.
* Outcome: Make sentences about Ss themselves and family members correctly.
2. Write the true sentences about you and 2. Write the true sentences about you and
your family members. your family members.
- Have Ss write true sentences about them and - I like reading books in my free time.
their family members. - My dad enjoys watching news on TV.
- Ask them to share their answers with a - My mum doesn’t like drinking coffee.
classmate. - My grandmother loves cooking.
- Invite some Ss to write their sentences on the - My grandfather hates chatting. / making
board. noise. .....
- Ss work individually.
- Ss do the tasks freely.
ACTIVITY 3 : Grammar
Aim: To help Ss revise the present simple.
* Content: Revision on the use of the present tense. Complete the passage.
* Outcome: Ss can complete the sentences using the present simple form of each verb.
3. Use the present simple form of each verb 3. Use the present simple form of each
42
to complete the passage. verb to complete the passage.
- Ask Ss about the uses of the present simple * Keys:
that they have learnt in the unit. 1. loves
- Have Ss do this exercise individually then 2. has
compare their answers with a partner. 3. enjoys
- Call on some Ss to give the answers. 4. don't like
- Confirm the correct answers and write them 5. is
on the board 6. is
- Go round and offer help if needed. 7. go
- Check and confirm the correct answers. 8. begins
- Ss do exercise individually and then compare
their answers.
- Ss copy.
ACTIVITY 4:
Aim: To help Ss revise the present simple in questions and negative sentences.
* Content: Change the sentences into questions and negative ones.
* Outcome: Ss understand more the present simple tense. Change the sentences correctly.
4. Change the following sentences into 4. Change the following sentences into
questions and negative ones. questions and negative ones.
- Have Ss do this exercise individually then *Keys:
compare their sentences with a partner. 1. Does this river run through your home
- Invite some Ss to read their answers aloud. town?
Give feedback. - This river doesn't / does not run through my
- Call on some Ss to read the complete home town.
sentences in front of the class. 2. Does your drawing class start at 8 a.m.
- T and other Ss listen and make comments. every Sunday?
- Check and confirm the correct answers. - My drawing class doesn't / does not start at
8 a.m. every Sunday.
3. Do they enjoy collecting stamps?
- They don't / do not enjoy collecting stamps.
4. Do you do judo every Tuesday?
- I don't / do not do judo every Tuesday.
5. Does your brother love making model
cars?
- My brother doesn't / does not love making
model cars.
43
3. PRODUCTION/ APPLICATION (12’-15’)
Aim: To helps Ss improve their abilities to work individually and in a team. It extends
their imagination in field related to the unit topic if possible.
* Content: Prepare the projects and present them in front of the class.
* Outcome: Think about appliances they want to have in the future.
+ Make a poster about it. To show their posters in front of the class and tell what the
appliances will do in their future houses.
* PROJECT:
- Ask Ss to read the instructions. Make sure
they understand what to do. Ask Ss to work in
groups to do the project. Ss may draw their
own pictures to decorate their poster or find
suitable photos for it. Remember to have the
‘show and tell’ session and vote for the best
poster.
- If time is limited, assign the project in earlier
lessons such as in GETTING STARTED
lesson. Make sure you guide them carefully
and check their progress after each lesson. In
the last lesson (LOOKING BACK), ask Ss to
present their poster to the class.
- Get them to share their posters in pairs or
groups.
- The class gives comments.
- Don't focus on or correct Ss language
mistakes. This is an opportunity for them to
experiment with the language
- T comments.
- Ss should prepare the project as assign
groups in the previous lessons beforehand.
- Ss listen to the teacher’s instructions
carefully.
- Ss do the tasks. Prepare the at home
beforehand.
- Ss should finish the project in class, assign
44
groups in the previous lessons.
* Ask Ss to complete the self-assessment table.
- Identify any difficulties, weak areas, and provide further practice
* HOME WORK
- Make more sentences. Prepare UNIT 2: HEALTHY LIVING.
=======================
45
Week 3
Period 13
UNIT 2: HEALTHY LIVING
Let’s go out!
I. OBJECTIVES:
* By the end of the lesson, students will be able to:
- use the words about healthy activities and health problems;
- pronounce the sounds /f/ and /v/ correctly;
- recognize and write simple sentences;
- ask for and give health tips;
- read for general and information about acne;
- talk about how to deal with some health problems;
- listen for specific information about some advice about healthy habits;
- write a paragraph of some advice to avoid viruses.
1. Knowledge:
- To introduce topic of the lesson Healthy living. To practice listening and reading.
- Use the lexical items related to the topic Healthy living.
- Identify and talk about the daily activities and decide if they are good or bad for health.
+ Vocabulary: Use the words about healthy activities and health problems; Pronouncing the
sounds /f/ and /v/ correctly;
+ Grammar:
- Recognize and write simple sentences;
Mi and Mark about healthy activities and health problems; Knowing more new words.
Understanding the main idea of the conversation.
3. Qualities: The love of living things; The awareness about importance of healthy living.
- Be ready to talk about Healthy living
- Know some daily activities whether good or bad for health
II. TEACHING AIDS:
- Sach mem.vn.
III. PROCEDURE:
46
Aims:
* Outcome: Introducing themselves to make more new friends.
+ Greeting
+ Revision GAME: BRAINSTORMING
- Review the previous unit before Ss open + build : a dollhouse, ...
their books. + make : a model...
- Organize a short vocabulary game to + collect: dolls, coins...
revise the words Ss learnt in Unit 1. For
example, T can show pictures of different
hobbies and Ss say the words, or T says a
verb (e.g. build) and Ss say the nouns going
with it (e.g. a dollhouse, a model, etc.).
- Lead to the new unit. Write the unit title
Healthy Living on the board.
- Ask Ss to guess what they are going to
learn about in this unit. Then write healthy
activities and health problems and ask Ss to
give any words or phrases they know
related to them.
- Ask Ss to open their book to page 24 - 25
and introduce what they are going to study
2. PRESENTATION/ NEW LESSON ( 12’- 15’)
ACTIVITY 1:
Aims:
- To set the context for the introductory conversation;
- To introduce the topic of the unit.
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to
be learned.
* Content: Learn some new words. Read the conversation and find out new words.
* Outcome: Knowing more new words. Understanding the conversation; topic of the
lesson, grammar points…
47
1. Listen and read: 1. Listen and read
*Teach vocabulary: * Vocabulary
+ Teacher uses different techniques to - health (v): sức khỏe
teach vocab (situation, realia, translation.) - healthy living (n): cuộc sống khỏe mạnh.
+ Follow the seven steps of teaching vocab. - healthy activities (n): các hoạt động có lợi
+ Check vocabulary. cho sức khoẻ
+ Take note - problem (n) vấn đề
** Set the context: Have Ss look at the - boat (v): đi thuyền.
conversation and the picture and answer - popular (adj): được nhiều người ưa thích;
some questions, e.g. What might Mi and phổ biến,
Mark be talking about? Where are the - fresh (adj): tươi, mới
people in the picture? What are they doing? - bring (v) mang
Are they healthy activities? Encourage Ss - suncream (n) kem chống nắng
to answer, but do not confirm their answers. - sunburn (n) sự cháy nắng
- Play the recording twice for Ss to listen
and read along. Then invite some pairs of
Ss to read the conversation aloud.
- Refer to the questions previously asked.
Confirm the correct answers: Mi and Mark
are talking about the picture. They are at
Yen So Park. They are boating, exercising,
fishing, and walking. The activities are
healthy. They also mention some things
(hat, suncream) they need to avoid a health
problem (sunburn).
- Call on some groups of Ss to read the
conversation aloud.
3. PRACTICE ( 15’)
ACTIVITY 2:
Aim: To help Ss understand the main idea of the conversation.
* Content: Listen and read the conversation. True/ false activitiy, filling in the gaps.
* Outcome: Knowing more new words. Understand the conversation; topic of the lesson
2. What are Mark and Mi talking about? 2. What are Mark and Mi talking about?
- Ask Ss to answer without reading the
48
conversation again. - Key: B
- Ask them to explain why they did not
choose the other two options. Then confirm
the correct answer.
ACTIVITY 3:
Aim: To help Ss learn some vocabulary from the conversation visually (in pictures) to
ensure their understanding of the text.
* Content: Write a word under the picture. Understanding more the vocabulary.
* Outcome: Ss know more some words and phrases about healthy activities and health
problems;
3. Write a word or phrase from the box 3. Write a word or phrase from the box
under its picture. under its picture.
Ask Ss to read the words / phrase (and find Key:
where they appear in the text if necessary) 1. sunburn
and look at the pictures. Ask them to write 2. suncream
the correct words / phrase under the 3. outdoor lunch
pictures. Then ask Ss to say the words / 4. boating
phrase aloud. 5. cycling
- Make sure they pronounce the words /
phrase correctly.
ACTIVITY 4:
Aim: To help Ss develop the vocabulary about the topic.
* Content: To complete the sentences with a word in from the conversation.
* Outcome: Ss know the use of words and phrases about healthy activities and health
problems;
* Organization: Teacher’s instruction
4. Complete each sentence with a word 4. Complete each sentence with a word
from the conversation. from the conversation.
- Ask Ss to work independently to fill in * Key:
each blank with a word from the 1. boating
conversation. Allow - Ss to refer to the 2. park
conversation if needed. 3. countryside
- If needed, tell them where to find the 4. suncream
words. 5. Health.
49
ACTIVITY 5:
Aim: To help Ss identify and talk about their daily activities and decide if they are
good or bad for their health.
* Content: Playing game: Good or bad for health.
* Outcome: Playing game. Talk about daily activities.
5. GAME: Good / bad for health? 5. GAME: Good / bad for health?
Work in groups. Each student names two * Suggested answers:
daily activities. The class decides whether Daily How often Good Bad
each activity is good / bad for health. activities
Give a reason if possible. Walking to Every day √
- Allow Ss one minute to think about their school
daily activities and write them down. Eating Rarely √
- Call on Ss in turn to say aloud one breakfast
activity. Other Ss decide whether it is good Going Twice a √
or bad for their health. swimming week
- Ss do the task Sleeping 12 hours per √
- If T thinks an answer is not correct, T day
allows the class to discuss it before Doing yoga Three times √
confirming the answer. a week
… … … …
+ Write healthy activities, health problems on the board.
Ask Ss to say aloud some words / phrases they remember from the lesson related to each
category. Quickly write these words / phrases under the categories.
Ask if Ss can add some more under each category.
If there is a projector in the classroom, show the conversation and highlight the key words
related to the topic.
* HOME WORK
- Start preparing for the Project of the unit.
Teacher randomly puts Ss in groups of 4 or 5 and asks them to choose a bad habit that
the students in your school often do and think about some tips to change that habit. They
have to find suitable photos or draw pictures to create a poster about it. Students will show
their posters and present their ideas in Lesson 7 – Looking back and Project. (Teacher
should check the progress of students’ preparation after each lesson.)
50
- Prepare the vocabulary for the next lesson: A CLOSER LOOK 1.
=========================
Week 4
Period 16
51
I. OBJECTIVES:
1. Knowledge:
- To teach some new words .
+ use the lexical items related to the topic Healthy living.
+ use the words about healthy activities and health problems
- Pronunciation: pronounce and recognize the sounds /f/ and /v/ in isolation and in context
+ Grammar:
- Recognise and write simple sentences;
2. Competence: Students will be able to know more words and phrases about healthy activities
and health problems
- Be ready to know the words about healthy activities and health problems
II. TEACHING AIDS:
- Sach mem.vn.
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.

Aim: Vocabulary
* Content: Review the previous lesson.
* Organization : Teacher’s instructions.
52
+ Greeting
+ Asking questions: Questions:
* Some students are invited to answer. 1. What is your favorite hobby?
* Teacher and students discuss the answers. 2. When did you start your hobby?
* Teacher introduces the lesson.
- Show some pictures of the hobbies Ss
learnt in the previous lesson. Have some
say the hobbies. Lead to this lesson which
focuses on action verbs, verbs of liking and
disliking and the sounds /ә/and /з:/.
ACTIVITY 1:
- Aim: To present some action verbs go with nouns to describe hobbies.
* Content: Teach some new words, some action verbs go with nouns.
* Outcome: Ss learn how to use them. Put them in the columns correctly.
1. Match the phrases on the left with the 1. Match the phrases on the left with the
correct pictures on the right. correct pictures on the right.
*) Pre- teach vocabulary:
vocabulary (situation, realia, * Vocabulary
translation .....) 1. dim light (n.phr.) ánh sáng lờ mờ
- Teacher may introduce the vocabulary 2. lip balm (n.phr.) son dưỡng môi
by: 3. chapped lips (n.phr.) môi nứt nẻ
+providing explanations of the words; 4. red spots (n.phr.) đốm đỏ
+showing picture illustrating the word. 5. coloured vegetables (n.phr.)
- Follow the steps to teach vocabulary rau có màu sắc
- Repeat in chorus and individually
* Check vocabulary * Keys:
- Teacher checks students’ understanding 1. c 2. e
with the “Rub out and remember” 3. d 4. a 5.b
technique.
+ Take note
- Have Ss read the phrases and do the
53
matching. If it is difficult, ask Ss to match
the phrases they can easily recognize first:
coloured vegetables, chapped lips, dim
light. Two left phrases in the list (lip balm
his way and red spots) are different as one
is singular and the other plural. In this way
Ss can complete the task.
- Have Ss read the phrases aloud. Correct
their pronunciation if needed.
- T may ask Ss for the Vietnamese
equivalents of these phrases.
3. PRACTICE (15’)
ACTIVITY 2:
Aim: To help Ss use the words / phrases in specific contexts.
* Content: Complete the sentences, using the words and phrases.
* Outcome: Ss can learn how to use the words and phrases.
2. Complete the sentences with the 2. Complete the sentences with the correct
correct words and phrases below. words and phrases below.
- Ask Ss to read the words and phrases * Keys:
provided. Remind Ss of their meanings if 1. coloured vegetables
needed. 2. Soft drinks
- Ask Ss to work individually. Then ask 3. fit 4. skin condition
them to explain their answers. 5. sunburn
- Check Ss' answers as a class.
ACTIVITY 3:
Aim: To help Ss talk about their daily activities and decide if each activity is healthy
or unhealthy.
* Content: Discussing and tick (√) each activity in the table.
* Outcome: Ss discuss and tick (√) each activity in the table correctly.
3. Wok in pairs. Discuss and tick (√) each 3. Wok in pairs. Discuss and tick (√) each
activity in the table as (H) Healthy or U activity in the table as (H) Healthy or U
(Unhealthy). (Unhealthy).
- Ss should have no difficulty * Suggested answers
comprehending the meanings of the - Healthy: 1, 3, 4.
54
sentences since there is only one new word - Unhealthy: 2, 5.
(tofu). Ask Ss to work in pairs.
- Allow them time to discuss and complete
the task.
- Ask Ss to add more activities. Say them
aloud and the whole class decides if they
are healthy or unhealthy.
ACTIVITY 4 /f/ and /v/
Aim: To help Ss identify sounds /f/and /v/, and practice them in words.
* Content: Listen and repeat, pay attention to the sounds /f/ and /v/.
* Outcome: Ss can learn how to pronounce the sounds /f/ and /v/ correctly.
sounds /ә/ and /з:/ sounds /ә/and /з:/
- Have some Ss read out the words first. * Audio script
- Then play the recording for them to listen activity vitamin avoid food
and repeat the words as a class, a group, active breakfast affect fit
and individually.
necessary.
- Invite some Ss to say some words they
know that include the two sounds.
* Teacher asks Ss to watch Tiếng Anh 7 -
Pronunciation video Unit 2 ( link
YouTube)
ACTIVITY 5:
Aim: To help Ss pronounce sounds /f/ and /v/ correctly in sentences.
* Content: Practice saying the words pay attention to the underlined parts
* Outcome: Ss learn how to pronounce the words, the underlined parts correctly.
5. Listen and repeat. Paying attention to 5. Listen and repeat. Paying attention to
the underlined words. the underlined words.
- Have Ss read the sentences. Tell them to * Keys:
55
pay attention to the underlined words with * Audio script
sounds /f/ and /v/. 1. Coloured vegetables are good food.
- Play the recording for Ss to listen and 2. My favourite outdoor activity is cycling.
repeat each sentence. Correct their 3. We need vitamin A for our eyes.
pronunciation if needed. 4. Being active helps keep you fit.
- Call on some Ss to read the sentences 5. Jack never eats fish.
individually.
- Invite some pairs to read the sentences
aloud.
- Comment on their pronunciation of the
sounds
- Ask Ss to summarise what they have learnt in the lesson.
the objectives they can do
* HOME WORK
- Do more exercises in workbook. Find 5 more words with the sound /f/ and 5 more words
with the sound /v/. Write them down and practice pronouncing the words.
=======================================
Week 4
Period 17
UNIT 2 : HEALTHY LIVING
Lesson 3 : A CLOSER LOOK 2
I. OBJECTIVES:
1. Knowledge:
- To recognize and teach Simple sentences.
56
+ use the lexical items related to the topic Healthy living.
+ Know how to recognize and write simple sentences
Types of simple sentences Examples
1. Having a subject and a verb I read.
2. Having an object I read science books.
3. Having an adverb I read science books every weekend.
+ Grammar: - Simple sentences;
2. Competence: Students will be able to know more words and phrases about healthy activities
and health problems
3. Qualities: The awareness about importance of healthy living.
- Be responsible and hard working.
II. TEACHING AIDS:
- Sach mem.vn.
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.
Aims:
+ Greeting
+ Game: Guessing game Guessing game
57
- T divides the class into 4 teams. Example:
- T calls on a S from each team to go to the A: water, grow, flowers, vegetable.
board in turn. That S thinks of a hobby and B: Is it gardening?
says the keywords out loud. A: Yes, it is.
The other teams try to guess What the hobby
is. They will get 1 point for each correct
answer. The team with the most points is the
winner.
- Teacher and students discuss as a class.
- Teacher asks students to say the words aloud
and makes sure they pronounce the words
correctly.
- Teacher can ask for translation to check their
understanding.
- Invite some Ss to answer the questions.
- Introduce the three objectives of the lesson.
Write the objectives in the left corner of the
board.
ACTIVITY 1:
Aim: To help Ss identify simple sentences.
* Content: Identify simple sentences.
* Outcome: Ss learn how to use the use of simple sentences.
Grammar: Simple sentences
* Have Ss read the Remember! box about simple sentences.
- Explain to them by writing the first example on the board. Underline the two main parts (I
read.).
- Write the next example under it. Underline the three parts ( I read science books.).
- Do the same with the last example. Tell Ss that a simple sentence has only one subject and
one verb.
- Ask them to determine the subject (S), the verb (V), the object (O) and the adverb (A) of
the sentences.
- Write the letters under the underlined parts like this.
a) I read.
SV
58
b) I science books.
S V O
c) I read science books every weekend.
S V O A
** REMEMBER!
* Simple sentences
– Some simple sentences have a subject and a verb.
Example: I read.
– Some simple sentences also have an object.
Example: I read science books.
– Some simple sentences also have an adverb.
Example: I read science books every weekend.
1. Tick (√) the simple sentences. 1. Tick (√) the simple sentences.
- Ask Ss to do the exercise individually and * Keys:
then compare their answers with a classmate. - Simple sentences: 1,2,4
- Call on some Ss to explain their choice.
- Ss to explain why sentences 3 and 5 are not
simple sentences. Write sentences 3 and 5 on
the board. Underline the two subjects and
predicates. Circle the words ‘and’ and ‘but’.
- Confirm the correct answers as a class.
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To help Ss identify the missing part in a simple sentence.
* Content: Write S if subject is missing. V if the verb is.
* Outcome: Ss understand more using simple sentences correctly.
2. Write S if the subject is missing from the 2. Write S if the subject is missing from
sentence and V if the verb is. the sentence and V if the verb is.
- Have Ss do this exercise individually.
- Ask them to read each sentence carefully and
look for the two main parts. This helps them
decide which part is missing in each sentence. * Keys:
- Call on some Ss to give and explain their 1. V
answers. 2. S
- Confirm the correct answers. 3. V
59
- If time allows, ask Ss to complete the 4. S
sentences, adding the missing parts. 5. V
- Checks Ss' answers as a class.
ACTIVITY 3:
Aim: To help Ss identify different parts of a simple sentence and put them in the
correct order to form a simple sentence.
* Content: Do the filling with the correct form of the verbs in brackets.
* Outcome: Ss can do exercises correctly. Further practice with the present simple.
3. Rearrange the words and phrases to 3. Rearrange the words and phrases to
make simple sentences. make simple sentences.
- Allow Ss to work in pairs or individually. Keys:
- Call on 2 - 3 Ss to read aloud the complete 1. My sister never drinks soft drinks.
sentences. 2. Acne affects 80% of young people.
- Confirm the correct answers. 3. He has bread and eggs for breakfast.
4. We don't eat much fast food.
5. Fruit and vegetables have a lot of
vitamins.
ACTIVITY 4:
Aim: To give Ss further practice on writing out simple sentences from the prompts
given.
* Content: Rearrange the words and phrases to make simple sentences, using the words
given.
* Outcome: Ss can make sentences correctly.
4. Write complete sentences from the 4. Write complete sentences from the
prompts. You may have to change the prompts. You may have to change the
words or add some. words or add some.
- Have Ss look at the prompts of each sentence Keys:
and decide the two main parts of the sentence. 1. Tofu is healthy.
- Have Ss do this exercise individually before 2. Many Vietnamese drink green tea.
they share their answers with a partner. 3. She does not use suncream.
- Ask some Ss to read out their answers. 4. My father does not exercise every
- Comment and confirm the correct answers. morning.
- Check the answers as a class. 5. Most children have chapped lips and skin
in winter.
60
ACTIVITY 5:
Aim: To allow Ss more advanced practice in forming a simple sentence from two
separate ones.
* Content: Discuss and write a simple sentence.
* Outcome: Further practice using a simple sentence.
5. Work in pairs. Discuss and write a 5. Work in pairs. Discuss and write a
simple sentence from the two given simple sentence from the two given
sentences. sentences.
- Have Ss work in pairs. Keys:
- Guide them to read the two separate 1. We avoid sweetened food and soft
sentences, discuss and determine the two main drinks.
parts for the new sentence. 2. My dad and I love outdoor activities.
- Then allow them some time to write the 3. You should wear a hat and suncream.
sentences. 4. My mother read and downloaded the
- Check the answers as a class. health tips.
- Summarize the main points of the lesson.
- Call on some Ss to make simple sentences if time allows.
*HOME WORK
- Make more simple sentences.
- Prepare new lesson. COMMUNICATION.
======================
Week 4
Period 18

I. OBJECTIVE:
1. Knowledge:
- learn how to ask for and give health tips
- practice using some grammar points and vocabulary related to the topic.
61
+ Grammar:
- Recognize and write simple sentences;
Mi and Mark about healthy activities and health problems; Knowing more new words.
Understanding the main idea of the conversation.
- Be ready to talk about Healthy living
- Know some daily activities whether good or bad for health.
- Be benevolent and responsible
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.

Everyday English Giving tips for health problems.
Aims:
and relaxed atmosphere to inspire Ss to warm up to the new lesson
+ Greeting
+ GAME: + GAME: BRAINSTORMING
62
BRAINSTORMING
* Teacher divides class into 2 teams and
asks them to think of “health problems”.
* Ss have 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. * Suggested answers:
* Teacher corrects their answers. Asthma, a backache, a broken leg, a cold, a
- The team which has more correct words cough, an earache, a headache, a sore throat, a
will be the winner toothache, sunburn, etc.
- Tell Ss that they are going to learn how to
give tips for health problems.
ACTIVITY 1+ 2:
- Aim:
To introduce two ways to give tips for health problems and to allow Ss some practice.
* Content: To listen and read the conversation. Pay attention to the highlighted parts
* Outcome: Ss will be able to learn some tips for health problems.
1. Listen and read the conversation. Pay 1. Listen and read the conversation. Pay
attention to the highlighted parts attention to the highlighted parts
1. Play the recording for Ss to listen and * Audio script
read the conversation about a health A: My eyes are tired.
problem. B: You can use eyedrops.
Tell them to pay attention to the highlighted A: Yes.
parts. Elicit the structures giving tips. Have B: And you shouldn't read in dim light.
Ss practise the conversation in pairs A: Thank you.
Structure: to give advice:
- You should/ shouldn’t …
- You can …
2. Make similar conversations for the
health problems below.
- Ask Ss to work in pairs to make similar
conversations, using the structures for
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giving tips.
Comment on their performance.
- To give advice, you can use:
-You should / shouldn't...
-You can...
- Move around to observe and provide help.
Call on some pairs to perform in front of
the class.
3. PRACTICE (18’)
ACTIVITY 3:
Tips for a healthy life
Aim:
To provide Ss with more knowledge about healthy living and help them practise the skill of
reading for the main idea
* Content: Read the passage and choose the tittle for it.
* Outcome: Ss can choose the title for the passage.
3. Read the passage and choose the 3. Read the passage and choose the correct
correct title for it. title for it.
- Have Ss read the text and choose the - Key: A
correct answer of the main idea for the text.
A. How to live long
B. What food to eat
- Ask Ss to explain their answers.
ACTIVITY 4:
Aim: To help Ss identify the main points in a reading and talk about them.
* Content: Discussing and make the tips for a healthy life.
* Outcome: Ss can make the tips for a healthy life.
4. Work in pairs. Discuss and make a list 4. Work in pairs. Discuss and make a list of
of the tips which help the Japanese live the tips which help the Japanese live long
long lives. Present it to the class. lives. Present it to the class.
- Have Ss work in pairs. * Suggested answer:
- Ask Ss to discuss and take notes of the The Japanese live long lives. The main
tips for for Japanese people's long life that reason is their diet.
64
they find in the text. (1) They eat a lot of fish and vegetable.
- Then call on 2 - 3 pairs to share their lists.
(2) They cook fish with little cooking oil. (3)
They also eat a lot of tofu, a product from
soybeans. Tofu has vegetable protein and
vitamin B. It doesn't have any fat.
(4) The Japanese work hard and do a lot of
outdoor activities too. This helps them keep
fit.
ACTIVITY 5:
Aim: To help Ss practice giving health tips in their own context.
* Content: Further practice to make a list of tips that the Vietnamese can do to live longer.
* Outcome: To improve speaking skills. Discussing and present it to the class.
5. Work in groups. Discuss and make a 5. Work in groups. Discuss and make a list
list of tips that the Vietnamese can do to of tips that the Vietnamese can do to live
live longer. Present it to the class. Does longer. Present it to the class. Does the class
the class agree with you? agree with you?
- This is a task which allows Ss to apply * Suggested answers:
what they have learnt so far in this unit 1. avoid overeating
(ideas, vocabulary and grammar) to find 2. do more outdoor activities.
tips for a long life for Vietnamese people. 3. drink enough water
- Ask Ss to form groups of 4 - 5. Allow 4. sleep before 10 p.m
them some time to discuss and come up 5. eat more nuts.
with some tips for how the Vietnamese can 6. do more exercises.
live longer. 7. …
- Ask them to take notes of the group's – Go to bed early and get enough sleep.
ideas. Then share them with the class. – Eat more fruit and vegetables, and less fast
- Invite some Ss to present their work. food.
- Comment on their answers. – Drink enough water, but not soft drink.
– Be active and exercise everyday.
– ...............

* Ask Ss to summarize what they have learnt in the lesson. Have Ss look at the objectives
65
* HOME WORK
- Practice talking about healthy living.
- Prepare new lesson. SKIILS 1
================================
Week 5
Period 21

Lesson 5: SKILLS 1
I. OBJECTIVES:
1. Knowledge:
- To develop Reading and Speaking skills.
- Reading for specific information about acne
- Talking about how to deal with some health problems.
+ Vocabulary: - Use the lexical items related to the topic Healthy living.
+ Grammar: Simple sentences.
2. Competence: Students will be able to practice reading and speaking skills. Identify and talk
66
about the daily activities and decide if they are good or bad for health.
- Be ready to talk about Healthy living. Be benevolent and responsible.
II. TEACHING AIDS:
- Sach mem.vn.
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.

