Giáo án English 7 - Học kỳ 1 - Năm học 2021-2022

Week 1 - Period 1	
Date of planning: ../ ./2021
Date of teaching: ../ ../2021
INTRODUCTION + STUDY GUIDANCE
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to know about the English 7 - student's book and the workbook, and know how to learn English 7 effectively.
2. Competence: Linguistic competence, cooperative learning and communicative competence. Students can get an overview of the textbook.
3. Behavior: Students are hard-working and attentive. They know how to study English 7.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities
The main contents
1. Warm up (7’)
a, Aim: To warm up the class and lead in the lesson.
b, Contents: Ss work in groups to find the names of 6 units in English 7 in term 1 and write them on the board.
c, Outcome: Ss can tell and write all names of 6 units and write them well.
d, Organization:
- Teacher divides the class into two teams. Then T asks Ss to look through all the names of the 6 Units in the Student's book in 10 seconds and try to remember as many names as possible.
- T asks Ss to go to the board and write the words.
- Teacher gets feedback.
Kim’s game
2. Presentation (20’)
a, Aim: 
+ Ss can know the themes, topics of textbook in term 1. 
+ Ss can know the design of workbook and how to use it effectively.
b, Contents: 
+ Ss work individually to answer the questions.
+ Ss work in pairs to answer the questions.
c, Outcome: Ss can know some new words about noise pollution.
d, Organization:
Introduce the new textbook English 7 
- T asks Ss to answer the questions individually.
? How many weeks are there in a school year?
? How many weeks are there in the first terms?
+ English 7 Student's book is the third of four levels English language textbooks for Vietnamese students in lower secondary school learning English as a foreign language. It focuses on the use of language (pronunciation, vocabulary and grammar) to develop the four language skills (listening, speaking, reading and writing).
? How many units are there in the first terms?
- There are two main themes: Our Communities and Our Heritage.
- After each theme is a review.
- There are two 45-minute tests: one after unit 3 and another after unit 5.
Introducing the workbook (10')
- T asks Ss to work in pairs to answer the questions:
? What is the Workbook about?
? Study the Workbook quickly then answer the question
- Ss work in pairs to answer the questions. Then T gives feedback.
6 topic-based units in term 1:
+ Unit 1: My hobbies
+ Unit 2: Health
+ Unit 3: Community service 
+ Unit 4: Music and Art
+ Unit 5: Vietnamese Food and Drink
+ Unit 6: The first university in Viet Nam
- The Workbook mirror and reinforces the content of the Student's book. It offers:
+ Further practice of the language and skills taught in class.
+ Four additional tests for students' self-assessment.
3. Practice (10’)
a, Aim: Ss can know how to learn English 7 effectively. 
b, Contents: Ss work in groups to discuss the ways to learn English 7 effectively.
c, Outcome: Ss can know how to learn English 7 effectively.
d, Organization:
- T asks Ss to work in groups of 3 or 4 to discuss the questions "How to learn English 8 effectively?". Ss do it.
- T calls some groups presentative to present the ideas in front of the class. Ss do it.
- T gives comments and feedback.
Discussion: How to learn English 7 effectively?
- Prepare the lesson carefully before each period.
- Learn by heart all the new words and structures.
- Do exercises regularly.
- Practice the four skills.
Application (6’)
a, Aim: Ss can retell the coursebook structure and the ways to study the book effectively.
b, Contents: Ss work individually to retell the coursebook structure and the ways to study the book effectively.
c, Outcome: Ss can do the task well.
d, Organization:
- T asks the retell the coursebook structure and the ways to study the book effectively.
- Ss do it individually.
Consolidation
3. Guides for homework (2’)
- Prepare Unit 1: Getting started.
- Prepare some pictures about some popular hobbies.
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Week 1 - Period 2
Date of planning: ./ ./2021
Date of teaching: ./ . /2021
UNIT 1: MY HOBBIES
Lesson 1: Getting started
A. Objectives 
By the end of the lesson, ss will be able to:
- extend and practice vocabulary related to hobbies;
- express their own hobbies.
