Giáo án tiếng Anh lớp 7

Period 1 HƯỚNG DẪN SỬ DỤNG SÁCH GIÁO KHOA,

TÀI LIỆU HỌC TẬP, PHƯƠNG PHÁP HỌC TẬP BỘ MÔN

I. Objectives

- By the end of this lesson , Ss can know something about England.

- Helps sts understand sth about English and have the effective ways to learn it.

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A3 7A2

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Sts’ and T’s activities Contents

1. Warm up.

- Chatting: What aspects of learning

English do you find the most difficult?

2. Activities

A- T. asks sts some questions about

England.

- What do you know about England?

T. gives sts something about England

and English.

* English is an international language.

Sts work in groups to talk about

England in Vietnamese.

B- Introduce the English book. Student

book and Workbook

- Listening…

- It located in North-west coast of Europe with

very mild weather not too hot but not too cold.

- It consists of four parts: England, Wales,

Scotland and Ireland.

- It’s official name is the UK

- Each part has its own flag of UK.

-There are many interesting things of England

and you’ll gradually know about them in the

progress of learning English.

English is used all over the world in every aspect

of life.

It’s the international language of every fields:

communication,trade,economic, cooperation......

It consists of 6 units

- Unit 1: My hobbies – 7 lessons

- Unit 2: Health

- Unit 3: community service

- Review 1

- Unit 4: Music and arts

- Unit 5: Vietnamese food and drink

- Unit 6: The first University in Viet Nam

- How can you learn English well.

- Review 2

- English is not too difficult but it requires your

working hard.

- Focusing on vocabulary you come across.

Write sentence with the new words to understand

more

- Review the lesson everyday.

- Practise English everyday

Prepare for unit 1: My hobbies.

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5. Homework.

- Do exercise in workbook.

Period: 2 UNIT 1: My hobbies

Lesson 1: Getting started- My favourite hobby

I. Objectives.

By the end of the lesson, Ss will be able to listen and read for information about

the topic “My favourite hobby”, practice asking and answering with “ Do you like +

Ving..?,Play game ....

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A3 7A2

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

T’s and Ss’ activities Content

1.Warm up

Chatting: 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?

I like collecting stamp

I like playing computer games

.......

Yes/ No...

+ What all these activities are called?

2. Activities

+ Activity 1: Open your book and look

at the picture on page 8 and answer the

questions below:

1. Can you guess who they are?

2. Where are they?

3. What can you see on the shelf?

What may the hobby be?

- Play the recording

- Ss listen and read

- After you listen and read a

conversation, tell me whether your

answers correct or not?

- Do you know the meaning of the

idoms “ a piece of cake” from the

conversation?

- Tell me any other idoms you know?

- Read the conversation again and

decide if they are true or false?

- Share your answer with a partner.

- Write the collect answers on the board.

- Now answers the questions in part b

orally.

- Ask some Ss to go to the board and

write their answers.

- other Ss read the conversation and

check their answers.

- T corrects

+ Activity 2: Listen and repeat.

- Ss listen to the recording and repeat

the words/ phrases.

- Have some Ss practise the words/

phrases.

+ Activity 3: * Matching

HOBBIES

1.Listen and read

1. They are Nick, Elena ( Nick’s sister) and Mi

2. They are at Nick’s house

3. I can see so many dolls on the shelf. The

hobby may be collecting dolls.

It means “ a thing that is easy to do”

- as easy as a pie/ as ABC = very easy, or very

easily; all of a piece = all at the same time...etc...

a. Are the sentences below true (T) or false (F)?

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

b. Answer the following questions.

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. Choose the words/ phrases in 2 that match

the pictures below. Write them in the spaces.

1. playing board games.

2. taking photos.

3. bird-wattching

4. cycling

5. playing the guitar

6. gardening

7. cooking

-Ss work individually to match the

words/ phrases from 2 with the pictures.

Have them compare the answers with a

partner

- Ask for Ss’ answers

- Give feedback and confirm the correct

answers.

* Work in pairs and complete the table.

- Write their answers on the board.

- May ask ss to explain their answers.

- Have Ss add more words to the table.

+ Activity 4: game

Set a time 3-5 minutes for Ss to do this

activity

-Complete the table, using “ Do you

like...?”The student with the most

names wins, He/she has to read aloud

the names on the list.

8. arranging flowers

9. skating

4. Work in pairs...

Cheap hobbies:

-playing board games, gardening, bird-watching,

collecting old bottles,...

Expensive hobbies:

-Taking photos, cycling, playing the guitar,

cooking, arranging flowers, collecting watches...

Easy hobbies:

Playing board games, gardening, bird-watching,

collecting old bottles, taking photos,...

Difficult hobbies:

-playing the guitar, cooking, arranging flowers,

making short films...

5. Game : Find someone who...

a. Ask as many classmates as you can about

which hobbies from 3 they like. Use the

question” Do you like...?”

Example:

A: Do you like gardening?

B: No, I don’t

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5. Homework.

- Do exercise in workbook.

- Prepare a closer look 1.

Period: 3 UNIT 1: My hobbies

Lesson 2: A closer look 1

I. Objectives.

By the end of the lesson, Ss will be able to use lexical items related to hobbies.

Pronounce the sounds / ə / and / ɜ :/ in context.

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A3 7A2

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

T’s and Ss’ activities The content

1.Warm up

- Have some Ss repeat the words/

phrases indicating the hobbies they

learnt in the previous lesson.

2. Activities

A- Vocabulary

Ex1: -Have Ss read the action verbs in

column A and match them with the

suitable words/ phrases in column B.

- A verb can go with more than one

word/phrase.

- Ss work in pairs to compare their

answers before giving teacher the

answers.

- T corrects

Ex2: - Ss work in pairs to do this

activity. Have ss read all the sentences

carefully to make sure they understand

the sentences.

- Ss share their answers.

- Write the correct answers on the

board.

Ex3:- Ask Ss: Do you know what a key

word is? – A key word help you

understand a text quickly, and it is

usually a noun, verb, adjective or

adverb.

-Look at sentence 2 in activity 2 and

read out the keywords .

- collecting stamp

- bird-watching

- playing the guitar

1.Vocabulary.

Ex1: Match the correct verbs with the

words or phrases. Some words/ phrases may

be used with more than one verb.

1. i,d,e

2. g

3. b,c,j

4. f,h

5. c

6. a

Ex2: Fill in each blank in the sentences with

one hobby or one action verb from the box

below.

1. Swimming, swim

2. Listen, listening to music

3. Plant, gardening

4. Catch, fishing

5. Painting, paints

Ex3: Do you know what a key word....

Look out! ( Page 12)

Hobby Keywords

Listening

to music

Melody, songs,

headphones, noise.....

- In pairs Ss do the same

* Game: Competitive game. Call some

pairs to write their sentences on the

board. The pair with the most words is

the winner.

Ex 4: Game: Ss work in group to play

the guessing game.

1. Work in group.

2. Each student thinks of a hobby

and says keywords out loud.

3. The rest of the group tries to

guess what the hobby is..?

4. The St with the most points is the

winner.

B- Pronunciation

/ ə / and / ɜ :/

Ex5: - Have some Ss read out the

words first.

-Play the recording

- Ss listen and tick the words they hear.

Ex6: Play the recording again

-Ask Ss to put the words in the correct

column while they listen.

- Ss compare their answers with the

whole class.

Ex7: - Ss do individually

-Compare and check their answers

- Say the word that has / ə / and / ɜ :/

gardening Trees, flowers, gaarden.

fishing Lake, pond, catch, fish..

painting Creative,colours,artist..

swimming Pool, fun, keep fit,

swim....

Ex4: The keys to my hobby!

E.g:

A: water, grow, flowers, vegetables

B: Is it gardening?

A: Yes, it is.

2. Pronunciation: / ə / and / ɜ :/

Ex5: Listen and tick the words you aear.

Repeat the words.

bird-watching √ answer

√ away √ neighbour

√ burn singer

√ hurt √ heard

√ Birth √ common

Ex6: Listen again and put the words in the

correct column.

away

answer

neighbour

common

burn

birth

hurt

heard

Ex 7: Listen to the sentences and tick / ə / or

/ ɜ :/. Practise the sentences.

1 √

2 √

3 √

4 √

5 √

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5. Homework

- Do exercise in Workbook.

- Prepare: A closer look 2

Period: 4 UNIT 1: My hobbies

Lesson 3: A closer look 2

I. Objectives.

By the end of the lesson, Ss will be able to use the present simple, the future

simple and verbs of liking + V-ing correctly and appropriately.

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A3 7A2

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

T’s and Ss’ activities The content

1.Warm up.

Ss present the form and usage of these

two tenses

2. Activities

A- The Present simple and the future

simple: Review

Ex1:- Ss do this exercise individually

- Compare their answers.

- Check the answers and write the

correct answers on the board.

Ex2: - Ask Ss to look at the table and

make sure that they understand it.

-Explain: That x 3 per week means

three times a week

- Work in pairs

- Check the answers and write the

correct answers on the board.

Ex3a: - Work in groups

-Explain: “ frequency” means how

often someone does something in a

given time frame.

Ex3b: - Each group writes a short report

Form:

Usage:

Grammar:

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

Ex2: 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

similar to Nick’s report in 2

-Read the comment and votes for the

best report.

B- Verbs of liking + V-ing

-Have Ss read the Look out! Box.

- May call some Ss to make sentences

with the verbs of liking.

Ex4: - Ss do the exercise individually,

then compare their answers with a

classmate

-Call some Ss to read out the answers.

Ex5: - Work in pairs

-Have Ss read the example and explain

the way to do this activity. Ss write

sentences using the pictures as clues.

Call some students to write their

sentences on the board. Check and

comment on Ss’ sentences.

Ex6: Ss do this exercise individually,

then compare their sentences with a

classmate. Call on some Ss to write

their sentences on the board. Ask other

Ss for their comments. Correct any

mistakes.

7. plays 8. Doesn’t like 9.plays

Exercise 3a: Work in groups.

Ex3b: Write a report about what you have

found out.

2. Verbs of liking + Ving

* Look out ! ( In Studentbook)

Ex4: 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

Ex5: 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.

Ex6: What does each member in your

family like or not like doing?

Write sentences.

1. My father likes...

2. My father hates...

............................

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5.Homework

Do exercise A1,2 B1-6 in the Workbook.

Prepare: Communication

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.

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A3 7A2

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

1. Warm up

- Go through the extra vocabulary

2. Activities

- Teaching vocabulary

- Ex1: Ss do this exercise individually and

give T the answers, Confirm the correct

answers.

Ex2: Have the 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.

1. Extra vocabulary

- Making pottery: making pots,dishes…from

clay

- Making models: making copies of things,

usually smaller than the original objects.

- Carving wood: making objects, and patterns

by cutting away material from wood.

- Unusual: different from what is usual or

normal.

- Take up sth: learn or start to do something,

especially for pleasure.

2. What do you think about the hobbies in 1?

They think (that) + doing sth + is + adj

Ss work individually and tick the

appropriate boxes. Then, they move on to

complete the five sentences.

- St model the first sentence

- Compare their sentences with a partner.

- Ask some Ss to write their sentences on

the board.

- Other Ss and T give comments

Ex3: 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

- Some Ss report the answers to the class.

*Game: Ss are divided into two big groups.

T says an activity/hobby and poits at a

student from one group. This St has to

make a correct sentence, using the

structure in the look out! Box togetther

with a reason.

- If he/she makes a correct sentence ,

he/she earns one point, then he/she point to

ather St from the other group. This St

make sentence….

- T keeps record of the groups’ points on

the board and announces the winner at the

end of the game.

Look at the table below and tick the boxes.

Then, complete the sentences below by

writing one reason to explain your choice.

boring unusual interesting

Making

pottery

dancing

Ice-skating

Making

models

Carving

wood

1. I find making pottery……because…….

2. I think dancing is……because ………..

3. I find ice-skating is……because ………..

4. I think making models is……because …

2. I find carving wood is……because ………

3 Game

Now, interview a classmate about the hobbies

in 1. Take notes and present your partner’s

answers to the class.

You: What do you think about making

pottery?/ How do you find making pottery?