Aim:
Pre – reading
* Content: Having some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the new lesson.
Teacher’s and Students’ activities Content
+ Greeting
+ Playing GAME
GAME: HANGMAN GAME: HANGMAN
67
SKINCONDITION SKINCONDITION
- 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”.
- Ss have 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.
- The team which can find or guess the secret
first will be the winner.
- 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.
- Lead to the new lesson: Reading and
Speaking lesson about hobbies and their
benefits.
- Introduce the objectives of the lesson.
Aim: To introduce words related to skin conditions to Ss and help Ss have a general idea
of what they are going to read.
* Content: Look at the picture and discuss and write words.
* Outcome: Ss will be able to learn more some new words.
1. Work in pairs. Discuss and write each 1. Work in pairs. Discuss and write each
68
word or phrase under the correct picture. word or phrase under the correct picture.
Which skin condition is the most common Which skin condition is the most common
among teenagers? among teenagers?
* Pre- teach vocabulary: * Vocabulary
- Teacher uses different techniques to teach 1. acne (n): [explanation] mụn trứng cá
vocabulary (situation, realia, translation .....) 2. disease (n): [explanation] bệnh tật
+ Teacher may introduce the vocabulary by: 3. serious (a): [explanation] nghiêm trọng
 providing explanations of the words; 4. take care of (phr v): [symnonym] chăm sóc
 showing picture illustrating the word. 5. pop (v): [visual + explanation] nặn, bóp
+ Providing the synonym or antonym of the
words.
+ Providing the definition of the words
* Follow the steps to teach vocabulary
+ Check vocabulary.
- Ask Ss to look at the pictures first and ask
if they know the skin condition shown in * Keys:
each picture. This does not cause difficulty 1. chapped skin
since these problems are popular for 2. acne
teenagers. 3. sunburn
- Then ask them to read the words / phrase
and do the matching. Ask Ss to share their
answers. Confirm the correct answers.

ACTIVITY 2:
Aim: To help Ss develop their reading skill for specific information (scanning) and help
them focus on the problem of acne.
* Content: Read the text and do the matching.
* Outcome: Ss get some specific information about the text. Do the matching correctly.
2. Read the passage and match the 2. Read the passage and match the
beginnings in A with the endings in B. beginnings in A with the endings in B.
- Have Ss read the text in detail to do the
exercise.
- Elicit answers from Ss. If needed, tell them * Keys:
to follow these steps:
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+ Read the beginnings in A. They all start 1. b
with 'acne' plus the verbs (is, affects, causes). 2.d
+ Locate the part of the text where they find 3. a
the information. They all appear right in the 4.c
first paragraph. Read that part and do the
matching.
- Tell Ss to compare their answers in pairs
before giving the answers to T.
Confirm the correct answers.
ACTIVITY 3:
Aims: To help Ss further develop their reading skill for specific information (scanning).
* Content: Read the passage again and choose the correct answers.
* Outcome: Improve reading skills. Ss get more information about acne.
3. Read the passage again and choose the 3. Read the passage again and choose the
correct answer A, B, or C. correct answer A, B, or C.
- Ask Ss to apply the techniques they use for * Keys:
2: reading each question, locating where the 1. A
information appears in the text, reading that 2. C
part carefully and circling the correct answer. 3. B
- Have Ss compare their answers in pairs. 4. B
- Check and confirm the correct answers. 5. A
- Ask them to explain their answers.
ACTIVITY 4: ( Follow up activity ) Speaking
Aim: To help Ss talk about how they apply the tips in the reading to themselves.
* Content: Read the passage. Pick the tips for acne which you can easily follow
* Outcome: Ss read and pick the tips for acne; which tip they can easily follow.
4. Work in pairs. Read the passage again. 4. Work in pairs. Read the passage again.
Pick the tips which you can easily follow. Pick the tips which you can easily follow.
Share your ideas with your partner. Share your ideas with your partner
- Ask Ss to work in pairs. Tell them to focus
on the tips for acne in the text.
70
- Allow them some time to talk about which
tip they can easily follow.
- Go around and listen. Give help if needed.
- Then call on some Ss to share their answers
with the class.
- If there is a tip they cannot follow, ask
them to explain why not.
- This activity helps prepare Ss for 5.
carefully and follow them.
- Ss work in pairs
- Ss Practice speaking in front of the class.
ACTIVITY 5:
Aim:
To provide Ss an opportunity to practice giving tips for health problems.
* Content: Read about the health problems. Discussing and making notes of some tips...
* Outcome: Ss can make notes of some tips they can give each person.
5. Work in groups. Read about the health 5. Work in groups. Read about the health
problems below. Discuss and make notes problems below. Discuss and make notes of
of some tips you can give each person. some tips you can give each person. Then
Then share your ideas with the class share your ideas with the class
- These health problems are common and Ss Suggested tips:
are expected to have some ideas about how 1. Use some lip balm.
to deal with them. Have Ss work in groups. - Use coconut oil.
- Ask them to take turns to give tips for each 2. Eat less fast food, beef, and ice cream.
health problem. - Eat more fruit and vegetable.
- Go around and listen. Give help if needed. 3. Get enough sleep, 7 - 8 hours a day.
Then call on some groups to share their - Don't go to bed too late.
answers with the class. 4. Keep warm and stay in bed.
- Encourage some Ss to speak in front of the - Drink plenty of water and eat light food.
class, the class comments on their 5. Avoid washing your hair every day.
classmate's content, pronunciation, fluency, - Take vitamins.
language (grammar, use of words, etc.), body
language.
- T can help the class give feedback.
- Comment on Ss' answers.
- Have students give comments on their
71
friends and vote for the most interesting and
informative presentation.
- Teacher gives feedback and comments.
+ Have Ss summarize what they have learnt in the lesson with the two skills.
- Have Ss look at the objectives written on the board at the beginning of the lesson and tick the
objectives they can do.
* HOME WORK.
- Practice talking about your future houses.
- Prepare new lesson. Skills 2.
===============================
Week 5
Period 22
Lesson 6: SKILLS 2
I. OBJECTIVES: By the end of this lesson, students will be able to gain the following
things
1. Knowledge:
- To develop listening and writing skills.
- Listen for specific information about some advice about healthy habits.
+ Write some advice to avoid viruses.
+ Grammar: Simple sentences.
2. Competence: Students will be able to practice reading and speaking skills. Identify and talk
72
about the daily activities and decide if they are good or bad for health.
- Develop communication skills and creativity. Be supportive in pair work and team work
II. TEACHING AIDS:
- Sach mem.vn.
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.

Aims:
- To create an active atmosphere in the class before the lesson.
+ Greeting
+ Chatting
- Teacher writes on the board the word
“Healthy habits” and asks Ss some questions:
+ What does this word mean?
+ What do we do to have “healthy habits”?
+ Can you name some “healthy habits?”
- Ss think of these questions and discuss with
their partners if needed.
- Teacher calls some students to give their
73
answers.
- Teacher listens and give comments.
Aim: To help Ss brainstorm the topic and prepare for the listening text.
* Content: Discussing.
* Outcome: Ss can get some information about the habits are good for your health.
1. Work in pairs. Discuss and tick (✓) the 1. Work in pairs. Discuss and tick (✓) the
habits you think are good for your health habits you think are good for your health
- Ask Ss to work in pairs.
- Ask them to read the sentences and discuss if
they are good or bad for their health.
- Call on some Ss to share their answers.
* Suggested answers: Good for health: 2, 3

3. While-listening (18’)
ACTIVITY 2 : While-listening
Aim: To help Ss develop their skill of listening for specific information.
* Content: Listen and tick (✓) the habits
* Outcome: To get specific information about correctly.
2. Listen and tick (✓) the habits mentioned 2. Listen and tick (✓) the habits
- Have Ss read the categories of habits. This mentioned
helps them have some ideas of what they are * Keys:
going to listen to and the information they - Categories mentioned: 1, 2, 4, 5, 7
need for answering the questions.
- Play the recording twice for Ss to do the
exercise. For stronger classes, ask Ss to take
notes of the information to explain their
74
answers.
- Have Ss share their answers in pairs.
- Invite some pairs to answer and confirm the
correct ones.
- Play the recording again if needed, stopping
at places where students are having
difficulties.
- Ask for Ss' answers and write them on the
board next to their guesses.
ACTIVITY 3: Writing
* Pre - Writing
Aim: To help Ss further develop their skill of listening for specific information.
* Content: Do the filling about the hobbies
* Outcome: Do the Filling about their own hobbies correctly.
3. Listen again and give short answers to 3. Listen again and give short answers to
the questions the questions
- Have Ss read the questions and determine *Keys:
what information they need for answering the 1. disease
questions. Remind them that the questions ask 2. (a lot of) vitamins
for short answers. 3. 8/eight hours/hrs
- Play the recording once or twice more for Ss 4. tidy and clean
to do the exercise. 5. When the weather is fine. / On fine days.
- Have Ss share their answers in pairs.
- Invite some pairs to answer and confirm the
correct ones.
- Play the recording again if needed, stopping
at the places where students are having
difficulties.
4. APPLLICATION (8’-10’)
Aim: To help Ss make simple notes of what they have listened to.
* Content: Write a paragraph of about 70 words about Ss’s hobbies.
* Outcome: Use information in 3 Ss can write a paragraph about their hobbies.
75
4. Work in groups. Discuss and make notes 4. Work in groups. Discuss and make
of the tips from the listening. Then share notes of the tips from the listening. Then
them with the class. share them with the class.
- Tell Ss to work in groups. e.g. Don’t eat too much meat and cheese.
- Ask them to discuss and make notes of the
tips they can remember from the listening.
- Encourage Ss to write in full sentences:
e.g. Don't eat too much meat and cheese.
- Move around and offer help if needed.
- The class gives their comments.
Aim: To help Ss practice writing a passage to give advice on how to avoid viruses.
* Content: Write a passage of about 70 words to give advice on how to avoid viruses.
* Outcome: Using information, Ss can write a passage of about 70 words to give advice on
how to avoid viruses.
5. Write a passage of about 70 words to give 5. Write a passage of about 70 words to
advice on how to avoid viruses give advice on how to avoid viruses
- T can write the words flu, COVID 79, etc. on
the board as examples of diseases caused by
viruses. This helps them have an idea about
the kind of disease they are seeking advice
about.
- Ask Ss to look at the pictures and read the
advice.
- Check their understanding. Then allow them
some time to write out the passage
- Encourage Ss to add some more tips. * Sample answer:
- Go round and offer help if needed. We can do a lot of things to avoid viruses.
- Call on some Ss to read aloud their writings. First, always keep your surroundings clean.
- Check them as a class. Sweep your house, clean your furniture, and
* Post - Writing change your pillow covers and bed sheets
- T may have students do their writing on often. Remember to take a bath daily. Wash
large sheets of paper and organize a class your hands with soap regularly. Drink a lot
gallery for students to display their writings on of water and eat more fruit and vegetables.
the board. Then students can go around to see Exercise three times a day for at least 15
76
their friends’ work, give and receive minutes each time. When you go out wear a
comments. mask and avoid crowds.
- If time is limited, T may ask Ss to write the
final version at home.
- Other Ss and T comment on the writing.
Encourage Ss not to refer back to the unit. Ask them to keep a record of their answers to each
exercise so that they can use that information to complete the self-assessment table at the end
of the unit.
* HOME WORK.
- Finish writing. Copy in the note books.
- Prepare new lesson. LOOKING BACK
=======================
Week 5
Period 23
Lesson 7: LOOKING BACK & PROJECT
I. OBJECTIVES:
By the end of this lesson, students will be able to gain the following things
1. Knowledge:
- To revise and Practice simple sentences.
+ Grammar: Simple sentences .
2. Competence: Students will be able to identify and talk about the daily activities and decide if
they are good or bad for health.
- Develop communication skills and creativity. Be supportive in pair work and team work
3. Qualities:- The awareness about importance of Healthy living.
77
II. TEACHING AIDS:
- Sach mem.vn.
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.
Aims:
* This is the review and drill section of the unit. Encourage Ss not to refer back to the unit
pages. Instead, they can use what they have learnt during the unit to help them answer the
questions.
further practice.
BRAINSTORMING BRAINSTORMING
- Teacher asks Ss to think of what they have
learnt already in Unit 2.
- Ss work in pairs to do the task.
- Teacher calls some students to retell.
- Teacher confirms and leads them to do all
the exercises in books
- Ss give answer.
- T monitors and gives feedback.
78
PRACTICE EXERCISES
Aim:
To help Ss revise the vocabulary items (verbs) they have learnt in the unit.
* Content: Revision on the words about hobbies. Complete the sentences with verbs below.
* Outcome: Review the words/ phrases. Complete the sentences correctly.
1. Complete the sentences with the verbs 1. Complete the sentences with the verbs
below. below.
- Have Ss read the verbs in the box and see if * Keys:
they still remember their meanings. 1. keep
- Let Ss do this activity individually, then 2. affects
compare their answers with their partners. 3. avoid
- Ask for Ss' answers. 4. are
- Confirm the correct answers 5. exercise
ACTIVITY 2:
Aim:
To help Ss revise the vocabulary items (adjectives) they have learnt in the unit.
* Content: Write words next to their definitions.
* Outcome: Ss can write words next to their definitions correctly.
2. Write the words below next to their 2. Write the words below next to their
definitions. definitions.
- Have Ss read the adjectives in the box and Keys:
see if they still remember their meanings. 1 . active
- Ask them to read each definition and write 2 . healthy
the word next to it. 3 . Tidy
- Let Ss do this activity individually, then 4 . Fit
compare their answers with their partners. 5. dirty
- Ask for Ss' answers.
- Confirm the correct ones.
Aim: To help Ss revise simple sentences.
* Content: Revision on Simple sentences.
79
* Outcome: Ss can tick the Simple sentences correctly
3. Tick (✓) the simple sentences. 3. Tick (✓) the simple sentences.
- Remind Ss of simple sentences first by * Keys:
writing two sentences (one simple and one + Simple sentences: 2, 3, 5
compound) on the board and ask them which
one is the simple sentence.
- Allow them 1 - 2 minutes to read the
Remember! box in A CLOSER LOOK 2 if
needed.
- Have Ss do the exercise individually, and
then exchange their answers with a classmate.
- Go round and offer help if needed.
ACTIVITY 4:
Aim: To help Ss revise simple sentences.
* Content: Change the sentences into simple ones
* Outcome: Ss understand simpler sentence. Change the sentences correctly.
4. Change the following sentences into 4. Change the following sentences into
simple ones. simple ones.
- Ask Ss to read each original sentence and *Keys :
decide how to write a simple sentence from it 1. Both you and your brother are active.
by identifying the main parts of the new 2. Your room looks dark and untidy.
sentence. 3. The Japanese work hard and exercise
- Have Ss do this exercise individually. regularly.
- T may call 1 - 2 Ss to write the sentences on 4. My mother eats a lot of fruit and
the board. Then check Ss' answers. vegetables.
- Explain if needed.
- Check and confirm the correct answers.
Aim:
- To helps Ss improve their abilities to work individually and in a team. It extends their
imagination in field related to the unit topic if possible.
- To help Ss identify a bad habit for healthy living in their school and offer some tips to
80
change that habit.
* Content: Prepare the projects and then Present them in front of the class.
* Outcome: Ss identify a bad habit for healthy living in their school and offer some tips to
change that habit.
* PROJECT:
- Ss work in groups.
- Discuss and list some of bad habits Ss do to
their school environment.
- Choose one, then work out some tips to
reduce or get rid of it.
- Find or draw a picture to illustrate the bad
habit and write the tips on a large piece of
paper.
- Present it to the class.
- If time is limited, T can assign the project in
earlier lessons such as in GETTING
STARTED.
- Make sure you guide them carefully and
check their progress after each lesson.
- In the last lesson (LOOKING BACK), ask
Ss to present their poster.
- Get them to share their posters in pairs or
groups.
- Select some Ss to show their posters in front
of the class and tell what the appliances will
do in their future houses.
- The class gives comments.
experiment with the language.
- T comments.
4. WRAP-UP & HOME WORK(2’)
* Ask Ss to complete the self-assessment table.
- Identify any difficulties, weak areas, and provide further practice.
81
* HOME WORK
- Make more Simple sentences. Prepare UNIT 3: COMMUNITY SERVICE
=======================
Week 6
Period 26
UNIT 3: COMMUNITY SERVICE
SOUNDS LIKE GREAT WORK!
I. OBJECTIVES:
* By the end of this lesson, Ss will be able to gain:
- Use the words related to community activities;
- Pronounce the sounds /t/, /d/, /id/ correctly;
- Use the past simple to talk about past activities;
- Give compliments;
- Read for specific information about community activities at a school;
- Talk about the reasons why students join different community activities;
- Listen for specific information about some community activities and their benefits;
- Write an email about community activities one did last summer.
1. Knowledge:
- To introduce the topic “Community service”. To practice listening and reading.
- An overview about the topic “Community service”
- Lexical items related to community activities
+ Vocabulary: Use the lexical items related to community activities.
82
- “Community service” (work that people do without payment to help other people); community
activity ; donate; nursing home ; homeless; elderly; nursing; orphanage; proud.....
- Pronouncing the sounds /t/, /d/, and /id/ .
+ Grammar: - Past simple
Minh and Tom , who are talking about community activities in their school.
- Develop communication skills and enhance awareness of preserving the culture
- Be co-operative and supportive in pair work and teamwork.
3. Qualities: - To educate the voluntarily participation in community service or community
activities. Raise students’ awareness of the need to keep their neighbourhood green.
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.

Aims:
* Outcome: Having a chance to speak English.
+ Greeting Picture describing
+ Picture describing
* Teacher shows the picture and asks
students questions:
- What can you infer from this picture?
83
- Students raise hands to answer the
questions.
- Teacher and students discuss the questions.
- Teacher accepts all students’ questions and
explains the term “Community service”
(work that people do without payment to help
other people).
- T encourages Ss to talk in English as much
as possible
- Lead to the new unit. Write the unit title
Community Service on the board.
- Ask Ss to guess what they are going to
learn about in this unit. Then write
community activities and ask Ss to give any
words or phrases they know related to these
activities.
ACTIVITY 1:
Aims:
- To set the context for the introductory conversation
* Outcome: Knowing more new words. Understanding the conversation; topic of the lesson,
grammar points
1. Listen and read: (Ex 1, p. 28) 1. Listen and read
- Set the context: Have Ss look at the
conversation and the picture, and answer
some 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?
- Encourage Ss to answer, but do not confirm
whether their answers are right.
- Play the recording twice for Ss to listen and
84
read along. Then invite some pairs of Ss to
read the conversation aloud.
- Refer to the questions previously asked.
Confirm the correct answers:
+ In picture 1: I can see a boy with a box.
He is arranging books and toys (and may be
clothes).
+ In picture 2: I can see a girl and some
small children. They are in a classroom. The
girl is teaching the small children.
+ In picture 3: I can see two girls and a boy.
They are in the garden. They are gardening.
- To help Ss understand the main idea of the
conversation, ask Ss to answer the question:
What are Tom and Minh talking about?
(They are talking about community activities
* Vocabulary
in their school.)
1. community activity (n.phr.) : hoạt động cộng
*Teach vocabulary:
đồng
+ Teacher uses different techniques to teach
2. donate (v) : quyên góp, ủng hộ
vocab (situation, realia, translation.)
3. nursing home (n.phr.) : viện dưỡng lão
+ Teacher introduces the vocabulary by:
4. homeless (adj) :vô gia cư
 providing the pictures
5. pick up (v): nhặt lên  nhặt rác
 eliciting the definition of the words
6. teach - taught - taught (v):dạy học.
+ Teacher do the “Rub out and remember”
checking technique.
+ Teacher checks students’ pronunciation
and gives feedback. Teacher reveals that
these words will appear in the reading text
and asks students to open their textbook to
discover further.
conversation aloud.
ACTIVITY 2:
Aim: To help Ss read for specific information about Minh and Tom's community
activities.
* Content: Listen and read the conversation. Tick the appropriate box.
* Outcome: Understanding more the conversation; vocabulary; grammar points…
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2. Read the conversation again and tick 2. Read the conversation again and tick (✓)
(✓) the appropriate box. the appropriate box.
- Ask Ss to underline the words and phrases * Keys:
about community activities in the Community activity Minh’s Tom’s
conversation. For example, Ss can underline club club
the phrase pick up litter. 1. picking up litter ✓
- Then ask them to work in pairs to read the 2. planting vegetables ✓
conversation. 3. donating books ✓
- Have pairs tick the appropriate boxes. Ask 4. donating vegetables ✓
pairs to say the answers aloud: Mirth's club 5. teaching English ✓
picks up litter; Tom's club donates books,
etc.
- Make sure they pronounce the words /
phrases correctly.
ACTIVITY 3:
Aims:
- To help Ss use phrases related to community activities;
- To help Ss further understand the text.
* Content: Complete the pictures with the verbs.
* Outcome: SS know more the use of words and phrases in context.
3. Complete the phrases under the 3. Complete the phrases under the pictures
pictures with the verbs below. with the verbs below.
- Ask Ss to work individually to complete the * Keys:
phrases under the pictures with the given 1. pickup
verbs. 2. help
- Ask Ss to say the phrases aloud. Make sure 3. recycle
they pronounce the words and phrases 4. donate
correctly. 5. clean
ACTIVITY 4:
Aim:
To help Ss use the vocabulary related to community activities in the right contexts
* Content: Complete the sentences with correct words or phrases.
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* Outcome: Ss know more some words about community activities.
4. Complete the sentences with the correct 4. Complete the sentences with the correct
words or phrases below. words or phrases below.
- Ask Ss to work independently to complete * Keys:
each sentence with a word or phrase from the 1. homeless children
box. 2. Litter
- Allow Ss to refer to the pictures and 3. old people
phrases in 3 or the conversation if needed. 4. taught
- T may instruct them where to find the 5. planted
correct words / phrases, e.g. by looking for
where the sentences appear in the
conversation or in 3.
- Ask several Ss to read aloud the full
sentences. Correct Ss' pronunciation if
needed.
ACTIVITY 5:
Aims:
- To help Ss review and reuse the learnt vocabulary;
- To create a fun atmosphere in the class.
* Content: Review and reuse the vocabulary.
* Outcome: Ss can remember the words. Learn more new words.
5. GAME: Vocabulary Ping-pong. 5. GAME: Vocabulary Ping-pong.
- Ask Ss to play in teams of five or six A: Litter.
players. B: We often pick up litter in the park. _Trees.
- Instruct Ss to play the Vocabulary Ping- A: We plant trees in our school every year.
pong game: Ask Ss to think of the topic Book.
Community Service. One student from team ...........
A shouts out a word related to the topic.
Then one student from team B makes a
sentence with that word. Then switch roles.
The team that cannot give a word or make a
correct sentence loses and the other team
gets a point.
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- Point out the example in the Student's
Book:
A: Litter.
B: We often pick up litter in the park. Trees.
A: We plant trees in our school every year.
_Book.
........
- Ss work in groups of five or six.
- Ss listen to the instructions carefully and do
the tasks.
- Stop the game when time is up. The team
that makes the most correct sentences wins.
- Refer to the unit title again then together with Ss, orally list the community activities Ss do at
school.
- Ask Ss to say several words or phrases about community activities that they remember from
the lesson.
* HOME WORK
- Read again the conversation on page 28.
- If there is a projector in the classroom, show the conversation, highlight the key words related
to the topic. It would be helpful if T highlights the past simple, and the words in the
conversation and tells Ss that they will learn these language points in the upcoming lessons…..
=========================
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Week 6
Period 27
I. OBJECTIVE:
1. Knowledge:
- To introduce topic of the lesson Community serv ice. To teach some new words.
- Vocabulary: Use words related to community activities.
- Pronunciation: Correctly pronounce the sounds: /t/, /d/, /ɪd/ in isolation and in context.
2. Competence: Students will be able to practice listening for specific information about some
community activities and their benefits; Practicing writing an email about community activities
one did last summer.
3. Qualities :
- Raise students’ awareness of the need to keep their neighbourhood green.
- Have the good attitude to working in groups, individual work, pair work, cooperative learning.
II. TEACHING AIDS:
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III. PROCEDURE:
* Deliver the task.
* Discuss.

Vocabulary
Aim:
To introduce some verbs and verb phrases that are often used to describe community
activities.
* Content: Review the previous lesson. Guessing game
+ Playing game: Matching game + Playing game: Matching game
* Teacher has students play in two groups Set of word cards:
and explains the game rules. recycle help plant
- Each group will have a list of verbs and
nouns. Students match the verbs they have
small
with the correct nouns. trees vegetables
children
old people
-Teacher and students discuss the answers. homeless

books bottles litter
The group with the most correct answers children
wins.
- Students (Ss) listen and learn how to do.
- Ss open their book and write .
-Teacher confirms the answers and gives
feedback.
- Show the winners.
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ACTIVITY 1:
Aim:
To introduce some verbs and verb phrases that are often used to describe community
activities.
* Content: Teach some new words. Match a verb in A with a word or phrase in B.
* Outcome: Ss know more new words. Learn how to use them. Do the Matching correctly.
* Organization: Teacher’s instructions…
1. Match a verb in A with a word or 1. Match a verb in A with a word or phrase
phrase in B. in B.
*) Pre- teach vocabulary: * Vocabulary:
- Teacher uses different techniques to teach 1. exchange (v) trao đổi
vocabulary (situation, realia, translation .....) 2. pick up (phr. v.) nhặt lên
+ Teacher may introduce the vocabulary by: 3. tutor (v) dạy kèm
 providing explanations of the words; .......
 showing picture illustrating the word. * Keys:
+ Follow the steps to teach vocabulary. 1. e
+ Students (Ss) listen to the instructions 2. a
carefully and learn how to do the tasks. 3. d
- Repeat in chorus and individually 4. c
+ Check vocabulary 5. b
- Have Ss read aloud the verbs in A and
words / phrases in B.
- Ask Ss to work in pairs to match the verbs
in A with words / phrases in B. The only new
word is tutor, and it can also be inferred
when all other options have been matched.
- Tell Ss that to tutor means to teach.
- Invite Ss to take turns to read out their
answers. Correct their pronunciation if
needed.
- T can also ask Ss to add more words /
phrases to the verbs to make up other
activities they can do. This way, T can
broaden Ss' vocabulary if they are ready.
3. PRACTICE (15’)
ACTIVITY 2:
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Aim: To allow Ss to use the learnt words / phrases in contexts
* Content: Complete the sentences with a suitable word or phrase.
* Outcome: Ss can complete the sentences correctly. Learn how to use the words.
2. Complete each of the sentences with a 2. Complete each of the sentences with a
suitable word or phrase from the box. suitable word or phrase from the box.
- Ask Ss to work individually to complete * Keys:
each of the sentences with a suitable word / 1. litter
phrase from the box. All of these words / 2. used paper for notebooks
phrases have been learnt in 1. 3. water
- Check the answers as a class. 4. donate
- Have some Ss read aloud the complete 5. tutor
sentences.
- Ss listen carefully and learn how to do.
- Ss give the answer/
- Correct Ss' pronunciation if necessary.
ACTIVITY 3:
Aim:
To have Ss practice producing full sentences using the learnt phrases.
* Content: Write full sentences under the correct pictures
* Outcome: Ss can write full sentences under the correct pictures correctly:
3. Use the phrases from the box to write 3. Use the phrases from the box to write full
full sentences under the correct pictures. sentences under the correct pictures.
- Ask the whole class to read aloud the six
phrases. Correct their pronunciation if
necessary.
- Ask Ss to work in pairs to describe the
pictures, using the given phrases. Ask some
Ss to re-describe the pictures to the class.
- Then ask them to work individually to write
full sentences, using the given phrases. Then
they share their answers with a partner.
- T can also ask some Ss to write answers on
the board, then check their answers as a
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class.
* Keys:
1. She's reading books to the elderly.
2. They're giving gifts to old people.
3. He's exchanging used paper for notebooks.
4, They're donating clothes to poor children.
5. She's planting trees in the park.
Sounds /t/, /d/, and /id/
ACTIVITY 4
Aims:
- To help Ss identify how to pronounce the sounds /t/, /d/, and /id/;
- To help Ss practice pronouncing the sounds in words.
* Content: Listen and repeat the word to pay attention to the sounds: /t/, /d/, and /id/.
* Outcome: Ss can learn how to pronounce the sounds: /t/, /d/, and /id/.
sounds /t/, /d/, and /id/. sounds /t/, /d/, and /id/.
- Have Ss listen to the recording once first. * Audio script- track:
Then ask Ss to read out the words. /t/ /d/ /id/
- Play the recording for them to listen again cooked watered collected
and repeat each word as a class, then as passed cleaned donated
individuals. helped volunteered provided
possible.
- Ss listen carefully
- Ss listen and repeat
- Call on some Ss to say the words In front of
the class.
- Check their pronunciation If necessary.
- Call on some Ss to read the words aloud.
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ACTIVITY 5:
Aim: To help Ss practice pronouncing the sounds /t/, /id/, and /id/ in sentences.
* Content: Listen and pay attention to the underlined parts
* Outcome: Ss will be able to pronounce the sounds correctly.
5. Listen to the sentences and pay 5. Listen to the sentences and pay attention
attention to the underlined parts. Tick (✓) to the underlined parts. Tick (✓) the
the appropriate sounds. Practice the appropriate sounds. Practice the sentences.
sentences. * Audio script
- Have some Ss read the sentences first. Ask * Key + Audio script
them to pay attention to the underlined parts.
- Play the recording for Ss to listen then have
them tick the appropriate sounds.
Confirm the correct ones.
- Play the recording again and ask Ss to
repeat each sentence after the recording.
- Correct Ss if necessary.
- Call some Ss to read the sentences
individually.
- Comment on their pronunciation.
- Ask them to list some phrases about community activities they learnt in the lesson.
- Ask them to list some verbs in the past simple, paying attention to their pronunciation.
* HOME WORK
- remember some verbs in the past simple
=======================================
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Week 6
Period 28
I. OBJECTIVE:
1. Knowledge:
- Understand the use of the past simple tense.
- Practice using the past simple to talk about past activities.
+ Grammar: - Past simple tense.
3. Qualities :
- Raise students’ awareness of the need to keep their neighborhood green.
II. TEACHING AIDS:
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III. PROCEDURE:
* Deliver the task.
* Discuss.