1. Knowledge: 
-Vocabulary: Words related to the topic “My hobbies” 
- Grammar: Simple present, V-ing (gerund)
2. Competence: linguistic competence, cooperative learning and communicative competence.
3. Behavior: Students love talking about some hobbies.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students' activities
The main contents
1. Warm up (5’)
a, Aim: To attract Ss’ attention to the lesson and lead in the new lesson.
b, Contents: Ss work individually to answer the questions.
c, Outcome: Ss can have some background knowledge about the topic of the lesson.
d, Organization:
- T asks Ss some questions about what they like doing for pleasure in their free time. 
- Ss answer the questions individually.
- T introduces the unit title on the board: My hobbies”
Questions:
-What do you like doing in your free time?
- Do you like collecting dolls?
- Do you like collecting glass bottles?
- Do you enjoy mountain climbing?
- What all these activities are called?
2. Presentation (10’)
a, Aim: To help Ss revognize some vocabularies related to the topic and listen and read the conversation about a hobby.
b, Contents: 
+ Ss work individually to study vocabulary.
+ Ss work in groups to listen and read.
c, Outcome: Ss can revognize some vocabularies related to the topic and listen and read the conversation about a hobby well.
d, Organization:
- T elicits the words from students.
- T uses different techniques to teach vocabulary.
- Ss listen, repeat and take notes in their notebooks.
=> Checking: Matching.
- T asks Ss to look at the picture in the book and answer the questions:
+ Can you guess who are they ?
+ Where are they?
+ What can you see on the shelf ?
+ What may the hobby be ?
- Ss answer the questions in pairs.
- T lets Ss listen to the dialogue. Ss read the dialogue in groups of three.
- T explains the meaning of the idoms “a piece of cake ” from the conversation: as easy as a pie/ as ABC = very easy, or very easily; all of a piece = all at the same time...etc...
* Vocabulary:
+ upstairs(adv): trên gác (picture)
+ unusual(adj): khác thường (situation)
+ a piece of cake (idom): dễ ợt (situation)
+ skate(v): trượt pa tanh (picture)
+ arrange (v): sắp xếp (translation)
+ board game (n) trò chơi trên bàn cờ (translation)
+ bird(n): con chim (picture)
1. Listen and read
- They are Nick, Elena ( Nick’s sister) and Mi.
- They are at Nick’s house.
- I can see so many dolls on the shelf. The hobby may be collecting dolls.
3. Practice (23’)
a, Aim: To help Ss understand the conversation and develop Ss’ vocabulary of hobbies
b, Contents: 
+ Ss work individually to decide the statements are True or False.
+ Ss work in pairs to answer the questions.
+ Ss work individually to listen and read.
+ Ss work individually to match.
+ Ss work in pairs to complete the table.
c, Outcome: Ss can understand the conversation cleary and they can develop their vocabulary of hobbies well.
d, Organization:
- T asks Ss to work independently, read the conversation again and dicede if they are true or false.
- Ss work individually. Then Ss share the answers with a partner.
- Ss write the answers on the board.
- T corrects.
- T asks Ss to discuss and answer the questions about the dialogue in pairs.
- Ss practice in pairs.
- T calls some students to the board and write their answers. Ss do it.
- T corrects.
- T asks Ss listen to the recording and repeat the words/ phrases. Ss work individually to do task 2.
- T has some students practise the words/ phrases. Ss do it.
- T asks Ss work individually to match the words/ phrases from 2 with the pictures. Have them compare the answers with a partner. Ss do it.
- T asks for Ss’ answers. Ss give the answers.
- T gives feedback and confirms the correct answers.
- T asks ss to work in pairs to complete the table. Ss work in pairs.
- T calls on ss to go to the bb and show their answers. Ss write answers on the board.
- T asks ss to add more words to the table. Ss add more words.