Mai: I think it is…/ I find it…

You: Why?

Mai: Because…

You: Will you take up making pottery in the

future?

Mai: Yes, I will/ I’m not sure.

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5. Homework.

- Doexercise: C1,2 in the workbook

- Prepare: Skill 1

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.

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A2 7A3

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

T’s and Ss’ activities The content

1. Warm up

- You are going to read about an unusual

hobby.

2. Activities.

* Reading

Ex:1. Ss work in pairs. They look at the

pictures and answer the three questions.

- Elicit the answers from Ss and quickly

write them on the board. Ss quickly read

the text and compare their guessive with

the information from the text.

Ex2: Ss read the text again and answer the

questions individually and then compare

their answers with a classmate. Ask for Ss’

answers 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

1. Reading:

Ex1: 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.

Ex2: 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.

answer to each question is located.

Confirm the correct answers.

Ex3: 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. Check and confirm the

correct answers.

Speaking

Ex4: Ss work in pairs to discuss the uses of

carved eggshells. Encourage Ss to think

creatively.

Ex5: Ss work in groups and take turns

talking about their hobbies. The they vote

for the most exciting hobby. Call on some

Ss to talk about the most exciting hobby of

their group. T monitor the conversations

and note down common errors.

- T corrects the errors with class.

3. They find it difficult and boring.

4. Yes, he does.

Ex3: Read the sentences below….

1. carving eggshells.

2. the Us

3. the internet

4. time

5. gifts.

2. Speaking

Ex4: Nick says that carved eggshells can

be used as gifts for your family and

friends. In pairs, discuss other uses of

these pieces of artwork. Share your ideas

with the class.

Some uses: decorations at home,

sourvenirs, lights (with bigger eggs)..

Ex5: Work in groups. Take turns…

1. What is the name of your hobby?

2. When did you start your hobby?

3. Is your hobby easy or difficult? Why?

4. Is your hobby useful? Why? Why not?

5. Do you intend to continue your hobby in

the future?

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5. Homework.

- Do exercise: D 1,2,3 workbook

- Prepare: Skill 2

Period: 7 UNIT 1: My hobbies

Lesson 6: Skill 2

I. Objectives.

By the end of the lesson, Ss will be able to listen to get specific information

about an unusual hobby.

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A2 7A3

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

T’s and Ss’ activities The content

1. Warm up.

Chatting: Ex1: Ask Ss if they know

anything about collecting glass bottles

and if they think it is useful.

2. Activities.

Ex2: - You are going to listen an

interview about Mi’s hobby. Ss read

through the word web. Have Ss guess

the word/phrase to fill in each blank and

write their guesses on the board. Play

the recording and ask Ss t listen and

complete the word web. Ss work in

pairs to compare their answers with

each other and with the word/phrase 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.

Mi’s hobby:

1. Name of the hobby

2. Started

3. Person who shares the hobby with

Mi:

4. To do this hobby you have to:

a, collect bottles after use+ get them

from..

b, Make ………….vases….or…

c, use them as……..decorations

5. Feelings about the hobby.

6. Future: will

Writing

Ask Ss to write a paragraph about a

classmate’s hobby. Tell Ss they will use

the word web as a way to organise their

1. Listening

Ex1: Do you know anything about

collecting glass bottles? DO you think it is

a good hobby? Why? Why not?

Ex2: Listen to an interview about

hobbies…

1. collecting glass bottles.

2. two years ago.

3. mother

4. a, grandmother;

b, flower; lamps

c, home

5. useful

6, continue the hobby

2. Writing

Writing tip: You can use a word web as a

way to organise the ideas for your writing

Ex3: Work in pairs. Ask and answer

questions about each other’s hobbies. Take

note below:

………’s hobby

1. Name of the hobby

2. Started

3. Person who shares the hobby with Mi:

idea.

Ex3: Ss work in pairs and interview

each other about heir hobby. Ask Ss to

take notes on each other’s answers in

the word web

Ex4: Ss write their paragraphs

individually based on the information in

their word webs. Ask one St to write

his/her paragraph on the board. Other

Ss and T comment on the paragraph on

the board. Then T collects some

writings to correct at home

4. To do this hobby you have to:……

5. Feelings about the hobby….

6. Future: will…….

Ex4: Now, write a paragraph about your

classmate’s hobby. Use the notes from Ex3.

Start your paragraph as shown below.

………..is my classmate. His/her hobby

is……………………………………………

……………………………………………..

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5. Homework.

- Do exercise: E1,2 workbook

- Prepare: Looking back

Period: 8 UNIT 1: My hobbies

Lesson 7: Looking back + Project ( hobby collage)

I. Objectives.

By the end of the lesson, Ss will be able to review vocabulay, grammar. Practice

communication and do project

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A2 7A3

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

T’s and Ss’ activities The content

1. Warm up.

Chatting: We are going to to review some

vocabulary….

2. Activities

1, Vocabulary.

Ex1: Complete the sentences with

appropriate hobbies.

1. collecting

VOCABULARY

Ex1: Ss do this activity individually then

compare their answers with a partner.

Check and confirm the correct answers.

Then Ss read their sentences out loud for

other Ss in the class to guess the hobby.

Ex2: Ss do this activity individually then

compare their answers with a partner.

Check and confirm the correct answers.

Ex3: Ss do this activity in pairs. Allow

them 5 minutes to add as many hobbies to

the table as possible. It can be a

competition. The pair with the most

hobbies wins and goes to the board to

write down their answers.

- Give feedback.

GRAMMAR

Ex4: Ss do this exercise individually then

compare their answers with a partner.

Call on some Ss to give the answers.

Confirm the correct answers and write

them on the board.

Ex5: Ss do this exercise individually then

compare their sentences with a partner.

Some Ss write their sentences on the

board. Give feedback.

COMMUNICATION

Ex6: Brainstorm interview questions on

the board with the class .

- Ss work in pairs. One St interviews the

other about his/her hobbies.

- Ask some pairs to act out the interview

in front of the class. Vote for the best

interview.

Finished!

Ask Ss to complete the self-assesment.

Identify any difficulties/ weak areas and

provive further practice.

PROJECT

- Collage: is the art of making apicture by

ticking pieces of colourd paper, cloth, or

2. bird-watching

3. playing board games

4. arranging flowers

5. Making pottery

6. dancimg

Ex2: Put one of the verbs from the box

in each blank. Use the correct form of

the verb.

1. listens

2. go

3. plays

4. read

5. do

6. collect

Ex3: Add hobbies to each of the

following lists.

* Easy hobbies:

- collecting labels.

- collecting leaves

- playing board games.

* Difficult hobbies:

- skating

- cooking

- painting

* Cheap hobbies

- collecting used books.

- collecting leaves.

- painting

* Expensive hobbies.

- collecting cars

- taking pictures

- travelling.

2. Grammar

Ex4: Use the present simple or future

simple form of each verb to complete the

passage.

1. have 2. likes 3. plays 4. doesn’t like

5. enjoys 6. walks 7. will join 8. loves

9. don’t like 10. will read.

Ex5: Write true sentences about yourself.

1. I like …

photographs onto a surface. It can also a

picture that you make by doing this.

- Ask Ss to read the four instructions in

the book

- Ss work in group to do the project.

2. I enjoy…

3. I love…

4. I don’t like…

5. I hate…

COMMUNICATION

Ex6: Role ply:

Work in pairs. Student A is a reporter.

Student B is a famous person

E.g: A: I’m a reporter from a magazine.

Can I ask you some questions about your

hobbies?

B: Yes, of course

…………..

PROJECT

Hobby collage

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5. Homework.

- Review Unit 1. Do project

- Prepare: Unit 2: Getting started

Period: 9 UNIT 2: HEALTH

Lesson 1: Getting started- Going out, or staying in?

I. Objectives.

By the end of the lesson, Ss will be able to talk about health issues and give

advice on healthy living; use “have a/an; feel” to talk about health problems

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A2 7A3

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

ơ

T’s and Ss’ activities Content

1.Warm up

Brainstorming: Teacher writes the

word ‘HEALTH’ on the board and

askes Ss to call out words related to

health. If the class is advanced, the

teacher can make two lists on the

board, healthy & unhealthy, Ss can

brainstorm words related to each list.

2. Activities

+ Activity 1: Listen and read

T: Asks Ss to open their books to

the picture. T can ask Ss prediction

questions about the picture and

generally focus Ss attention on the

topic of the lesson. Questions may

include:

• What can you see in the picture?

• What time is it?

• What do you think the people in

the picture are talking about?

• Who do you think is healthier?

Ss answer the question as a class.

T then plays the dialogue and has the

Ss follow along. Ss may track the

dialogue with their fingers as they

listen to the recording.

T: elicits some new words

a. T Asks Ss to complete the task

individually or in pairs. T can check

answers and ask Ss to use each item in

Strong sick

1. Listen and read

*Vocabulary

Down (adj): buồn, thất vọng

Junk food (n): đồ ăn nhanh, đồ ăn vặt

Put on weight: tăng cân

Flu (n): bệnh cúm

Sunburn (n): bị cháy nắng

Spots (n): mụn nhọt

Allergy (n): dị ứng

Ex: 1a. Can you find a word or phrase

that mean:

1. Zooniverse

2. I don’t feel like it.

3. sound down

4. putting on weight

5. won’t take no for an answer

b. Read the conversation again. Who

wants to do the following things?

1. Phong 2. Phong

3. Nick 4. Nick 5. Phong

2. Listen

HEALTH

a sentence.

b. T asks Ss to read the

conversation again and complete the

table. T may write the table on the

board while Ss are working

individually, then correct the exercise

as a class by asking Ss to come to the

board and tick the correct column.

+ Activity 2: Match the health issuses

in the box with the pictures. Then

listen and repeat.

T asks Ss to look at the pictures.

As a class Ss can call out which word

they think matches each picture. T asks

Ss to write the words below each

picture. T plays the recording and Ss

repeat. T corrects the exercise with the

whole class.

a. In groups or pairs T asks Ss to

brainstorm more health issues and add

them to the box. Then, Ss share ideas

as a class.

b. T asks Ss to write a numbered

list in their notebooks from 6 to 1. T

then asks Ss to rank the health issues

from most common to least common

and share with a partner. T should

encourage Ss to give rasons for their

rankings.

+ Activity 3:

T asks one S to read though the

list of advice aloud.

T asks Ss to complete the

Ex2: Match the health issuses in the

box with the pictures. Then listen and

repeat.

1. e 2. f 3. d

4. c 5.b 6.a

3. Practice

a. Can you think of any more health

issues? Add them to the box:

- Diabetes

- common cold

………………

b. Which problems do you think are the

most common with your classmates?

1.,Flu

2,….

3,…..

Ex3: Now look at the advice. The

people have the wrong advice. Can you

matchthe correct advice with each

person.

1. c 2. d 3. e

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5. Homework.

- Do exercises in workbook.

- Prepare a closer look 1.

Period: 10 UNIT 2: HEALTH

Lesson 2: A closer look 1

I. Objectives.

By the end of the lesson, Ss will be able to use lexical items related to health

issues and advice on healthy living; pronounce the sounds / f / and / v / correctly.

matching activity individually and

corrects the activity as a class.

+ Activity 4: Game

Before class T can make cards with

problems and advice. T divides the

class into two groups and gives one

group ‘problem’ cards, and one goup

‘advice’ cards. T instructs Ss to walk

around the room and read their cards to

each other and stand next to the person

who has the matching advice or

problem card. T can call on some pairs

to read their cards aloud. T can repeat

the activity as many times as time

permits.

T may also extend the activity by

asking Ss to create a dialogue around

the problem/advice cards. Ss may do

this in class or as homework.

4.b 5.a

Ex4: Game

E.g:

A: I have spots.

B: Oh, I’m sorry. My advice is “ Wear a

sun hat”/ Yes! My advice is “ Wash

your face regularly”

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A2 7A3

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

T’s and Ss’ activities The content

1.Warm up

T writes the numbers 1-6 on the board

and asks the Ss if they can remember (without

opening their books) the vocabulary for

health problems from Getting Started,

Activity 2.