Aims:
+ Greeting
+ CHATTING + CHATTING
* Teacher asks students some questions: Questions:
- Students answer the questions, using the past 1.What did you do last weekend?
simple. 2. What did you watch yesterday?
- Teacher and students discuss the answers. 3. Who did you meet two days ago?
- Teacher corrects students answers if needed
and confirms the use of the past simple (to talk
about completed actions in the past).
- Teacher asks students to study the Grammar
box.
- Teacher draws students’ attention to the
meaning and use of the past simple.
- Teacher then asks some more able students
to give some more examples.
* We use the past simple to talk about
completed actions in the past.
- We often use specific time expressions, such
as yesterday, last month, 3 weeks ago, or in
1999 with the past simple
- Teacher and students discuss the answers.
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- Teacher confirms the answers and gives
feedback.
- Students answer the questions, using the past
simple.
ACTIVITY 1:
Aim: To review Ss' knowledge of the past simple tense.
* Content: Form and use the use of the past simple tense.
* Outcome: Ss can learn how to form and use the past simple tense.
Grammar: The past simple
Positive S + V-ed/V2
Negative S + did not / didn’t + Vbare
Did + S + V bare ?
Questions and short answers  Yes, S + did.
 No, S + didn’t.
- Focus Ss’ attention on the Remember! box.
- Explain the uses of the past simple.

1. Circle the correct answer A, B, or C to 1. Circle the correct answer A, B, or C to
complete each sentence. complete each sentence.
* Remember!
- Ask Ss to work individually to circle the * Keys:
correct answers. 1. B 2. A
- Ask Ss to take turns to give their answers. 3. B 4. A 5. C
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- Ask several Ss to read aloud full sentences
with the correct answers. Correct their
pronunciation if necessary.
- Teacher lets students work in pairs and
exchange the answers before checking with
the whole class (explain each sentence if
necessary).
- Ss Answer the teacher’s questions.
feedback.
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To raise Ss' awareness of the past simple tense and the past form of some verbs.
* Content: Complete the sentences by circling the correct answer A, B or C.
* Outcome: Ss understand more using Past simple tense. Complete the sentences correctly.
2. Complete the sentences with the past 2. Complete the sentences with the past
simple form of the given verbs. simple form of the given verbs.
- Have Ss work individually to complete the * Keys:
sentences with the past simple form of the 1. took
given verbs. 2. joined
- Ask some Ss to read out their sentences. 3. helped
Correct grammar and pronunciation mistakes 4. sent
if necessary. 5. volunteered
- Ss give the answers.
ACTIVITY 3:
Aim:
To help Ss distinguish between the present simple, present continuous and past simple in
specific context.
* Content: Complete the sentences with the correct form of verbs.
* Outcome: Ss can complete the sentences with the correct form of verbs correctly.
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3. Complete the sentences with the correct 3. Complete the sentences with the
forms of the verbs from the box. correct forms of the verbs from the box.
- Ask the whole class to read aloud the verbs * Keys:
in the box. Then have Ss work individually to 1. cook
complete the sentences with the correct forms 2. planted
of the verbs from the box. 3. are picking up
- Ask some Ss to read out the complete 4. recycled
sentences. Correct grammar and pronunciation 5. read
mistakes if necessary.
- Ss to work individually.
- Ss do themselves.
- Ss copy them
ACTIVITY 4:
Aim: To help Ss write full sentences using the correct form of the verbs.
* Content: Write complete sentences from the prompts.
* Outcome: Ss can write complete sentences from the prompts correctly.
4. Write complete sentences from the 4.Write complete sentences from the
prompts. prompts.
- Have Ss work individually to write complete Keys:
sentences from the prompts. Then ask them to 1. Last year, our club donated books to
work in pairs to swap their answers. children in rural areas.
- Check the answers as a class. 2. Children sent thank-you cards to us a
- Have the class read out the sentences. week ago.
Correct grammar and pronunciation mistakes 3. I taught two children in grade 2 last
if necessary. summer.
- Invite one or two Ss to say out their answers 4. Last spring, we helped the elderly in a
in front of the class. nursing home.
- Ss do the tasks and share the answers. 5. We helped people in flooded areas last
- Check the answers as a class. year.
ACTIVITY 5:
Aim: To enable Ss to ask and answer questions related to past activities;
* Content: Ask and answer about Tom’s project in 2016 and 2018.
* Outcome: Further practice using past simple tense. Answer the questions.
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5. Work in pairs. Tom is from the Red 5. Work in pairs. Tom is from the Red
Cross. Look at the fact sheet and ask Tom Cross. Look at the fact sheet and ask
about his projects in 2016 and 2018. Tom about his projects in 2016 and 2018.
- To help Ss be aware of some community * Tom’s project:
activities that Ss in other countries do.
- Introduce the Red Cross projects and
activities in 2016 and 2018.
- Have Ss work in pairs to practise asking and
answering questions based on the fact sheet.
- Tell Ss to follow the example. Remind them
to use the past simple when they ask and
answer questions about the past activities.
- Invite some pairs to make short
Example:
conversations as an example.
Tom: I’m from the Red Cross. I worked on
- Correct any grammar and pronunciation
the Help Lonely People project in 2016.
Lan: What did you do?
Tom: We helped 200 lonely people
- Reactivate the knowledge that students have gained
- Have them say out loud the past forms of the verbs they learnt in the lesson.
Extension:
Alphabet game
- Put Ss in groups of three or four.
- Ss take turns to use the past simple in a sentence. The first letter of the verbs must follow
the sequence of the alphabet. If Ss can't think of one, they are out of the game. The next
student continues with the next letter.
For example:
A: He asked me my name.
B: I bought a hat.
C: I came here last month.
*HOME WORK
- Remember the form and use the past simple tense.
- Prepare new lesson: COMMUNICATION.
=======================
100
Week 7
Period 19
I. OBJECTIVE:
1. Knowledge:
- Know how to give compliments
- Discuss and present the benefits of community activities
- To practice giving compliments.
- Vocabulary on community activities.
- Grammar: structures to give compliments.
community activities and their benefits;
3. Qualities: - Raise students’ awareness of the need to keep their neighborhood green.
II. TEACHING AIDS:
- Teacher: Grade 7 text book, laptop, projector / TV/ pictures and cards,.....
- Sach mem.vn
101
III. PROCEDURE:
* Deliver the task.
* Discuss.
Everyday English Giving compliments
Aims: To provide Ss with the way of giving compliments
* Outcome: Having a chance to speak English and focus on the topic of the lesson.
- Ask Ss 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.
- When Ss have found the clause: That's fantastic; Sounds like great work! tell them that
they can use these to make compliments.
- Tell Ss that they are going to practice giving compliments. Ask Ss to look at
COMMUNICATION on page 32.
+ Greeting
+ Revision Questions:
- Teacher (T) asks Ss some questions about 1.What did you do last weekend?
them and class. 2. Did you go out with your friends?
- Ask Ss what they did last weekend.
- Ss Answer the questions.
ACTIVITY 1+ 2:
Aims:
- To introduce two ways to give compliments;
- To help Ss practice giving compliments.
* Content: To introduce the way of giving compliments. Listen and read the dialogue.
* Outcome: Ss learn some new word and how to give compliments.
+ Sound like great work!
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+Wonderful!
1. Listen and read the dialogue between 1. Listen and read the dialogue between
Lan and Mark. Pay attention to the Lan and Mark. Pay attention to the
highlighted parts. highlighted parts.
1. Listen and read the dialogue Audio script
- Play the recording for Ss to listen and read Lan: What did you do to help your
the dialogue between Lan and Mark. Ask Ss community last summer, Mark?
to pay attention to the highlighted parts. Mark: We planted some trees in the
Emphasize the use of the compliments. Have schoolyard and picked up a lot of rubbish
Ss practice the dialogue. along the nearby roads.
- Ask Ss to work in pairs to make similar Lan: Sounds like great work! We collected
dialogues, using the contexts given and the books and warm clothes for our friends in the
sample compliments. Give feedback on their mountainous areas.
dialogues. Mark: Wonderful!
2. Work in pairs. Make similar
conversations.
1. Mi helped lonely elderly people.
2. Tom and his friends cleaned and decorated
parts of their neighborhood.
3. PRACTICE (18’)
ACTIVITY 3: Changing our neighborhood.
Aims:
- To help Ss learn more about some benefits of community activities;
- To help Ss practice reading for specific ideas.
* Content: Read the poster. Write project number (1-3) next to its benefits.
* Outcome: Ss learn more about some benefits of community activities when they join the
projects.
3. Work in pairs. Read the poster about 3. Work in pairs. Read the poster about
the volunteer activities for teenagers at the volunteer activities for teenagers at
Lending Hand. Write the project number Lending Hand. Write the project number
(1 – 3) next to its benefit (A – E). (1 – 3) next to its benefit (A – E).
- Have Ss work in pairs to read the poster. :
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Ask them questions like: How many projects 1. B, E
does Lending Hand offer? What activities 2. C, D
can you do /join in Projects 1,2 and 3? 3. A
- Have pairs write the number of the projects
(1 - 3) next to the benefits (A - E). Ask some
pairs to read out their answers. Correct if
necessary.
- Ss work in pairs to do this activity.
ACTIVITY 4:
Aims:
- To help Ss practice asking and answering questions about which activities they want to join
and why;
- To help Ss practice giving reasons.
* Content: Ask and answer questions about which activities they want to join and why;
* Outcome: Ss can answer the questions correctly.
4. Work in pairs. Ask and answer which 4. Work in pairs. Ask and answer which
activities in 3 you want to join. Give activities in 3 you want to join. Give
reasons. reasons.
- Have Ss work in pairs to ask and answer
questions about which activities they want to
join and why. Ask them to use the example
in the Student's Book. Elicit any other
benefits they can think of.
- Invite some pairs to role-play, asking and
answering questions in front of the class.
- Ss learn how to do it
- Correct any grammar or pronunciation
ACTIVITY 5:
Aims:
- To help Ss practice asking and answering questions about which activities they choose to
join and the benefits of those activities;
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- To help Ss practice giving reasons.
- To help Ss practice reporting.
* Content: Further practice talking about which activities they choose to join and the
benefits of those activities;
* Outcome: Improve speaking skills. Talking about the benefits of activities.
5. Work in groups. Discuss which activity 5. Work in groups. Discuss which activity
each member of your group chooses and each member of your group chooses and
the benefit(s) of the activity. Present your the benefit(s) of the activity. Present your
group’s answers to the class. group’s answers to the class.
- Have Ss work in groups to discuss which
activity each member of their group chooses
and the benefits of each activity. * Example: Mai wants to donate food to
- Tell them that they can give more than one street children because this helps feed them.
benefit to any activity or any benefits they Lan wants to join clean-up activities because
can think of in addition to those they find in these activities make our neighbourhood
the Student's Book. cleaner
- Ask them to follow the example in the
book.
- Invite group representatives to report their
group's answers.
- Ss work in pairs. Check the answers
- Give feedback on their reports.
* Ask Ss what they have learnt in the lesson.
* HOME WORK
- Practice speaking the volunteer activities.
- Prepare new lesson. SKILLS 1
================================
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Week 7
Period 20
Lesson 5: SKILLS 1
I. OBJECTIVES:
1. Knowledge:
- To introduce topic of the lesson Community service.
- Develop reading skill for specific information about community activities at a school.
- Develop speaking skill: Talking about the reasons why students join different community.
activities
2. Competence: Students will be able to practice reading skill for specific information about
community activities at a school. Talking about the reasons why students join different
community. Develop presentation skill
3. Qualities : - Raise students’ awareness of the need to keep their neighbourhood green.
II. TEACHING AIDS:
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III. PROCEDURE:
* Deliver the task.
* Discuss.

(Pre – reading )
Aim: - To remind students of some community activities.
- To enhance students’ skills of cooperating with team mates.
+ Greeting
+ Play Game: GAME: WHO IS FASTER?
GAME: WHO IS FASTER? 1. collecting rubbish
* Teacher divides the class into 2 teams. 2. donating clothes
- Each team will have to run in a relay to the 3. planting trees
board to match the correct description with 4. helping old people
each picture. 5. tutoring homeless children
- The team with more correct answers will be 6. cleaning the street
the winner. * Vocabulary:
- Students play the game in team mode. 1. monthly (adj/adv) hằng tháng
- Teacher and students discuss the answers. 2. proud (adj) hài lòng, tự hào
feedback.
* Have Ss open their books (SKILLS 1).
* Teach some new words in contexts if
necessary.
*) Pre- teach vocabulary:
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vocabulary (situation, realia, translation .....)
+ Teacher may introduce the vocabulary by:
providing explanations of the words;
showing picture illustrating the word.
+ Follow the steps to teach vocabulary
+ Check vocabulary
Aims:
- To remind Ss of some community activities;
- To help Ss brainstorm some more community activities.
* Content: Circle the activities Ss would like to do at school.
* Outcome: Ss learn more community activities at school.
1. Work in pairs. Circle the activities you 1. Work in pairs. Circle the activities you
would like to do at your school. would like to do at your school.
- Have the class read out loud the three
activities in 1.
- Ask Ss to work in pairs to circle the activities
they would like to do at their school.
- Ask them to name some more activities they
would like to do at their school if the class is
more fluent.
ACTIVITY 2:
Aims:
- To improve Ss' knowledge of vocabulary related to community activities;
- To improve Ss' skill of reading for details.
* Content: Read the text and Match the highlighted words with their meaning .
* Outcome: Ss can get some specific information related to community activities;
2. Read the passage and match the 2. Read the passage and match the
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highlighted words with their meanings. highlighted words with their meanings.
- Ask Ss to work individually to read the * Keys:
passage and find the highlighted words. 1. donate
- Have Ss match the highlighted words with 2. exchange
their meanings in the box. Remind them to use 3. monthly
the context to help them. 4. proud
- Check the answers as a class. 5. tutor
carefully and learn how to do.
- Ss check the meaning of the words
- Ss work individually first.
- Confirm the correct answers as a class.
ACTIVITY 3 :
Aim:
To improve Ss' skill of reading for details.
* Content: Read the text again and Tick T/F
* Outcome: Ss can understand more about community activities.
3. Read the passage again and tick (✓) T 3. Read the passage again and tick (✓) T
(True) or F (False). (True) or F (False).
- Have Ss look at the statements in this * Keys:
activity. Ask them how to do it. Give them 1.T
some strategies to do the exercise. 2. F
- Have Ss work individually for some minutes 3.T
and tick T (True) or F (False). 4. F
- Ask Ss to take turns to give the answers. Ask 5.T
them to show the part in the reading where
they find the answers.
- Confirm the correct answers to the class.
Aims:
- To enable Ss to review and reuse the name of some community activities;
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- To give Ss an opportunity to practice explaining their reasons.
* Content: Read and write the names of the projects they should join .
* Outcome: Ss can review and reuse the name of some community activities .
4. Work in pairs. Read about these 4. Work in pairs. Read about these
students. Write the names of the projects students. Write the names of the projects
you think they should join in the Projects you think they should join in the Projects
column. column.
- Have Ss work in pairs to read the sentences * Keys:
in the table. Ask them to underline the key 1. C
words in the sentences. Ask some Ss to stand 2. A
up to answer the questions: What did you 3. B
learn about Nick / Ann / Minh/Mark/Tom? 4. D
- Ask pairs to discuss and decide which 5. E
student should join which project in the
reading.
- Ask them to give some reasons for their
choice based on the information about the
students.
- Ask pairs to write the names of the projects
in the Projects column.
- T helps if necessary.
- Ss work in pairs
- Ss do the task
ACTIVITY 5:
Aims: To give Ss an opportunity to practice explaining reasons.
* Content: Discussing and talking about community activities using information in 4.
* Outcome: Ss can tell about community activities.
5. Work in groups. Discuss which project in 5. Work in groups. Discuss which project in
4 you would like to join, and why. Report 4 you would like to join, and why. Report
your group’s answers to the class. your group’s answers to the class.
- Have Ss work in groups to discuss which * Sample speaking:
project in 4 each of them would like to join. Lan will join the Tutoring project because
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- Ask them to give reasons. she is good at maths and English. She also
- Tell them that they can give reasons based loves children.
on their likes, dislikes, personalities, etc. as in
4.
- Invite one representative of each group to
report their group's answers to the class.
- Give feedback on their reports in terms of
language, reasoning skills or pronunciation.
* Have Ss summarize what they have learnt in the lesson with the two skills.
* HOME WORK.
- Practice talking about your future houses.
- Prepare new lesson. Skills 2
====================================
Week 7
Period 21
Lesson 6: SKILLS 2
I. OBJECTIVES:
*By the end of this lesson, Ss will be able to gain the following things:
1. Knowledge:
- Listen for specific information about some community activities and their benefits;
- Write an email about community activities one did last summer.
- Be cooperative and supportive in pair work and teamwork.
3. Qualities : - Raise students’ awareness of the need to keep their neighbourhood green.
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II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.
1. WARM UP & INTRODUCTION ( 5’)

Aim:
To activate Ss’ knowledge of the topic of the listening text.
* Outcome: Having a chance to speak English and focus on the new lesson.
+ Greeting Plan some school activities for next
+ Do the revision/ Chatting summer holiday.
them and class.
- Teacher reminds student of the homework of
the previous lesson: Plan some school
activities for next summer holiday.
- Students raise hands to talk about their plans.
- Teacher asks the whole class to discuss and
give feedback on their friends’ plans.
- Teacher chooses some useful and feasible
and leads in the topic of the lesson: school
activities in summer.
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Aims:
- To help Ss brainstorm key words / phrases for listening;
- To help Ss practice describing pictures, using vocabulary related to community activities.
* Content: Discussing. Look at the pictures and talk.
* Outcome: Ss can describe the pictures to brainstorm key words / phrases.
1. What community activities are the 1. What community activities are the
children doing in the pictures? children doing in the pictures?
- Ask Ss to work in pairs to describe the
pictures or discuss what the children are doing
in the pictures.
- Elicit as many learnt vocabularies as
possible.
- Ask one or two Ss to re-describe the pictures
to the class.
- Tell Ss that they are going to listen to a talk
between Tom and Kate about the community
* Suggested answers:
activities they did last summer.
a. reading books to the elderly
- Ss work in Pairs.
b. picking up litter
- Ss look and describe the pictures.
c. planting trees
* Vocabulary:
-The elderly (n) người già, lớn tuổi, cao tuổi
- pick up (v) nhặt (rác)
- tutor (v) phụ đạo, dạy học
- collect (v) thu thập, sưu tầm.
- grow up (v) lớn lên.
* Pre- teach vocabulary:
vocabulary (situation, realia, translation .....)
+ Check vocabulary.
- Take note all the new words
3. While-listening/ (10’-12’)
ACTIVITY 2 :
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Aim:
To improve Ss' skill of listening for details.
* Content: Listen and circle the correct answers.
* Outcome: Knowing some information about some community activities and their benefits;
2. Listen to Tom and Linda talking about 2. Listen to Tom and Linda talking about
their community activities last summer. their community activities last summer.
Circle the correct answers. Circle the correct answers.
- Ask Ss to work individually to read through * Keys:
Questions 1 to 4 and underline the key words. 1. C 2. B
- For example, in Q1, Ss may underline the 3. C 4. A
words: Linda, friends, taught;
Q2: Ss may underline Linda, friends, elderly;
Q3: Tom, friends, picked up;
Q4: Tom, friends.
- Play the recording once for Ss to listen and
circle the answers.
- Ask Ss to work in pairs and compare the
answers with each other.
- Play the recording a second time for pairs to
check their answers.
- Ask for Ss' answers and play the recording
again for them to better understand the
conversation.
carefully and learn how to do it.
ACTIVITY 3:
Aim:
To improve Ss' listening comprehension and note - taking skills.
* Content: Listen again to a talk. Do the filling
* Outcome: Ss complete the sentences correctly.
3. Listen again and fill in each blank with 3. Listen again and fill in each blank with
no more than TWO words. no more than TWO words.
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- Ask Ss to work in pairs to read the table and Keys:
to predict the words / phrases they will need to 1. fun
fill in each blank. 2. good time
- Tell them to think about the part of speech of 3. Skills
the words / phrases they will need to use for
each blank (e.g. adjective, verb or noun). * Audio script:
Remind them of the possible plural and 1. Linda and her friends did a lot of
singular forms of nouns. community activities last year.
- Play the recording once. Give them enough First, They tutored 3rd grade children and
time to fill in the blanks. Remind Ss that they helped old people. They taught English and
should write no more than TWO words for Maths. They had a lot of fun.
each blank. They also helped the elderly. They cooked
- Ss listen carefully to the instructions. for them and did some cleaning, too.
- Ss learn how to do the tasks. 2. Tom and his friends: They did a lot of
- Free talk community activities last year, too. They
- Play the recording again and check their picked up paper and bottles in a nearby park.
answers as a class. They also planted some trees. They watered
*Post-listening them very often the first few weeks and
Students tell about Linda and her friends; enjoyed watching them grow. It was a really
Tom and his friends. good time. They worked and played together,
- T gives instructions and encourage Ss to talk and they learnt some skills, too.
about Linda, using information in Audio
Script.
* Invite one or two Ss to talk about Linda or
Tom
- T may give some clues
- Call on some Ss to talk freely.
- Correct pronunciations, grammar, vocab,
intonation.
- Lead to the writing part.
ACTIVITY 4: Writing
Aims:
- To provide Ss with a sample of an email; Improve Ss' reading skills;
- To prepare Ss for the writing activity.
* Content: Read Tom’s email. A sample of an email.
* Outcome: getting some ideas for the writing.
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4. Read Tom’s email to Nam about his 4. Read Tom’s email to Nam about his
school activities last summer. school activities last summer.
- Ask Ss to work individually to read the
email.
- Ask Ss questions that elicit the format of an
email: Who is writing to whom? What is the
subject of the email? How did Tom start his
email? How did Tom end his email? What is
the purpose of the first / second / third
paragraph of the email?
- Ask Ss to underline the main activities that
Tom and his friends did. Then ask them to
underline the words / phrases that show their
feelings, and words / phrases that show the
benefits of their activities.
4. PRODUCTION/ APPLICATION (10’)
ACTIVITY 5:
Aim: To improve Ss' writing skills.
* Content: Write an email about the school activities last summer
* Outcome: Ss can write an email about the school activities last summer
5. You are Nam. Now write an email of 5. You are Nam. Now write an email of
about 70 words to Tom about your school about 70 words to Tom about your school
activities last summer. Start your email as activities last summer. Start your email as
shown below shown below
- Ask Ss to work in pairs to list the activities
they did and how they feel about doing them. To: tom@webmail.com
- T can ask them to list the benefits that they Subject: School activities last summer.
got from their community activities last Dear Tom,
summer. Things are good. We also did some
- Ask Ss to work individually to write. interesting activities last summer. _______
- Asks one student to write his / her email on ________________________________
the board. Other Ss and T comment on the ________________________________
email on the board. See you soon
- If time allows, T can also ask Ss to work in Nam
pairs or groups to write on an A1 / AO size
piece of paper, then T organises a gallery
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walk. Ss walk round and offer feedback on
peers' writing. * Suggested writing:
- Ss work individually. Dear Nam,
- Ss write email. How are things? Did your school have any
community activities last summer?
We did some very interesting activities. We
collected rubbish in a nearby park. We also
planted trees. Then we watered them every
day, and it was enjoyable to watch them
grow up.
We also had a lot of fun and learnt some
skills.
Please write to me and tell me about your
school activities.
Best,
* Post writing Tom
- Ask one or two Ss to write their email on the
board. Other Ss and T comment on the email.
- T collects some to correct at home.
- Ask Ss to revise the email at home based on
the comments given and submit them at the
next lesson.
- Have Ss summarize what they have learnt with the two skills.
- T can instruct them to draw a mind map to summarize the main points of the lesson.
* HOME WORK.
- Rewrite the email on your notebook.
- Prepare for the next lesson: Lesson 7: LOOKING BACK & PROJECT
=============================
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Week 8
Period 22