- T checks and corrects as a class.
1a. Are the sentences below true (T) or false (F)?
Key:
1. F (They go upstairs to her room)
2. T
3. F (Mi’s hobby is collecting glass bottles)
4. F (Her parents, aunt and uncle)
5. T
1b. Answer the following questions.
Key:
1. She receives dolls on special occasions.
2. No, they aren’t.
3. She keeps them after using them.
4. No, she doesn’t.
5. No, he hasn’t.
2. Listen and repeat.
3. Matching.
Key:
1. playing board games. 
2. taking photos.
3. bird-wattching 
4. cycling
5. playing the guitar 
6. gardening
7. cooking 
8. arranging flowers
9. skating
4. Complete the table.
=> Answer key:
+ Cheap hobbies: gardening, bird- watching, collects bottles....
+ Expensive hobbies: Taking photos, playing the guitar, arranging flowers
+ Easy hobbies: gardening, collecting bottles, playing board games s
+ Difficult hobbies: playing the guitar, cooking, arranging flowers, skating.....
4. Application (5’)
a, Aim: To help Ss review the vocabularies by playing game. 
b, Contents: Ss work individually to play game.
c, Outcome: Ss can review the vocabularies they have studied well.
d, Organization:
- T lets Ss retell the vocabularies by playing game: T asks a student to go to the board to give some activities and other students guess words.
- Ss play game.
Eg: 
Hoa: gives an activity and asks: What am I doing?
Other students answer: Playing the guitar.
Hoa: That’s right.
3. Consolidation and guides for homework (2’)
* Consolidation:
- Consolidates ss more about the main contents of the lesson.
* Homework:
- Asks Ss to:
+ Learn by heart all the new words
+ Prepare “A closer look 1”.
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Week 1 - Period 3
Date of planning: ./ ./2021
Date of teaching: ./ . /2021
UNIT 1: MY HOBBIES
Lesson 2: A closer look 1
A. Objectives 
By the end of the lesson, ss will be able to:
- recognize some lexical items related to the topic hobbies.
- pronounce the words with the sounds / ə / and / ɜ: / correctly.
1. Knowledge: 
-Vocabulary: Words related to the topic “My hobbies” 
- Pronunciation: sounds /ə/ and /ɜ:/
2. Competence: Linguistic competence, cooperative learning and communicative competence.
3. Behavior: Students love talking about some hobbies.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: Asks Ss to write new words (3’)
2. New lesson:
Teacher’s and students' activities
The main contents
 1. Warm up (3’)
a, Aim: Towarm up the class and lead in the lesson 
b, Contents: Ss work individually to play game.
c, Outcome: Ss can review the vocabularies they have studied well.
d, Organization:
- T asks Ss some questions about the hobbies. Ss answer the questions individually.
- T introduce the lesson.
Eg: 
What is your favorite hobby?
When did you start your hobby?
 ..
2. Presentation (5’)
a, Aim: To help Ss recognize some lexical items related to the topic.
b, Contents: Ss work individually to study new words.
c, Outcome: Ss can realize some lexical items related to the topic.
d, Organization:
- T elicits some new words.
- Ss listen, repeat and copy in their notebooks.
=> Checking: What and Where.
Vocabulary:
+ horse -riding (n): môn cưỡi ngựa 
+ gymnastic(n): môn thể dục 
+ plant (v): trồng cây 
+ headphone (n) : tai nghe 
+ melody(n): : giai điệu
+ paint(v) :vẽ
3. Practice (27’)
a, Aim: 
+ To help Ss know how to some words and phrases about the hobbies and structure.
+ To help Ss pronounce correctly the sounds / ə / and / ɜ :/ isolation.
b, Contents: 
+ Ss work in pairs to match.
+ Ss work in pairs to fill in each blank in the sentences with one hobby or one action verb from the box below.
+ Ss work in groups to write down key words.
+ Ss work individually to play the game.
+ Ss work individually to listen and tick the words they hear.