2. Activities.

VOCABULARY

T writes have a/an, have, and feel on the

board. T asks a S to read the words from the

first column. T writes the words in a word

web around have a/an. T encourages ss to add

more words( from the six words in Warm up

stage). T repeats this for the next two

columns.

T asks Ss if they can make a movement

for each of the different health problems. The

Ss should say the health problem while doing

the movement. For Example: ‘I have a

cough’ (Ss pretend to cough).

EX1: T explains the noun ‘patient’ to make

sure that Ss are familiar with it. T asks Ss to

do the exercise individually. T corrects the

exercise as a class.

EX2: T asks Ss to complete the exercise

1.Vocabulary.

Have a/ an: cough, headache,

sorethroat, temprature, an allergy,

a spot, (a) sunburn, a sickness…..

Have: (the) flu, stomachache,

toothache, earache, spots……

Feel: sick, tired, weak,……

Ex1: Look at the pictures. Write

the problem below the picture of

each patient.

1. Flu 2. Sunburn

3. Allergy 4. Tired/Weak

Ex2: Now, read the doctor’s notes

individually. T corrects the exercise as a

class.

EX3: T asks one S to come to the front of the

class. T models the role-play in the book with

the St. Try to make it as fun and dramatic as

possible. Then, T divides Ss into pairs. T

encourages Ss to think about how each person

(Doctor and patient) feels and will act. Ss

choose a problem and make a role-play. They

may choose more than one. T gives Ss about

5 minutes to practice their role-plays. T then

asks some pairs to perform their role-plays

for the class. After each role-play T asks the

class comprehension questions about what

they just saw. Eg: What was Mai’s problem?

What advice did Dr. Thao have?

Ex4:T asks four Ss to model the example

convesation. Then, T divides the class into

groups and asks Ss to talk about a health

problem. T may ask Ss to extend the

conversation by trying to figure out what the

most common health problem is in the group

and then report back to the class.

PRONUNCIATION

Ex5:T may want to sart by drilling the

sounds/f/ and /v/ and asking Ss to think of

any words they know with these souns in

them. T can write Ss ideas on the board.

Then, T says the words in 5 and asks the Ss to

repeat. Finally, T plays the recording and has

Ss circle the words they hear. T may play the

recording as many times as necessary.

about his patients and fill in the

missing words.

1. (a) sunburn 2. the flu

3. tired, temperature

4. sick, stomachache

5. sore throat

Ex3: Role-play the meeting with

the doctor.

Hi, doctor Thao.

Hi, Hung

I was outside all day yesterday. I

feel very hot and my face is red.

I see. I think you have a sunburn.

Ex4: Choose a health problem.

Work in groups. Tell your group

about the last time you had that

problem.

E.g: A: I had flu two weeks ago.

B: Me too, I felt so weak.

C: Oh. I had a sore throat

yesterday.

D: I had toothache. I think I

ate too many sweets.

2. Pronunciation

Ex5: Listen and circle the words

you hear.

1. fat 2. ferry 3. vas

4. vault 5. save 6. leave

Ex6: Listen and circle the words

with the /f/or /v/ sound. Then say

the sentences.

EX 6: T asks Ss to listen to the sentences

once and repeat. T then asks Ss to circle the

words with /f/ or /v/ sounds. T has the Ss

listen to the recording again and gives the

correct answers to the entire class.

1. Fast, food

2. have, felt

3. fatter

4. having, lifestyle

5. give

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5. Homework

- Do exercises in workbook.

- Prepare a closer look 2.

TD 4/10 2016 Period: 11 UNIT 2: HEALTH

Lesson 3: A closer look 2

I. Objectives.

By the end of the lesson, Ss will be able to use: imperatives with more and less;

form compound sentences and use them corretly.

II. Teaching aids:

-Active board

III. Procedure

1. Class organization .

7A1 7A2

2. Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Students’ and teacher’s activities Contents

1.Warm up.

T can give Ss simple classroom

commands. Eg: stand up, sit down, raise your

hand, open your book, close your book. Ss do

the command as the T says it.

2. Activities

GRAMMAR

* Imperatives with more and less

Introduction: Teacher writes the word

IMPERATIVE on the board and explains to

children that the imperative can be used for

direct, commands, orders or suggestions.

T asks Ss to open their books and read

through the yellow box (tracking the words

with their fingers) as T reads the tex aloud. T

may want to check the Ss comprehension by

asking some comprehension checking

questions. Eg: When I feel tired should I sleep

more or less? What should I do if I am doing

poorly in school? What should I do if I want

to lose weight? Put on weight?

Ex1: T asks Ss to look at the four pictures and

calls on Ss to tell the class what they see. T

divides the Ss into pairs and asks pairs to give

advice to each person in the picture. In more

advanced classes Ss can also give reasons for

the advice. T gives Ss 2-3 minutes to come up

1. Grammar

* Imperatives with more and less

Eg: - Relax more.

- Watch less TV.

* Câu mệnh lệnh dùng để hướng dẫn,

ra lệnh, yêu cầu hoặc gợi ý.

Ex1: Look at the pictures. Which

advice would you give to each of these

people? Use the imperatives with more

or less above.

Suggested answers:

a. Spend less time reading

b. Spend less time mobile phone

c. eat less fat food

with ideas for advice and then T calls on

some groups to share with the class.

Ex2: T asks Ss to look at the yellow

Grammar Box again. T asks Ss to think for a

moment about which 6 pieces of advice are

most important to teens. Then, T asks Ss to

discus their ideas in pairs or groups of three.

T asks a few groups to share their ideas.

T takes a quick class poll to see which 6

pieces of advice the class thinks are most

improtant. T writes the ideas on the board.

Ex3: T asks Ss to read through the Teen

Health Website individually and complete the

headings. T asks Ss if the ideas from the class

and the ideas from the website are the same.

T may want to encourage class discussion

here about why some pieces of advice are

more important than others.

* Compound sentences

Introduction: T writes AND, OR, BUT, and

SO on the board. T asks Ss what these words

are called.

Ss: Conjunction ( Ss may answer in English

or Vietnamese).

T asks Ss to read the first paragraph of

the Yellow Box and asks: What do we call a

sentence made by linking two simple

sentences?

Answer: A compound sentence.

d. sleep more

Ex2: Top Health Tips for Teens

Ss’ ideas.

Ex3: Look at the article on the Teen

Healthwebsite. Fill in the blanks to

complete their top six health tips.

1. Do more exercise!

2. Sleep more!

3. Eat less junk food

4. Wash your hands more.

5. Watch less TV

6. Spend less time playing computer

games.

2. Compound sentences

Conjunction(liên từ): and, or, but, so.

Eg: Nam does morning exercise

everyday, so he is well- built.

Simple sentence 1, Conj Simple

sentence 2.= Compound sentence

Liên từ dùng để nối 2 câu đơn thành

T asks Ss to read the second paragraph

of the Yellow Box and again: What does a

coordinating conjunction do?

Answer: It joins two simple sentences.

T divides the class up into three large

groups. The first group is ‘Independent clause

1’, the second group is ‘Conjunction’, and the

third group is ‘Independent Clause 2’. The

whole class reads the table aloud. Each group

chorally chants their part of the sentence

when T calls out the name of their group.

The class repeats this process for the rest of

the sentences in the table.

Once they have finished T asks the class:

‘Where does the comma go in a comound

sentence?’

Answer: It goes after the first

independent clause

Ex1: T asks Ss to complete the exercise

individually. T corrects the exercise with the

class.

Ex2: T asks Ss to complete the exercise

individually. T corrects the exercise as a

class.

câu Phức (câu ghép). Câu ghép sử dụng

4 liên từ trên (BASO) gọi là câu ghép

đẳng lập.

Trước các liên từ này luôn có dấu phảy.

* Game :

Example:

To says: Independent Clause 1

Group 1 says: The Japanese eat a lot of

rice.

T says: Conjunction

Group 2 says: AND

T says: Independent Clause 2

Group 3 says: They eat a lot of fish.

Ex1 : Make compound sentences by

joining the two simple sentences. Use

the conjunction given. Remember to

add a comma.

1. I want to eat some food, but I have a

sore throat.

2. The Japanese eat healthily, so they

live for a long time.

3. I feel tired, and I feel weak.

4. You can go and see the doctor, or

you can go to bed now and rest.

Ex2: Match the beginnings of the

sentences with the picture that comlete

them.

Ex 3: T asks Ss to complete the exercise

individually.

Ex4: T asks Ss to read the quotes aloud. T

asks comprehension questions to make sure

that Ss understand the vocabulary.

T asks Ss to dicuss the similarities and

differences of quotes. For less able classes, T

may want to lead the conversation as a class.

T may ask Ss if they can think of any

Vietnamese proverbs with a similar meaning.

1. a 2.c 3.a 4.b

Ex3: Now, complete the second part of

the compound sentences.

1, so he doesn’t have flu

2. , and he doesn’t do exercise

3. , or she should try to relax more

4. , she does exercise, too.

Ex4: Read the quote about health

below. Explain each quote to your

partner. Discuss the similarities and

differences.

Eg: Where does someone ride when she

rides on horseback? What does it mean

to go somewhere on foot?

When you value something to you

think it’s important or not?

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5 Homework

Do exercises in the Workbook.

Prepare: Communication

TD : 5/10/2016 Period: 12 UNIT 2: HEALTH

Lesson 4: Communication

I. Objectives.

By the end of the lesson, Ss will be able to talk about health facts or myths

II. Teaching aids:

Active board

III. Procedure

1. Class organization .

7A1 7A2

2. Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Students’ and teacher’s activities Contents

1.Warm up.

*Brainstorming: T writes the words

Healthy and Unhealthy on the board. The

class brainstroms about things that are

healthy or unhealty.

2. Activities

EXTRAVOCABULARY

T pre-teaches the vocabulary in th Extra

Vocabulary Box

COMMUNICATION

Ex1: T divides the class into pairs and

Do exercise Stay up late

1. Vocabulary

Myth (n): huyền thoại, việc hoang đường

Sushi (n): su- si

Vitamin (n): Vitamin

Sleeping in (n): ngủ nhiều, ngủ nướng

Vegetarian (n): Người ăn chay

Healthy Unheathy

asks them to complete the exercise by

ticking the sentences they think are true

and putting a cross next to the sentences

they think are false. T gives the Ss 2-3

minutes to complete the exercise. T

chooses a few groups to share their aswers

with the class.

Ex2: First, T asks Ss to close their books,

listen, and take notes. T plays the

recording. Ss then open their books and

correct their answers using their notes (or

from memory). T then plays the recording

again for Ss to check a second time.

Ex3: T asks Ss to work in pairs, as

suggested in the student’s book.

T divides Ss into groups and has them

complete the exercise. T sets a time limit.

Ex4,5: When the time limit for exercise 4

is finished T puts groups together to quiz

one another. In order to keep things

organised, each group chooses one

spokesperson for the group. The

spokesperson can consult his/her group,

but the spokesperson is the only one who

can answer.

2. Practice

Ex1. Work in pairs. Discuss these

sentences. Do you think they are true or

false? Tick ( ) the sentences you think

are true. Put a cross (x) next to ones you

think are false.

1. T 2.F 3.F 4.F 5.F 6.F

Ex2: Listen to the radio show about

“health facts or myth’s and check your

answers in 1.

- Ss listen and take notes.

Ex3: Discuss the following in groups.

1. Which sentence are you most surprised

by? Why?

2. Do you know any health facts or myths

about health in Viet Nam? Where did you

hear them?

Ex4: Work in groups. Think of some

sentences about health that are not true.

Then think of some that are fasle.

Ex5: Test another group to see how

many of your health myths they can spot.

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5 Homework

Do exercises in the Workbook.

Prepare: Skills 1

TD 7/10/2016 Period: 13 UNIT 2: HEALTH

Lesson 5: Skill 1

I. Objectives.

By the end of the lesson, Ss will be able to read and talk about health issues and

give advice on healthy living.

II. Teaching aids:

- A CD, a CD player.

III. Procedure

1. Class organization .

7A1 7A2

2. Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Students’ and teacher’s activities Contents

1. Warm up

T writes the word CALORIE on the board

T brainstorms with the class any words

that they associate with CALORIE.

2. Activities

READING

- Who can tell me the topic of the reading

we are going to read?