I. OBJECTIVES:
1. Knowledge:
- To help Ss consolidate and apply what they have learnt in the unit. Ss can evaluate their
performance and provide further practice. Do some practice exercises.
- Project helps Ss improve their abilities to work individually and in a team. It extends their
2. Competence: Students will be able to practice reading skill for specific information about
community activities at a school. Talking about the reasons why students join different
community. Develop presentation skill
3. Qualities: - Raise students’ awareness of the need to keep their neighbourhood green.
- Be more creative when doing the project.
II. TEACHING AIDS:
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- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.
Aims:
- This is the review and drill section of the unit. Encourage Ss not to refer back to the unit
pages.
Instead they can use what they have learnt during the unit to help them answer the questions.
further practice.
- Encourage Ss to review and drill section of the unit 3.
+ Greeting
+ Revision. GAME: WHO’S FASTER?
GAME: WHO’S FASTER? 1. homeless children 2. the elderly
* Teacher shows the pictures and asks students 3. Food 4. bottles
to give descriptions to them. Teacher can divide 5. litter 6. books
the class into 2 teams and runs the game Who’s
faster.
- Members of each team take turns to raise
hands to give description for each picture.
- Students discuss their friends’ answers.
- Teacher confirms the answers and gives 1. homeless 2. the elderly
feedback. The group having more correct children
answers is the winner.
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they are going to study
3. food 4. bottles
PRACTICE EXERCISES
Aims: - To help Ss revise the vocabulary learnt;
- To help Ss match the verbs with the appropriate nouns / noun phrases to make phrases
about community activities.
* Content: Revision on the words. Write the words/ phrases under the correct column
* Outcome: Ss remember the words/ phrases. Write the words correctly.
1. Complete the table with the words and 1. Complete the table with the words and
phrases from the box. phrases from the box.
- Have Ss work individually to write words / * Keys:
phrases in the correct columns. help pick up donate
- Check answers as a class. homeless litter food
- Students (Ss) listen to the instructions children bottle books
carefully and learn how to do the tasks. the elderly
ACTIVITY 2:
Aims: - To help Ss revise the vocabulary learnt in the unit;
* Content: Complete the sentences. Review the use the correct forms of the verbs.
* Outcome: Ss revise the form of verbs. Remember the use and form.
2. Complete each sentence with one phrase 2. Complete each sentence with one
from 1. Remember to use the correct forms phrase from 1. Remember to use the
of the verbs. correct forms of the verbs
- To help Ss use the correct phrases about
community activities in the correct context.
- Have Ss work individually to put the correct
phrases in 1 into the correct blanks;
- Check answers as a class.
- Ss work in pairs.
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* Keys:
1. donated food
2. picked up bottles
3. helped the elderly
4. donated books
5. helped homeless children
Aim: To help Ss revise the past simple form of some verbs.
* Content: Revision on the use of past simple tense
* Outcome: Ss can complete the sentences using past simple correctly.
3. Use the correct form of the verbs from the 3. Use the correct form of the verbs from
box to complete the passage. the box to complete the passage.
- Have Ss work individually to complete the * Keys:
passage using the correct form of the verbs in 1. had
the box first. Then ask Ss to work in pairs to 2. collected
swap and check their answers. 3. sold
- Check and confirm the correct answers. 4. donated
- Ss listen to the instructions clearly 5. went
ACTIVITY 4:
Aim: To help Ss improve their writing about community activities.
* Content: Write sentences about activities the students did to help the community last year.
* Outcome: Ss improve the writing about community activities.
4. Write full sentences about the activities 4. Write full sentences about the activities
the students did to help their community last the students did to help their community
year. last year.
- Ask Ss to work individually to write full *Keys :
sentences as requested in the Student's Book. 1. Mi sang and danced for the elderly at a
- Ask one or two students to go to the board and nursing home.
write their full sentences. 2. Mark and his friends collected books and
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- Then ask the class to work in pairs. Tell them set up a community library.
to swap their writings and check their partners' 3. Lan and Mai grew and donated
answers. vegetables to a primary school.
- Check the sentences that some Ss have written 4. Minh and his friends gave food to young
on the board. patients in a hospital.
- Have all Ss correct their partner's answers 5. Tom made and sent postcards to the
using the sentences on the board as a model. elderly at Christmas.
- Ask some Ss to correct their answers on their
notebooks.
- Ss do the tasks
Aims:
- To help Ss identify problems that their neighborhood is facing and brainstorm possible
solutions to deal with those problems;
- To raise Ss' awareness of the need to keep their neighborhood green;
- To improve Ss' teamwork and public speaking skills.
* Content: Present their presentations in front of the class.
* Outcome: Present their presentation about problems that their neighbourhood is facing and
find out some possible solutions to deal with those problems.
* PROJECT:
- Have Ss work in groups. Discuss some
environmental problems their neighborhood is
facing and how they are going to solve the
problems.
- Ask them to look at the pictures as clues to
brainstorm their ideas. Ss can draw pictures or
take photos to illustrate the problems and
solutions.
- Ask groups of Ss to pin / tape / glue the
pictures / photos on a large piece of paper and
present them to the class.
- If time is limited, T can assign the project in
earlier lessons such as in GETTING STARTED
lesson. Make sure you guide them in detail and
check their progress after each lesson. In the
122
last lesson (LOOKING BACK), ask Ss to
present their poster.
experiment with the language.
- Ss should prepare the project as assign groups
in the previous lessons beforehand.
- Ss listen to the teacher’s instructions carefully.
- Ss do the tasks. Prepare the at home
beforehand.
- Ss do the same as units
*Ask students to talk about what they have learnt in the lesson.
- Ask Ss to complete the self-assessment table. Identify any difficulties and weak areas and
provide further practice.
* HOME WORK
- Prepare for the next lesson: REVIEW 1 (UNIT 1-2-3)
=======================
Week 8
Period 23:
REVIEW 1 (UNITS 1- 2- 3)
Lesson 1: LANGUAGE
I. OBJECTIVES:
By the end of this review, Ss will have revised the language they have learnt and the skills
they have practiced in Units 1 -3.
1. Knowledge: - To revise the language and skills they have learnt in Unit 1-2-3.
- Revise the words related to hobbies and verbs of liking and disliking; healthy activities and
health problems; and words related to community activities;
- Pronounce the sounds /ə/, /ɜ:/, /f/, /v/, /t/, /d/, /ɪd/ correctly in isolation and in context;
- Revise the present simple tense, past simple to talk about past activities;
- Revise how to ask for and give health tips; how to give compliments.
a) Vocabulary: Ss revise the words related to hobbies and verbs of liking and disliking; healthy
activities and health problems; and words related to community activities;
b) Grammar: Revise the present simple tense, past simple to talk about past activities; Simple
123
sentences.
c) Writing: - Writing a paragraph about your hobby; Writing a passage to give advice on how to
avoid viruses; Writing an email about school activities last summer.
2. Competence: Develop communication skills and cultural awareness
3. Qualities: - Raise students’ awareness of the need to keep their neighborhood green.
II. TEACHING AIDS:
- Teacher: Grade 7 text book, laptop, projector / TV/ pictures and cards,.....
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.
Aim: Introduction
- By the end of this review, students will have revised the language they have learnt and the
skills they have practiced in Units 1 – 3.
- Ss revise what they have learnt so far in terms of language and skills.
- Summarize their answers in notes and write them in a top corner of the board. Briefly revise
some important / difficult ones before starting the review.
+ Greeting
+ Revision on the old lessons GAME: FINDING KEYWORDS
them and class.
GAME: FINDING KEYWORDS
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- Teacher shows 3 sets of pictures (taken from
Project lessons of Units 1- 2- 3) and asks
students to find a keyword for each set of
pictures.
- Students raise hands to answer.
-Teacher checks the answers as a class.
Set 1: HOBBIES
Set 2: HABITS (bad habits, good habits,

healthy habits)
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Set 3: COMMUNITY SERVICE

A. LANGUAGE:
 Pronunciation
ACTIVITY 1:
Aim: To help Ss review the pronunciation of the sounds learnt in Units 1 - 3.
* Content: Review the pronunciation of the sounds. Choose the words
* Outcome: Pronouncing the sounds correctly.
1. Choose the word whose underlined part 1. Choose the word whose underlined part
is pronounced differently is pronounced differently
- Write the sounds /a/ and /3:/; /t/, /d/ and * Keys :
/id/; /f/ and /v/ on the board. Write one word 1. A 2.C
containing the sound below each of them. Ask 3. B 4. A 5. B
Ss to read the words aloud. * Audio script
- Ask Ss to do the task by reading aloud each 1. A. proverb B. together C. exercise
group and circling the odd one out. 2. A. learn B. earn C. hear
- Play the recording for Ss to listen and check 3. A. collected B. cleaned C. donated
their answers. 4. A. listened B. helped C. watched
- Check Ss' answers as a class. 5. A. laugh B. ghost C. rough
- Play the recording again for Ss to listen and
repeat in chorus then individually.
- T may use the Language review as a self-
test. Ss do the exercises in 30 minutes, then T
checks their answers
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- Ss answer the teacher’s questions and
requirements.
Aim:
To help Ss revise the phrases showing activities and identify if they benefit oneself or the
community.
* Content: Review the pronunciation, the vocab. Put the phrases in the correct column.
* Outcome: Remember the words. Put the phrases in the correct column correctly.
2. Put the phrases below in the correct 2. Put the phrases below in the correct
columns. columns.
- Have Ss do this exercise individually. Ask Ss * Key:
to read the phrases carefully and make sure
they remember their meanings.
- Ask Ss to categorize the activities as they do
them for their own sake or for the benefit of
the community.
- T checks as a class.
- If time allows, T can ask Ss to add more
activities to each category.
- Ss do the tasks.
ACTIVITY 3 :
Aim: To help Ss revise more words from Units 1 - 3 and use them in context.
* Content: Complete the sentences.
* Outcome: Ss will be able to revise more words and do exercises correctly.
3. Complete the sentences with the words 3. Complete the sentences with the words
and phrases below. and phrases below.
- Have Ss do this exercise individually or in * Keys:
pairs. 1. colored vegetables
- Ask Ss to read the words / phrases in the box 2. mountainous areas
and make sure they remember their meanings. 3. hobby
- Ask Ss to read each sentence and decide 4. chapped lips
what word / phrase from the box can fit in. 5. community
- Check the answers as a class. Write the 6. taking photo
correct answers on the board.
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- Ss copy
Aim: To help Ss revise the use of the present and past simple.
* Content: Review the grammar points. Do the filling
* Outcome: Revision. Do the filling correctly.
4. Fill in the blanks with the correct tense of 4. Fill in the blanks with the correct tense of
the verbs in brackets. the verbs in brackets.
- Ask Ss to read the sentences first and
underline the clues that help them decide if the
verbs are used in the present or past simple.
- Ask Ss to do the task. Remind them to use
the correct forms of the verbs (positive /
negative statements, or questions) as requested
in each sentence.
* Keys:
- Check the answers as a class. Explain if
1. reads
necessary. T may then call on some Ss to read
2. Do... do
aloud the correct sentences.
3. need
4. could not
5. did not / didn't volunteer
6. joined
ACTIVITY 5: Grammar
Aim: To help Ss practice the present simple and past simple of verbs.
* Content: Review grammar elements taught in Units 1-3. Turn the sentences into negative...
* Outcome: Remember how to form and use them. Do exercises correctly.
5. Look at the picture of a classroom. 5. Look at the picture of a classroom.
Choose the best answers A, B, C. Choose the best answers A, B, C.
- Ask Ss to read the sentences first and * Keys:
underline the verb in each sentence. 1. She didn't like exercising.
- Look at each verb and note if it is used in the 2. My family doesn't always spend time doing
present simple or past simple. housework together on Sundays.
- Ask Ss to do the task. Tell them to pay 3.I didn't use a lot of suncream during my
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attention to the request for each sentence holiday.
(change it into a negative statement or a 4. Did your community organise a fair to raise
question). money for the homeless last week?
- Check as a class. Explain if necessary. T 5. Does Tim make beautiful pieces of art from
may call on some Ss to read aloud the correct dry leaves and sticks?
sentences.
- Summarize the main points.
- Ask Ss what they have learnt so far. Have them recall the important grammar points.
+ Words / phrases . Vocabulary; The grammar points.
* HOME WORK
- Read again the conversation
- Make more sentences using adverbs of frequency.
==========================
Week 8
Period 24
REVIEW 1 (UNIT 1-2-3)
Lesson 2: SKILLS
I. OBJECTIVES:
By the end of this review, Ss will have revised the language they have learnt and the skills
they have practiced in Units 1 -3.
1. Knowledge:
- To revise the skills they have learnt in Units 1-2-3.
- Practice reading for general and specific information about a healthy life
- Practice talking about things related to community service
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- Practice listening for specific information about a hobby
- Practice writing complete sentences from the prompts provided
* Revise the present simple tense, past simple to talk about past activities;
- Revise how to ask for and give health tips; how to give compliments.
a) Vocabulary: Ss revise the words related to hobbies and verbs of liking and disliking; healthy
activities and health problems; and words related to community activities;
b) Grammar: Revise the present simple tense, past simple to talk about past activities; Simple
sentences.
c) Writing: - Writing a paragraph about your hobby; Writing a passage to give advice on how to
avoid viruses; Writing an email about school activities last summer.
2. Competence:
- Develop communication skills and cultural awareness
3. Qualities: - Raise students’ awareness of the need to keep their neighbourhood green.
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.
Aims: Introduction
- By the end of this review, students will have revised the language they have learnt and the
skills they have practiced in Units 1 – 3.
- Ss revise what they have learnt so far in terms of language and skills. Summarize their
answers and add some more information if necessary.
130
+ Greeting NAME THE PICTURES: HOW TO GET
+ Revision A HEALTHY LIFE?
- Teacher (T) asks Ss some questions about old
lessons and class.
- Teacher shows pictures and asks students to
discuss the ways to get a healthy life.
- Students raise hands to answer.
-Teacher and students discuss the answers.
- Teacher checks the answers as a class.

PRACTICE EXERCISES - SKILLS
ACTIVITY 1 : Reading
Aim: To help Ss practice reading for general and specific information.
* Content: Practice reading. Choose the correct answers, A, B, C
* Outcome: SS get more general and specific information of the text.
1. Read the passage and choose A, B, or C 1. Read the passage and choose A, B, or
for each blank in the email below. C for each blank in the email below.
*Pre- teach vocabulary: * Keys:
- Teach vocabulary if have 1. C 2. C
- T may guide Ss by asking them to read the 3. A 4. B 5. A
questions first and decide where to look for the
information to answer the questions.
For example: Question 2 has ‘love’ It matches
the heading ‘Love others fully’. Explain that Ss
should look for the answer in this paragraph.
- Ask Ss to read the text fully and choose the
correct answers.
- Question 5 is asking for the general idea of the
whole text. Have Ss do this in pairs.
- Ask Ss where they find the answers.
- Explain the answers to Questions 5 (B and C
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answer only parts of the text. A covers the
whole text) and 4 (based on the instructions in
the text).
ACTIVITY 2: Speaking
Aim: To help Ss revise and talk about things related to community service.
* Content: Ask and answer. Take not, and report the results
* Outcome: Ss ask and answer using questions. Report the results to the class.
2. Work in pairs. Interview each other using 2. Work in pairs. Interview each other
the questions. Take notes of the answers and using the questions. Take notes of the
then report the results. answers and then report the results.
- Ask Ss to work in pairs. * Keys:
- Ask Ss to read the questions first and think Suggested answers:
about the answers. This is an opportunity for Ss 1. Anybody.
to revise what they have learnt in Unit 3. They 2. Street children, old and sick people,
may also apply the knowledge of Units 1 and 2 abandoned / street animals, etc.
to this activity. 3. (It can be any tasks like) cooking /
- Allow Ss time to exchange their ideas. Ask shopping for the old / the sick; collecting
them to take notes of their answers. Pairs can books / clothes for street children; opening
exchange their answers when they have classes to teach street children; adopting a
finished. dog / a cat; cleaning the neighbourhood /
- Call on some pairs to report their answers in beach, painting walls at / decorating public
front of the class. Each pair may answer just places, reading to the people in hospitals /
one question to allow room for more pairs or nursing homes...
groups.
Check the answers and add more information if
necessary.
If time allows, call on 1 - 2 pairs to present the
answers to all three questions.
- Ss work individually first then work in pairs
ask and answer the questions.
ACTIVITY 3 : Listening
Aim: To help Ss practice listening for specific information.
* Content: Listen and complete to each sentence.
* Outcome: Ss listen and can complete the sentence correctly.
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3. Listen and complete the sentences with 3. Listen and complete the sentences with
ONE word. ONE word.
- Have Ss read the questions first to get an * Keys:
overall idea of what they are going to listen and 1. games
decide what information they need to complete 2. sandcastles
the sentences. 3. open
- Play the recording and allow Ss time to look 4. computer
for the answers. 5. (Any of the following): food, water,
- Check Ss' answers. compass
- Play the recording again and stop and answer Audio script:
each question if needed. Camping can be lots of fun. When we go
- Check and confirm the correct answers. camping, there is plenty of time for games
- Ss listen to the instructions clearly with friends. If we camp near a beach, we
- Ss listen and fill in the blanks with One word. can build sandcastles, go swimming, or
play beach volleyball. In other places, we
can do other activities like playing football,
cycling, bush walking, listening to music or
drawing.
In the evening, we can have dinner by an
open fire. It’s a good time to enjoy the fresh
air, tell stories and laugh with friends.
While we go camping, there is no television
or computer. But don’t worry. You’ll have
a great time. Don’t forget to bring
important things, like food and water, a
sleeping bag, a compass, and some insect
cream.
ACTIVITY 4: Writing
Aim: To help Ss practice writing complete sentences from the prompts provided.
* Content: Write complete sentences to make a passage.
* Outcome: Ss can write complete the passage about community activities.
4. Write complete sentences to make a 4. Write complete sentences to make a
passage describing community activities. passage describing community activities
- Ask Ss to read all the six sentences first to * Keys:
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help them see the connection among them. 1. We join community activities once a
- Ask Ss to decide which tense should be used month.
for each sentence, and which word(s) is / are 2. Last month we planted (some) trees in
missing from the sentence. the park.
- Allow Ss 6 - 8 minutes to complete the 3. We dug some holes to put the young
sentences. trees in.
- T checks the answers as a class. Explain 4. Then we watered them for two or three
where it is needed. weeks.
- If time allows, call on 1 - 2 Ss to read the text 5. Now the trees are growing very well.
out loud. 6. They will make the park greener and the
- Ss listen to the teacher’s instructions carefully. air fresher.

* Teacher asks students to talk about what they have learnt in the lesson .
- Summarise the main points.
- Ask Ss what they have learnt so far. Have them recall the important elements:
* HOME WORK
- Finish the writing. Copy into the notebooks.
===========================
Week 9
Peroid 25
REVISION ON MID-TERM TEST
I. OBJECTIVES:
By the end of this lesson, students will be able to gain the followings:
1. Knowledge:
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- To help Ss consolidate and apply what they have learnt in the Unit 1,2,3. To recycle the
language from the previous sections. Ss can evaluate their performance and provide further
practice. Do some practice exercises.
- By the end of the lesson, Ss will be able to revise, do exercises. Check how progress they have
achieved , what they have learnt in the previous lessons.
* Vocabulary: Ss revise words and phrases related to Hobbies; Healthy living; Community
service
* Grammar :
- Unit 1: Hobbies: Review and teach present simple tense. Talking about likes and dislikes.
- Unit 2: Healthy living: Simple sentences. Asking for and giving healthy tips.
- Unit 3: Community service: Review and teach Past simple tense. Giving compliment
* Writing: - write a paragraph about one’s hobby.
- write a paragraph of some advice about healthy habits.
- write an email about community activities.
2. Competence: Students will be able to revise the language they have learnt and they have
practiced so far. They have learnt items of language and skills . Practising doing exercises.
3. Qualities: Having the good attitude to working in groups, individual work, pair work,
cooperative learning.
II. TEACHING AIDS:
- Sach mem.vn.
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.
1. WARM UP & INTRODUCTION
Aims: Introduction
- By the end of this review, students will have revised the language they have learnt and they
have practiced so far.
- Ask Ss what they have learnt so far in terms of language and skills. Summarise their
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* Content: Revision what they have learnt so far.
* Outcome: Doing exercises correctly
+ Greeting
+ Chatting; Asking questions Questions:
- Teacher (T) asks Ss some questions about 1. What do you often do when the exam is
them and class. coming?
- Teacher reminds student of the homework 2. How did you feel when the exam is
of the previous lessons. coming?
- Have students answer and do the tasks
- Teacher asks the whole class to discuss and
give feedback on the answers
- T gives comments
2. PRESENTATION/ NEW LESSON
PRACTICE EXERCISES
Aim :
To help Ss revise what they have learnt so far.
* Content: Revision on tenses of verbs. Present simple
* Outcome: Understanding more using the tenses.
I. Review
- T reviews some grammar points they have
learnt. - To be.
- To be. - Present simple tense
- Present simple tense - Simple sentence. Kinds of sentences
- Simple sentence. Kinds of sentences - Past Simple tense. To be in past simple
- Past Simple tense. ...........
1) Hiện tại đơn:
a) Form
+ Động từ to be:
(+) S + is/ am/ are + O.
(-) S + is/ am/ are + not + O.
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(?) Is/ am/ are + S + O?
+ Động từ thường:
(+) S + V-inf/ s/ es + O.
(-) S + do/ does + not + V-inf + O.
(?) Do/ does + S + V-inf + O?
b) We use the present simple for:
– something that is a general truth.
Example: The sun rises every morning.
– something that happens regularly in the present.
Example: She goes swimming three times a week.
– timetables or programmes.
Example: The cooking lesson starts at 9 a.m.
c) Các trạng từ chỉ tần suất: Always, usually, often, sometimes, hardly, never
- Every (day/ week/ night/ month…)
- In the morning/ afternoon/ evening
II. Simple sentences.
Câu đơn hay còn gọi là câu độc lập thường bao gồm một chủ ngữ và một động từ. Câu đơn
thể hiện một ý nghĩa đầy đủ. [ S - V- O - A ]
Example:
A.Some students don’t like studying in the morning.
B. Peter and Bill play football every afternoon.
C. Linda goes to the library and studies every day.
III. Past simple:
a) Form:
+ Động từ to be:
(+) S + was/ were + O.
(-) S + was/ were + not + O.
(?) Was/ were + S + O?
+ Động từ thường:
(+) S + Ved/ V2 + O.
(-) S + did not + V-inf + O.
(?) Did + S + V-inf + O?
b) Use:- We use the past simple to talk about completed actions in the past.
- We often use specific time expressions, such as yesterday, last month, 3 weeks ago, or in
1999 with the past simple.
Eg: - We helped the elderly in a villages last summer. (help)
- Last year, we sent text books to help children in rural villages. (send)
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c) Các trạng từ chỉ thời gian trong quá khứ: yesterday, ago, last (week/ month/ year/…)
+ In + năm quá khứ; When ......
II. PRACTICE EXERCISES:
+ T gives instructions and ask Ss to do some Exercise 3: Give the correct form of the
exercises. verbs.
Exercise 1: Complete the sentences. Use 1.Nam often (go) ____________________ to
the present simple form of the verbs. school by bike every day.
1. The cooking lesson ________ (start) at 9 2. A lot of people ( go)
a.m. ____________________ to work by car.
2. My sister usually ________ (cook) dinner. 3. John usually ( take )
3. The train ________ (leave) at 10 a.m. ____________________ the bus to school.
4. The Red River ________ (flow) through 4. He ( play ) ____________________
Ha Noi. volleyball but he ( not enjoy )
5. My yoga class ________ (start) at 6 a.m. __________________ it .
every Tuesday. 5. School children ( wear )
6. We sometimes ________ (watch) TV on ____________________ uniform on
Sundays. Monday.
7. My dad ________ (enjoy) gardening . 6. Mary often ( go) ____________________
8. My mum and sister _________ (not like) to work on foot .
gardening. 7. Bad students never ( work)
9. We _________ ( love) cooking. ____________________ hard.
10. The sun _________ (rise) in the East and 8. They ( not be ) __________ doctors.
________ (set) in the west. 9. He ( call ) __________ __________you
Exercise 2: Put the verbs into the correct tomorrow.
form of the Present Simple 10. Mr. Nam ( come ) __________ and
1. Frank ________ (come) from England . ( help) __________ me tomorrow.
2. What _______(you, like) doing in your Exercise 4: . Give the correct form of the
free time? verbs.
3. Nicky_________ (always, think) 1. I enjoy (play)… football with my friends.
mountain climbing is dangerous. 2. I (go)……swimming with you tomorrow.
4. _______ (Stacy, practise) playing the 3. They hate (paint)………………… but they
guitar three times a week? like (swim)………………………….
5. Jonathan_________ (not, like) going out 4. I think I (move) ………………………..to
in the evening. the city next year.
6. Some of her friends _________ (dislike) 5. My sister likes (cook) ……………….very
doing Maths homework. much. She can cook many good foods.
7. She _________ ( spend) hours drawing 6. Every year, my mother (give)……. me a
pictures everyday. nice doll on my birthday.
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8. She__________ (often, keep) the bottles 7. She loves (do)…………. the gardening
after drinking the water. 8. Do you think you (meet)………………..
9. My sister _________ (not, love) Hoa this weekend?
gardening at the weekend. 9. We (go)….. to the cinema three times a
10. John________ (play) football with his month.
friends every weekend. 10. My hobby is (collect
*Ask Ss to do more exercises if have time 11. What you (do)………. in your free time?
+ Photocopied papers 12. Hoa (continue)………….. this hobby in
+ Ss do exercises the future.
+ T gets feedback. 13. I don’t think we (have)…… free time.
14. My brother (listen)… to music every day.
15. Nga (share) …………………..this hobby
with anyone?
16. I think (make)…. models is interesting.
17. I find (carve)……….. wood boring
18. They (give)…………. a party next week.
3. Writing
Aim:
To help Ss complete an email of 40-50 words about a student’s family member.
* Content: Writing exercises
* Outcome: Writing sentences and paragraph properly and correctly.
Teacher’s and Students’ activities Content
I. Make sentences using the words and III. Write a paragraph;
phrases given. * Write a paragraph of about 50 words to
Example: give advice on how to avoid virus
I. Write complete sentences, using the - wear a mask.
given words and phrases. You may have - exercise everyday.
to change the words or add some. - avoid crowds
1. sun / set / in / west / every evening. - wash your hands often.
2. My brother/like/ make/ model cars. - keep your surroundings clean
3. Trang and Minh / play / basketball / every
day / after school?
4. They/enjoy/ collect/ stamps.
5. flight / from / Ho Chi Minh City / not
arrive / at 10:30.
6. This river/ / run/ home town / through/
my.
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7. our science teacher / start / our lessons / 1
p.m. / on Fridays.
8. My drawing class / start/ 8 a.m / and / 10
a.m / finish/ every Saturday.
9. They/ make / models / at / weekend.
10. She/ go/ judo club/ every weekend.
II. Write a paragraph
- Ask Ss to discuss and answer the questions
in pairs. Then have them write their IV. Write an email.
paragraph individually. Write a description of your community
- Ask one student to write the paragraph on activities (40- 50 words). You can use the
the board. Other Ss and T comment on the following questions as cues.
writing on the board. - What are your community activities?
- T collects some writings to give feedback - How often do you take part in these
at home. activities?
- Get feedback. - Why do you join these activities?
* Write a paragraph of about 40 - 50 ...........
words about your hobby. Use the
questions below:
1. What is the name of your hobby?
 ______________________________.
2. When did you start your hobby?
 ______________________________ .
3. Who do you often share your hobby with?
 _______________________________ .
4. Is it hard to do it?
 _______________________________ .
5. What are the benefits of the hobby ?
________________________________
+ Ask Ss to do more exercises if have time
+ Photocopied papers
+ Ss do exercises
+ T gets feedback.
4. WRAP-UP & HOME WORK
+ Words / phrases and combinations related to friends…
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* HOME WORK
- Read again the conversation
- Make more sentences using adverbs of frequency.
==========================
REVISION FOR THE FIRST MID-TERM