+ Ss work individually to listen again and put the words in the correct column.
c, Outcome: 
+ Ss can know how to some words and phrases about the hobbies and structure and do vocabulary exercises correctly.
+ Ss can pronounce correctly the sounds / ə / and / ɜ :/ isolation correctly.
d, Organization:
- T has Ss read the action verbs in column A and match them with suitable words/phrases in column B.
- Ss work in pairs to do the task.
- Ss give the answers.
- T confirms the correct answers. 
- T asks ss to work in pairs to do this activity. Ss do it.
- T calls 2 students to write their answers on the board. Ss do it.
- Ss give the answers.
- T confirms the correct answers
+ ? What is a keyword 
-> A keyword helps us understand a text quickly and take good notes.
- T models the way to locate key words for " listening to music"
- T asks ss to work in group of 4 ss to do this activity. Ss do it.
- T calls on students in different groups to write the answers on the board.
- T confirms the correct answers.
- T calls on one student to sit in front of the class and say the keywords out aloud. The others guess by asking him/her questions: Is it ......?
- T asks ss to take turn. Ss work individually.
- T has some Ss read out the words first. Ss do it.
- T plays the recording.
- Ss listen and tick the words they hear individually.
- Ss repeat the words.
-T asks students to listen to the tape and then put the words in the correct column. Ss work individually.
- Ss compare their answers with the whole class.
- T corrects.
1. Matching
Key:
1.c 2. b 3. g 4. d 
5. a 6. e 7. f 8. h 
2. Fill in each blank in the sentences with one hobby or one action verb from the box below.
Key:
Swimming, swim
Listen, listening to music
Plant, gardening
Catch, fishing
Painting, paints
3. Write down key words
=> Possible answer: 
+ Listening to music: melody, song, headphone, lyrics ...
+ Gardening: trees, flowers, garden, plant, fruit...
+ Fishing: lake, river, catch, fish, water...
+ Painting: Creative, colors, pictures, painting...
+ Swimming: pool, water, swim. Fun, keep fit ...
4. Game: THE KEYS TO MY HOBBY!
II. Pronunciation
5. Listen and tick the words you hear. Repeat the words.
 bird-watching
√ answer
√ 
away
√ neighbour
 √ burn
 singer
 √ hurt
√ heard
 √ Birth
√ common
6. Listen again and put the words in the correct column.
/ ə /
/ ɜ
:/
away
 answer
neighbour
common
burn
birth
hurt
heard
4. Application (5’)
a, Aim: To help Ss recognize the sounds / ə / and / ɜ :/ in context.
b, Contents: Ss work individually to listen and tick.
c, Outcome: Ss can recognize the sounds / ə / and / ɜ :/ in context well.
d, Organization:
- T has ss to work individually. Ss do it.
- T plays the recording. Ss listen.
- Ss give answers. 
- T confirms the correct answers. 
7. Listen to the sentences and tick /ə/ & /ɜ:/ 
Answer key: 
+ / ə /: 1,2,4 
+ / ɜ: /: 3, 5
3. Consolidation and guides for homework (2’)
* Consolidation:
- Asks ss to recall some hobbies and how to pronounce the sounds / ə / and / ɜ: / 
* Homework: 
+ Learn by heart all the new words and structures.
+ Do E A1,2 B 5
+ Prepare: A closer look 2
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Cao Thắng, ngày .. tháng .. năm 2021
Kí duyệt
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Week 2 - Period 4
Date of planning: ./ ./2021
Date of teaching: ./ . /2021
UNIT 1: MY HOBBIES
Lesson 3: A closer look 2
A. Objectives 
By the end of this lesson, students can use the present simple and the future simple tense and verbs of liking + V-ing correctly and appropriately.
1. Knowledge: 
- Vocabulary: Words related to the topic “My hobbies” 
- Grammar: Present Simple and present Continuous; liking verbs + V-ing.