Ex1: Ask Ss to complete the exercise.

Then T corrects.

Ex2: Ss work in pairs to complete ex2. Ss

can use dictionaries. T elicits the meaning

of words from different groups.

- Food, drink…

Ex1. Quickly read the text. Match the

correct headings with the paragraphs.

1. b

2. a

3. c

Ex2: Find the following words/ phrases

in the text. Discuss the meaning of each

word/ phrase with a partner. Then check

Ex3: T ask Ss to complete the activity

individually. T then corrects the answers

with the class.

Ex4: T draws Ss attention to the table and

explains that the activities are listed next

to the number of calories used in one

hour. T may ask comprehension question

such as “ If I do aerobics for 3 hours, how

many calories will I use?”

T puts Ss in pairs, or groups of three and

asks them to discuss the questions. T

walks around the room monitoring. When

Ss have finished discussing the questions,

T asks them to move on to exercise 5.

Ex5: T asks Ss to complete the table and

think about how many calories each

activity will take. If the activity they like

to do is not on the table Ss can guess the

number of calories by comparing with the

table 4. Ss share their table with groups.

the meaning.

Essential - necessary

Pay attention - notice, be aware

Diet (n) - the food that you eat on a

daily

basis.

Diet (v) - meant a special eating routine

to lose weight or accomplish

another health goal.

Expert - someone who has studied a lot

about a subject or topic and

understands it well.

Stay in shape - stay healthy.

Ex3: Now answer the following

questions.

1. A calorie is energy that helps us do our

everyday activities.

2. If we eat too many calories we get fat.

3. To stay healthy you need between

1,600 and 2,500 calories.

4. Sports activities and running use a lot

of calories.

5. People listen to his advice because he

is an expert.

Ex4: Look at the table and discuss the

following questions.

1. Why do you think some activities use

more calories than others.

2. Which activity uses more calories:

gardening or walking?

3. How many calories do you use doing

aerobics for 2 hours?

4. What do you think happens when we

have too few calories, but too many

calories?

EX5: Choose two or three activities you

like to do. Complete the chart about

those activities.

Ex6: Present your chart to the class

Ss’ performances.

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5 Homework

Do exercises in the Workbook.

Prepare: Skills 2

TD 11/10/2016 Period: 14 UNIT 2: HEALTH

Lesson 6: Skill 2

I. Objectives.

By the end of the lesson, Ss will be able to listen and write a reply giving advice

to someone with a health problem.

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A1 7A2

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Students’ and teacher’s activities Contents

1. Warm up.

T draw the Olympic rings on the board

and ask Ss what these represent.

- Brainstorm with Ss as a class different

words that come to mind when Ss think

of the Olympic.

2. Activities

LISTENING

Ex1: T divides the class into pairs and

asks them to discuss the questions.

Ex2: Asks Ss to listen to the recording

and circle the health problem they hear.

1. Listening

Ex1: Look at the picture below. Discuss

the following questions with a partner.

1. What sports do people do in the

Olympics?

2. The Olympic sport below is sometimes

called “ the ironman event, Why?”

Ex2: Listen to the interview. Which

problems did he have as a child?

- sick

- allergy

Ex3: Listen to the interview again. What

Ex3: T asks Ss to listen to the recording

again and choose the right respond.

Ex4: Have Ss complete the task

individually. T can ask an early finisher

to come up to the board and write his/her

answers on the board and the class can

check them.

Ex5: T divides the class into groups and

give them a time limit for discussion and

feedback as a class.

WRITING

EX6/7: Asks if Ss remember who Dr.

Dan is( He is a diet expert) .Then T asks

Ss to read the questions and advice, then

underline the different ways Dr. Dan

gives advice. When the majority of the

class has finished, T can correct the

answers then discuss different ways to

give advice.

Ex8: T divides Ss into A and B then put

them in pairs. T asks one student A to

write a health problem on a piece of paper

( using the frompts from the book), T

then asks Student A to pass the paper to

Student B and Student B can write a

response.

- Share their questions and responses with

the class.

advice does he give about preparing for

the event?

- Do more exercises

- Sleep more

- Eat more fruit/ vegetables

Ex4: Are the following sentences true

(T) or false (F)

1. T 2. F 3. F 4. F 5. T

Ex5: Now discuss the following in

groups.

1. Why is the triathlon a difficult event?

2. Can you think of other Olympic sports

that are harder/ easier?

3. Would you like to try the triathlon one

day? Why? Why not?

2. writing

Ex6: Look at Dr. Dan’s advice page.

Can you match the problems with the

answers?

1. c 2. b 3. a

Ex7: Look at the answers again.

Underline the ways Dr. Dan gives

advice.

 You should…

 You can…

 It will be good if you…

 Do something more/ less…

Ex8: Now , with a partner choose one of

the following problems….

Anna: played outside all day/ has

sunburn/ has a temprerature

Ngoc: feels weak/ feel tired/ sleeps in

Khang: ate too much/ has stomachache/

feels sick.

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5 Homework

Do exercises in the Workbook.

Prepare: Looking back

TD 12/10/2016

Period: 15 UNIT 2: HEALTH

Lesson 7: Looking Back and Project

I. Objectives.

By the end of the lesson, Ss will be able to review the vocabulary and grammar

items in unit 2; do a health survey.

II. Teaching aids:

- Active board

III. Procedure

1,Class organization .

7A1 7A2

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Students’ and teacher’s activities Contents

1.Warm up.

* Brainstorming: Health problems

2. Activities

VOCABULARY

Ex1:Ss can complete this task individually

or in pairs. Ss should be encouraged to

write down their answers. T can correct

the exercise on the board to check

spelling.

I. Vocabulary

Health issues and advice

1: What health problems do you

think each of these people has?

a. sunburn

b. spots

c. put on weight

d. stomachche

e. flu

Ex2:T asks what the see in each picture.

After a brief discussion time, Ss can

comlete the exercise individually

GRAMMAR

Ex3: Ss can complete the exercise

individually.

Compound sentences.

Ex4: Ss can do the exercise with a

partner.

COMMUNICATION

Ex5: T can divide the Ss into pairs. T can

ask one pair to come up and role-play the

example in the book. T then asks the Ss to

create their own role-plays from the

sample problems in the book. T can

choose a pair or two to do their role-plays

in front of the class.

EX6: Ss can remain in the same pairs as in

exercise 5 and discuss the sentences in 6.

T can set a time limit and after a few

minutes Ss can report back to the class.

The class can decide what’s true and

what’s a myth.

Project: Health survey

This project can be done as homework.

1. T divides the class into groups and each

group comes up with questions to find out

more about health and health habits of the

people around them. Ss can ask other

groups in class or ask people outsede of

the class (other students/teachers in

school, family members, friends).

2: Look at the pictures above. Write

the health problem below each

person.

1. spots

2. put on weight

3. sunburn

4. stomachche/ sick

5. flu

II. Grammar

Imperatives with more or less.

3: Complete the health tips below.

1. less 2. more 3. more

4. Go outside…

5. Watch less TV…

6. Do more exercise

4: Draw a line to link a simple

sentence, to a coordinator, to

another simple sentence.

Suggested answers:

1. I want to eat some junk food, but I

am putting on weight.

2. I don’t want to be tired tomorrow,

so I should go to bed early.

3. I have a temperature, and I feel

tired.

4. I can exercise every morning, or I

can cycle to school.

III- Communication

5: Choose one of the following

health problems. Role play a

discussion. Student A is the patient.

Student B is the doctor.

2. If done in class the groups should

discuss the main health problems they

discovered and what they would like to do

to fix them. T may assign extension

activities (i.e. making a poster, a song,

etc.) for homework or extra points.

If done at home, some Ss can make a brief

report about the health problems they

discovered and tell their groups/the class

about what they found.

Example: A: Hi, doctor. I feel weak

and sick.

B: Did you have enough calories?

You should eat more, and I think you

should get more exercise too.

A: OK. Thank you doctor

6: Discuss the following sentences

about health with a partner. Do you

think they are facts or myths?

E.g: When you have a headache, you

should rub an egg on your head.

A: I don’t think this is true. It’s a

myths.

B: Yes, I agree/ No, I disagree…..

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5 Homework.

Do exercises in the Workbook.

Prepare: Unit 3; Getting started

Period: 16 UNIT 3: COMMUNITY SERVICE

Lesson 1: Getting started

I. Objectives.

By the end of the lesson, Ss will be able to talk about community service and

volunteer work.

II. Teaching aids:

- A CD, and a CD player.

III. Procedure

1,Class organization .

7A1 7A2

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

- Greetings.Students’ and teacher’s

activities

Contents

1.Warm up.

To start the lesson, write ‘Green Summer

Campaign’, ‘working for the community’,

and ‘having a beach holiday’ on the board.

Ask Ss to guess which two phrases

connect to each other. Once Ss have found

the answer, follow-up by asking them why

they think ‘green summer’ relates to ‘

working for the community’, and what

activities a person can do. If T has some

I- Listen and read

volunteer experience, he/she can share

with the class.

2. Activities

LISTEN AND READ

Ex1: Ask Ss to open their books to the

picture. T can ask Ss prediction questions

about the picture.

- What can you see in the picture?

- Who do you think they are?

- What are they talking about?

Ss answer the questions as a class.

T presents some new words

T plays the recording and has Ss follow

along. After the first listening, T asks Ss to

recall in formation from the listening.

- Global Citizen is …… (the name of the

radio programme).

- Hai Ba Trung School/is… (the school

where Mai and Phuc go to).

- Be a Buddy is …… (the organisation that

Mai is from).

- Go Green is ………(the organisation that

Phuc is from).

a. Ss work individually to answer the

questions. Ss compare their answer with a

partner and then discuss as a class. T goes

through each statement and asks Ss how

the text in the dialogue supports their

answers. After the discussion T writes the

correct answers on the board.

(Teacher may explain the differences

between an environmental non-profit

orgamosation and an environmental

business).

b. Have Ss look at where the phrase’ make

a. Read the conversation again and tick

T (true) or F (False).

1.T 2. T

3. T 4. F 5. T

b. Read the conversation again. Answer

the following questions

1. Make a difference : not the same

2. It plants trees...

3. It’s a non-profit organization

2. Look at the words in the box. Can

you put them in the right groups ?

Nouns Verbs Adjectives

help

benefit

volunteer

plant

donate

help

benefit

volunteer

recycle

plant

provide

clean

encourage

clean

emvironmental

 Look out!

There are many words that are both

verbs and nouns, e.g. volunteer, plant,

help, benefit…

a difference’ is located in the dialogue

(People donate books and clothes to

homeless children, and that makes a

difference). Ask Ss to think about how

books and clothes can help to better the

children’s lives. If needed, explain to Ss

that’ make a difference’ means doing

something good, especially to improve a

situation.

Then ask Ss to think of a community

garden in their neighborhood. Have Ss

discuss the last two questions in pairs.

Then T elicits answers as a class.

Ex2. Ss work individually to do the task

then compare their answers with a partner.

Tell Ss they can put some words in more

than one column. T writes correct answers

on the board

Look out!

Draw Ss’ attention to the box. Ask Ss to

identify the words in exercise 2 which can

be both nouns and verbs, or verbs and

adjectives, Ask Ss if they can add more

examples of the words they know

Ex3:Ss complete the exercise individually

then T checks the answers as a class.

Ex4:T may tell Ss to look at the list of the

verbs Ss have already got from exercise 2.

Have Ss complete the exercise in pairs

or individually.

Ex5:T draws the word webs on the board.

Have Ss work in groups to complete the

word webs in 4-5 minutes on a sheetof

paper at their tables. Encourage Ss to think

of as many words as possible. When time

is up, swap the sheets among groups to

3. Fill the gaps with the words in the

box.

1. volunteer

2. homeless people

3. donates

4. community service

5. make a difference

4.Describe the pictures with the verbs in

2.

1. donate 2. plant

3. help 4. clean

5. recycle

5. Create word webs.

donate: books, blood, money, clothes,

toys, etc.

Help: children, street people, old people,

the poor, etc.

Clean: streets, lakes, rivers, beaches, etc.