SCHOOL YEAR 2022-2023
A. GRAMMAR
I. THE PRESENT SIMPLE (Thì hiện tại đơn)
II. THE PAST SIMPLE (Thì quá khứ đơn)
III. VERBS OF LIKING AND DISLIKING (động từ chỉ sự yêu thích và không thích)
B. PRACTICE
KEY
I. Circle the word which has the underlined part pronounced differently from the others.
1. A. album B. attraction C. battle D. amusement
2. A. region B. temple C. rest D. contest
3. A. invention B. interesting C. switch D. slice
4. A. preserve B. destination C. design D. basic
5. A. dear B. fear C. defeat D. ear
II. Choose the best answer
1. The Japanese eat a lot of fish instead of meal …………… they stay healthier.
A. but B. because C. although D. so
2. Rob eats a lot of fast food and he …………… on a lot of weight.
A. takes B. puts C. spends D. brings
3. Wear a hat …………… you’ll get sunburnt.
A. and B. or C. but D. so
4. She eats no meat. Her foods are vegetables, fruits and tofu. She is a …………
A. singer B. dancer C. teacher D. vegetarian
5. If you want to keep fit, you should keep doing …………… like jogging, cycling or
swimming every day.
A. exercise B. homework C. test D. examination
6. He is keen …………… collecting stamps.
A. on B. of C. with D. in
7. My boy enjoys taking part …………… New Stars Football Club.
A. in B. of C. after D. before
8. His parents will give him a bicycle because he really loves ……………
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A. gardening B. shopping C. cycling D. dancing
9. They like …………… photos and they take photos in anywhere they have come.
A. taking B. take C. took D. taken
10. My hobby is ……………. I like preparing meals for family.
A. shopping B. cycling C. collecting D. cooking
11. Elena often ……………. up early and does morning exercise in the garden.
A. get B. will get C. getting D. gets
12. You should spend more time ……………. for your exam.
A. studying B. to study C. studied D. study
13. Minh likes reading books, ……………. his brother likes playing games.
A. or B. but C. so D. and
14. I enjoy reading ……………….it develops my imagination
A. And B. but C. so D. because
15. She’s keen ………………. playing with dolls.
A. In B. at C. on D. with
16. Don’t be afraid………………. the dog. He’s quite harmless.
A. In B. of C. at D. for
17. She hates ………………. housework at weekends.
A. Doing B. do C. to do D. to be doing
18. I had a headache and the doctor asked me ………………. some aspirin.
A. Took B. to be taking C. take D. to take
19. I am ………………. of gardening and growing a wide variety of flowers.
A. Fond B. keen C. surprised D. fed
20. Mary is ……………….in gardening. She can work in the garden for hours.
A. Excited B. exciting C. interested D. interesting
21. Every day I spend two hours ………………. English.
A. Practice B. to practice C. practicing D. practiced
22. The skiers would rather ………………. through the mountains than go by bus.
A. To travel by train B. travel by train
C. Traveled by train D. traveling by train
23. He likes ………………. part in sports, so he joins the football team of the school.
A. Take B. taking C. takes D. took
24. She did all the work ………………. her own.
A. By B. on C. for D. at
25. Have you seen Peter lately? I’ve been looking ………………. him this week.
A. At B. in C. for D. into
26. They ……………….to swim two hours ago.
A. Begin B. begun C. to beginning D. began
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27. Tom “I’m not sure what to do this evening. Any idea?” – Vine “………”
A. Why don’t we go to the cinema? B. You will go to the cinema, perhaps?
C. Do you go to the cinema, perhaps? D. Why shouldn’t we go to the cinema?
28. “This meat isn’t fresh”. “ ............................”
A. You shouldn’t eat it. B. I hope so.
C. Yes, it is. D. That’s great.
29. “You mustn’t eat to many chips.” “............................”
A. Shall I eat them now? B. I didn’t eat them.
C. That’s a good question. D. But I like fried food.
30. She enjoys .........................., and she writes five pages every day.
A. writes B. write C. writing D. to write
III. Find the mistake and correct it.
1. It is important to keep our body health.
A BC D
healthy
2. People who smiles more are happier, and they live longer.
A B C D
smile
3. Mary didn’t goes to the supermarket because of her sickness.
A B C D
go
4. He couldn’t go to school because he is ill yesterday.
A B C D
was
5. Do you wanted to work as a volunteer this summer?
A B C D
want
IV. Reading
Part 1: Read the passage carefully, then choose the correct answers.
Hobbies
When someone does an activity that is not a part of his or her job and done for fun, it
is called a (1) ……………. Most people (2) ……………. hobbies during their free time.
Some people (3) ……………. a lot of time on their hobbies. There are nearly as many kinds
of hobbies, as there are people. A hobby can be about making or collecting things, or
enjoying an experience.
Creative hobbies are (4) ……………. Some creative hobbies are writing, drawing
and making poetry. A lot of people like (5) ……………. jewelry or clothes. People who do
these kinds of hobbies sometimes become writers or artists when they retire. Colleting is
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also popular. Most (6) ……………. used to by coins, stamps or baseball cards. Today,
toys, games and model cars trendy. Collectors buy and sell things on the Internet. They also
shop online in stories all around the world. Enjoying an (7) …………….is a hobby, too.
Some people (8) …………….to music. Others watch movies are read books. Many people
travel or play sports. (9) ……………. people is a hobby. There are places you can help
build houses for poor families. You can help feed the homeless at soup kitchens. You can
also tutor the children or help the elderly.
A hobby is something that is done for (10) ……………. With so many choices, there
is no reason not to enjoy a hobby.
1. A. hobby B. thing C. mood D. saying
2. A. to enjoy B. enjoy C. enjoying D. not enjoy
3. A. take B. give C. spend D. teach
4. A. creative B. cheap C. expensive D. popular
5. A. making B. carving C. building D. costing
6. A. collection B. collector C. collect D. collecting
7. A. style B. stranger C. experience D. activity
8. A. read B. visit C. watch D. listen
9. A. helping B. help C. to helping D. be helped
10. A. fun B. well C. careful D. hard-working
Part 2. Read the text and choose the correct answer.
The secret to a long life
Why is it that some people live to be over a hundred, while most of us die
much sooner? How long you live depends on where you live. A person who lives in a city
in Australia will probably live longer than a person living in a poor part of Africa. So, what
can you do to add more years to your life? You can make healthy choices. That means
eating healthy foods and getting enough exercise.
Being overweight may make your life shorter because you have a higher
chance to health problems. You can start by changing what you eat. Eat less red meat
instead of chicken and fish. Fish is really good for helping you live a longer life. You
should eat lots of vegetables and make sure you are getting all of the vitamins you need.
You also need to get enough exercise. There are different types of exercises. Some exercise
is good for heart. Other types of exercise are good for making you stronger. Lifting weights
is good example. Along with taking care of your body, you also have to take care of your
mind. Don’t work too hard. Try to relax and do something fun each day. If you follow
these simple rules, you’ll have a good chance of living a long time.
1. What should you do to make your life longer?
A. Eating healthy foods and getting enough exercise.
B. Living in a city.
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C. Living in a countryside.
D. going to the dentist’s twice a year.
2. Why does being overweight make your life shorter?
A. Because you can headache.
B. Because we have a higher chance to have health problems.
C. Because you feel tired.
D. Because you should take a rest.
3. What kinds of food should you eat to be healthy?
A. We should eat red meat.
B. We should drink coffee.
C. We should eat chicken or fish and lots of vegetable.
D. We should drink milk.
4. What should you do to take care of your body?
A. We should go to the gym.
B. We should work hard.
C. We should relax and do something fun each day.
D. We should do exercises.
5. What is the reading about?
A. It about how to live a long life. B. The secret to a long life.
C. A happy life. D. A and B are correct.
Part 3: Read the passage and decide whether each statement is True or False.
Sandra is twelve years old and she lives with her parents and her little sister in Newcastle.
She likes to do a lot of things but most of all she is fond of collecting stamps.
Her parents and her friends help her to collect the stamps. She has got over seven hundred
stamps from different countries. They are very beautiful indeed. All her stamps are gathered in
groups such as: sports, famous people, birds, animals, capitals, space, trees, flowers, cars, planes
and countries. Her friends often come to her and she tells them this history of each stamp. It is
very interesting.
Statements
1. Sandra is eleven years old. F
2. She lives in Newcastle with her grandparents. F
3. Her parents and her friends help her to collect the stamps. T
4. She gathers her stamps in different groups. T
5. When her friends come to her, she tells them the history of each stamp. T
V. Do as directed
1. It’s a good idea to eat a lot of fruit and vegetables every day. (Rewrite the sentences using WE
SHOULD…….)
 We should eat a lot of fruit and vegetables every day.
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2.We didn’t go camping. Yesterday, it rained. (Combine 2 sentences using BECAUSE)
 We didn’t go camping because yesterday, it rained.
3. He was tired. He went home early. (Combine 2 sentences using BECAUSE)
 Because he was tired, he went home early.
4. My father likes to do gardening at the weekend. (Rewrite the sentences using MY FATHER
ENJOYS……)
→ My father enjoys doing gardening at the weekend.
5. She loves to collect glass bottles in her free time. (Rewrite the sentences using SHE
ENJOYS……)
→ She enjoys collecting glass bottles in her free time.
6. and my father /play / the afternoon. /volleyball /I /in (Arrange the words to make a meaningful
sentence.)
→ I and my father play volleyball in the afternoon.
7. last year/ a temple/ He/ visited/ / Thailand /and a church/ in. (Arrange the words to make a
meaningful sentence.)
→ He visited a temple and a church in Thailand last year.
8. Nga’s / mother / write / sick note / her / yesterday? (Using the given words make
meaningful sentences.)
→ Did Nga’s mother write a sick note for her yesterday?
9. Linh / not go / school / last Wednesday / because / she / have / bad cold. (Using the given
words make meaningful sentences.)
→ Linh didn’t go to school last Wednesday because she had a bad cold.
10. Why/Linh/not go/school/last Tuesday? (Using the given words make meaningful sentences.)
→ Why didn't Linh go to school last Tuesday?
VI. Writing.
1. Write a paragraph (50 words) about your favourite hobby.
2. Write a paragraph (50 words) about the ways you have a healthy lifestyle.
Week 9
Period 25
THE FIRST MID-TERM TEST
I. OBJECTIVES:
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- To test students’ understanding in grammar, vocabulary listening, reading and writing after unit
1,2,3 English 7
- Students need to know how much progress they’ve learnt. They know how well they’ve made .
They also want to know which language area they must practice more.
* Vocabulary: Ss revise words and phrases related to Hobbies; Healthy living; Community
service
* Grammar:
- Unit 1: Hobbies: Review and teach present simple tense. Talking about likes and dislikes.
- Unit 3: Community service: Review and teach Past simple tense. Giving compliment
2. Competence: Students will be able to revise the language they have learnt and they have
practiced so far. They have learnt items of language and skills. Practicing doing exercises.
3. Qualities: Having the good attitude to working in groups, individual work, pair work,
cooperative learning.
II. TEACHING AIDS:
- Sach mem.vn.
I. Ma trận
Mức độ
Vận dụng Vận dụng
Nhận biết Thông hiểu Số Số
TT Dạng bài Chuẩn kiến thức cấp thấp cấp cao
câu điểm
TN TN TN TN
TL TL TL TL
KQ KQ KQ KQ
I Listening - Part 1. 2 2 8 2.0
(Twice) Choose the correct
one/ True/ False
- Part 2.
147
Fill in the missing 2 2
information/ word
- Sound
- Vocabulary (word
meaning)
- Prepositions/
Conjunctions
- Grammar: Verb
tenses (present
simple, past
simple); Verb
forms (Verbs of
liking and
Multiple disliking); Modal
II choice verbs (should/ 4 4 2 10 2.5
(4 options) shouldn’t/ can);
simple sentences.
- Conversation
pieces (Talking
about likes and
dislikes/ Giving
tips for health
problems/ Giving
compliments)
- Error
identification
(underlined parts)
A - Guided cloze 2 2 1
test 22
Reading (4 options) 2
III 10 2.5
(2 passages) B - Multiple choice 2 1
questions (4
options)
IV Writing Part 1: Sentence 5
completion and
combination 2 2 3.0
- Making a question
- Combination
(simple sentences)
- Verbs of liking
and disliking
- Modal verbs
(should/ shouldn’t/
can); 1
148
Part 2: Answer an
open question
about 50 words: a
paragraph
(Suggested
questions/ideas)
12 14 6 1
33 10.0
3.0 4.0 2.0 1.0
Tổng số câu
100
30.0% 40.0% 20.0% 10.0%
%
II. Đề thi
PHÒNG GD & ĐT TP. VŨNG TÀU ĐỀ THI GIỮA HỌC KỲ I - NĂM HỌC 2022 – 2023
TRƯỜNG THCS VÕ VĂN KIỆT MÔN: TIẾNG ANH LỚP 7 - Thời gian làm bài: 50 phút
Họ và tên học sinh: ____________ Chữ ký giám thị 1 Chữ ký giám thị 2 Số phách
Số báo danh: __________
Lớp: ___ Số thứ tự: ___ Phòng thi: _
________________________ (Lưu ý: học sinh làm bài vào đề)_______________________
Điểm bài thi Chữ ký giám khảo 1 Chữ ký giám khảo 2 Số phách
Bằng số Bằng chữ
I. Listening (2.0 pts)

Part 1: Listen to the conversation between a woman and a man and answer the
questions.
1. What sport does the man enjoy?
A. golf B. tennis C. biking
2. Where does he practice it?
A. at the community center B. at the park C. at the exercise club
3. How often does he practice it?
A. twice a week B. three times a week C. five times a week
4. What does the woman say about tennis?
A. She plays it in the park.
B. She was good at it.
C. She doesn’t have time to practice it.
Part 2: Listen and fill in the missing words:
ANNE
5. Hobby: ___________ models 6. Start: ___________ year ago
7. Where she put models: ___________ the shelf. 149

8. How many models: ________
II. Multiple choice (2.5 pts)
9. Circle the word which has the underlined part pronounced differently from the others.
A. played B. invited C. decided D. started
10. The Japanese eat a lot of fish instead of meal ________ they stay healthier.
11. If you want to keep fit, you should keep doing ________ like jogging, cycling or swimming
every day.
12. He is keen ________ collecting stamps.
13. His parents will give him a bicycle because he really loves ________.
14. My hobby is ________. I like preparing meals for family.
15. Elena often ________ up early and does morning exercise in the garden.
16. Tom “I’m not sure what to do this evening. Any idea?” – Vine “________”
17. Bill eats a lot of fast food and he ________ on a lot of weight.
18. Mary didn’t goes to the supermarket because of her sickness. (Find the mistake)
A B C D
III. Reading (2.5 pts)
HỌC SINH KHÔNG ĐƯỢC VIẾT VÀO KHUNG NÀY
Part 1: Choose the correct answer to complete the passage.

When someone does an activity that is not a part of his or her job and done for fun, it is
called a hobby. Most people (19) ………… hobbies during their free time. Some people (20)
150
………… a lot of time on their hobbies. There are nearly as many kinds of hobbies, as there are
people. A hobby can be about making or collecting things, or enjoying an experience.
Creative hobbies are (21) …………. . Some creative hobbies are writing, drawing and
making poetry. A lot of people like (22) …………. jewelry or clothes. People who do these kinds
of hobbies sometimes become writers (23) …………. artists when they retire.
23. A. or B. but C. also D. so
Part 2: Read the passage and choose the correct answers.
There are two important matters in eating. First is eating enough food. If people eat too
little food or wrong food, they will not have enough energy. If they eat too much, they are easy to
get overweight. Secondly is eating right food. It means we need to eat correct quantity of each
type of food. For example, it is not good to eat too much food in high-calories group and too little
fresh and vegetable. So, how do we have a right and balance diet? Firstly, we need to reduce the
amount of high-calories food. Fat in that type of food may lead you to heart disease. Secondly,
you also should not eat too much sugar. You can completely get energy from other food. Eating
sugar is bad for your teeth.
24. How many important matters do we need to care in eating?
A. There are two important matters in eating. B. There are three important matters in eating.
C. There are four important matters in eating. D. There are five important matters in eating.
25. What will happen if we do not eat enough food?
A. It is not good. B. They will not have enough energy.
C. It is bad for your teeth. D. It is strong.
26. What will happen if we eat too much food?
A. They are easy to lose overweight. B. They are difficult to get up early.
C. They are easy to get overweight. D. They are intelligent.
27. What type of food may lead us to heart disease?
A. fresh vegetable B. fish C. sugar D. high-calories food
28. What type of food is harmful to our teeth?
A. sugar B. egg C. lemonade D. rice
IV. Do as directed (3.0 pts)
29. It’s a good idea to eat a lot of fruit and vegetables every day. (Rewrite the sentences using
WE SHOULD…….)
 We should ______________________________________
 We didn’t ______________________________________
151
ENJOYS……)
→ My father enjoys________________________________
32. Why/Linh/not go/school/last Tuesday? (Using the given words make a
→__________________________________________
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………
-------------------THE END---------------------
WEEK: 9
Peroid 26: THE MID-TERM TEST CORRECTION
I. OBJECTIVES:
1. Knowledge:
- To test students’ understanding in grammar, vocabulary listening, reading and writing after unit
1,2,3 English 7. Also help Ss consolidate and apply what they have learnt in the Unit 1,2,3. To
recycle the language from the previous sections. Ss can evaluate their performance and provide
further practice. Do some practice exercises.
- By the end of the lesson, Ss will be able to revise, do exercises . Check how progress they have
achieved , what they have learnt in the previous lessons.
- Students need to know how much progress they’ve learnt. They know how well they’ve made .
They also want to know which language area they must practice more.
* Vocabulary: Ss revise words and phrases about Hobbies ; Healthy living; Community service
* Grammar :
- Unit 1 : Hobbies: Review and teach present simple tense. Talking about likes and dislikes.
- Unit 3 : Community service: Review and teach Past simple tense. Giving compliment
152
2. Competence: By the end of the lesson students will be able to revised the language they have
learnt and they have practised so far. They have learnt so far in terms of language and skills .
Practising doing exercises.
3. Quality/ behavior : Having the serious attitude to studying . The love of learning English.
Hard- working ; cooperative; sociable; good communication.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loud speaker, projector…
- Method;: T-WC; group works; individual ……
III. PROCEDURE:
1. WARM UP & INTRODUCTION
Aims: Introduction
- Ask Ss what they have learnt so far in terms of language and skills. Summarize their
+ Chatting
them and class.
2. PRESENTATION/ NEW LESSON
Aim : To help Ss revise what they have learnt so far.
II. NEW LESSON:
- Teacher gives out Ss’ papers.
1. T delivers sts their papers. Comment.
2. Ask sts to read all exercises in the test. Notice
to the mistakes they’ve made.
3. T gives answer key and marks.
- Ss follow the teacher’s tasks.
- Ss listen and look correct their mistakes.
- Ss copy.
- T encourages students having bad marks
- Ask ss to do more exercises if have time.
153
FURTHER PRACTICE
Aim: To help Ss to do more exercises .
I. Do exercises III. Write a short paragraph of
II. Who is your best friend? write a about 40 -50
description of him/ her (40- 60 words). You words to talk about your new school.
can use the following questions as cues. You can use some suggested cues
- What’s his / her name? below and add more suitable ideas.
- What does he/ she look like? + What is your new school’s
- What is he/ she like? name?
- What is she / he good at or bad at? + What does it look like? (big/
- What does he/ she like ding in his/ her free small ….)
time ? ….. + How many classrooms are there
- Ss do the tasks. in the school? Are there any other
- T collects some Ss’s writing to give feedback rooms?
at home. + How many teachers are there?
- Get feedback. What are they like?
+ How many students are there?
+ What activities do you do at
school?...
+ What is your feeling about your
new school?
4. WRAP-UP & HOME WORK

+ Words / phrases and combinations related to friends…
HOME WORK
- Finish all the exercises
- Do exercises in workbook
- Prepare new lesson.
===========
HƯỚNG DẪN CHẤM
I. Listening (2.0 points)
Part 1: Listen to the conversation between a woman and a man and answer the
questions.
154
1. What sport does the man enjoy?
A. golf B. tennis C. biking
2. Where does he practice it?
A. at the community center B. at the park C. at the exercise club
3. How often does he practice it?
A. twice a week B. three times a week C. five times a week
4. What does the woman say about tennis?
A. She plays it in the park.
B. she was good at it.
C. She doesn’t have time to practice it.
Part 2: Listen and fill in the missing words:
ANNE
5.Hobby: making models 6.Start: a/ one year ago
7.Where she put models: on the shelf. 8.How many models: 20
II. Multiple choice (2.5 points)

9. Circle the word which has the underlined part pronounced differently from the others.
A. played B. invited C. decided D. started
10. The Japanese eat a lot of fish instead of meal ______ they stay healthier.
11. If you want to keep fit, you should keep doing ______ like jogging, cycling or swimming
every day.
12. He is keen ______collecting stamps.
13. His parents will give him a bicycle because he really loves ______ .
14. My hobby is ______. I like preparing meals for family.
15. Elena often ______up early and does morning exercise in the garden.
16. Tom “I’m not sure what to do this evening. Any idea?” – Vine “________”
17. Bill eats a lot of fast food and he ________ on a lot of weight.
155
18. Mary didn’t goes to the supermarket because of her sickness. (Find the mistake)
A B C D
III. Reading (2.5 points)
Part 1: Choose the correct answer to complete the passage.
When someone does an activity that is not a part of his or her job and done for fun, it is
called a hobby. Most people (19) ………… hobbies during their free time. Some people (20)
………… a lot of time on their hobbies. There are nearly as many kinds of hobbies, as there are
people. A hobby can be about making or collecting things, or enjoying an experience.
Creative hobbies are (21) …………. . Some creative hobbies are writing, drawing and
making poetry. A lot of people like (22) …………. jewelry or clothes. People who do these kinds
of hobbies sometimes become writers (23) …………. artists when they retire.
23. A. or B. but C. also D. so
Part 2: Read the passage and choose the correct answers.
There are two important matters in eating. First is eating enough food. If people eat too
little food or wrong food, they will not have enough energy. If they eat too much, they are easy to
get overweight. Secondly is eating right food. It means we need to eat correct quantity of each
type of food. For example, it is not good to eat too much food in high-calories group and too little
fresh and vegetable. So, how do we have a right and balance diet? Firstly, we need to reduce the
amount of high-calories food. Fat in that type of food may lead you to heart disease. Secondly,
you also should not eat too much sugar. You can completely get energy from other food. Eating
sugar is bad for your teeth.
24.How many important matters do we need to care in eating?
A. There are two important matters in eating.
B. There are three important matters in eating.
C. There are four important matters in eating.
D. There are five important matters in eating.
25.What will happen if we do not eat enough food?
A. It is not good. B. They will not have enough energy.
C. It is bad for your teeth. D. It is strong.
26. What will happen if we eat too much food?
A. They are easy to lose overweight. B. They are difficult to get up early.
C. They are easy to get overweight. D. They are intelligent.
27.What type of food may lead us to heart disease?
A. fresh vegetable B. fish C. sugar D. high-calories food
156
28. What type of food is harmful to our teeth?
A. sugar B. egg C. lemonade D. rice
IV. Do as directed (3.0 points)
29. It’s a good idea to eat a lot of fruit and vegetables every day. (Rewrite the sentences using
WE SHOULD…….)
 We should eat a lot of fruit and vegetables every day.
 We didn’t go camping because yesterday, it rained.
ENJOYS……)
→ My father enjoys doing gardening at the weekend.
32. Why/Linh/not go/school/last Tuesday? (Using the given words make a
→ Why didn't Linh go to school last Tuesday?
(Vocabulary: 0.25, Grammar: 0.25, Ideas: 0.5)
===== THE END =====
Week 9
Period 27 :
UNIT 4: MUSIC AND ARTS
A talk at the school gate
I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain:
- use the words related to the topic Music and Arts;
- pronounce the sounds /ʃ/ and /ʒ/ correctly;
- use like, different from, (not) as... as to compare people and things;
- express preferences;
- read for specific information about a traditional art form;
- talk about a musical performance at their school;
- listen for specific information about street painting;
- write an informal letter of invitation
1. Knowledge:
157
- To introduce the topic “ Music and arts ”. To practice listening and reading.
- Have an overview about the topic Music and arts.
- Use the vocabulary to talk about Music and arts.
+ Vocabulary: + use the lexical items related to the topic Music and arts;
concert hall (n), actress (n), artist (n), composer (n), puppet (n), portrait (n), photography ,
perform
- pronounce and recognize the sounds /ʃ/ and /ʒ/.
+ Grammar: - Comparisons: like, different from, (not) as … as .
Trang and Nick. (They are talking about music and arts, what they often do in their free time, and
then they agree on what to do next weekend.)
- Develop communication skills.
3. Qualities: - To educate the love of music and art.
- Be ready to know the words about music and arts.
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.

Aims:
158
+ Guessing game: Kinds of music + Guessing game: Kinds of music
* Teacher divides students into 2 groups and Suggested answers:
has them listen to some songs to guess what 1. Classical music:
kinds of music they are. https://www.youtube.com/watch?
* Students work in 2 groups, try to listen, and v=zHvBPwNUBS8&ab_channel=JervyHou
guess. 2. Rock:
* The member in each group which has the https://www.youtube.com/watch?
answer can raise hand. If student has the correct v=AW8AFTBbetI&ab_channel=Infraction-
answer, he/ she will get 1 point for his/ her NoCopyrightMusic
group. 3. Jazz:
* Teacher confirms the winner. https://www.youtube.com/watch?
* Teacher leads students into the lesson by v=jUCxIbI9cak&ab_channel=bojunc
telling them that “In today lesson, we are going 5. Pop:
to learn more words to talk about Music and https://www.youtube.com/watch?
arts and two sounds /ʃ/ and /ʒ/.” v=8xg3vE8Ie_E&ab_channel=TaylorSwiftVE
- Ask Ss to guess what they are going to learn VO
about in this unit. Then write Music and Arts 6. Country music:
and ask Ss to give any words or phrases they https://www.youtube.com/watch?
know related to these activities. v=rCIXjYo9qs4&ab_channel=MusicTravelLo
- Students (Ss) listen and learn how to do the ve
tasks.
ACTIVITY 1:
Aims: To set the context for the introductory conversation;
* Content: Learn some new words . Read the conversation and find out new words.
grammar points…
1. Listen and read: (Ex 1, p. 40) 1. Listen and read:
*Teach vocabulary:
159
- providing the pictures
- eliciting the definition of the words
checking technique.
+ Teacher checks students’ pronunciation and
gives feedback. Teacher reveals that these
words will appear in the reading text and asks
* Vocabulary
students to open their textbook to discover
1. classical (adj): cổ điển
further.
2. spare time (n): thời gian rảnh rỗi
- Ss listen carefully and read aloud.
3. musical instruments (n): nhạc cụ
4. landscape (n): cảnh quan
conversation aloud.
5. art gallery (n): phòng trưng bày nghệ thuật
** Set the context for the listening and reading.
...
Introduce Trang and Nick: they are friends.
- Have Ss look at the title and the picture and
guess what the conversation between Chau and
Nick might be about. Have Ss answer some
questions.
whether their answers are right or wrong.
read along. (They may read silently or aloud.)
- Have some pairs of Ss read the conversation
aloud
** Ask Ss what exactly Trang and Nick are
talking about. Now confirm the correct answer.
(They are talking about music and arts, what
they often do in their free time, and then they
agree on what to do next weekend.)
- Have Ss say the words in the text that they
think are related to the topic of the unit. Have
them pronounce the words containing the
sounds /ʃ/ and /ʒ/ . Quickly write the words on
the board.
ACTIVITY 2:
Aim: To help Ss understand the main idea of the text.
* Content: Listen and read the conversation. Answer the question.
160
* Outcome: Understanding more the content of the conversation.
2. What are Trang and Nick talking about? 2. What are Trang and Nick talking about?
- First, ask Ss to give the answers without * Key: C
reading the conversation again.
- Then have Ss underline the words / phrases in
the conversation that are related to the topic
Music and Arts and check their answers.
Confirm the correct answers.
- Give the answers.
ACTIVITY 3:
Aims:
- To help Ss further understand the text;
- To acquaint Ss with the grammar points and new vocabulary of the unit.
* Content: Complete the sentences with suitable word or phrases.
* Outcome: Ss know more the use of words and phrases in context.
3. Complete the phrases under the pictures 3. Complete the phrases under the pictures
with the verbs below. with the verbs below.
- Ask Ss to work independently to fill each Keys:
blank with a word / phrase from the box. 1. art gallery
- T may instruct them how to do the exercise: 2. photos
(1) read the sentences and identify the kind of 3. different from
information needed to fill the blanks, (2) read 4. like
the conversation again and locate the place to 5. musical instruments
find the words / phrases to fill the blanks.
- Allow Ss to share answers before discussing
as a class.
- Write the correct answers on the board.
- If there's time, call on some Ss to read the
sentences.
- Ss to work independently
- Ss copy them.
161
ACTIVITY 4:
Aim: To develop Ss' knowledge of the vocabulary about music and arts.
* Content: Write the correct word or phrases under each picture.
* Outcome: Ss know more some words about music and arts
4. Write the correct word or phrase under 4. Write the correct word or phrase under
each picture. Then listen and repeat. each picture. Then listen and repeat.
- Ask Ss to work in pairs or in groups to do the
task. Tell them that some words / phrases
appear in the text and some do not.
- Play the recording for Ss to check and repeat.
- Check and correct their pronunciation.
- Give them the meaning of the words / phrases
if necessary.
- Ss work in pairs
- Ss do it.
* Keys:
1. paintbrush
2. Camera
3. painting
4. musical instruments
5. water puppet show
6. art gallery
ACTIVITY 5:
Aim: To help Ss revise some vocabulary related to the field of music and arts and to
evaluate how artistic they are.
* Content: Doing the Quiz
* Outcome: Ss can remember the words. Revise and learn more new words.
5. QUIZ : How artistic are you? 5. QUIZ : How artistic are you?
- Have Ss work individually. Tell them to write
down their answers to all the questions.
- Let them add up their points and report to
their group how artistic they are.
Example:
A: I think I'm very artistic. I have 4 As out of 5.
162
B: I'm not artistic at all. I've got only 1 A and 4
Bs.
(If a student's answer is 4 or 5 As, he / she is
very artistic, if his / her answer is 3 As, he / she
is somewhat artistic, if his / her answer is 0 / 1 /
2 As, he / she is not artistic (at all).)
-Ss listen to the instructions carefully and do
the tasks.
- T may call on some Ss to report to the whole
class.
1. Ask one or two Ss to tell the class what they have learnt. Ask Ss to say aloud some words/
phrases they remember from the lesson. If there is a projector in the classroom, show the
conversation, highlight the key words related to the topic. It would be helpful if T also highlights
in the conversation the words with the sounds /ʃ/ and /ʒ/. the structures with like, (not) as... as,
different from.
- Tell Ss that they will learn these language points in the following lessons.
- Bring to class some posters / pictures, or show on the screen some images of musical
instruments, places or things related to the topic Music and Arts, or some famous actors and
actresses.
- Ask Ss to name them.
2. Teacher informs student of the final project of the Unit’s project.
+ Explain the requirements of the project: Imagine that you are going to organise a music show
and then design an invitation for that show. Students will show their posters and present their
ideas in Lesson 7 – Looking back and Project.
+ Teacher explains to students how they can get the information.
+ Put students into groups and ask them to discuss to assign tasks for each member. Help them
set a deadline for each task.
(Teacher should check the progress of students’ preparation after each lesson.)
* HOME WORK
- Read again the conversation on page 40
- Prepare new lesson: Lesson 2: A CLOSER LOOK 1
=========================
163
Week 10
Period 28
I. OBJECTIVE:
1. Knowledge:
- To introduce the topic “ Music and arts ”. To teach some new words
+ Use the lexical items related to the topic Music and arts;
+ Pronounce and recognize the sounds /ʃ/ and /ʒ/.
+ Vocabulary:
- use the lexical items related to the topic Music and arts;
perform
+ Grammar:
- Comparisons: like, different from, (not) as … as .
2. Competence:
Students will be able to know more new words related to the field of music and arts.
164
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.