2. Competence: Linguistic competence, cooperative learning and communicative competence.
3. Behavior: Students love talking about some hobbies.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s & Students' activities
Contents
1. Warm up (5’)
a, Aim: To help Ss review some hobbies.
b, Contents: Ss work individually to thinks of a hobby and says keywords out loud.
c, Outcome: Ss can review some hobbies well.
d, Organization:
- T calls on a student go to the board. That student thinks of a hobby and says keywords out loud.
- The rest of the group tries to guess What the hobby is?
- The student with the most points is the winner.
Guessing Game
Example:
A: water, grow, flowers, vegetable.
B: Is it gardening?
A: Yes, it is.
2. Presentation (8’)
a, Aim: To help Ss review the form and the uses of two tenses: The present simple and the future simple and Verbs of liking + Ving.
b, Contents: 
+ Ss work individually to give form and the uses of two tenses: The present simple and the future simple.
+ Ss work individually to study the Look out! Box.
c, Outcome: Ss review the grammar points of the present simple, the future simple and Verbs of liking + Ving well.
d, Organization:
-T asks students to retell the form and the uses of two tenses: The present simple and the future simple.
- Ss: Retell the form and the uses of two tenses: The present simple and the future simple.
-T comments and explains again.
- T has Ss read the Look out ! Box.
- T may call some students to make sentences with the verbs of liking.
* The present simple and the future simple 
a. The present simple
+) S+ V.(s, es)
b. The future simple 
+) S+ will + V
* Verbs of liking + Ving
* Look out ! ( In Studentbook)
Like, love, enjoy hate + Ving
3. Practice (24’)
a, Aim: To help Ss understand the uses of the present simple, the future simple and Verbs of liking + Ving to do exercises.
b, Contents: 
+ Ss work individually to complete the sentences.
+ Ss work individually to complete the report using the present simple.
+ Ss work in groups to write a report.
+ Ss work individually to complete the sentences, using the –ing form of the verbs in the box.
+ Ss work in pairs to look at the pictures and write sentences.
c, Outcome: Ss can do grammar exercises correctly.
d, Organization:
- T asks Ss to do task 1 individually.
- Ss do exercise individually.
- Ss compare their answers.
- T check the answers and write the correct answers on the board.
- T asks Ss to look at the table and make sure that they understand it.
 - T explains That x 3 per week means three times a week
- Ss work in pairs to do task 2.
- Ss give the answers.
- T checks the answers and writes the correct answers on the board.
- T asks Ss to work in groups to do task 3a. Ss do it.
- T explains “frequency” means how often someone does something in a given time frame.
- Ss each group writes a short report similar to Nick’s report in 2
- Ss read the comment and votes for the best report.
- T asks Ss to do the exercise individually, then compare their answers with a classmate. Ss do it.
- T calls some Ss to read out the answers. Ss do it.
- T checks and corrects.
- T has Ss read the example and explain the way to do this activity. Ss write sentences using the pictures as clues. 
- Ss work in pairs to write sentences.
- T calls some students to write their sentences on the board.
- T checks and comments on Ss’ sentences.
1. Complete the sentences. Use the present simple or future simple form of the verbs.
Key
1.loves; will not/won’t continue
2. take 
3. does...do
4. will enjoy 
5. Do...do 
6. Will...play
2. The table below shows the results of Nick’s survey on his classmates’ hobbies. Read the table and complete his report using the present simple.
Key:
1.Likes 2. Watch 
3. Don’t love 4. go 
5. Enjoy 6. Play
7. plays 8. Doesn’t like 
9.plays
3a. Work in groups.
3b. Write a report about what you have found out.
4. Complete the sentences, using the –ing form of the verbs in the box.
Key:
1.riding 
2. Watching; going
3. talking 
4. Playing
5. eating 
6. Walking
5. Look at the pictures and write sentences...
Key:
1. He doesn’t like eating apples.
2. They love playing table tennis
3. She hates playing the piano.
4. He enjoys gardening.
5. She likes dancing.
4. Application (6’)
a, Aim: To help Ss talk what each member in their family like or dislike doing.
b, Contents: 
+ Ss work individually to write the sentences about what their family members like or dislike doing.
c, Outcome: Ss can talk what each member in their family like or dislike doing fluently.
d, Organization:
- T asks Ss to do this exercise individually, then compare their sentences with a classmate.