Provide: food, attention, life skills,

education, houses, help, books, etc.

check each other’s answers. Together with

the class T elicits answers to complete the

word webs on the board. Then ask each

group to count how many (correct) wrds

their friends’ group has. The group who

has the most correct words is the winner.

3. Home work

Do exercises in the Workbook.

Prepare: A closer look 1

6. Game: Vocabulary Ping Pong

A: provide

B: food

A: homeless people

B: help

TD 18/10/2016 Period: 17 UNIT 3: COMMUNITY SERVICE

Lesson 2: A Closer Look 1

I. Objectives.

By the end of the lesson, Ss will be able to - pronounce words containing

sounds/k/and/g/with increased fluency and accyracy; - use the lexical items related to

community service and colunteer work

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A1 7A2

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Students’ and teacher’s activities Contents

1.Warm up.

T brings a big picture of people in need to

class (children in mounatainous areas who

do not have enough books). Have Ss

discuss what difficulties they think people

in that situation face, and what they need

2. Activities

Let Ss do the matching individually. T

writes the correct answers on the board

then asks Ss to discuss these questions as a

class: ‘What do you see in the pictures?’

‘What are the difficulties they face?’

‘What do they need?’

Activity 2

T can ask Ss about how the people in each

of the situation in 1 can be helped.

Divide Ss into pairs to do the task. Once

Ss have finished, elicit ideas from the

whole class.

Activity 3

a. Ask ‘What do you see in the photos?’ ‘

Does our community have similar

problems?’ Tell Ss the provided words

include solutions as well. Then have Ss

I. Vocabulary

Activity 1

1. disabled people: người tàn tật

2. elderly people: người già

3. homeless people: người vô gia cư

4. Sick children: trẻ em bị bệnh

5. people in a flooded area: nạn nhân

vùng lũ

Activity 3

a.

rubbish a

tracffic jams c

work individually to complete the task.

b. Have Ss work in pairs to work out some

solutions for the problems in a. Encourage

Ss to add their own ideas in addition to

using the words provided. Once Ss have

finished, elicit their ideas as a class

Activity 4

Play the recording and ask Ss to repeat. T

may pause the recording to drill difficult

items. T may play the recording as many

times as necessary.

Activity 5

Tell Ss that they will hear one word from

each row. Play the recording and instruct

Ss to circle the word that they hear. After

giving correct answers, have Ss practise

both words (the minimal pairs) from each

row.

Activity 6

Play the recording and ask Ss to repeat. T

may use back-chaining technique if Ss

find it difficult to read the sentences. T

begins with the last word of the sentence

for Ss to repeat. T continues to read the

words in reverse order for Ss to repeat

until the beginning of the sentence.

3. Production

Activity 7

Model this game with two Ss first before

dividing Ss into groups.

For more advanced classes, T may ask Ss

to think of other minimal pairs as in the

table in 5. Ss can make their own tables

too many advertisemnets b

dirty beaches a

no trees a, c

graffiti b

II. Pronunciation.

Activity 5

cold green

clothes girl goal

for further pratice.

4.Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5 Homework.

Do exercises in the Workbook.

Prepare: A closer look 2

TD 19/10/2016 Period: 18 UNIT 3: COMMUNITY SERVICE

Lesson 3: A Closer Look 2

I. Objectives.

By the end of the lesson, Ss will be able to: understand the difference between the

past simple and the present perfect; use the time expressions that go with the past

simple and the present perfect

II. Teaching aids:

Active board

III. Procedure

1,Class organization .

7A1 7A2

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Students’ and teacher’s activities Contents

1.Warm up.

Verb form checking: T divides the class

into 2 groups. T reads some verbs in bare

form, group 1 say aloud the verbs in past

simple form, group 2 say aloud the verbs

in past participle form.

2. Presentation

Ask Ss to keep books closed. Write the

following on the board:

Draw their attention to the difference

between sentense (1) and sentence (2) by

asking Ss questions such as: When fo you

think these actions happened: in the past,

at present, or in the future? Which

sentence tells you exactly when it

happened?

Activity 1

a. Have Ss open the books and do

exercise 1 individually. Ask Ss to identify

Eg: help- helped- helped

See- saw- seen …..

I. Grammar:

Present perfect vs. Past Simple

Eg:

Last year I went to Hoi An (1)

I have been to Hoi An (2)

Both sentences say that the person spent

some time in Hoi An in the past, but

sentence (1) describes a particular trip

which happened last year, while sentence

(2) emphasizes that the person had an

experience of Hoi An and does not focus

on when it exactly happened.

* NOTE: - Thì quá khứ đơn dùng để mô

the diffrrence between the actions they

have underlined ‘Last year we provided

evening classes for fifty children’ and

‘We’ve asked people to donate books and

clothes to the children’.

b. T shows Ss the rule box, and asks them

to try to work out the rule first. Ask them

if they know the time expressions that

often go with the present perfect and the

past simple.

Remember!

Go through the Remember! Box with Ss.

Ask them to make sentences with these

words and add more time expressions if

they can.

3. Activities

Activity 2

Ask Ss to complete the exercise

individually. Then give feedback as a

whole class activity. Before giving correct

answers, T asks Ss to tell him/her which

phrases in the sentences help them to

decide if the verb should be in the present

perfect or the past simple.

Activity 3

Ss do the exercise individually, then

compare the answers with a partner. T

writes the correct answers on the board. T

may explain the differences between the

present perfect and the past simple in

sentenxes 3-4 and 5-6.

Activity 4

tả một hành động bắt đầu và đã kết thúc

trong quá khứ.

- Thì hiện tại hoàn thành diễn tả một

hành động mới diễn ra và còn để lại hậu

quả hoặc kết quả ở hiện tại ; hoặc đã diễn

ra nhưng không đề cập thời gian.

Một số trạng từ thường ssuwr dụng với

thì QKĐ: yesterday, last month, 2 years

ago…

Một số trạng từ thường ssuwr dụng với

thì HTHT: ever, never, so far= recently=

lately, for several times, for a long time,

for ages, for, since…

II. Activities

Activity 2

1. cleaned 2. have collected

3. collected 4. has flown; went

5. Have you ever seen; saw

Activity 3

1. b 2. b

3. a 4. a

5. c 6. b

Ss write sentences about themselves using

the time expressions, then share them with

a partner. If time is short, the work can be

divided between two Ss, but T should

ensure that all items are covered.

4. Production

Activity 5

Remind Ss of what they learned in

‘Getting Srarted’ about ‘Be a Buddy’ and

‘Go Green’. Divide students into pairs.

Tell Ss that to complete this task they will

need to use the present perfect and the past

simple.

Remind Ss that this is a speaking activity

and that they should communicate in

complete sentences. While Ss do the task,

go round to monitor to ensure they do not

just look at the table and say out the

phrases for each other to copy down. Take

note of any common errors and correct

them as a class later.

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5 Homework.

Do exercises in the Workbook.

Prepare: Communication

21/10/2016 Period: 19 UNIT 3: COMMUNITY SERVICE

Lesson 4: Communication

I. Objectives.

By the end of the lesson, Ss will be able to know the activities that teenagers in the

USA and in Viet Nam have done to help the community.

II. Teaching aids:

- Pictures. Active board

III. Procedure

1,Class organization .

7A1 7A2

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Students’ and teacher’s activities Contents

1.Warm up.

Elicit different volunteer activities from

Ss. Tell Ss to think of the activities both in

the local community/city/town/Viet Nam,

and from other places that they may have

read about, or seen in books, or on TV, or

the Internet etc.

2. Presentation

Refer to any words in the Extra

Vocabulary box that Ss do not yet know

and ask Ss to try to guess what the

meanings are, and how that may relate to

community services and volunteer work.

II. Activities

Activity 1

Ask Ss to look at the photos and describe

what they see. Then tell them to compate

their ideas with the text.

I. Vocabulary

Tutor (v) (n): dạy kèm, gia sư

nursing home (n): nhà dưỡng lão

blanket (n): chăn

shelter (n): nhà tình thương

mural (n): tranh khổ lớn vẽ lên tường

graffiti (n): tường công cộng(có vẽ tranh

cổ động)

sort (n), (v): loại

Activity 2

This can be done as a whole class activity.

Tell Ss now they will leam about

volunteer activities in Viet Nam. Ask Ss

what they think the volunteers in the

photos are doing. If Ss cannot recognise

the activities, draw Ss’ attention to small

details in the photos such as words written

on the coupons, or in the poster. Then do

the matching together with Ss. After that,

T may ask if Ss know any other actual

information about these volunteer

activities,or if they know any other similar

activities that take place in Viet Nam.

Activity 3

Ask Ss to complete the exercise in groups.

Each group chooses one person from the

group to report back to the class.

Activity 4

This can be done as a mingling activity,

where each S has to interview at least 3

classmates. Ss should take notes of their

classmates’ answers so later, they can

share the most interesting answers with the

class.

II. Activities

Activity 2

1. b 2. c 3. e

4. a 5. d

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5 Homework.

Do exercises in the Workbook.

Prepare: Skills 1

TD 25/10/2016

Period: 20 UNIT 3: COMMUNITY SERVICE

Lesson 5: Skills 1

I. Objectives.

By the end of the lesson, Ss will be able to read a passage about community

service and volunteer work; talk about community service and volunteer work.

II. Teaching aids:

- A CD and a CD player.

III. Procedure

1,Class organization .

7A1 7A2

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Students’ and teacher’s activities Contents

1.Warm up.

*Students- Teacher Exchange:

Have you ever done volunteer work?

2.Presentation

Present some new words

* Checking technique: Slap the board

3. Activities

Activity 1

Ask Ss to read the text and underline any

words they don’t know. As whole class, T

and Ss discuss any unfamiliar words from

the passage.

I. Vocabulary

Statistics (n):

Population (n):

Force (v): bắt buộc

Raise money for: quyên góp tiền cho

Labour (n):

Mentor (v):

II. Activities

Activity 2

Remind Ss of some of the American

volunteer activities they learnt about in the

last lesson (Communication). Call on Ss to

read the statements from exercise 2 aloud.

Ask Ss to guess if the statements are true

or false.

Ss work individually. T asks Ss to explain

their choices (with support from the text)

before giving corrective feedback.

Activity 3

Ask Ss to read the passage again and

answer the questuons. Correct the answer

as a class.

Activity 4

Give time for Ss to work individually to

complete this task. Encourage them to

think of all the volunteer activities they

have learnt so far in this unit, and any

other activities that they know. Tell Ss

they only need to write in note form and

not in full sentences.

Activity 5

Divide the class into groups of four or

five. Explain that after each person shares

his or her ideas from 4, the group will

need to choose one idea and develop it in

Activity 2

1. T 2. T 3. F

(The text says Americans have had the

tradition of vounteering since the early days

of the country. The USA was “born”, or

declared its independence, in 1776.)

4. F

(Americans volunteer because they enjoy it,

and not because they are forced or paid to do

it).

Activity 3

1. providing care for animals

2. raising money 

3. cooking meals 

4. donating blood

5. cleaning streets 

6. teaching young children 

more detail.

For example, if the group chooses the

idea’ make postcards and sell them’ as a

way to raise funds, they will need to think

of answers to questions such as: What

types of postcards? What are the postcards

made of? What is written on the

postcards? Who can make the postcards?

Where should the postcards be sold? How

will we let people know about our project?

If time allows, each group can make a

short presentation of their plan to the class.

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5 Homework.

Do exercises in the Workbook.

Prepare: Skills 2

TD 26/10/2016 Period: 21 UNIT 3: COMMUNITY SERVICE

Lesson 6: Skills 2

I. Objectives.

By the end of the lesson, Ss will be able to listen for specfic information; write a

paragraph about volunteer work.

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A1 7A2

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Students’ and teacher’s activities Contents

1.Warm up.

Discussing:

Why do people do volunteer work?

2.Presentation

T elicits new words

3. Activities

Activity 1

Ask Ss to pick choose a volunteering idea

from the previous lessons. Ask the class:

‘Who do you think benefits from that

volunteer work?’ ‘In what way?’

Then discuss as a class the two questions

in exercise 1.

If T has some volunteer experience

himself/herself, talk about it with the class

I. Vocabulary

self- confident (adj): tự tin

special (adj): đặc biệt

II. Activities 1

and tell Ss what it means to you.