Vocabulary
Aim:
- Bring to class some posters / pictures, or show on the screen some images of musical
instruments, places or things related to the topic Music and Arts, or some famous actors and
actresses.
- Ask Ss to name them.
- Brainstorming: Have Ss find all the words / phrases they know related to music and arts. -
Encourage them to say out as many words / phrases as possible.
+ Revision . + Revision
- Ask Ss to guess what they are going to learn
about in this unit. Then write Music and Arts
and ask Ss to give any words or phrases they
165
know related to these activities.
they are going to study
ACTIVITY 1:
Aim: To revise / teach nouns indicating people and places related to the field of music and
arts.
* Content: Teach some new words . Listen and repeat. Write them in the correct columns.
* Outcome: Ss know more new words. Learn how to use them . Do the tasks correctly.
1. Listen and repeat these words and phrases 1. Listen and repeat the words and phrases
*) Pre- teach vocabulary: I. Vocabulary
- Teacher uses different techniques to teach 1. concert hall (n) phòng hòa nhạc
vocabulary (situation, realia, translation .....) 2. actress (n) nữ diễn viên
+ Teacher may introduce the vocabulary by: 3. artist (n) nghệ sĩ
 providing explanations of the words; 4. composer (n) nhà soạn nhạc
 showing picture illustrating the word. 5. puppet (n) con rối
+ Follow the steps to teach vocabulary 6. portrait (n) chân dung
- Repeat in chorus and individually 7. photography (n) nhiếp ảnh
+ Check vocabulary. 8. perform (v) thực hiện/ trình diễn
- Play the recording and let Ss listen. Play it .......
again with pause for them to repeat each word / * Audio script
phrase. art gallery composer
- Correct their pronunciation. concert hall musician
- Students (Ss) listen to the instructions actress artist
carefully and learn how to do the tasks. painter puppet theatre
- Explain the meaning of these words / phrases
if necessary.
- Have Ss work in pairs and put these words /
phrases in the correct columns
3. PRACTICE (15’)
ACTIVITY 2:
Aim: To teach Ss how to combine a verb and a noun to form a collocation about music and
arts.
* Content: Do the matching.
166
* Outcome: Ss can match a word in A with a word or phrase in B correctly.
2. Match a word in A with a word or phrase 2. Match a word in A with a word or phrase
in B. in B.
- Explain to Ss that in English some verbs and
nouns go together, and some don't.
- Have Ss work in pairs. Tell them to match the * Keys:
verbs in column A with nouns in column B to 1.e 2.d
form collocations. Then check their answers as 3.a 4.c/ e 5. b
a class. Explain to them which noun goes with
each verb.
- T may allow Ss some time to extend their
vocabulary by adding more words to combine
with each verb.
Example: perform a play, magic...
- Ss give the answer
- Correct Ss' pronunciation if necessary.
ACTIVITY 3:
Aim: To give Ss practice in how to use words / phrases related to music and arts in context.
* Content: Complete the sentences.
* Outcome: Ss can complete sentences correctly.
3. Underline the correct word to complete 3. Underline the correct word to complete
each sentence. each sentence.
- Have them read the sentences carefully and * Keys:
look for clues so that they can choose the 1. drawing
correct words to complete the sentences. 2. composer
- Have one student write the words on the 3. museum
board. Confirm the correct answers. 4. concert
- Ss to work individually. 5. photography
- T may call on some Ss to read the sentences.
Sounds /ʃ/ and /ʒ/.
ACTIVITY 4
Aim:
167
To teach Ss how to pronounce the sounds /ʃ/ and /ʒ/ and practise pronouncing these sounds in
words correctly.
* Content: Listen and repeat the word to pay attention to the sounds: /ʃ/ and /ʒ/
* Outcome: Ss can learn how to pronounce the sounds: /ʃ/ and /ʒ/
* organization : Teacher’s instructions
sounds /ʃ/ and /ʒ/ sounds /ʃ/ and /ʒ/
- Let Ss practice the sounds /ʃ/ and /ʒ/ together. * Audio script
- Ask Ss to observe T's mouth when
pronouncing the two sounds.
- Play the recording and ask Ss to listen to these
words and repeat.
- Correct their pronunciation. Play the
recording as many times as necessary.
- Ss listen and repeat
ACTIVITY 5:
Aim: To help Ss practice pronouncing the sounds /t/, /id/, and /id/ in sentences.
5. Listen and repeat. Listen again and single- 5. Listen and repeat. Listen again and
underline the words with the sound /ʃ/ and single-underline the words with the sound
double-underline the words with the sound /ʃ/ and double-underline the words with the
/ʒ/ sound /ʒ/
- Have Ss quickly read the sentences and
single-underline the words with the sound /ʃ/
and double underline the words with the
sound /ʒ/ . Then play the recording for Ss to
listen and check the words that they have
underlined.
- Have them work in pairs to compare their
* Audio script
answers. Check Ss' answers.
- Play the recording again. Let Ss listen and
repeat sentence by sentence, paying attention to
168
the underlined words.
- Ss do the tasks
- Comment on their pronunciation .
Notes:
For more able Ss, T may refer to the following:
Sound /ʃ/ can be represented by sh (she,
wash,...)
by ch (machine,...)
by t (station, initial...)
by s (sugar, sure ...)
or by c (special, physician ...)
Sound /ʒ/ can be represented by s (television,
usually ...)
- Ask Ss to summarize what they have learnt in this lesson. Ask some Ss to recall some
vocabulary and collocations.
* HOME WORK
- remember some verbs in the past simple
=======================================
Week 10
Period 29
I. OBJECTIVE:
1. Knowledge:
- Know how to recognize and write comparisons with like, different from, (not) as … as:
- To introduce the topic “ Music and arts ”. To teach some new words
+ Use the lexical items related to the topic Music and arts;
Types of How to use Examples
comparisons
1. like to show that sth is similar This picture is like the one I saw at
to sth else. the art museum.
2. different from to show that two or more Painting portraits is different from
things are not similar. painting landscapes.
169
3. as + adj + as to show that two things are My brother is as tall as my father.
similar.
4. not as + adj + as to show that sth is “more” Classical music is not as exciting as
or “less” than sth else. rock.
perform
2. Competence: Students will be able to know how to recognize and write comparisons with like,
different from, (not) as … as:
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.
Aims:
Comparisons: like, different from, (not) as ... as
- Different types of comparisons and the vocabulary related to them were already studied in
Tieng Anh 5 and Tieng Anh 6, so T may ask Ss to recall them and give examples.
Focus Ss' attention on the Remember! box. Explain the uses of the three structures to them and
give some examples. (Always remember that examples should be directed to the topic of the
170
unit.)
T may also bring to class some pictures of different musical instruments (or show on the screen)
and ask Ss to make comparison.
* Content: Review the previous lesson or have some warm-up activities to create a friendly and
relaxed atmosphere to inspire Ss to warm up to the new lesson.
GAME: BRAINSTORMING GAME: BRAINSTORMING
* Teacher asks students to work in 2 teams to
think of as many adjectives to describe as Adjectives
possible.
- Students work in 2 teams.
- In 1 minute, students from each team, turn by * Suggested answers:
turn, run to the board and write down one big, small, heavy, light, cheap, expensive,
adjective. boring, interesting, special, fun, thin, fat,
- Teacher comments and counts how many correct tall, short, handsome, ugly, etc.
answers for each team.
- The team which has more correct answers will Eg:
be the winner. a) Tom is taller than Mary.
- Teacher shows the picture and asks students to  Mary isn’t as tall as Tom
use one adjective they have found to make
comparisons.
- Students play games
- Team work
feedback.
- Teacher gives feedback, then lead to the new
lesson.

ACTIVITY 1:
Aim: To help Ss identify the correct comparison, using like, (not) as... as, different from.
* Content: Complete the sentences using like, as, different from..
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* Outcome: Ss can learn how to use the comparison.
Grammar: Comparisons: like, different from, (not) as … as.
Remember!
We use:
– like to show that something is similar to something else.
Example: This picture is like the one I saw at the art museum.
– different from to show that two or more things are not similar.
Example: Painting portraits is different from painting landscapes.
– as + adjective + as to show that two things are similar.
– not as + adjective + as to show that something is “more” or “less” than something else.
Example: Classical music is not as exciting as rock.
1. Write like, as, or different in the blanks. 1. Write like, as, or different in the
- Ask Ss to do the exercise individually and then blanks.
compare their answers with a partner. Check the * Keys:
answers as a class. Confirm the correct answers. 1. as
- Teacher confirms the answers and gives 2. like
feedback. 3. different
- Students find out the form and the usage of 4. as
comparisons using “like, different from, (not) as 5. different
… as” * Concept checking:
+ Use: ask students to read “Remember box”, + Form:
then teacher asks students some questions to 1. (not) as + adj + as
check understanding. 2. as + adj + as
+ Students (Ss) listen to the instructions carefully 3. to be different from
and learn how to do the tasks. 4. like
3. PRACTICE (18’)
ACTIVITY 2:
Aim:
To help Ss use the correct comparison, using like, (not) as... as, different from in situations.
* Content: Complete the sentences by using like , as.... as, or different from
* Outcome: Ss understand more using comparison. Complete the sentences correctly.
2. Finish the second sentence in each pair, 2. Finish the second sentence in each
using like, as.... as, or different from. pair, using like, as.... as, or different
Tell Ss to do the task independently first. Tell from.
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them to write in their notebooks, then check their Keys:
answers as a class. 1. different from
- Ss listen carefully and learn how to do. 2. like
- Ss work individually 3. as... as
- Ss Give the answers 4. different from
T may call on some Ss to call out their answers 5. as... as
and / or write their answers on the board. Explain
if necessary.
- Check the answers as a class
Notes:
Hoàng Long & Phạm Tuyên: famous composers
from Viet Nam. They have composed a lot of
good songs for children.
The Vatican Museum: art museum in the Vatican
City.
The Louvre Museum (or the Louvre): the world's
largest art museum in Paris, France.
ACTIVITY 3:
Aim: To help Ss practice using like, (not) as... as, different from in context.
* Content: Compare The two museums using like , as ....as , different from.
* Outcome: Ss can compare the two museums correctly.
3. Work in pair. Compare the two museums: 3. Work in pair. Compare the two
History and Science, using like, as.... as, or museums: History and Science, using
different from. like, as.... as, or different from.
- Have Ss work in pairs. Help them interpret the Keys:
table first. Example: History is not as modern as
- Give them instructions how to do the task. Science.
{Note: A museum is "friendly" when its staff are 1. The History Museum is not as modern as
friendly.) the Science Museum.
- This is a speaking activity so encourage Ss to 2. The staff in History Museum is as
talk as much as possible. friendly as ones in Science Museum.
- Ss to work in pairs 3. Things in History Museum are more
- Ss do themselves. interesting than things in Science Museum.
- Speaking tasks. 4. The price in History Museum is like in
Science Museum.
Example: History is not as modern as Science.
- While Ss do their task, T goes round to monitor
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the whole class.
ACTIVITY 4:
Aim: To help Ss revise like, (not) as... as, different from in sentence writing.
* Content: Write complete sentences using the words given at the beginning.
* Outcome: Ss can write complete sentences from the words given correctly.
4. Rewrite sentences, using the words given at 4. Rewrite sentences, using the words
the beginning. given at the beginning.
- Have Ss do the exercise individually and then Keys:
exchange their answers with a classmate. Ask 1. I think comedies are not as interesting as
them to write down the sentences in their action films.
notebooks. 2. Our history homework is not as difficult
- Call on some Ss to write their answers on the as our maths homework.
board. Other Ss comment. 3. This year's music contest is not like last
Confirm the correct answers. Some Ss read the year's.
sentences aloud. 4. The characters in the film are different
- Check the answers as a class. from the ones in the play.
- Ss Do the tasks and share the answers. 5. That picture is not as bright as this one.
ACTIVITY 5:
Aim: To help Ss practice speaking, using comparison with like, (not) as... as, different from
through pictures.
* Content: Ask and answer about Tom’s project in 2016 and 2018.
* Outcome: Further practice using past simple tense. Answer the questions.
5. Work in groups. Look at the two pictures 5. Work in groups. Look at the two
below. Compare them , using like, as ....as, or pictures below. Compare them , using
different from. like, as ....as, or different from.
- Have Ss work in groups. Tell them to look at the
two pictures and compare them, using like, (not)
as ... as, or different from.
- Elicit the similarities and differences between
the two pictures and the things in them.
Examples:
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Picture A is not as big as Picture B.
The cat in Picture A is different from the cat in
Picture B.
.................
- Encourage Ss to give as many sentences as
possible. Don't stop Ss while they are speaking in
order to correct their errors. Correct only common
errors after Ss finish speaking.
Suggested answers:
- Picture A is not as big as picture B.
- The cat in picture A is different from the cat in
picture B.
- The cat in the house in picture A is like the cat in
the house in picture B.
- The fish in picture A is not as big as the fish in
picture B.
* Suggested answers:
- The flower in picture A is not as small as the
- Picture A is not as big as picture B.
flower in picture B.
- The cat in picture A is different from the
* Further practice:
cat in picture B.
- If time allows, T may ask some Ss to make
- The cat in the house in picture A is like
comparisons between their classmates, or things in
the cat in the house in picture B.
the classroom.
- The fish in picture A is not as big as the
Examples:
fish in picture B.
- Trung is as tall as Nam.
- The flower in picture A is not as small as
- Nam's backpack is quite different from Duy's.
the flower in picture B.
.......

- Reactivate the knowledge that students have gained
- Have them say out loud the past forms of the verbs they learnt in the lesson.
*HOME WORK
=======================
175
Week 10
Period 30

Lesson 4 : COMMUNICATION
I. OBJECTIVE: By the end of this lesson, students will be able to gain the following things :
1. Knowledge:
- To introduce the topic “ Music and arts ”. To practice speaking
- Learn how to deal with some ways of expressing preferences
- Practise using some grammar points and vocabulary related to the topic
2. Competence:
176
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.

Everyday English Expressing preference
Aims: To provide Ss with the way of giving compliments
+ Revision + Revision
- Teacher (T) asks Ss some questions about them
and class.
- Ask Ss what they did last night?
-Ss answer the questions.
ACTIVITY 1+ 2:
Aims:
- To introduce two ways of expressing preferences;
- To help Ss practice expressing their preferences.
* Structure: to express preferences
- prefer sth.
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- like sth better.
* Content: To introduce the way of expressing preference. Listen and read the dialogue.
* Outcome: Ss learn some new word and how to express preference.
1. Listen and read the dialogue, paying 1. Listen and read the dialogue, paying
attention to the highlighted parts attention to the highlighted parts
- Allow Ss to listen to and read the conversation. * Audio script
- Tell them to pay attention to the highlighted Nick: Which do you prefer, pop or folk
parts. music?
- Elicit from Ss structures used for expressing Nam: I prefer folk music. It has a better
preferences: beat.
+ prefer sth Nick: And which do you like better, modern
+ like sth better art or folk art?
- Ask Ss to work in pairs and practice the Nam: I like modern art better.
conversation.
+ Students (Ss) listen to the instructions carefully
and learn how to do the tasks.
- Give feedback on their dialogues.
2. Work in pairs. Ask and answer questions

about your preferences for:
- painting and taking photos.
- singing and dancing.
- Have Ss work in pairs and make similar
conversations. More able Ss can practice with
other expressions.
- Call on some pairs to perform in front of the
class.
- T and other Ss comment.
3. PRACTICE (18’)
ACTIVITY 3: Music and arts in school.
Aim: To help Ss recall or get to know some information about famous people in the field of
music and arts, and some common forms of arts.
* Content: Do quiz. Choose the correct answer.
178
3. QUIZ: What do you know? 3. QUIZ: What do you know?
Work in groups to choose the correct answer to Work in groups to choose the correct
each question. answer to each question.
* Ss begin by brainstorming the names of famous * Keys:
composers / actors / actresses / painters / music 1. B 2. A
bands... they know. This can be done in groups. 3. A 4. B
Each group then has to show the list they have
written. (The group that has the longest list wins.)
+ Ss work in groups and find answers to the
questions. Then T gives the correct answers.
- Ss work in groups to do this activity
Extension: Ss ask and answer similar questions
for more information about music and arts.
ACTIVITY 4:
Aims:
To help Ss revise vocabulary related to the topic of music and arts;
To introduce how Ss in other countries learn music and arts.
* Content: Read the passage and revise words related to the topic of music and arts.
* Outcome: Ss revise and know more words related to the topics.
* Organisation : Teacher’s instructions.
4. Read the following paragraph . Underline 4. Read the following paragraph .
the words related to the topic of art and music. Underline the words related to the topic of
- Have Ss work independently. art and music.
- Tell them to read through the paragraph, then * Key:
find and underline the words related to the topic of Hi. My name is Susie. I'm from Australia.
music and arts. I'm in grade 7. My school teaches arts and
- Ss listen to the instructions clearly music to all the students. Some forms of ad
- Call on some Ss to read aloud. Clarify anything such as painting or drama are optional: you
difficult for them. can choose to learn them if you like. Music
- Correct Ss' answers as a class. and dancing are compulsory: all of us must
study them every week. The school even has
a choir, and they perform every month. There
are also different art clubs, and you can join
any of them.
ACTIVITY 5:
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Aims:
To help Ss talk about how Ss in Viet Nam study music and arts;
To help them compare their school with schools in other countries.
* Content: Further practice talking about how you learn music and arts in Viet Nam.
* Outcome: Improve speaking skills. Talking about music and arts in Viet Nam.
5. Work in groups. Talk about how you learn 5. Work in groups. Talk about how you
music and arts... learn music and arts...
- To help Ss prepare for this activity, ask Ss to
underline all the activities they find in the passage
in 4, e.g. teaches arts and music to all the students
This may help Ss concentrate on the activities.
-Tell them to remember the key words that can
help them talk about the topic.
- Form groups of 5 or 6 Ss. Allow them some time
to talk. T goes round the class to monitor and give
support if necessary.
- Ss listen carefully and learn how to do the tasks.
- After some time, elicit ideas from the groups.
Then one student from each group presents their
ideas to the class. T comments on their clarity,
language, fluency.
- Give feedback on their reports.
* HOME WORK
- Practice speaking about music and arts in Viet Nam
- Prepare new lesson : lesson 5 - SKILLS 1
================================
180
Week 11
Period 31
Lesson 5 : SKILLS 1
I. OBJECTIVES:
1. Knowledge:
- Read for specific information about traditional art.
- Talk about a musical performance at their school.
- puppetry (n), string (n), (to) control
2. Competence: - Develop communication skills.
181
- Develop self- study skills.
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.

( Pre – reading )
Aims:
+ Play game: + Play game:
GAME: FACE TO FACE GAME: FACE TO FACE
TRADITIONAL PERFORMANCES Suggested answers: Quan Ho singing,
* Teacher writes on the board “Traditional Xoan singing, Ca Tru singing, Nha nhac,
performances”, then divides the class into 2 teams Bai Choi Folk Singing, Cultural Space of
and asks them to think of the words and list as Gong, A O show, Don Ca Tai Tu, water
many words as possible. puppet show, …
- Students work in groups and have 1 minute to
think of the words related to the topic.
- Each member from each team takes turns to says
one word.
- Teacher confirms the correct answers. The team
which has more than right will be the winner.
- Teacher divides the class into 2 teams.
182
- Each team will have to run in a relay to the board
to match the correct description with each picture.
- The team with more correct answers will be the
winner.
- Students play the game in team mode.
- Ss open their book and write the tittle of the
lesson .
- Ss copy the new words.
- Teacher confirms the answers and gives feedback.
Aim: To activate Ss' knowledge of the topic of the reading text (a traditional art form).
* Content: Look at the pictures and discuss the questions.
* Outcome: Ss can answer freely.
1. Look at the pictures. Discuss the questions 1. Look at the pictures. Discuss the
below with a partner. questions below with a partner.
* Pre- teach vocabulary: 1. Vocabulary
- Teacher uses different techniques to teach - puppetry (n) /ˈpʌpɪtri/: nghệ thuật múa
vocabulary (situation, realia, translation .....) rối
+ Teacher may introduce the vocabulary by: - string (n) /strɪŋ/: sợi dây
providing explanations of the words; - control (v) /kənˈtrəʊl/: kiểm soát
showing picture illustrating the word.
+ Check vocabulary
- T may begin by asking Ss to name the art forms
they know (T may give some cues).
Then tell them to work in pairs to discuss the
questions in this activity.
+ Students (Ss) listen to the instructions carefully
- Encourage them to give their ideas (as many ideas
as possible). It is not important whether they know
or don't know about these traditional art forms,
whether they like them or not, as long as they talk
183
with each other.
ACTIVITY 2 :
Aim: To help Ss read to find some words in context and their meaning.
* Content: Read the email and Match the highlighted words with their meaning .
* Outcome: Ss can get some specific information related to the topic Music and arts;
2. Read the email and match the highlighted 2. Read the email and match the
words with their meaning. highlighted words with their meaning.
- Have Ss read the questions first to focus on the
information they have to find in the passage. * Keys:
- Give Ss some time to practise reading the passage. 1. performed
(Ss may listen to T reading aloud while they track 2. traditional
the passage with their pencils.) Ask Ss to read in 3. fantastic
chorus the new and difficult words / phrases in the 4. festival
passage. Check with Ss the meanings of the new
words / phrases. Explain to them if necessary.
- Allow Ss to read in chorus once. Then, call on
some individuals to read aloud to the class.
- Check their pronunciation and intonation.
- Allow Ss enough time to read the passage
individually. T may ask them to underline the
structures or phrases related to the questions they
are going to answer. Then find information in the
passage to answer the questions.
- Ss listen to the teacher’s instructions carefully and
learn how to do.
- Confirm the correct answers for the class.
ACTIVITY 3 :
Aims:
To help Ss read for specific information about a traditional art form;
- To give Ss some understanding of water puppetry - a traditional art form of north Viet
Nam.
* Content: Read the email again and answer the questions.
184
3. Read the email again and answer the 3. Read the email again and answer the
questions. questions.
- Have Ss read the questions first to focus on the * Keys:
information they have to find in the passage. 1. Mary did.
- Give Ss some time to practise reading the passage. 2. In a pool.
(Ss may listen to T reading aloud while they track 3. The artists did.
the passage with their pencils.) Ask Ss to read in 4. (They are) about everyday life in the
chorus the new and difficult words / phrases in the countryside of Viet Nam.
passage. Check with Ss the meanings of the new 5. Yes, it is.
words / phrases. Explain to them if necessary.
- Allow Ss to read in chorus once. Then, call on
some individuals to read aloud to the class.
- Check their pronunciation and intonation.
- Allow Ss enough time to read the passage
individually. T may ask them to underline the
structures or phrases related to the questions they
are going to answer. Then find information in the
passage to answer the questions.
- Ss listen to the teacher’s instructions carefully and
follow them.
* Further practice: If there is still time, let Ss talk
about other forms of traditional arts in Viet Nam
(or in a particular region / world). Refer to famous
traditional arts in some countries (e.g: Lam vong
dance of Laos, Chinese Opera, ballet of France and
Russia ...).
Aim: To help Ss ask and answer questions about a school musical performance.
* Content: Ask and answer about Mark’s school musical performance last year.
* Outcome: Ss answer the questions and know more about Mark’s school musical performance.
4. Work in pairs. Ask and answer about Mark’s 4. Work in pairs. Ask and answer about
school musical performance last year. Mark’s school musical performance last
- First have Ss read about Mark's school musical year.
performance last year.
185
- Make sure they understand everything. Mark’s school performance
- Have them work in pairs, asking and answering Time: Sat. night
questions about the performance. Duration: 3 hours
- T goes around and corrects mistakes or gives help Place: schoolyard
when necessary. Items performed: plays, dances, songs,
-Encourage Ss to ask more questions. magic, …
- Call on some pairs to perform the task in front of Suggested answer:
the class. A: When was the performance?
- Ss listen to the teacher’s instructions carefully and B: On Saturday night.
follow them. A: How long did it last?
- Ss work in pairs B: It lasted three hours.
- Ss do the task. A: Where did it take place?
- T and other Ss listen and comment. B: In the schoolyard.
A: What did they perform?
B: They performed some plays, danced,
sang songs, …
…
ACTIVITY 5:
Aim: To help Ss practice speaking about what they will do and how they will prepare for
their school performance.
* Content: Make a plan for the performance and talk about the items they will contribute.
* Outcome: Ss can make a plan and talk about the items they will contribute.
5. Your school is going to have a musical 5. Your school is going to have a
performance to celebrate Teachers’ Day. musical performance to celebrate
Work in groups. Make a plan for the Teachers’ Day.
performance and talk about the items you will Work in groups. Make a plan for the
contribute. performance and talk about the items
- Have Ss work in groups. Let them take turns to you will contribute.
give their ideas about their plan for the performance
and the items they'd like to contribute: * Your school performance
Example: Time: ______
A: I think we will perform a play. Duration: ______
B: A play takes a long time to prepare. I think we Place: ______
will sing in a choir. Items contributed: _____
C: Quang can sing solo. He has a nice voice for Suggested answers:
singing. A: I think we will perform a play.
.......... B: A play takes a long time to prepare. I
186
- Then ask Ss to talk about the plan and items they think we will sing in a choir.
have agreed on, and how they will prepare for C: Quang can sing solo. He has a nice
them. voice for singing.
- Ss listen to the teacher’s instructions carefully and …
follow them.
- While Ss are talking, T goes round the class and
monitors. Remember not to stop them in order to
correct their mistakes. When they are finished, T
explains common errors.
Extension. Famous musicians and artists:
- Put Ss in small groups.
- Each student tells their group about a famous musician or artist he / she admires. Then they tell
their group members what they know about the musician or artist.
- Have Ss find more information about their chosen musician or artist on the Internet at home
and take notes.
- During the next lesson, the groups reform and each group member shares more information
about their chosen musician or artist.
+ Types of music:
- Put Ss in groups, and they discuss these kinds of music and the people who enjoy them.
K-pop, boy band, classical, heavy metal, folk, jazz, country & western, Latin, hip hop
* Have Ss summarize what they have learnt in the lesson with the two skills.
* HOME WORK.
- Practice telling about your future houses.
====================================
187
Week 12
Period 31
Lesson 6: SKILLS 2
1. Knowledge:
- Listening: + listen for specific information about street painting.
+ use the lexical items related to the topic Music and arts;
- Writing: write an informal letter of invitation.
pavement (n); occur (v); support (n); huge (adj).
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
188
* Discuss.