- T calls on some Ss to write their sentences on the board. Ss do it.
- T asks other Ss for their comments.
- T corrects any mistakes.
6. What does each member in your family like or not like doing?
Example:
+ My father likes watching films on TV
+ My mother enjoys cooking.
 .
3. Consolidation and guides for homework (2’)
* Consolidation:
- Consolidates ss more about the main content of the lesson: Present simple and Future simple
* Homework: Asks Ss to:
+ Learn by heart all the new words and structures.
+ Do exercises
+ Prepare: Communication.
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Week 2 - Period 5
Date of planning: ./ ./2021
Date of teaching: ./ . /2021
UNIT 1: MY HOBBIES
Lesson 4: Communication
A. Objectives 
By the end of this lesson, SS will be able to describe and give opinions about hobbies.
1. Knowledge: 
- Vocabulary: extra vocabulary related to hobbies. 
- Grammar: find sth/doing sth + adj; think that sth/doing sth is + adj.
2. Competence: Linguistic competence, cooperative learning and communicative competence.
3. Behavior: Students love talking about some hobbies.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s & Students' activities
The contents
1. Warm up (4’)
a, Aim: To provide Ss some background knowledge about the topic and lead in new lesson.
b, Contents: Ss work individually to answer the questions.
c, Outcome: Ss can answer the questions well.
d, Organization:
- T goes through the extra vocabulary with Ss.
- Quickly teach them if they do not know any words/ phrases.
- T asks ss to work in pairs to match. Ss do it.
- T confirms the correct answers.
- T has some strong students to make one sentence with each picture. 
1. Matching
Answer key: 
A. carving wood
B. making models
C. ice-skating
D. dancing
E. making pottery
2. Presentation (12’)
a, Aim: To help Ss recognize some lexical items related to the topic and provide them some structures to give their opinions.
b, Contents: 
+ Ss work individually to study extra vocabulary.
+ Ss work individually to study the structures to give opinions.
c, Outcome: Ss can recognize some vocabularies related to the topic “My hobbies” and know how to give opnions.
d, Organization:
- T elicits new words, using different techniques to teach vocabulary.
- Ss listen, repeat and copy in their notebooks.
=> Checking: Matching.
* Sets the scene: Mi and Nick are talking about one of their hobbies
- T elicits each sentence from student.
- T asks ss to listen and repeat.
- T drills the dialogue chorally and individually. Then T calls on some ss to fill in the gaps. Ss do it.
- T draws out the models. Ss listen.
- T asks ss to study the Look out to find how you can give your opinion about sth.
* Extra vocabulary
- Making pottery: making pots, dishes from clay
- Making models: making copies of things, usually smaller than the original objects.
- Carving wood: making objects, and patterns by cutting away material from wood.
- Unusual: different from what is usual or normal.
- Take up sth: learn or start to do something, especially for pleasure.
* Dialogue build:
Mi: I am interested in swimming. I find swimming (1) ..................... What about you?
Nick: Me too. I (2) ..................... that swimming (3) ............. interesting.
Mi: Why don't we (4) ................. swimming this weekend.
Nick: That's a good idea.
=> Answer key: 
1. interesting 2. think 
 3. is 4. go
Example 1: I find swimming interesting.
=> Structure: .... find sth/ doing sth + adj
Example 2: I think (that) swimming is interesting.
=> Structure: .... think (that) + sth/ doing sth + is + adj
3. Practice (15’)
a, Aim: To help apply lexical items related to the topic to complete the sentence.
b, Contents: Ss work individually to complete the table and complete the sentence.
c, Outcome: Ss can apply lexical items related to the topic to complete the sentence correctly.
 d, Organization:
- T asks ss to work individually and tick the appropriate boxes.
