Giáo án Tiếng Anh Lớp 7 - Tuần 2 - Bản đẹp 2 cột

Period: 4
UNIT 1: MY HOBBIES
Lesson 3: A closer look 2
I. 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, Skills, Attitude: 
a. Knowledge:
- Vocabulary: the items related to hobbies.
- Grammar: 	The present simple and the future simple tense.
	Verbs of liking + V-ing
b. Skills: listening, speaking, reading and writing.
c. Attitude: Ss know usefull hobbies. 
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
Ss present the form and usage of these two tenses
Form:
Usage:
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Aims: Ss can use The present simple and future simple correctly.
- T has Ss present the form and usage of these two tenses before asking them to do the exercises.
- Ss do the exercise individually and then compare the answers with a partner.
- Check the answers and write the correct answers on the board.
- T gives feedback
1.The present simple and the future simple (Review)
Ex1: Complete the sentences. Use the present simple or future simple form of the verbs.
1.loves; will not/won’t continue
2. take 3. does...do
4. will enjoy 5. Do...do
6. Will...play
- 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
- Ss answers and write the correct answers on the board.
- T corrects
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.
1.Likes 2. Watch 3. Don’t love
4. go 5. Enjoy 6. Play
7. plays 8. Doesn’t like 9.plays
Aims: Ss can use verbs of liking + V-ing correctly.
- T has Ss draw a table similar to the one in 2. The first column is for the activities. The other columns are for the rest of the group.
- Sest time limit for this.
- Each group write a short report similar to Nick’s report in 2.
- Ss read the Look out! Box. T explains the structure.
- Call on some Ss to make sentences with the verbs of liking.
- Ss work in groups and give the answers.
3. a: Work in groups.
Think of some activities and make a table like the table in 2.
3. b: Write a report about what you have found out.
Write a short report about what you have found out. Use Nick’s report in 2 as an example.
Aims: Ss can use verbs of liking + V-ing and tell each member in family like or not like doing.
- Ss do the exercise individually, then compare their answers with a classmate
- Call some Ss to read out the answers.
* Look out ! ( In Studentbook)
4. Complete the sentences, using the –ing form of the verbs in the box.
1.riding 2. Watching; going
3. talking 4. Playing
5. eating 6. Walking
Aims: Ss can use verbs of liking + V-ing and tell each member in family like or not like doing.
- Ss do the exercise individually, then compare their answers with a classmate
- Call some Ss to read out the answers.
5. Look at the pictures and write sentences...
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.
Aims: Ss can tell each member in the family like or not like doing.
- T has Ss do this exercise individually, then compare their sentences with a classmate.
- Calls on some Ss to write the answers on the board.
- T asks other Ss for their comments.
- T correcst any mistakes (if any).
6. What does each member in your family like or not like doing?
* Write sentences.
- My father likes .
- My father hates 
- My mother enjoys 
- My mother doesn’t like 
- My brother/sister loves 
- My brother/sister doesn’t like 
3. Consolidation 4’
Ss tell each member in the family like or not like doing.
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 5
UNIT 1: MY HOBBIES
Lesson 4: Communication
I. Objectives
By the end of the lesson, Ss will be able to describe and give opinions about hobbies.
1. Knowledge, Skills, Attitude: 
a. Knowledge:
- Vocabulary: the items related to hobbies.
- Grammar: The present simple and the future simple tense.
	 	Verbs of liking + V-ing
b. Skills: listening, speaking, reading and writing.
c. Attitude: Ss know usefull hobbies.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
- Go through the extra vocabulary
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
- T has Ss guess the meaning of the vocabulary.
- T tells Ss that this vocabulary will appear in the task 1.
- Ss do this exercise individually and give T the answers, 
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.
Aims:students can give opinions about hobbies.
- T asks Ss to do this exercise individually and gives T the answers.
- Ss match the picture with each picture individually.
- Ss give answers.
- T confirms the correct answers.
1. Match the activity with the pictures.
Key:
A. carving	
B. making models
C. ice-skating	
D. dancing
E. making pottery
Aims: Ss can use the structures find something/ doing something +adj or think (that) sth/doing sth is + adj.
- T has Ss look at Look out! Box. Write some example sentences on the board and underline the two structures.
E.g: I find swimming interesting
Find + doing + sth + adj.
-They think (that) + doing sth + is + adj
- Ss work individually and tick the appropriate boxes. Then, they move on to complete the five sentences.
- T does model the first sentence.
- Compare their sentences with a partner.
- Ss write their sentences on the board.
- Other Ss and T give comments
2. What do you think about the hobbies in 1? Look at the table below and tick the boxes. Then, complete the sentences below by writing one reason to explain your choice. 