Activity 2

Remind Ss of the interview between the

Global Citizen reporter and the two

students Mai and Phuc from Hai Ba Trung

School who do volunteer work with Be a

Buddy and Go Green. Recall what

happened in the first part of the interview

(in Getting Started). Ask Ss it they can

guess what Mai and Phuc will talk about

in the second part of the interview.

Play the recording and elicit from Ss the

gist of this recording. (It’s about the

benefits Mai and Phuc think that volunteer

work brings about.)

Play the recording as many times as

necessary and have Ss answer the

questions. Note that another purpose of

this exercise is to prepare Ss for the

Writing section later where they learn how

to give reasons for their ideas and

opinions.

Activity 3

Play the audio again and let Ss fill in the

blanks.

Activity 4

Go through the study Skills box with the

class. Explain that ‘because’ is used to

introduce the reason for something, and it

can be put at the beginning of the sentence

or in the middle. For exercise 4, Ss will

need to identity which sentence is the

reason.

Activity 2

1. Phuc does volunteer work

because he thinks it makes a

difference in the community.

2. Phuc feels more self-confident

because he has made many new

friends.

3. The reporter thinks Phuc is

confident because Phuc has

answered the interview questions

very well.

4. Mai thinks volunteering is special

because she can help others, and

because she can see how happy the

street children are when they learn.

Activity 3

1. volunteer 2. feel

3. because 4. because, children

Activity 4

(Answers with ‘because’ put in

another suitable place are also

correct.)

1. Because he didn’t wear enough

warm clothes, he’s had a cold for

For a more advanced class, T may

introduce ‘as’ and ‘since’, which are

similar in meaning and use to ‘’because’.

Activity 5

Tell Ss now they will write a paragraph

using the ideas they generated in Speaking

4. it time is short, T may ask Ss to make

notes in class then develop the notes into a

paragraph as homework.

two days.

2. I stayed home because it rained.

3. Because the lake is full of

rubbish, they’ve decided to clean it

up.

4. Because she works in that small

town, she has lived there for three

years.

5. They think they should move

there because the neighbourhood is

nice and quiet

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5 Homework

Do exercises in the Workbook.

Prepare: Looking back and project

TD 28/10/2016 Period: 22 UNIT 3: COMMUNITY SERVICE

Lesson 7: Looking back and project

I. Objectives.

By the end of the lesson, Ss will be able to revise section of the unit.

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A1 7A2

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Students’ and teacher’s activities Contents

1.Warm up.

Revision:

T reminds Ss of the wordwebs about

“donate”, “provide” and “help” then Ss

complete Activity 1 individually. Less

advanced classes can complete this

exercise in pairs. Tell Ss that some words

in the box can be matched with more than

one verb in blue.

2. Activities

Ss complete this task individually. T may

ask Ss to explain why the option they

choose is suitable to complete the

sentences but the other two options are

not.

I. Activities

Activity 1

*donate: food, books, clothing, blood

*provide: evening classes, food, care,

books, education, clothing, attention

*help: the community, homeless people,

the elderly, the disabled.

Activity 2

1. never 2. Last week

3. already 4. yet

5. yesterday

Activity 3

Ss conplete this task individually then

share their answers with a partner and/or

the class. Before giving correction, T may

ask Ss to explain the differences between

sentences 2 and 3, and 4 and 5. T can

quickly review the past simple and present

perfect if necessary.

Activity 4

Ss complete the exercise individually or in

pairs. T may ask Ss to swap their witings

with each other for peer correction.

Activity 5

Divide Ss into pairs. Tell Ss to read their role

cards and ask answer questions with each

other. It time permits, T may ask Ss to role-

play in groups of 3: One student is a reporter

interviewing the other two, the other two

about their volunteer work. (T may refer to

the Global Citizen interview.)

Then Ss can role play the interview for the

class.

3. Production

Ss propose their own volunteer project: Give

Ss several days to complete the project, and

ask them to present their project in the form

of a poster. If the project is useful and

practical, T can even help, or ask the school to

help, to realize the proposal!

Activity 3

1. has ever met 2. visited

3. has visited

4. did Shakespeare write

5. has she written

Activity 4

1. the engine is very good

2. it is going to be cold this evening

3. she’s kind.

4. they are not as lucky as we are.

5. she works very hard to improve her

teaching.

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5. Home work

Do exercises in the Workbook.

Prepare: Review

TD 1/11/2016 Period: 23 Review 1 ( Units 1-2-3)

Lesson 1: (Language, Vocabulary, Everyday English)

I. Objectives.

By the end of the lesson, Ss will be able to revise pronunciation, vocabulary,

grammar, everyday English.about hobbies, health and community service.

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A1 7A2

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

II. New lesson.Students’ and teacher’s

activities

Contents

1. Warm up

Role play: Patient and doctor

2. Activities

LANGUAGE

Pronunciation

Ex1: T asks Ss to pronounce these words first

and correct Ss’ mistakes. He / She then plays

the recording as many times as needed.

Ex2: In order to do this exercise correctly, Ss

have to be able to pronounce the words

correctly themselves. T may let Ss do it in

groups and encourage them to read the words

out loud among themselves. Then T checks

them as a class and encourages Ss to repeat the

I- Language

1. Listen and tick ( ) the word if it is the

same as what you hear and cross ( X) if it is

different.

1.lock x 7. cream x

2. community  8. grocer x

3. kind x 9. vampire 

4. cracker x 10. bread 

5. flavour  11. fruit 

6. fear  12. vary x

Tapescript:

1. log 7. gleam

2. community 8. closer

words.

Ex3: All these activities have been taken from

the first three units, so they are expected to be

quite easy for Ss to do. T gives Ss about 10

minutes to read and write down the phrases

into the correct columns and tick their

activities. For more advanced Ss, T can ask

them to add more activities into the columns.

Ex4: This exercise is a combination of reading

comprehension and vocabulary use. T helps by

making suggestions or giving the first letter of

the word. At the end, T writes the correct

answers on board.

GRAMMAR

Ex5: This is a revision of the use of simple

present, simple past and present perfect and

the time signals that go with each. Ss can

complete this exercise with ease.

Ex6: T may let Ss read the beginnings and the

endings for a few minutes, then match

individually. T calls on some Ss read their

answers. T corrects their answers. T corrects

the answers if necessary.

EVERYDAY ENGLISH

Ex7: Suggested interpretation of your answers:

If you answer “ Yes” to all the questions, you

do have very healthy eating habits. For each

3. find 9. vampire

4. fracture 10. bread

5. flavour 11. fruit

6. fear 12. carry

2. Choose the word in which the underlined

sound is pronounced differently.

1. A 2. C 3. C 4. B 5.

VOCABULARY

3. Put the phrases below into the correct

categories and tick the activity/ activities you

do yourself

Activities to help…

yourself Your community

- washing your

hands before meals

- tidying up your

room

- gardening

- eating a lot of fruit

- helping the old

- raising money for

the poor

- collecting rubbish

in your area

- opening classes for

street children

4. How much can you remember?

Choose one of the words/ phrases below to

match the description. The first one is an

example.

Key: 1. obeysity 2. cleaning the street

3. calories 4. staying in shape

5. donating 6. hobby

GRAMMAR

5. Choose the best answer A, B, or C to

complete the sentences.

1. A 2. C 3. A 4. B 5. C 6. B

6. Match the beginnings in A with the

endings in B.

1. d 2. e 3. a 4. c 5. b

EVERYDAY ENGLISH

 If you answer “ Yes” to all the

questions, you do have very healthy

wrong answer, take off 1 point. If your score is

under four, change your habits!

eating habits.

 If your score is under four, change your

habits!

4. Consolidation

Do exercises in the Workbook.

Prepare: Review

5. Home work

Do Test yourself in the Workbook.Prepare: Review 1: Skills

TD 2/11/2016

Period: 24 BÀI KIỂM TRA SỐ 1

Môn: TIẾNG ANH LỚP 7- Năm học: 2016- 2017

I. Objectives.

- T checks Ss’ understanding from Unit 1 to Unit 3 about three topics ( My hobbies/

Health/ Community service.

II. Teaching aids:

Active board

III. Procedure

1,Class organization .

7A1 7A2 7A3

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Chủ đề

Nhận biết Thông hiểu Vận dụng Tổng

KQ TL KQ TL KQ TL

I .Pronunciation

5s

5s

0.2 mark 1mark

II. Grammar

5s 5s

0.4 m 2marks

III. Vocabulary

5s 5s

1mark 1mark

IV. Reading

5s 5s

2marks

V.Listening

5s 5s

0.4mark 2marks

VI. Writing

2marks

VI. Total

10marks

Questions

fI: Choose the word whose underlined part is pronounced differently from that

of the other words in each group.

1. A. teenager B. together C. guess D. regular

2. A. meat B. reader C. sea D. realize

3. A. horrible B. hour C. hundred D. hold

4. A. much B. drug C. future D. buffalo

5. A. serious B. symptom C. sugar D. sauce

II: Choose the best option to complete the following sentences.

6. I have known her………………..two years.

A. with B. for C. since D. in

7. He ......... many old books for 5 years.

A. recycled B. is recycling C. has recycled D. will recycle

8. To prepare for the new year, I .................. my house again since last month .

A. paint B. painted C. have painted D. has painted

9. They ………..the used plastic bottles with water several times yesterday.

A. washed B. is washed C. are washed D. were washed

10. It is dangerous ............. quickly.

A. driving B. drove C. to drive D. driven

III: Match the verbs in A with the phrases in B

A B

11. donate a. flu

12. have b. eggshells

13. have a c. a mural

14. carve d. blood

15 . paint e. temprature

IV: Read the text and answer the questions.

The first reason why many families do volunteer work is that they feel satisfied

and proud. The feeling of fulfillment comes from helping the community and other

people. In addition, volunteering is a great way for families to have fun and closer.

But many people say they don’t have time to volunteer because they have to work and

take of their families. If that’s the case, try rethingking some of your free time as a

family. You could select just one or two projects a year and make them a family

tradition. For instance, your family can make and donate gift blankets for the old

homeless people on holidays. Your family can also spend only one Saturday morning

a month collecting rubbish in your neighborhood.

16. How do people often feel when they volunteer?

…………………………………………………………………………………………..

17. How can your family benefit from doing volunteer?

…………………………………………………………………………………………..

18. Why don’t some people have time to volunteer?

…………………………………………………………………………………………..

19. How can your family help the old homeless people?

…………………………………………………………………………………………..

20. Is collecting rubbish in the neighborhood an example of volunteer

work?

…………………………………………………………………………………………..

V: Listen: You will some information about a place called Sea world.

Listen and complete questions 21-25. You will hear the information

twice.

Sea world

Open: Tuesday – Sunday

Closed during month of: 21……………………………………

Watch a film about the sea in: 22……………………………………

Dolphin show starts at: 23…………………………………….

Shop sells: 24…………………………………….

Child’s ticket costs: 25…………………………………….

VI: Writing: Imagine that you are a doctor. Write an e-mail to respond your

patient who is putting on weight. Give him/ her your advice.

Key

Question I:

1. A. 2. D 3. B 4. C 5. C

Question II:

6. C 7. C 8. C 9. A 10. C

Question III: Match the verbs in A with the phrases in B

11. d 12. a 13. e 14. b 15. c

Question IV:

16. They feel satisfied and proud.

17. Your / Our family has fun and closer.

18. Because they have to work and take of their families.

19. Your/ Our family can make and donate gift blankets for the old

homeless people on holidays.

20. Yes, it is.

V: Listen: You will some information about a place called Sea world.

Listen and complete questions 21-25. You will hear the information

twice.

21. March 22. Centre 23. 2.15 24. toys and books 25. £4.25

VI: Writing: Imagine that you are a doctor. Write an e-mail to respond your

patient who is putting on weight. Give him/ her your advice.

- Write an e-mail

- Give advice to help patient with He/She health’s problem.

- Spelling

TD. 4/11/2016

Period: 25 UNIT 4: Music and Arts

Lesson 1: Getting started

I. Objectives.

By the end of the lesson, Ss will be able to use the lexical items related to the topic

Music and Arts.