- Ss work individually to do the task.
- T calls some Ss to share the answers.
- Ss share the answers.
- T gives feedback and comments.
- T models the first sentence.
- T asks ss to work individually basing on their own table, then compare with your partners. Ss do it.
- T has some students write their sentences on the board. Ss do it.
- Other Ss and teacher give comments.
2. Complete the table
Suggested answer:
boring
unusual
interesting
making pottery
√
dancing
√
making models
 .
 ..
carving wood
 ..
 ..
* Complete the sentences:
E.g: 1. I find making pottery boring because we have to sit still and make things by hands.
2. I think dancing is interesting because you can enjoy lovely melody of the music you like while you are dancing. .
4. Application (12’)
a, Aim: To help apply lexical items related to the topic to interview and make presentation.
b, Contents: Ss work in pairs to interview, then report individually to the class.
c, Outcome: Ss can interview and make a good presentation.
d, Organization:
- T asks ss to interview one of their classmates about his or her hobbies in 1 and take notes her/his answers. Ss work in pairs to do the task.
- T asks ss to take turns being the person who asks the questions. This student has to note down his/ her partner’s answers to report to the class later. Ss do this.
- T calls on some Ss to report the answers to the class. Ss do it.
- T and other Ss give comments.
3. Now, interview a classmate about the hobbies in 1. Take notes and present your partner’s answers to the class.
=> Example:
You: What do you think about making pottery?
Mai: I think it is / I find it 
You: Why?
Mai: Because 
You: Will you take up making pottery in the future?
Mai: Yes, I will./ I’m not sure.
3. Consolidation and guides for homework (2’)
* Consolidation:
- Asks ss to recall the structures showing someone’s opinion about smt/ doing sth.
- Consolidates more.
* Homework: Asks Ss to:
+ Study the new words and structures.
+ Do exercise in workbook.
+ Prepare Skills 1.
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Week 2 - Period 6
Date of planning: ./ ./2021
Date of teaching: ./ . /2021
UNIT 1: MY HOBBIES
Lesson 5: Skills 1
A. Objectives 
By the end of this lesson, SS will be able to:
- read for general and specific information about an unusual hobby. 
- talk about their hobby. 
1. Knowledge: 
- Vocabulary: lexical items related to hobbies
- Grammar: The present simple, the past simple.
2. Competence: Linguistic competence, cooperative learning and communicative competence.
3. Behavior: Students love talking about some hobbies.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s & Students' activities
The main contents
1. Warm up (5’)
a, Aim: To activate Ss with some background knowledge about the topic hobby.
b, Contents: Ss work in groups to add hobbies.
c, Outcome: Ss can add as many hobbies as possible.
d, Organization:
- T elicits the topic from students.
- Teacher models.
- T asks ss to work in groups to add as many hobbies as possible. Ss do it.
- T monitors and gets feedback.
- T asks ss to repeat all the words chorally.
Brainstorming
Suggested answers: 
+ making models
+ making pottery
 + dancing
+ ice-skating
+ collecting dolls
+ doing eggshell carving
 ...................................
2. Pre-reading (8’)
a, Aim: 
+ To help Ss know some vocabulary words related to the topic: My hobbies.
+ To provide Ss some background knowledge about the reading text.
b, Contents: 
+ Ss work individually to study vocabulary.
+ Ss work in pairs to answer the questions.
c, Outcome: Ss can know some vocabulary words related to the topic and they can get some background knowledge about the reading text well.
d, Organization:
- T uses different techniques to teach vocabulary (situation, realia .....). T follows the seven steps of teaching vocabulary.
- Ss listen to the teacher’s model twice. Then Ss repeat in chorus and then individually. After that, Ss copy all the words in their notebooks.
- T asks Ss to work in pairs to look at the pictures and answer the three questions.
- Ss