Aim: To activate Ss’ knowledge of the topic of the listening text.
inspire Ss to warm up to the new lesson .
+ BRAINSTORMING + BRAINSTORMING
- Teacher (T) asks Ss do the task.
- Ss answer. Traditional arts around the
- Teacher asks the whole class to discuss and world
give feedback on their friends’ answers.
- Teacher chooses some useful and feasible and
leads in the topic of the lesson.
- Students (Ss) listen and answer the teacher’s or
friend’s questions.
lesson .
Aim: To activate Ss' knowledge of the topic of the listening text.
* Content: Discussing. Look at the pictures and talk.
* Outcome: Ss can describe the pictures to brainstorm key words / phrases .
1. Discuss the question below with a partner. 1. Discuss the question below with a
* Pre- teach vocabulary: partner.
- Teacher uses different techniques to teach * Vocabulary:
vocabulary (situation, realia, translation .....). - pavement (n) vỉa hè, đường cho người đi
+ Follow the steps to teach vocabulary. bộ
189
- Repeat in chorus and individually. - occur (v) xảy ra, diễn ra
+ Check vocabulary. - support (n) sự ủng hộ
- Take note all the new words. - huge (adj) to lớn
* Have Ss work in pairs. Allow them to ask and
answer about street painting.
- Pair work.
Examples:
- Do you know about street painting?
- Where do artists paint their pictures?
- Do they have to pay to paint there?
- Encourage Ss to talk as much as possible. What
they know is not very important as long as they
speak English.
- Teacher introduces students the content of the
lesson: “In the lesson today, we are going to
listen to find out the information about very
special type of art. It called: street art/ street
painting.”
ACTIVITY 2 :
Aim:
To help Ss practice listening for specific information (to find some words while listening to the
recording).
* Content: Listen and tick the words they hear.
* Outcome: Ss Listen and tick the words correctly.
2. Listen to a man talking about street 2. Listen to a man talking about street
painting and tick (✓) the words you hear. painting and tick (✓) the words you hear.
- Tell Ss to read the five words given. Ask them
to try to predict what words they will hear in the * Keys:
listening. / and tick the words they hear in the 1. artists 3. painting 4. enjoy
- Play the recording one or two times.
- Ask Ss to listen carefully recording.
- Play the recording a second time for pairs to
check their answers.
and learn how to do it.
190
ACTIVITY 3 :
Aim: To improve Ss' listening comprehension and note - taking skills.
* Content: Listen to the passage again and choose the correct answers.
* Outcome: Ss listen and choose the answer correctly.
3. Listen to the passage again and choose the 3. Listen to the passage again and choose
correct answers. the correct answers.
- Ask Ss to read the questions carefully. Play the Key:
recording again. Tell Ss that while they listen, 1. A 2.C
they have to choose the correct answer to each 3.C 4. B
question (circle or tick A, B, or C). Audio script
- Play the recording as many times as necessary. Street painting – or street art – is an old type
- Ss listen carefully to the instructions of art. In the 16th century artists began to
- Ss learn how to do the tasks draw on the pavement using chalk. Today,
- Confirm the correct answers as a class. you can see street painting events
- Play the recording again and check their everywhere. They attract many people who
answers as a class. come to enjoy and take part in them. Many of
them are free too. So join in and become an
artist yourself!
*Post-listening: Retelling One of the largest events in the United States
* Teacher asks students to work in groups and is the Lake Worth Street Painting Festival. It
take turns to retell the information about “Street began in 1994 and now occurs every
painting” as much as they can. February with the support of artists and
- Students work in groups to do the task. Teacher volunteers. It is free for everyone.
moves around and offers help if needed. About 100,000 visitors come to enjoy it.
- Teacher invites some students to retell it. About 600 artists work on the pavement to
- Teacher confirms the correct answers make the street a huge art gallery!
- Free talk
intonation.
ACTIVITY 4: Writing
Informal letter of invitation
Aim: To help Ss learn the purpose and format of an informal letter of invitation.
* Content: Read the letter and choose the correct answers. A sample of an email.
191
* Outcome: SS can get some ideas for the writing.
4. Read the following letter and choose the 4. Read the following letter and choose the
correct answers. correct answers.
- Have Ss read the sample letter carefully and * Keys:
choose the correct answers. Then have them note 1. A 2. B
down the language necessary for writing an
informal letter of invitation.
- T writes it on the board.
- Tell Ss to pay attention to the box and learn the
writing tip.
Informal letter of invitation:
* Teacher asks students to look at the letter again * In an informal letter of invitation, you can
and try to answer some questions: use:
+ Is it an invitation letter? (Yes. Because it - Invitation: - Let’s .....
invites Jack to see the water puppet show.) - How about + V-ing?
+ Is it formal or informal? (It is informal because
Jack is Chau’s friend.) Sample letter:
+ What is the event? (The water puppet show.) 28 Pham Van Dong Rd.
+ What time does the show begin? (At 8 p.m.) Ha Noi Nov 15, 20…
+ Where does it take place? (At 57 B Dinh Tien Hey Jack,
Hoang St, Hoan Kiem Dist.) Let’s go to see the water puppet show this
+ What time do Chau want to meet Jack for the Saturday night at 8 p.m. At the show, you
show? (At 7:45.) can see how artists control the puppets on
- Students do the task independently. water. I’m sure you’ll like it. It’s at 57B Dinh
- Teacher calls students to check their Tien Hoang St., Hoan Kiem Dist. How about
understanding. meeting at 7:45 outside the theatre? Let me
- Teacher corrects and then, asks them to read know if you can make it. Looking forward to
“Writing tip”. After that, teacher writes on the seeing you there.
board the format of informal letter of invitation: Best,
- Invitation: Let’s / How about + V-ing?..... Chau
* Writing tip: In an informal letter of invitation,
you can use:
- Let’s …
- How about + V-ing?
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ACTIVITY 5:
Aim: To help Ss write an informal letter of invitation.
* Content: Write an informal letter of invitation.
* Outcome: Ss can write an informal letter of invitation using the cues.
5. Write a letter to invite someone to a street 5. Write a letter to invite someone to a
painting festival, using the following cues. street painting festival, using the following
- Have Ss read the cues and the writing tip in the cues.
box carefully, then practice writing the letter. - Write an informal letter
-Tell Ss to pay special attention to grammar, use * Suggested writing:
of words, spelling, and punctuation. – Event: Street Painting Festival
- Ss work individually. – Start time: 9 o’clock, Sunday morning
– Place: Central Rd.
- T may collect some Ss' papers and mark them, – Activities: meeting street artists, drawing
then comment in class. pictures on the street
- If there is not enough time for Ss to write their – Time to meet: 8:45
letter in class, have them do it as homework.
* Post writing Nov 12th 2022
- Ask one or two Ss to write their letter on the Hi Nick,
board. Other Ss and T comment on the letter Let’s go to street Painting festival at 9
- T collects some to correct at home. o’clock this Sunday morning. In the
- Ask Ss to revise the email at home based on the Festival , you can meet street artists . They
comments given and submit them at the next draw pictures on the streets. I’m sure
lesson. you’ll like it. It’s on Central Road . How
* Teacher may ask students to share their writing about meeting at 8.30 ? Let me know if
with their partners. Then, call on some students you can make it.
to show their writing in front of the class. Looking forward to seeing you there.
- Teacher checks ideas, grammar, vocabulary Best,
and gives comments. Quynh Anh

- Ss to say what skills they have developed in this lesson. Ask them about their progress and
what they want to improve
- Have Ss summarize what they have learnt .
* HOME WORK.
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- Rewrite the letter on your notebook.
=============================
Week 12
Period 33
Lesson 7 : LOOKING BACK & PROJECT
I. OBJECTIVES:
1. Knowledge:
- To help Ss consolidate and apply what they have learnt in the unit. Ss can evaluate their
performance and provide further practice. Do some practice exercises.
- Project helps Ss improve their abilities to work individually and in a team. It extends their
+ pronounce and recognize the sounds /ʃ/ and /ʒ/.
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
194
* Deliver the task.
* Discuss.

Aims:
- This is the review and drill section of the unit. Encourage Ss not to refer back to the unit pages.
- That will help you and your Ss see how far they have progressed, and which areas need further
practice.
+ Greeting + Greeting:
+ Brainstorming : MIND MAP MIND MAP
* Teacher writes on the board “Unit 4” and
Vocabulary Grammar
asks students to think of what they have learnt
already in this unit. Unit 4
- Students work in pairs to do the task.
- Teacher calls some students to retell. Pronunciation
- Teacher confirms and leads them to do all

the exercises in books.
PRACTICE EXERCISES
Aim: To help Ss revise the collocations with some verbs used in the field of music and arts.
* Content: Revision on the words . Write the words/ phrases in each blank.
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* Outcome: Ss remember the words/ phrases. Write the words correctly.
1. Write a word or phrase in each blank to 1. Write a word or phrase in each blank to
go with the given verb. go with the given verb.
- Ask Ss to read the verbs first. Then allow Suggested answers:
them some time to write the correct words / - draw: a picture, a bird, a car
phrases to go with these verbs. - perform: a puppet show, a concert, a play
- Check Ss' answers as a class. - write: a book, a poem, a song
- Students (Ss) listen to the instructions - watch: TV, a film, a football match
ACTIVITY 2:
Aims:
To help Ss review the words / phrases about music and arts used in the context of a passage;
* Content: Complete the sentences. Do the filling.
* Outcome: Ss revise the use of words . Complete the passage with words correctly.
2. Fill in each gap with a word or phrase 2. Fill in each gap with a word or phrase
from the box to complete the passage. from the box to complete the passage.
- To give Ss some information of the Louvre * Keys:
Museum - the world's largest art museum. 1. art collections
- Have Ss work independently. Tell them to 2. exhibition
revise the words / phrases given in the box. 3. works of art
-Then ask them to do the task. They can check 4. paintings
their answers with a partner before discussing 5. visitors
as a class.
- Ss work in pairs.
- T makes corrections.
- Have some Ss read the whole passage aloud
(maybe sentence by sentence). The rest of the
class should track the text with their fingers as
196
the other Ss read.
- T gives explanations if necessary.
Aim: To help Ss revise the comparisons they have learnt in the context of sentences.
* Content: Revision on the use of comparison of adjectives.
* Outcome: Ss can complete the sentences correctly.
3. Complete the sentences, using the words 3. Complete the sentences, using the words in
in brackets. Add the necessary words. brackets. Add the necessary words.
- Give Ss some time to work by themselves. * Keys:
- Ask them to revise how to use the different 1. old as
ways of comparing they have learnt, then 2. different from
complete the task. Tell them to add the 3. more important
necessary words. 4. not as good
- Ss listen to the instructions clearly 5. not as easy as
- Call some Ss to read their sentences.
- Let other Ss comment.
- T confirms the correct sentences.
ACTIVITY 4:
Aim: To help Ss write sentences using the comparisons they have learnt.
* Content: Rewrite sentences using the words given
* Outcome: Ss improve the writing. Rewrite the sentences correctly.
4. Rewrite the sentences using the words 4. Rewrite the sentences using the words
given. given.
- Have Ss read the instruction of the activity *Keys :
to understand what they are going to do. 1. Exercising is better than playing video
- Ask Ss to write sentences in their notebooks, games.
using the comparisons they have learnt, and 2. Duong doesn't / can't draw animals as well as
the words provided. his father.
- Ss do the tasks 3. The Mona Lisa is more valuable than this
- Ss give the answers painting.
- Get them to swap their answers in pairs. 4. Nick is not as artistic as David.
- Go around and offer help, if necessary. 5. The second / first version of the play is like
- If there is time, have some Ss write complete the first / second.
sentences on the board and / or read the
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sentences aloud.
- T and other Ss comment. Check the answers
as a class.
Aims: PROJECT: ORGANISING MUSIC SHOW
To introduce an invitation to a music show (for charity);
To give Ss more practice of talking about a music show.
* Outcome: Present their presentation about a music show.
* ACTIVITY 1:
- To introduce an invitation to a music
show (for charity);
- To give Ss more practice of talking about
a music show.
+ Have Ss read the information in the
invitation carefully (the time, place, show,
purpose, etc.).
- Explain new words and anything difficult to
Ss. Make sure they understand everything.
Ss work in pairs.
- Ss do the tasks . Prepare the at home
beforehand.
- Have them ask and answer questions about
the information in the invitation.
-Ask Ss to present their poster.
experiment with the language
- Tell Ss to make an invitation card with the
correct format and content, based on what
they have done in 2. Tell them to make it as
interesting and eye-catching as they can.
** Ss should prepare the project as assign

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carefully.
ACTIVITY 2:
Aim: To help Ss practice preparing an
invitation for a music show.
- Ss work in groups. Ask them to brainstorm
their ideas on the following:
- Name of the show
- Time and place
- Activities (theo như bullet gợi ý trong SHS)
- Purpose. ..................
** T can assign the project in earlier lessons.
Make sure T guides them carefully and checks
their progress after each lesson. In the last
lesson (LOOKING BACK), ask Ss to present
their invitation.
ACTIVITY 3
Aim:
To help Ss practice making / presenting an
invitation to a music show.
- Ask Ss what they have learnt in Unit 4. Have them recall the important elements:
- words / phrases and combinations related to the topic Music and Arts;
- sounds /ʃ/ and /ʒ/.
- comparisons with like, (not) as... as, different from.
* HOME WORK
- Prepare for the next lesson: UNIT 5: FOOD AND DRINK
=======================
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Week 12
Period 34
UNIT 5: FOOD AND DRINK
At a Vietnamese restaurant
I. OBJECTIVES:
* By the end of this lesson, Ss will be able to gain:
- use the words related to the topic Food and Drink;
- pronounce the sounds [ɔ] and [ɔ:] correctly;
- use some, a lot of, and lots of to talk about quantity;
- ask and answer about prices;
- read for specific information about a typical traditional food;
- talk about a popular food or drink;
- listen for specific information about eating habits;
- write a paragraph describing eating habits.
1. Knowledge:
- To introduce the topic “ Food and Drink ”. To practice listening and reading.
- An overview about the topic Food and Drink
- Vocabulary to talk about food and drink
+ Vocabulary: Use the words related to the topic Food and Drink:
- roast (v) , fry (v) , shrimp (n) , lemonade (n) , mineral (adj)
- Ask and answer about prices;
+ Grammar: - Use some, a lot of, and lots of to talk about quantity;
2. Competence: Students will be able to practice listening and reading skills .
- Develop communication skills and cultural awareness.
3. Qualities:
- Develop healthy eating habits and awareness of balanced diets.
- Be proud of the homeland
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II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.

Aims:
- To lead into the new unit.
+ Asking questions + Asking questions.
- Review the previous unit before Ss open * Game Pass the Ball or Slap the Board,
their books. T may organise a short
vocabulary game, e.g. Pass the Ball or Slap
the Board, etc. to revise the words Ss have
learnt in Unit 4.
- Lead to the new unit.
- Write the unit title Food and Drink on the
board. Elicit any information Ss know about
food and drink by asking what they know
about different types of food and drink.
- Students (Ss) listen and learn how to do the
tasks.
- After Ss answer, ask them to open their
books to page 50. Draw their attention to the
201
THIS UNIT INCLUDES box and introduce
what they are going to learn in Unit 5.
- Ask Ss to open their book to page 50 - 51
and introduce what they are going to study
- Ss open the book and write the tittle of the
lesson.
ACTIVITY 1:
Aims: To set the context for the introductory conversation;
grammar points…
1. Listen and read: 1. Listen and read:
*Teach vocabulary:
- providing the pictures
- eliciting the definition of the words
checking technique.
+ Teacher checks students’ pronunciation and
gives feedback. *Vocabulary
- Teacher reveals that these words will appear 1. roast (v) /rəʊst/: quay, nướng (thịt…)
in the reading text and asks students to open 2. fry (v) /fraɪ/: rán
their textbook to discover further. 3. shrimp (n) /ʃrɪmp/: con tôm
* Teacher asks Ss to look at the picture (p.50- 4. lemonade (n) /ˌleməˈneɪd/: nước chanh
51) and answer the questions: 5. mineral (adj) /ˈmɪnərəl/: khoáng chất
* Set the context for the listening and reading * What is Mark's family doing?
text. Have Ss look at the picture and answer A. Ordering food for dinner.
some questions, e.g. Where is Mark's family? B. Preparing for their dinner.
What are they doing? Who are they to? C. Talking about their favourite food.
- T can also ask Ss to share any recent ex-
periences of eating at a restaurant: Have you
ever been to a restaurant? Where and when?
202
What food and drink did you have there?
whether their answers are right or wrong. Ask
them to talk a bit about types of food and
drink they know.
read along. Have Ss underline the words that
are related to the topic of the unit while they
are listening and reading.
- T asks them to read and listen to the
conversation and check their answers.
ACTIVITY 2:
Aim: To help Ss understand the main idea of the text.
* Content: Listen and read the conversation. Answer the question.
* Outcome: Understanding more the content of the conversation.
2. What is Mark’s family doing? 2. What is Mark’s family doing?
- First, ask Ss to give the answers without * Key: A
reading the conversation again.
- Then have Ss underline the words / phrases
in the conversation that are related to the topic
and check their answers.
+ Ask Ss what exactly Jack's family is doing.
Now confirm the correct answer. (They are
ordering food for dinner).
ACTIVITY 3:
Aim: To develop Ss' knowledge of the vocabulary for food and drink.
* Content: Complete the sentences with suitable word or phrases.
* Outcome: Ss know more the use of words and phrases in context.
3. Find the words and phrases about food 3. Find the words and phrases about food
and drink in the conversation and write and drink in the conversation and write
them in the correct columns. them in the correct columns.
203
- Have Ss quickly write the words they think * Keys:
are about food and drink in the two columns Food Drink
Food and Drink individually without looking
at the book. Then ask Ss to open their books rice, pork, fish juice, lemonade,
and check their answers with their partners. sauce, roast green tea, mineral
- Ask some Ss to read out their answers or chicken, fried water, winter melon
write them on the board. With a weaker class, vegetables, fried juice,
ask for translations of the words / phrases to tofu, spring rolls,
make sure they understand them. canh (soup),
- Ss listen to the instructions clearly. shrimp, fish,
- Ss to work individually.
ACTIVITY 4:
Aim: To help Ss deeply understand the text.
* Content: Read the conversation again and tick T/F.
* Outcome: Ss understand more the content of the conversation.
4. Read the conversation again and tick (✓) 4. Read the conversation again and tick (✓)
T (True) or F (False). T (True) or F (False).
- Have Ss look at the statements in this * Keys:
activity. * Suggested keywords in the statements:
- Ask them how to do it. Give them some 1. Mark's family is at a Vietnamese restaurant.
strategies to do the exercise. (E.g. reading the 2. Mark wants fried tofu and beef for dinner.
statements, underlining the key words, 3. They don't order canh.
reading the text while paying attention to the 4. Mark's mum wants mineral water.
key words, deciding if each sentence is true or 5. His mum doesn't allow her children to drink
false). juice during dinner.
- Ss scan the conversation to locate the * Keys:
underlined key words 1. T 2. F 3. F 4. T 5. F
- Ss read intensively to tick True or False Answer keys:
- Set a time limit for Ss to do the activities. 1. T
When the time is up, have Ss share their 2. F (Mark wants some fried tofu and spring
answers in pairs. rolls.)
- Invite some pairs to answer and confirm the 3. F (Mark's dad thinks they will try some
correct ones. For strong classes, ask Ss to canh)
correct the false sentences. 4. T
- Ss work individually. 5. F (Mineral water for me, green tea for my
204
- Ss do the tasks. husband, and juice for my children)
ACTIVITY 5:
Aim: To help Ss practice talking about their favorite food and drink.
* Content: Further practice. Think about their own food and drink.
* Outcome: Ss can remember the words. Ask and answer about their favorite Food and drink.
5. Work in pairs. Think about your favorite 5. Work in pairs. Think about your favorite
food and drink. Then ask your partner food and drink. Then ask your partner
about his or her favorite food and drink. about his or her favorite food and drink.
- Ask each student to think of the questions he Example:
/ she may use to ask about his / her partner's A: What’s your favourite food?
favourite food and drink. B: It’s pho bo – beef noodle soup.
- Ss listen to the instructions carefully and do A: When do you usually have it?
the tasks. B: In the morning
- Demonstrate the activity to the class first. ..........
- Ask a strong student to help you. Then ask
Ss to work in pairs.
- T goes round to help weaker Ss.
- Call on some pairs to perform in front of the
class.
- Ask one or two Ss to tell the class what they have learnt. Ask Ss to say aloud some words /
phrases they remember from the lesson. If there is a projector in the classroom, show the
conversation, highlight the key words related to the topic.
* HOME WORK
- Talk about your favourite food (for a minute)
- Project preparation:
+ Teacher informs student of the final project of the Unit’s project
+ Explain the requirements of the project: Design a poster about eating habits in an area or a
foreign country you know, including names of main meals and mealtimes; names of common
food/ drink for each meal; picture/ photo to illustrate the meals. Students will show their
posters and present their ideas in Lesson 7 – Looking back and Project. Explain students
+ Teacher explains to students how they can get the information
+ Put students into groups and ask them to discuss to assign tasks for each member. Help them
set a deadline for each task.
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(Teacher should check the progress of students’ preparation after each lesson.)
- Prepare new lesson: Lesson 2: A CLOSER LOOK 1
=========================
Week 12
Period 35
I. OBJECTIVE:
1. Knowledge:
- To introduce the topic “ Food and Drink ”. To revise and teach some measurement words...
- Know how to use the measurement words and phrases often used with food and drink
- Pronounce the sounds /ɒ/ and /ɔ:/ correctly
+ Vocabulary: - Use the lexical items related to the topic Food and Drink; measurement words...
- kilo (kg), teaspoon, litter, tablespoon, gram, millimeter
- omelette, pancake, spring rolls, onion, pepper, butter
2. Competence:
- Access and consolidate information from a variety of sources.
3. Qualities:
- Promote pride in the values of Vietnamese culture.
- Develop love for family
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
206
* Deliver the task.
* Discuss.

Vocabulary
Aim:
+ Game: Odd one out + Game: Odd one out
Put Ss in small groups.
Explain that you are going to dictate three sets
of four words / phrases, such as pea, orange,
potato, onion.
Ss listen and write the set. Then they choose
the odd one out and circle it. Give Ss some time
to choose an odd-one-out of each set. More
than one answer is possible.
Each group explains their choices, e.g. A pea,
because it's a green small seed that is cooked
and eaten as vegetable../An orange, because
because it is the only fruit which we can make
a drink from. 1. lemon, grapefruit, grape, lime
* T may create his / her own lists or choose any 2. fridge, cooker, microwave, toaster
three from the list below: 3. cows, chicken, sheep, fish
1. lemon, grapefruit, grape, lime 4. bacon, eggs, tomatoes, toast
2. fridge, cooker, microwave, toaster 5. rice, wheat, potatoes, pasta
3. cows, chicken, sheep, fish 6. bread, cake, pie, pizza
4. bacon, eggs, tomatoes, toast
5. rice, wheat, potatoes, pasta
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6. bread, cake, pie, pizza
ACTIVITY 1:
Aim: To revise and teach the measurement words / phrases often used with food and
drink.
* Content: Teach some new words . Do the matching . Repeat the words.
* Outcome: Ss know more new words. Learn how to use them .
1. Match the phrases with the pictures. Then 1. Match the phrases with the pictures.
listen, check, and repeat the phrases. Then listen, check, and repeat the phrases.
- Teacher uses dif 1. kilo (kg) /ˈkiːləʊ/: kí lô
ferent techniques to teach vocabulary (situation, 2. teaspoon /ˈtiːspuːn/: thìa cà phê
realia, translation .....) 3. litre /ˈliːtə/: lít
+ Teacher may introduce the vocabulary by: 4. tablespoon /ˈteɪbəlspuːn/: thìa canh
 providing explanations of the words; 5. gram /ɡræm/: gờ-ram
 showing picture illustrating the word. 6. millimetre /ˈmɪlɪmiːtə(r)/: mi-li-mét
+ Follow the steps to teach vocabulary 7. omelette /ˈɒmlət/: trứng ốp lết
- Repeat in chorus and individually 8. pancake /ˈpænkeɪk/: bánh kếp
+ Check vocabulary. 9. spring rolls /sprɪŋ rəʊlz/: nem rán
+ Have Ss quickly match the phrases with the 10. onion /ˈʌnjən/: hành tây
pictures individually. Then ask Ss to check 11. pepper /ˈpepə/: hạt tiêu
their answers with their partners. 12. butter /ˈbʌtə/: bơ
- Play the recording for Ss to check their * Keys:
answers. Pause the recording after each phrase 1. b 2.f 3. a
and ask them to repeat chorally and 4.c 5.d 6.e
individually. * Audio script
- Students (Ss) listen to the instructions 1. a teaspoon (tsp) of salt
carefully and learn how to do the tasks. 2.400 millilitres (ml) of milk
- Correct their pronunciation. With weaker 3. a kilo (kg) of beef
classes, ask for translations to check 4. a litre (I) of water
understanding. 5. a tablespoon (tbsp) of sugar
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6.200 grams (g) of flour
3. PRACTICE (15’)
ACTIVITY 2:
Aim: To teach Ss new words / phrases of dishes and ingredients.
* Content: Write the words / phrases in the correct column.
* Outcome: Ss can choose a word or phrase and write in the correct column correctly.
2. Write the following words and phrases in 2. Write the following words and phrases in
the correct columns. Add any other dishes the correct columns. Add any other dishes
and ingredients you know. and ingredients you know.
- First, check Ss' understanding of the meanings * Key:
of the words/ phrases given in the box. With Dishes Ingredients
the nouns that Ss do not know, T may explain
their meanings by using pictures, examples, or spring rolls butter
even translations.
omelette onions
- Then, have Ss sort the words into the correct
columns. pancake pepper
- Ss give the answer
- Ask Ss to check their answers and share the
words for other dishes and ingredients they
know with their partners before T checks their
answers with the whole class.
ACTIVITY 3:
Aim: To help Ss practice asking and answering about the ingredients for a dish using
measurement words and phrases they have learnt.
* Content: Ask and answer about ingredient for Linh’s apple pie.
3. Work in pairs. Ask and answer about the 3. Work in pairs. Ask and answer about the
ingredients for Linh’s apple pie, using the ingredients for Linh’s apple pie, using the
quantities in the recipe. quantities in the recipe.
- Model this activity with a strong student.
-Remind Ss that they only use the information
from the table to ask and answer about the
quantity of ingredients for an apple pie.
209
- Ask Ss to work in pairs. Then, call on some
pairs to practise in front of the class.
- Ss listen to the teacher ‘s instruction carefully.
- Ss to work in pairs.
- T may call on some Ss to read the sentences.
Example:
A. How many apples do we need?
B. We need 12
Sounds /ɒ/ and /ɔ:/
ACTIVITY 4
Aim: Aim: To teach Ss how to pronounce the sound /ɒ/ and /ɔ:/ and practise pronouncing
these sounds correctly in words
* Content: Listen and repeat the word to pay attention to the sounds: /ɒ/ and /ɔ:/
* Outcome: Ss can learn how to pronounce the sounds:/ɒ/ and /ɔ:/.
210
sounds /ɒ/ and /ɔ:/ sounds /ɒ/ and /ɔ:/
- Model the sounds /ɒ/ and /ɔ:/ first and let Ss * Audio script
see how the sounds are formed. Ask Ss to
practice the sounds /ɒ/ and /ɔ:/ together. /ɒ/ fond, lot, not
- Pays the recording and ask Ss to listen and
repeat. Play the recording as many times as /ɔ:/ short, call, water, pork, sauce
necessary. Ask Ss to put the words in the
correct column while they listen. * Audio script
- Ss listen carefully Fond short call
- Ss listen and repeat wate pork sauce lot not
- Ss compare their answers in pairs before T
checks their answers with the whole class.
- Correct their pronunciation. Play the
recording as many times as necessary.
ACTIVITY 5:
Aim : To help Ss practice pronouncing the sound /ɒ/ and /ɔ:/ correctly in context
Teacher’s & Students activities Content
5. Listen and repeat, paying attention to the 5. Listen and repeat, paying attention to the
underlined words. Tick ( ) the sentences underlined words. Tick ( ) the sentences
with the /ɒ/ sound. with the /ɒ/ sound.
- Ask Ss to listen and repeat while T plays the * Key: : 1,2,4
recording. Then play the recording again and * Audio script
ask 1. hate hot dogs.
-Ss to tick ( ) the sentences with the /0/ sound.2. It's a very big pot.
- Ss do the tasks 3. Put the forks here.
- Ask Ss to check their answers. Provide further 4. This soup is very hot.
practice if needed. 5. like pork cooked with vegetables.
- Ask Ss to make sentences about quantity of ingredients for a dish using the words and phrases
they have learnt in the lesson.
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* HOME WORK
- Remember some
=======================================
Week 12
Period 36
I. OBJECTIVE:
1. Knowledge:
- To introduce the topic “ Food and Drink ”. To revise and teach some measurement words...
- Know how to use the measurement words and phrases such as some and a lot of / lots of with
countable and uncountable nouns.
212
- Understand and use the How many/ How much to ask and answer about quantities
2. Competence:
3. Qualities:
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.