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A1 7A2 7A3

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Students’ and teacher’s activities Contents

1. Warm up.

T writes on the board: Music + Arts

+ Then asks:

- Do you often listen to music? When?

How often?

- What kind of music do you like? Why?

- What is art/ are arts? Give example?

+ T asks Ss to look at the title/ the picture

Art: the use of the imagination to express

ideas or feelings, particularly in painting,

drawing or sculpture.

- the arts ( in general): art, music,

theater, literature, etc…When you think

of them as a group.

1. Listen and read

a, Are these sentences true (T) or false

and guess what the conversation between

Duong and Nick might be about.

2. Activities

1. Ask Ss question about the picture:

e.g: Who are Duong and Nick?

What are they going to do?

- Play the recording. Ss listen and read.

a, Ss work independently or in pairs to

answer the questions. Then T may let

them discuss in groups. T then checks

their answers, and gives explanation.

b, Ss work individually to fill the gaps in

the sentences. T lets them check the

answers in pairs or groups, then T gives

the key. Calls some Ss to read the

sentences.

c, Colloquial expressions

- Refer back to the conversation to find

the phrases. Ss practise saying them

together. Explain the meaning to the Ss,

then give some examples.

d, Ask Ss to practise the short

conversations in pairs before creating

their short role-plays.

2. Ss write the words/ phrases under the

right pictures. Then T plays the recording.

Let Ss listen and repeat. Check and

correct their pronunciation. Give them the

meaning of the words.

3. Ask Ss to write the correct words in the

spaces. Allow Ss to check their answers.

The class gives comments, and T gives

(F)

1. T

2. F

3. T

4. F

5. F

b, Finish the following sentences by

writing one word/ phrase from the

conversation.

1. as good as

2. loud

3. fantastic

4. in person

5. cinema

c, Find these expressions in the

conversation. Check what they mean.

1. used to show your interest or surprise.

2. used when you are thinking what to say

or reply.

3. used to show that you don’t agree with

what Sbd has said.

4. used to show that you don’t like

something.

d, Work in pairs. Make short role-plays

with the expressions above. Then

practise them.

Example: A: There’ll be a music concert

on teacher’ Day.

B: Really? Are we going to sing?

A: Yes, of course.

2. Write the correct word/ phrase under

each of the pictures. Then listen and

repeat.

1. microphone 2. camera 3. painting

4. musical instrument 5. portrait

6. art gallery 7. crayons 8. museum

9. opera 10. painbrush

3. Complete these sentences with words

from 2.

1. art gallery

2. paintings

correction.

3. museum

4. camera

5. opera.

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5. Home work

Do exercises Workbook.

Write newwords .Prepare: A closer look 1

TD 8/11/2016

Period: 26 UNIT 4: Music and Arts

Lesson 2: A closer look 1

I. Objectives.

By the end of the lesson, Ss will be able to use the lexical items related to the topic

Music and Arts. Pronounce sounds / ʃ / and / ʒ / correctly in isolation and in context.

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A1 7A2 7A3

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Students’ and teacher’s activities Contents

1. Warm up.

Brain storm with the Ss: Let them find all

the words they know related to music and

arts. Encourage them to read out as many

words as possible.

2. Activities

VOCABULARY

VOCABULARY

1. Listen and repeat these words.

painter artist actress musician

1. Play the recording and let Ss listen.

Play it again with pauses for them to

repeat each word. Correct their

pronunciation.

2. Ss work individually to match the

words with the phrases.

T calls one or two Ss to write the

combinations on the board. Then T

checks the answers.

3a, T lets Ss work in pairs and put the

letters in order to form the correct words.

Then check their answers.

3b, Let Ss work in pairs. T checks their

answers. Then let them read the words

after T checks their answers. Then let

them

talk about these musical instruments.

4. Give Ss enough time to do the task

individually. Some Ss may write the

answers on the board. Then let class

comments. T calls some Ss to read the

sentences.

PRONUNCIATION

5. Let Ss practice the sounds / ʃ / and / ʒ /

together. Show Ss how to pronounce the

two sounds. Play the recording and let Ss

listen and repeat. Correct their

pronunciation.

6. Plat the recording 2 or 3 times. Help Ss

distinguish the two sounds / ʃ / and / ʒ /,

and put the words in the right columns.

Ask Ss to give more words having two

sounds.

7. Play the recording as many times as

possible and let Ss repead the sentences.

Correct their pronunciation and help them

do the task as directed.

puppet dancer singer song writer

2. Match a word in A with a phrase in B

1. e 2. b 3. a 4. d 5. c

3a, Put these letters in order to make

musical instruments.

1. drum 2. piano 3. cello 4. guitar

5. violin 6. saxophone.

3b, Write the type of musical instrument

in the box under each picture.

1. a guitar 2. a drum 3. one string guitar

4. a violin 5. a cello 6. a piano

7. a saxophone

4. Put one of these words in each blank

to finish the sentences.

1. painter 2. Pop 3. singer 4. draw

5. puppets 6. instrument

PRONUNCIATION

/ ʃ / and / ʒ /

5. Listen and repeat. Pay attention to the

sounds / ʃ / and / ʒ /.

Tapescript:

/ ʃ /: condition ocean shy sugar

machine

/ ʒ /: measure pleasure usual vision

decision

6. Listen to the words and put them into

two groups.

/ ʃ /

/ ʒ /

anxious

musician

dishwasher

rubbish

closure

occasion

leisure

version

7. Listen and repeat…

1. Can you show me the new machine

2. They sing the song “ Auld Lang Syne”

* Sound / ʃ / can be presented by sh/ ch/

s/ t/ c

* Sound / ʒ / can be represented by s

on some occasions

3. The musician is very anxious about the

next performance.

4. She wanted to share her pleasure with

other people.

5. The new cinema is opposite the bus

station.

6. Are you sure this is a modern version

of “Romeo and Juliet?”

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5. Home work

Do exercises Workbook.

Write newwords ,prepare: A closer look 2

TD. 9/11/2016

Period: 27 UNIT 4: Music and Arts

Lesson 3: A closer look 2

I. Objectives.

By the end of the lesson, Ss will be able to use comparisons: (not) as……..as / the

same as / different from. Express agreement using too & either.

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A1 7A2 7A3

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Students’ and teacher’s activities Contents

1. Warm up

- Set the sence: We are going to learn:

+Comparisons: (not) as……..as / the

same as / different from.

1. Comparisons

+Express agreement using too & either.

2. Activities.

+Comparisons: (not) as……..as / the

same as / different from.

- Explain the uses of the three structures

to Ss and give some examples.

Ex1: Let Ss work by themselves and write

down the missing words. Correct Ss’

mistakes. After that, T asks some Ss to

read the sentences.

Ex2: Let Ss do the task individually. First

Ss read the text by themselves, then put a

suitable word in each gap, and compare

their answers with a classmate. T corrects

Ss’ answers. T may call some Ss to read

out their answers separately. T explains if

necessary. Let Ss read in chorus. Correct

their pronunciation.

Ex3: Let Ss work in pairs. Help them

interpret the table first. Give them

instructions on how to do the task.

- Encourage Ss to talk as much as

possible with fluency and accuracy.

+Express agreement using too & either.

- T explains to the class the use and

location in the sentence of too and either.

Let them read the examples. Tell them to

give sentences of their own.

Ex4: Ss work independently, writing

down the answers. Then let them work in

groups to check and read out the

sentences. T goes round and corrects

mistakes or gives help when and where

necessary.

Ex5: Let Ss work independently, writing

down their sentences to make a list of the

likes and dislikes. They have their

(not) as……..as / the same as / different

from

- as + adjective + as to show that two

things are similar.

- not as + adjective + as to mean

something is more or less than something

else.

- the same as… to show similarity.

- different from to show that two or more

things are different.

Example: ( in the text book.)

1. Put as, than, or from in the gaps.

1. as 2. as 3. as 4. from 5. as 6. as

2. Put a suitable word in each gap in the

following passage.

1. the same as 2. as quiet as

3. different from 4. as narrow as

5. friendly as 6. the same as

3. Work in pairs. Compare the two music

clubs in the town. Young talent and

Nightingale.

E.g: Young talent is more friendly than

Nightingale.

Nightingale is not as friendly as Young

Talent, but it is safer.

2. too & either

- too: used to express agreement with a

positive statement.

- either: used to express agreement with a

negative statement.

Ex4: Complete the following sentences

with “too” or “either”

1. too 2. either 3. either 4. too 5. too

Ex5: What music and arts are you

interested, or not interested in? Make a

list by completing the sentences below. (

You can use the words given or your

own ideas.)

E.g: I’m very interested in…..Pop

music…

Ex6: Work in pairs. Share your list with

choices, so long as their sentences are

correct grammatically. Encourage them to

give their own ideas.

Ex6: Now Ss work in pairs to share their

lists of ideas. Then T may ask some more

able Ss to report their results to the class.

your partner. Then, report to the class

using too/ either.

E.g: Nam is interested in drawing and I

am too.

Phong doesn’t like folk music and I don’t

either.

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5. Home work

Do exercises Workbook.

Write newwords Prepare: Communication

TD . 11/11/2016

Period: 28 UNIT 4: Music and Arts

Lesson 4: Communication

I. Objectives.

By the end of the lesson, Ss will be able to talk/ sing or do other activities related to

music and arts.

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A1 7A2 7A3

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Students’ and teacher’s activities Contents

1. Warm up.

- Brainstorm with Ss to give the names of

famous musicians, actors, actresses,

painters, and music bands they know.

This can be done in groups. Each group

1. Extra vocabulary.

composer (n): nhà soạn nhạc

originate (v) : bắt đầu, khởi đầu

then has to show the list they have

written. ( The group that has the longest

list wins the game).

2. Activities

- Pre- teach vocabulary

Ex1: Ss work in pairs and find answers.

Then T gives the correct answers.

Ex2: Give Ss plenty of time to work

independently, read the text, and

understand the main ideas. Then divide

the class into groups of four or five to

discuss the questions. T goes round the

class to give support if necessary.

Ex3: Ss work in groups of four to six to

make a list from the most useful to least

useful subjects given. How can the top

three subjects on the list help them in

other areas of school and life?

After the discussion, each group presents

their list, and gives a talk to the class. T

then gives comments.

anthem (n) : bài quốc ca

curriculum (n) : chương trình giảng dạy

academic( adj) : thuộc trường cao đẳng,

đại học

compulsory (adj): ép buộc, bắt buộc

unimportant (adj) : không quan trọng

2. Communication.

1. Music Quiz: What do you know?

Work in groups and answer the

questions.

1. B 2. C 3. A 4. C 5. B 6. B

2. Read the following pasage. In groups,

discuss the questions below.

- Do you think music and the arts should

be compulsory subjects at schools in Viet

Nam? Why or Why not?

3. Look at the different subjects below.

In groups, make a list from the most

useful to the least useful in the space

below. How can the top three subjects on

your list help you in other ares of school

and life?

- Music

- Dancing

- Singing

- Painting

- Photography.

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5. Home work

Do exercises Workbook.

Write newwords ,prepare: Skill 1

TD. 15/11/2016

Period: 29 UNIT 4: Music and Arts

Lesson 5: Skill 1

I. Objectives.

By the end of the lesson, Ss will be able to read for specific information about

tradictional arts.

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A1 7A2 7A3

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Students’ and teacher’s activities Contents

1. Warm up

- Asks Ss to name the art forms they

know

2. Activities

READING

- Work in pairs to discuss the questions

given.

- Tell Ss to read the passage two or three

times. Set a trict time limit to ensure Ss

read quickly for specific information.

Ex1: Ss work individually to find the

words. Call on some Ss to say the words

or write them on the board. T gives

correction.

Ex2: Ask Ss to read the passage again,

then answer the questions. Then call on

some individuals to read aloud to the

class. Check their pronunciation and

intonation. Explain the new words and

clarify anything difficult.

* If there is still time, let Ss talk about

other forms of trditional arts in Viet Nam

( or in the region/ world). Refer to famous

trditional arts in some countries ( e.g:

Lam Vong dance of Laos, Chinese

traditional opera, ballet of France and

Russia…)

SPEAKING

Ex3: Ss work in pairs and match the two

columns.