 Find (v) thấy rằng
boring
unusual
interesting
Making pottery
v
dancing
v
Ice-skating
v
Making models
v
Carving wood
v
1. I find making pottery boring because it’s difficut for me.
2. I think dancing is interesting because I can keep fit and stay heathy./ I feel funny.
3. I find ice-skating it unusual because not many people can do it .
4. I think making models is interesting because we can create amazing things.
2. I find carving wood is interesting because it is creative.
Aims: Ss can talk classmates, hobbies.
- Ss work in pairs to make conversations as in the example.
- Ss take turns being the person who asks the questions. This St has to note down his/her partner’s answers to report to the class.
- T calls on some Ss to report the answers to the class.
- T remarks.
3. Interview a classmate about the hobbies. Take note and present your partner ‘s answers to the class.
Example:
You: What do you think about making pottery?
Mai: I think it is interesting / I find it interesting 
You: Why?
Mai: Because it is fun and creative.
You: Will you take up making pottery in the future?
Mai: Yes, I will./ I’m not sure.
3. Consolidation 4’ 
Interview a classmate about the hobbies. Take noke and present your partner’s answers to the class
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 6
UNIT 1: MY HOBBIES
Lesson 5: Skill 1
I. Objectives
By the end of the lesson, Ss will be able to read for general and specific information about an unusual hobby. Talk about hobbies.
1. Knowledge, Skills, Attitude: 
a. Knowledge:
- Vocabulary: the items related to hobbies.
- Grammar: 	The present simple and the future simple tense.
	Verbs of liking + V-ing
b. Skills: listening, speaking, reading and writing.
c. Attitude: Ss know usefull hobbies.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
- T asks Ss if they know any unusual hobbies. Elicits answers from Ss. 
- Lead to the lesson. Tell Ss that they are going to read about an unusual hobby.
Question
Do you know any unusual hobbies?
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Aims: Ss can know about Nick,s fathers, unusual hobby.
- T has Ss look at the pictures and answer three questions.
- Elicits the answers from Ss and quickly write them on the board.
- Ask Ss to read the text and check their guesses with the information from the text.
- T asks Ss to read the passages again, then answer the questions.
- Ss answer and have them explain their answers. Ss can either paraphrase the original information from the text or read out loud the part of the text where the answer to each question is located. 
- T confirms the correct answers.
- Ss complete the sentences without reading the text again. Then Ss can underline parts of the text that help them find the answers. Ss share their answers with a partner. 
- T checks and confirms the correct answers.
- Ss work in pairs to discuss the uses of carved eggshells. Encourage Ss to think creatively
1. Work in pairs. Look at the pictures and discuss the questions below.
Key: 
1. I can see a teddy bear, a flower and a bird
2. They are made of eggshells.
3. The hobby is carving eggshells.
* Vocanbulary.
- teddy bear (n) gấu bông
- eggshells (n) vỏ trứng
- be make of được làm bằng
- fragile ( adj) dễ vỡ
-unique ( adj) độc nhất
Aims: Ss can know about Nick,s fathers, unusual hobby.
- Ss work in pairs.
- T corrects the errors.
2. Read the text and answer the questions.
1. He thinks his father’s hobby is unusual because eggshells are very fragile and his father can make beautiful pieces of art from them.
2. He saw the carved eggshells for the first time in art gallery in the USA.
3. They find it difficult and boring.
4. Yes, he does.
3. Read the sentences below and use no more than three words from the text to complete them.
Key: 
Carving eggshells The US
The internet Time 
Gifts
Aims: Ss can talk about their hobbies.
- T asks Ss to work in groups and take turns talking about their hobbies. Then they vote for the most exciting hobby.
- Call on some Ss to talk about the most exciting hobby of their group.
- Ss work in groups and take turns talking about their hobbies. Some Ss to talk about the most exciting hobby of their group. T monitors the conversations and notes down common errors.
- T corrects the errors.
4. Some uses: decorations at home, sourvenirs, lights (with bigger eggs)..
* Production:
Aims: Ss can talk about their hobbies.
- T asks Ss to work in groups and take turns talking about their hobbies. Then they vote for the most exciting hobby.
- Call on some Ss to talk about the most exciting hobby of their group.
- Ss work in groups and take turns talking about their hobbies. Some Ss to talk about the most exciting hobby of their group. T monitors the conversations and notes down common errors.
- T corrects the errors.
5. Talk about your hobbies. Use questions
1. What is the name of your hobby?
- My hobby is swimming.
2. When did you start your hobby?
- I stated when I was 8 years old./ I was a child.
3. Is your hobby easy or difficult? Why?
It is easy because everyone can do it.
4. Is your hobby useful? Why? Why not?
- Yest it is because you can keep fit , relax and stay heathy.
5. Do you intend to continue your hobby in the future?
- yes I di . I will take up this hobby in the future.
3. Consolidation 4’
Interview a classmate about the hobbies. Take note and present your partner ‘s answers to the class.
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Signature
Week 2: ........................................................