Aims:

+ Mini game: Are these countable and + Mini game: Are these countable and
uncountable?
213
* Teacher put Ss into 2 big teams (named Mango uncountable?
& Orange) and gives instruction.
- When teacher say the words (apple, carrot,
chicken, salt, meal, sugar, star, cucumber, pepper,
meat…) aloud:
- Ss of Mango team stand up and shout out if the
word is countable.
- Ss of Orange team stand up and shout out if the
word is uncountable.
- Teacher checks and tells Ss the noun is
countable or uncountable when they have already
reacted.
feedback.
- Students play games
- Team work
- Teacher gives feedback, then lead to the new
lesson.
* Vocabulary
1. đếm được: countable /ˈkaʊntəbəl/
2. số lượng: quantity /ˈkwɒntəti/
3. miêu tả: describe /dɪˈskraɪb/
4. nhiều người biết đến: popular /ˈpɒpjələr/
5. hoạt hình: cartoon /kɑːˈtuːn/
ACTIVITY 1:
Aim:
To help Ss practice using some and a lot of/lots of in sentences and in context.
* Content: Complete the sentences by circling the correct words.
* Outcome: Ss can learn how to use the words to talk about quantity.
Grammar: some, a lot of / lots of
Ask some Ss to give some examples of countable nouns and uncountable nouns. Then ask
them to tell the difference between countable nouns and uncountable nouns. Remind Ss that they
should use a good dictionary to check if a noun is countable or uncountable.
- Have Ss look at the Remember! box about the use of some, a lot of/lots of. Draw Ss' attention
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to the use of some, a lot of/lots of by analyzing the instructions and the examples in the
Remember! box.
Briefly explain to them that some, a lot of/lots of are all used with both countable nouns and
uncountable nouns to talk about quantities. Explain that we use some with plural countable
nouns or uncountable nouns to talk about a number or amount of something / somebody when
the exact number or amount is not given; we use lot of/lots of with plural countable nouns or
uncountable nouns to talk about a large number or amount of something / people.
1. Circle the correct words or phrases to 1. Circle the correct words or phrases to
complete the following sentences. complete the following sentences.
- Ask Ss to read the instruction. Tell Ss what they * Keys:
should do. (With a weaker class, do the first 1. a lot of 2. lots of
sentence as an example) 3. some 4. a lot of 5. some
compare their answers with a classmate's. Check
the answers as a class. Confirm the correct
answers.
- Students (Ss) listen to the instructions carefully
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To give Ss further practice on using some and a lot of/lots of in sentences and in
context and help Ss revise the use of any.
* Content: Complete the sentences by using some, any, a lot of , lots of ...
* Outcome: Ss understand more using the words to describe the quantity.
2. Look at the picture and complete each 2. Look at the picture and complete each
sentence. Write some, any or a lot of / lots of in sentence. Write some, any or a lot of /
the blanks. lots of in the blanks.
compare their answers with a classmate's.
- Ss work individually
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* Keys:
1. a lot / lots of
2. any
3. some
4. a lot / lots of
5. a lot / lots of.
ACTIVITY 3:
Aim:
To help Ss revise the use of How many and How much to ask about quantities.
* Content: Do the filling. Answer the questions, using pictures.
* Outcome: Ss can fill in each blank with How many/ How much correctly. Answer questions..
3. Fill in each blank with How many or How 3. Fill in each blank with How many or
much. Answer the questions, using the How much. Answer the questions, using
pictures. the pictures
- Have Ss do this exercise individually. Keys:
- Call on two Ss to write their answers on the 1. How much
board. 2. How many
- Draw all Ss' attention to the board and check the 3. How many
answers together. 4. How many
- Ss to work in pairs 5. How many
- Speaking tasks
ACTIVITY 4:
Aim: To help Ss practice using How many and How much to ask and answer about
quantities.
* Content: Ask and answer the questions in 3
* Outcome: Ss can ask answer the questions in 3 correctly.
4. Work in pairs. Ask and answer, using the 4. Work in pairs. Ask and answer, using
questions in 3. the questions in 3.
- First ask Ss to read the instructions. Use the Keys:
example to make clear to Ss what they are A. How much water do you drink
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supposed to do (with a weaker class do the first everyday?
sentence). B. Two liter
- Then have Ss work in pairs: one asks the
questions he / she has made from 3 and the other
gives the answers.
- T may go round to help weaker Ss.
- Ss do the tasks and share the answers.
ACTIVITY 5:
Aim: To give Ss further practice using measurement words and phrases, words of dishes
and ingredients, How many and How much in context.
* Content: Ask and answer about the recipes to make pancakes or an omelette.
* Outcome: Ss can ask and answer about the recipes to make pancake or an omelette.
5. Work in pairs. Take turn to ask and answer 5. Work in pairs. Take turn to ask and
about the recipes. answer about the recipes.
- Model this activity with a strong student. * Example:
Remind Ss to only use the information from the A. What do we need to make pancakes?
table to ask and answer about the recipes. B. We need eggs, sugar, flour, milk and
- Ask Ss to work in pairs while T goes round to butter.
provide help. Then, call on some pairs to practice A. How many eggs do we need?
in front of the class. B. Two.
* Summarize the main points of the lesson.
- Ask Ss to make questions and sentences about quantities, using some, a lot of/lots of, any, How
much and How many.
*HOME WORK
=======================
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Week 13
Period 37
UNIT 5 : FOOD AND DRINK
Lesson 4 : COMMUNICATION
I. OBJECTIVE: By the end of this lesson, students will be able to gain the following things :
1. Knowledge:
- Use lexical items related to the favorite food and drink in everyday life
- Understand and use ways to ask and answer about prices and favorite food and drink in English
+ New words: eel, foreign, favorite, interview, try
2. Competence:
3. Qualities:
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.

Everyday English Asking and answering about prices.
Aims:
To provide Ss with the way of giving compliments
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+ Game: Going out for a meal + Game: Going out for a meal
- Ask Ss to imagine they are all going out for a
meal.
- Have them agree on which kind of restaurant to
go to.
- Ss write up their discussion and perform it as a
role play.
- Encourage them to give reasons for their choices
in the discussion.
+ Tell Ss that they are going to learn how to ask
and answer about prices. Ask Ss if they know any
ways to ask and answer about prices.
- Ss Answer the questions.
ACTIVITY 1
Aim: To introduce ways to ask and answer about prices in English.
* Content: To introduce the way of expressing preference. Listen and read the dialogue.
* Outcome: Ss learn some new word and how to express preference.
1. Listen and read the conversation. Pay 1. Listen and read the conversation. Pay
attention to the questions and answers. attention to the questions and answers.
+ To introduce some new words. I. Vocabulary
- Play the recording for Ss to listen to and read the 1. eel /iːl/: con lươn
conversation between Mark and Mi. 2. foreign /ˈfɒrən/: ngoại quốc
- Ask Ss to pay attention to the questions and the 3. favourite /ˈfeɪvərɪt/: ưa thích
answers. 4. interview /ˈɪntəvjuː/: cuộc phỏng vấn
- Elicit the structures to ask and answer about 5. try /traɪ/: thử làm gì đó
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prices from Ss. Have Ss practice the conversation * Audio script
in pairs. Mark: How much is a bottle of mineral
- Call on some pairs to practice the conversation water?
in front of the class. Mi: It's 5,000 dong.
- Students (Ss) listen to the instructions carefully Mark: And how much are two kilos of
and learn how to do the tasks. apples?
- Give feedback on their dialogues. Mi: They're 50,000 dong.
ACTIVITY 2:
Aim: To help Ss practice asking and answering about prices.
* Content: To introduce the way of asking and answering about prices.
* Outcome: Ss learn how to ask and answer about prices of the food and drink on the menu.
2. Work in pairs. Take turns to ask and answer 2. Work in pairs. Take turns to ask and
about the prices of the food and drink on the answer about the prices of the food and
menu drink on the menu
- Ask Ss to work in pairs to make similar A: How much is a glass of milk?
conversation, using the structures for asking and B: It’s 9,000 dong.
answering about prices.
- Ss do the tasks
- Move around to observe and provide help. Call

on some pairs to practice in front of the class.
3. PRACTICE (18’)
ACTIVITY 3:
Aims:
- To teach Ss the questions they can ask to interview someone about their favorite food and drink;
- To help Ss revise the vocabulary related to the topic.
* Content: Listen to the conversation and answer the questions.
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3. Listen to the conversation and answer the 3. Listen to the conversation and answer
following questions. the following questions.
- First, play the recording and ask Ss to listen * Keys:
only. Then play the recording again and allow Ss 1. Spring rolls.
to write down the answers as they listen. 2. Lemonade.
- Ask Ss to share their answers in pairs before 3. Apple pie and pancakes.
playing the recording a final time to allow the 4. Hu tieu (in Ho Chi Minh City).
pairs to check their answers. 5. Omelettes, rice, and spring rolls.
- Ss work in pairs to do this activity Keys:
- Listen carefully and learn how to do. 1.What's Nam's favourite food?
- Give the answers 2. What's his favourite drink?
- Ss read and underline key words. 3. What foreign food does he like?
4. What food does he want to try?
5. What food can he cook?
ACTIVITY 4:
Aims:
- To help Ss practise asking and answering about their friends' favorite food and drink;
- To help Ss get information to report on their friends' favorite food and drink;
- To help Ss practice reporting the results of their interviews.
* Content: Interview their two friends about their favorite food and drink.
* Outcome: Ss can interview their friends and then report their results.
4. Work in groups. Interview two of your 4. Work in groups. Interview two of your
friends about their favorite food and drink. friends about their favorite food and
Write their answers in the table below. drink. Write their answers in the table
- Ask Ss to work in groups, asking different below.
classmates about their friends' favorite food and * Keys:
drink. Remind them to write the names of the
people they interview and note the answers in the
table in 4. When they have finished the interview,!
may have Ss practice reporting the results of their
interviews in pairs or in groups.
- Choose some Ss to report the results of their
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interviews in front of the whole class. After each
student has finished his / her report, invite some
comments from other Ss.
- Comment and correct any common errors.

- Vocabulary of the favorite food and drink in everyday life
- Ways to ask and answer about prices, and favorite food & drink in English
* HOME WORK
- Prepare new lesson : lesson 5 : SKILLS 1
================================
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Week 13
Period 38
Lesson 5 : SKILLS 1
I. OBJECTIVES:
1. Knowledge:
- Develop their reading skill for specific information about food and drink
- Talk about the popular food and drink .
- Use lexical items related to the favorite food and drink in everyday life.
- Understand and use ways to ask and answer about prices and favorite food and drink in English
+ Vocabulary: - Use the lexical items related to the topic Food and Drink;
+ New words: snack, taste, broth, stewing. boneless
2. Competence:
- Develop communication skills and creativity. Develop presentation skills.
3. Qualities:
- Promote pride in the values of Vietnamese cul.ture .
- Develop love for family and traditional food and drink.
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.
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1. WARM UP & INTRODUCTION( 3’- 5’)

( Pre – reading )
Aims:
+ Play game: Game: Writing a shopping list + Game: Writing a shopping list
- Gives each group an occasion for which they
will design a meal. Assign each group a meal
from this list:
- a fancy meal for five people
- a picnic in the park
- a traditional Vietnamese breakfast
- a meal for an athlete
- a child's birthday party
- Each group agrees upon a shopping list of all
the things they need for this meal.
- When finished, each group joins another
group. One group reads its list for the other
group to guess the occasion they are preparing
for.
- Ask Ss to open their book to page 56 - 57 and
introduce what they are going to study
-Ss open the book and write the tittle of the
lesson.
Aim: To activate Ss' knowledge of the topic of the reading text (a traditional art form).
* Content: Look at the pictures and discuss the questions.
* Outcome: Ss can answer the questions.
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1. Work in pairs. Discuss the following 1. Work in pairs. Discuss the following
questions questions
*) Pre- teach vocabulary: *Vocabulary
- Teacher uses different techniques to teach 1. snack /snæk/: đồ ăn vặt
vocabulary (situation, realia, translation .....) 2. taste /teɪst/: nếm
+ Teacher may introduce the vocabulary by: 3. broth /brɒθ/: nước dùng, canh
providing explanations of the words; 4. stew /stju:/: hầm
showing picture illustrating the word. 5. boneless /ˈbəʊnləs/: không xương
+ Check vocabulary
- Ask Ss to work in pairs discussing questions
about pho.
1. Is pho popular in your neighbourhood?
2. When can we have pho?
3. What are the main ingredients of pho?
- Ask some Ss to say their answers in front of
the class. T may ask some other questions
about how to make pho .
ACTIVITY 2 :
Aims:
- To get Ss acquainted with the reading skill: Predicting the meaning of new vocabulary using
context;
- help Ss understand new vocabulary in the reading text.
* Content: Read Phong’s blog. Match the underlined words .
* Outcome: Ss can understand new vocabulary and get some information from Phong’s blog.
2. Read Phong’s blog. Match the underlined 2. Read Phong’s blog. Match the
words in the text with their meanings. underlined words in the text with their
- Ask Ss to scan the passage to find the words meanings.
snack, taste, broth, stewing, and boneless in the * Keys:
passage. 1.d 2. b 3. c 4. a 5. e
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- T may help Ss use the context of the passage
to work out the meanings of these words and
match the words (1 - 5) with their meanings (a -
e).
- Confirm the correct answers. For weak
classes, T may ask for translations to check
understanding.
and learn how to do.
ACTIVITY 3 :
Aims: To help Ss develop their reading skill for main ideas (skimming) and specific
information (scanning).
* Content: Read the email again and answer the questions.
3. Read Phong’s blog again and circle the 3. Read Phong’s blog again and circle the
correct answer A, B, or C. correct answer A, B, or C.
- Have Ss read the text and choose the correct
answers. * Keys:
- Ask them how to do this kind of exercise. 1. A 2. A
- Explain the strategies, if necessary (e.g. 3. C 4. B 5. A
reading the questions and the options (A, B, C),
underlining the key words in the questions and
options, locating the key words in the text, and
then reading the parts and answering the
questions).
- Tell them to underline parts of the passage
that help them with the answers.
- Set a strict time limit to ensure Ss read the
text quickly for information.
- Tell them to compare their answers in pairs
before giving answers to T.
- Ask them to give evidence for their answers.
and follow them.
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Aim: To help Ss prepare ideas for the main speaking activity.
* Content: Make notes about a popular food or drink in their area. Think about its
ingredients.
* Outcome: Ss can make notes about a popular food or drink in their area
4. Make notes about a popular food or drink 4. Make notes about a popular food or
in your area. Think about its main drink in your area. Think about its main
ingredients, how often and when you have it ingredients, how often and when you
- Tell each student to make notes. Set a time have it
limit for Ss to do it.
- Ask Ss to think about a popular food or drink
in their area, its ingredients and how often and
when people in their neighborhood have it.
- Have them note down quickly these ideas.
- T and other Ss listen and comment.
**Teacher may ask Ss to brainstorm or use a
mind map/ web to make notes about a popular
food and drink in their area in groups of 4 or 5
Ss. (Teacher can show them a mind map as a
sample)
and follow them.
- Ss work in pairs.
- Ss do the task.
- Ss think about a popular food or drink in their
area, its ingredients and how often and when
people in their neighborhood have it and note
down quickly these ideas as instructed during
the time limit set by the teacher.
ACTIVITY 5:
Aim:
To provide an opportunity for Ss to practice talking about a popular food or drink in their
area.
* Content: Take turn to talk about a food or drink in their area.
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* Outcome: Ss will be able to talk about a food or drink in their area.
5. Work in groups of 3 or 4. Take turns to 5. Work in groups of 3 or 4. Take turns

talk about a popular food or drink in your to talk about a popular food or drink in
area. your area.
- T asks a strong student to model this activity
in front of the class. Then have Ss work in
groups while T circulates and monitors. If there
is enough time, call on some Ss to talk in front
of the whole class, then invite some comments
from other Ss.
and follow them.
- Practice speaking in front of the class.
** T may ask Ss to talk using the notes/ maps/
webs that they have prepared in their own
group and then nominates some of them
(maybe, strong students) to model this activity
in front of the class.

* Have Ss summarize what they have learnt in the lesson with the two skills. If there is time,
have them draw a mind map to summarize the main points of the lesson.
* HOME WORK.
- Practice talking about your favorite food/ drink.
====================================
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Week 13
Period 39
Lesson 6: SKILLS 2
I. OBJECTIVES:
1. Knowledge:
- Develop their listening skill for specific information about food and drink.
- Write a paragraph about eating habits in their area.
+ Vocabulary: -Use lexical items related to the favourite food and drink in everyday life.
+ New words: meal, breakfast, lunch, dinner, fabulous , healthy.
2. Competence:
3. Qualities:
- Promote pride in the values of Vietnamese culture .
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.

Aim:
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To activate Ss’ knowledge of the topic of the listening text.
inspire Ss to warm up to the new lesson .
+ GAME + GAME
- Put Ss in small groups. Game: Our eating habits
- Ss tell one another everything they ate and
drank yesterday.
- As a group they decide who has the healthiest
diet.
- Show the winner.
- Ss play games.
- Students (Ss) listen and answer the teacher’s or
friend’s questions
lesson .
Aim: To help Ss understand and activate their knowledge of the topic.
* Content: Discussing the questions.
* Outcome: Ss discuss and brainstorm key words / phrases about food and drink.
1. Work in groups. Discuss the following 1. Work in groups. Discuss the following
questions. questions.
- Teacher uses different techniques to teach 1. meal /mɪəl/: bữa ăn
vocabulary (situation, realia, translation .....) 2. breakfast /ˈbrekfəst/: bữa sáng
+ Follow the steps to teach vocabulary 3. lunch /lʌntʃ/: bữa trưa
- Repeat in chorus and individually 4. dinner /ˈdɪnər/: bữa tối
+ Check vocabulary. 5. fabulous /ˈfæbjələs/: tuyệt vời
- Take note all the new words 6. healthy /ˈhelθi/: khoẻ mạnh
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- Ask Ss to work in groups discussing questions
about the eating habits of the people in their
area.
- Then ask some Ss to say their answers in front
of the class.
ACTIVITY 2 :
Aims:
- To help Ss understand what the monologue is about;
- To help develop their skill of listening for specific information.
* Content: Listen and circle the food and drink they hear.
* Outcome: Ss Listen and circle the food and drink correctly.
2. Listen to Minh talking about the eating 2. Listen to Minh talking about the eating
habits in his area. Circle the food and drink habits in his area. Circle the food and
you hear. drink you hear.
- First, ask Ss to guess which food and drink will * Keys:
appear in the monologue. eel soup, green tea
- Play the recording and ask Ss to tick the words
or phrases they hear from the monologue. Then
ask two or three Ss to write their answers on the
board.
- Play the recording again for Ss to check the
answers. If time is limited, T may only play the
monologue once.
- T may pause at the sentences that include the
words or phrases Ss need circle.
and learn how to do it.
ACTIVITY 3 :
Aim: To help develop their skill of listening for specific information.
* Content: Listen again and Tick ( ) T/ F
* Outcome: Ss listen and tick ( ) T/F correctly
3. Listen again and tick ( ) T (True) or F 3. Listen again and tick ( ) T (True) or F
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(False) (False)
- Have Ss look at the statements in this activity. * Keys:
Ask them how to do it. Give them some 1.F 2.T
strategies to do the exercise. (E.g. reading the 3.F 4.T 5.T
sentences, underlining the key words, listening
to the recording paying attention to the key * Audio script
words, deciding if each sentence is true or false.) People in my area often have three meals
- Play the recording twice for Ss to check their a day: breakfast, lunch and dinner. For
guesses and to do exercise 3. For strong classes, breakfast, we usually have pho or eel soup
ask Ss to take notes of the information to explain with bread. Sometimes we have instant
why a sentence is false. noodles or xoi (sticky rice). Lunch often
- Have Ss share their answers in pairs. Invite starts at 11:30 a.m. Most of us have lunch at
some pairs to answer and confirm the correct home. We often have rice, fish, meat, and
ones. vegetables. Dinner is the main meal of the
-Play the recording again if needed, stopping at day. It's also the time when family members
the place where Ss find it difficult to understand. gather at home, so it takes a bit longer than
- For strong classes, ask Ss to correct the false the other meals. It often starts at around 7:30
sentences. p.m. We usually have rice with a lot of fresh
- Ss listen carefully to the instructions vegetables and seafood or meat. We
* Ss learn how to do the tasks normally talk about everyday activities
*Post-listening: Retelling during the meal. Then we have some fruit
- Teacher invites some students to retell it briefly and green tea. I think the food in my area is
if possible. fabulous. It's very healthy and delicious.
- Teacher confirms the correct answers
intonation.
ACTIVITY 4: Writing
Aim: To help Ss prepare ideas for their writing.
* Content: Make notes about the eating habits in their area
* Outcome: Ss can make notes and get some ideas for the writing.
4. Make notes about the eating habits in your 4. Make notes about the eating habits in
area your area
- Ask Ss to make notes about the eating habits in * Answer the questions.
their area. (What time they have for breakfast, + What time do they have breakfast, lunch
232
lunch and dinner? What food and drink they and dinner?
have then?) + What food and drink do they have then?
- Remind them that they do not have to write full
sentences and they can use abbreviations.
Then, ask Ss to share their notes with their
partners.
- T may read out the notes from some strong Ss
to the whole class.
ACTIVITY 5:
Aim: To help Ss practice writing a paragraph about the eating habits in their area.
* Content: Write an informal letter of invitation.
* Outcome: Ss can write an informal letter of invitation using the cues.
5. Write a paragraph of about 70 words about 5. Write a paragraph of about 70 words
the eating habits in your area. about the eating habits in your area.
Use the information in 4 to help you. Use the information in 4 to help you.
- Set up the writing activity: T reminds Ss that * Write a paragraph
the first important thing is always to think about
what they are going to write. Ss can use the ideas
they have prepared in 4.
- Ask Ss to brainstorm ideas and the language
necessary for writing.
- T may ask Ss to refer back to the reading for
useful language and ideas and write some useful
expressions and language on the board.
- Ask Ss to write the first draft individually.
Then have them write their final version. T may
display all or some of Ss' writings on the wall /
notice board.
- T and other Ss comment.
- Ss edit and revise their writing as homework. If
time is limited, T may ask Ss to write the final
version at home.
- Ss write themselves.
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* Post writing
- Ask one or two Ss to write a paragraph on the
board. Other Ss and T comment on the paragraph
- T collects some to correct at home.
- Ask Ss to revise the paragraph at home based
on the comments given and submit them at the
next lesson.
* Teacher may ask students to share their writing
with their partners. Then, call on some students
to show their writing in front of the class.
- Teacher checks ideas, grammar, vocabulary
and gives comments.
Suggested writing:
People in my area often have three
meals a day breakfast, lunch and dinner. For
breakfast, we usually have pho or eel soup
with bread. Sometimes we have instant
noodles or xoi (sticky rice). Most of them
have lunch at home. We often have rice, fish,
meat, and vegetables. Dinner is the main
meal of the day in his area. People in my
neighbourhood often have rice, fresh
vegetables, and seafood or meat for dinner.
We normally talk about everyday activities
during the meal. Then we have some fruit
and green tea. I think the food in my area is
fabulous. It's very healthy and delicious.

- Teacher has Ss summarize what they have learnt in the lesson with the two skills.
* HOME WORK.
+ Write a paragraph describing eating habits.
=============================
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Week 14
Period 40

I. OBJECTIVES:
1. Knowledge:
+ Vocabulary: -Use lexical items related to the favorite food and drink in everyday life.
2. Competence:
- Develop critical thinking skill
3. Qualities:
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.

235
Aims:
- This is the review and drill section of the unit. Encourage Ss not to refer back to the unit pages.
- That will help you and your Ss see how far they have progressed, and which areas need further
practice.
* Organization :Teacher’s instructions…
+ Greeting + Greeting: T_ Ss
+ Game: Design a restaurant Game: Design a restaurant
- T gives each group a different type of
restaurant from this list:
- a Vietnamese restaurant
- a vegetarian café
- a pizza restaurant
- a fast food restaurant
- a seafood restaurant
- Groups create a menu including foods,
drinks, and prices.
- Ss play games.
- Ss listen carefully and do the tasks.
- Encourage Ss not to refer back to the unit.
Ask them to record their answers to each
exercise so that they can use that information
to complete the self-assessment box at the end
of the unit.

* Content: Revision on the words . Write the words/ phrases in the correct column
* Outcome: Ss remember the words/ phrases. Write the words in the correct column correctly.
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1. Add the words and phrases you have 1. Add the words and phrases you have
learnt in the correct columns. learnt in the correct columns.
Tell Ss to find as many words and phrases as Suggested answers:
possible to add to the columns individually. - draw: a picture, a bird, a car
Then ask them to compare with their partners' - perform: a puppet show, a concert, a play
to find out who has more words and phrases - write: a book, a poem, a song
and add any words they did not write to their - watch: TV, a film, a football match
table.
- Check Ss' answers as a class.
ACTIVITY 2:
* Content: Read the recipe. Write sentences.
* Outcome: Ss revise the use of words . Complete the sentences.
2. Read the recipe and write sentences as in 2. Read the recipe and write sentences as in
the example. the example.
- Have Ss do this activity individually then
compare their answers with their partners'. * Suggested answers:
-Ask for Ss' answers or ask some Ss to read We need 5 eggs.
out their answers in front of the class We need 2 tomatoes.
- Ss work in pairs. We need 2 tablespoons of cold water.
We need 40 grams of butter.
We need 5 grams of onion.
We need 1 teaspoon of salt.
We need 1 teaspoon of pepper.
Aim: To help Ss revise the use of some, any, much and a lot of/lots of.
* Content: Complete the sentences. Using some, any, much, a lot of / Lots of...
* Outcome: Ss can complete the sentences correctly.
3. Complete the sentences. Write some, any, 3. Complete the sentences. Write some, any,
much, or a lot of / lots of. much, or a lot of / lots of.
Ask Ss to do the exercise individually first. * Keys:
237
Then they can check their answers with a 1. any
partner before discussing the answers as a 2. some
class. Remind Ss to record their original 3. a lot / lots of
answers so they can use that information in 4. a lot / lots of
their Now I can... statement. 5. any, some
- T confirms the correct sentences.
ACTIVITY 4:
Aim: To help Ss revise the use of How much and How many.
* Content: Make questions with how many/ how much using the underlined words.
* Outcome: Ss improve the writing. Make the questions correctly.
4. Make questions with How many / How 4. Make questions with How many / How
much for the underlined words in the much for the underlined words in the
following sentences. following sentences.
Ask Ss to do the exercise individually first. *Keys:
Then they can check their answers with a How many bottles of juice are there in the
partner before discussing the answers as a fridge?
class. Remind Ss to keep a record of their How much butter do you need for your
original answers so they can use that pancakes?
information in their Now I can... statement. How many bottles offish sauce do you / we
- Ss do the tasks have?
- Ss give the answers How many chairs do you / we need (for the
- T and other Ss comment. Check the answers party)?
as a class. How much sugar did she put in her lemonade?
Aims: PROJECT
- To introduce “ Eating habits around the world”
- To give Ss more practice of talking about food and drinks.
* Outcome: Present their presentation about eating habits around the world.
- T should assign the project in earlier lessons
such as in GETTING STARTED lesson.
Make sure to guide them carefully and check
238
their posters to the class.
ACTIVITY 1
Ask Ss to work in groups, discussing the
eating habits in an area or a foreign country
they know and deciding what information
they should write and what pictures or photos
they should use to illustrate the meals.
ACTIVITY 2
Displays all or some of the posters on the wall
or notice board and ask each group to present
their poster to the whole class. When all
groups have presented their posters, T may
have the whole class vote on the best poster.
** T can assign the project in earlier lessons.
Make sure T guides them carefully and checks
their invitation.
** Ss should prepare the project as assign
- Ss Listen to the teacher’s instructions
carefully.
- Ss Do the tasks . Prepare the at home
beforehand.
- Ss Do the same as units

- Ask Ss what they have learnt in Unit 5. Have them recall the important elements:
* HOME WORK
- Prepare for the next lesson: UNIT 6: A VISIT TO A SCHOOL
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Week 1

5. WRAP-UP & HOME WORK (2’)

1. WARM UP & INTRODUCTION (5’)

II. PRONUNCIATION: (10’)

1. WARM UP & INTRODUCTION (5’)

4. FURTHER PRACTICE ( 8’)

5. GAME. Sentence race. 5. GAME.

1. WARM UP & INTRODUCTION (3’-5’)

2. PRESENTATION/ NEW LESSON (12’)

5. WRAP-UP & HOME WORK ( 2’)

1. WARM UP & INTRODUCTION (3’-5’)

1. WARM UP & INTRODUCTION (5’)

UNIT 2: HEALTHY LIVING

1. WARM UP & INTRODUCTION (3’-5’)

5. WRAP-UP & HOME WORK ( 2’)

UNIT 2: HEALTHY LIVING

1. WARM UP & INTRODUCTION (3’- 5’)

GAME: HANGMAN GAME: HANGMAN

- Teacher divides class into 2 teams and asks

3. While- reading (18’)

1. WARM UP & INTRODUCTION (3’-5’)

* Suggested answers: Good for health: 2, 3

1. WARM UP & INTRODUCTION ( 3’- 5’)

1. WARM UP & INTRODUCTION (5’)

-Teacher and students discuss the answers. homeless

1. WARM UP & INTRODUCTION (5’)

Teacher’s & Student’s activities Content

1. WARM UP & INTRODUCTION (3’- 5’)

1. WARM UP & INTRODUCTION ( 5’)

UNIT 3: COMMUNITY SERVICE

Set 2: HABITS (bad habits, good habits,

2. PRESENTATION/ NEW LESSON (25’)

2. PRESENTATION/ NEW LESSON (25’)

4. WRAP-UP & HOME WORK (2’)

REVISION FOR THE FIRST MID-TERM

I. Listening (2.0 pts)

5. Hobby: ___________ models 6. Start: ___________ year ago

7. Where she put models: ___________ the shelf. 149

HỌC SINH KHÔNG ĐƯỢC VIẾT VÀO KHUNG NÀY

Part 1: Choose the correct answer to complete the passage.

4. WRAP-UP & HOME WORK

II. Multiple choice (2.5 points)

===== THE END =====

1. WARM UP & INTRODUCTION ( 3’- 5’)

1. WARM UP & INTRODUCTION (5’)

2. PRESENTATION/ NEW LESSON (12’)

5. WRAP-UP & HOME WORK (2’)

UNIT 4: MUSIC AND ARTS

1. WARM UP & INTRODUCTION (3’-5’)

2. Work in pairs. Ask and answer questions

1. WARM UP & INTRODUCTION ( 3’- 5’)

1. WARM UP & INTRODUCTION ( 5’)

5. WRAP-UP & HOME WORK (2’)

1. WARM UP & INTRODUCTION(3’)

- Teacher confirms and leads them to do all

2. PRESENTATION/ NEW LESSON ( 25’)

** Ss should prepare the project as assign

1. WARM UP & INTRODUCTION ( 3’- 5’)

1. WARM UP & INTRODUCTION (5’)

1. WARM UP & INTRODUCTION (5’)

5. Hobby: _ models 6. Start: _ year ago