After that allow Ss some time to talk

about their favourite kind of music: what

kind they like best and why, whether they

play any musical instruments, when and

how often they listen to music, and how

music is useful to them.

Ex4: Game: T explains the rules of the

game Tic Tac Toe to Ss

Ss work in pairs. Decide which partner is

X , which is O and who will go first. The

first player chooses a box and calls out a

number.

E.g:

Player 1: “ I want number 2”

1. Reading

+ Discuss the questions below with a

partner.

- What kinds of traditional Vietnamese

performance do you know about?

- Do you know about water puppetry?

Have you been to a water puppet show? If

yes, did you like it? Why/ Why not?

1. Find the words in the text which

mean:

1. special or different

2. started

3. showed or presented

4. from the countryside

5. events or celebrations

2. Answer the following questions.

1. It began in the 11

th

century.

2. It takes place in a pool.

3. They are controlled by puppetteers.

4. They are made of wood

5. They are about everyday life in the

countryside and about folk tales.

2. Speaking

3. Match the types of music in A with the

adjectives to describe them in B

1. e 2. a 3. b 4. c 5. d

4. Game: Tic Tac Toe

1. Give the names of two Vietnamese

musical instruments.

2. Sing a song in English.

3. Who is your favourite singer? Why?

4. Talk for 30 seconds about what you see

when you visit an art gallery.

5. How often do you go to a concert? Tell

your partner about the last concert you

went to.

6. Who is your favourite Vietnamese

musician? Why?

7. Talk about 30 seconds about your

favourite instrument.

Player 2: OK, sing a song in English!

Then he/she has to sing a song in English.

If the first player answers the question for

that box correctly he/ she can put an X or

an O in the box. The first person to get

three Xs or three Os in a row, wins!

8. Name one of your favourite painters.

9. Who can draw the best in your class?

What does he/ she often draw?

Decide which partner is X , which is O

and who will go first. The first player

chooses a box and calls out a number.

E.g:

Player 1: “ I want number 2”

Player 2: OK, sing a song in English!

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5. Home work

Do exercises Workbook. Prepare: Skill 2

TD 16/11/2016

Period: 30 UNIT 4: Music and Arts

Lesson 6: Skill 2

I. Objectives.

By the end of the lesson, Ss will be able to listen to get information about an artist,

write an informal letter of invitation.

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A1 7A2 7A3

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Students’ and teacher’s activities Contents

1. Warm up

T explains Listening Tip to Ss, telling

them if they are going to apply the

listening tip, then they must be given time

to take notes.

Then tell Ss to look at the picture and say

what they know about Picasso.

2. Activities

LISTENING

Ex1. Ask the Ss to close their books. Tell

Ss they should listen and note down the

keywords in their notebooks. Play the

listening once. Ask Ss what they learned

about Picasso. Ask Ss to open their

books. Play the recording again and ask

Ss to listen carefully and circle the words

they hear in the passage.

Ex2: Play the recording again. While Ss

listen, they have to circle A, B, or C for

their answers.

Ex3: Play the recording again once more.

As a class, Ss discuss how the listening is

organised.

WRITING

Informal letter of invitation.

Ask Ss why they would write an informal

letter of invitation and to whom ( to invite

sb to do sthing, and to sb who has close

relationship to you)

The focus their attention on the writing

tip.

Ex4: Have Ss read the sample letter

carefully, and note down the useful

expressions (cues) for writing an informal

letter of invitation. T writes them on the

board. Tell Ss to choose the correct

answers.

Ex5: Ss read the cues carefully, then

practise wriitng the letter.

Tell Ss to play special attention to

spelling and punctuation.

1. Listening.

Listening tip: When you listen, it is very

useful to take notes. Try to note down the

keywords ( important words). This helps

you to remember the main ideas.

1. Listen to the passage about Picasso

and circle the words you hear.

1. artists 2. training 4. portrait

6. paintings.

- Look at the words you’ve circled. Do

you know what all of these words mean?

2. Listen to the passage again and

choose the correct answers.

1. A 2. B 3. A 4. C

3. Listen to the passage one more time.

As a class, discuss how the listening is

organized ( according to a timeline, the

order of important events, or another

way)

2. Writing

Informal letter of invitation.

Writing tip

When you write an informal letter of

invitation, you use:

How about + V-ing ?

4. Read the following letter and choose

the correct answer.

1. A 2. B

5. Now write a letter to invite a friend to

an art exhibition, using the following.

- Event: Exhibition of Modern Art.

- Time: 9 o’clock, Saturday morning

- Place: Arts centre

- Time to meet: 8.15

T may collect some Ss’ writing papers

and mark them, then give comments to

the class.

If possible, have Ss write their own letter

as homework.

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5. Home work

Do exercises Workbook.

Prepare: Looking back and project

TD 18/11/2016

Period: 31 UNIT 4: Music and Arts

Lesson 7: Looking back and project.

I. Objectives.

By the end of the lesson, Ss will be able to look back the vocabulary, grammar,

communication and do project related to the topic music and arts.

II. Teaching aids:

- Active board.

III. Procedure

1,Class organization .

7A1 7A2 7A3

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Students’ and teacher’s activities Contents

1. Warm up

Chatting: What topic we are working on ?

- Ask Ss to tell some vocabularies related

to the topic music and arts.

2. Activities.

VOCABULARY

1. Ss do this task individually to match

the words in two columns. T corrects

their mistakes.

2. Let Ss work in pairs. Tell Ss to write

the answers in their notebooks. Give

explaination if necessary. Then T corrects

the mistakes. T may let Ss read the

passage in chorus or individually.

GRAMMAR

3. Have Ss work in pairs or in groups and

write their answers in their notebooks. T

checks their answers.

4. Ss work individually first to write the

sentences. Then they work in pairs to

swap their sentences. T gives correction

and calls some Ss to red the sentences

aloud.

5. Ss do the task individually. Then they

can check their answers with a partner.

COMMUNICATION

6. Ss read the questions and answers once

or twice. Then match them.

Ss work in pairs and role-play the

questions and answers, then write all

sentences in their notebooks.

Finish!

Finally ask Ss to complete the self-

assessment. Identify any weakness and

provide further practice if necessary.

PROJECT

1. Ss work in groups. T tells them to look

at the pictures and read the passage

1. Vocabulary.

1. Match the words in column A with the

ones in column B.

1. e 2. c 3. b 4. a 5. d

2. Put a word from the box in each gap

to complete the passage.

1. music 2. arts 3. stages 4. go 5. films

2. Grammar.

3. Put the words/ phrases from the box

in the gaps to complete the sentences.

1. art gallery 2. artistic 3. films

4. in person 5. sung

4. Rewrite these sentences, using the

words in brackets.

1. The photograph is not as big as the

paiting.

2. My painting is not as expensive as this

painting.

3. This picture is not different from the

picture in our room.

4. This film is the same as the one we saw

last week.

5. The journey was not as long as we

thought at first.

5. Complete the following sentences,

using “too” or “ either”

1. too 2. either 3. either 4. too 5. too

COMMUNICATION

6. Match the questions 1-6 with the

answers A-F.

1. B 2. A 3. E 4. C 5. D 6. F

Finish! Now I can….

PROJECT

1. Work in groups. Look at the following

pictures and read the information below.

2. Based on the information about Dong

Ho paintings and your own ideas, draw a

carefully. Explain words and anything

difficult for Ss. Make sure they

understand everything thoroughly.

2. Ss work independently. T encourages

them to use their imaginations and make

their own paintings. T helps Ss organise a

painting shows among the class members.

Write sentences to compare those

paintings.

picture of animals or the things around

you….

4 . Consolidation.

Asks students to remember the main points of the lesson and preprae the new lesson ,

they can do all excercises the work books

5. Home work

Do exercises Workbook.

Prepare: Unit 5: Vietnamese food and drink.- Getting started

TD . 22/11/2016

Period: 32 CHỮA BÀI BÀI KIỂM TRA SỐ 1

I. Objectives:

- To correct the test number 1. Give comments to encourage the students to study

hard. Discuss the ways to improve the test score.

II. Teaching aids:

- Testing papers.

III. Procedure:

1,Class organization .

7A1 7A2 7A3

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

A. Remark on the tests:

-The number of the tests: 7A1:

+Exellent tests:

+Good test

+Average:

+Under average:

-The number of the tests: 7A2:

+Exellent tests:

+Good test

+Average:

+Under average:

-In general, all Ss have achieved the basic knowledge.

-There are many exellent and good tests.

- Some Ss' skill of doing general test is not good.

-The teacher shows some best and worst tests to correct before class:

B. Key

Question I:

1. A. 2. D 3. B 4. C 5. C

Question II:

6. C 7. C 8. C 9. A 10. C

Question III: Match the verbs in A with the phrases in B

11. d 12. a 13. e 14. b 15. c

Question IV:

16. They feel satisfied and proud.

17. Your / Our family has fun and closer.

18. Because they have to work and take of their families.

19. Your/ Our family can make and donate gift blankets for the old

homeless people on holidays.

20. Yes, it is.

V: Listen: You will some information about a place called Sea world.

Listen and complete questions 21-25. You will hear the information

twice.

21. March 22. Centre 23. 2.15 24. toys and books 25. £4.25

VI: Writing: Imagine that you are a doctor. Write an e-mail to respond your

patient who is putting on weight. Give him/ her your advice.

- Write an e-mail

- Give advice to help patient with He/She health’s problem.

- Spelling

B. The ways to overcome:

-The teacher should help Ss more by concentrating on practice skills such as: listening

and reading skills.

-Especially, teacher should check their homework and orally more often.

C. Homework:

- Review all knowledge from the three units.

- Prepare unit 4.

Week: 13

th

Date of planning: 20 / 10/2013

Date of teaching: 12/11/ 2013

Period: 34

UNIT 5: VIETNAMESE FOOD AND DRINK

Lesson 1: Getting stared

I. Objectives:

- By the end of the lesson, Ss will be able to understand the content of the

dialogue. Ss ask and answer different traditional food.

- Develop listening and speaking skills

*Content:

Vocab - The lexical items related to the topic “ Food and Drink”

II. Teaching aids

- Materials: Ss’ books, text books, tape recorder and CD…

III. Procedure

A. Class organization.

- Greeting.

- Checking attendance: 7A1…….., 7A2……

B. New lesson.

Ss’ and T’s activities Contents.

1. Warm up:

Ask Ss about the picture:

Where are Phong and his mum?

What might be happening to them?

What are they doing?

What is there in the fridge?

2Activities

Ss answer questions:

* Teaching new words:

Elicit some new words (pictures, realias,

situations ….)

Have Ss read twice

* Checking vocab: matching

1. Play the recording. Sts listen and read.

Ss word and share their answers with

friends. T correct.

Have Ss work independently.

T. asks Ss not to look at the book and try

to remember which foods and drinks.

2. Have Ss quickly match each word/

phrase with its picture.

3. Ask Ss to think about their favorite

food and drink.

Ss work in pairs

Vocabulary:

- tofu(n): đậu phụ

- noodles (n): mì, mì sợi

- warm sth up ( v): hâm nóng gì

- mineral water (n): nước khoáng

- carton (n): hộp bìa cứng

1. Listen &read:

a) Read the conversation and answer the

questions:

1. Because his parents are going to the

opera tonight and they won’t be home

until 9 pm.

2. There’s some rice left from lunch.

3. Phong should warm it up.

4. She’ll buy some milk tomorrow.

5. He can have some orange juice instead

of milk.

b) Find the word about Food and Drink.

Food Drink

meat milk

tofu Juice

fried vegetables mineral water

bread orange juice

noodles

rice

2. Match the food and drink with the

pictures.

1- J, 2 - F, 3 - A, 4- B, 5 - D, 6 - I, 7- G,

8 - H, 9- E, 10 - C.

3. Think about their favorite foods and

drinks.

Example:

A: What’s your favorite food?

B: It’s pho bo - beef noodle soup.

A: When do you usually eat it?

4. Ss listen and repeat the adjectives.

Ss can add some more adjectives to talk

about the food and drink in 2.

5. Ss work in groups. One student

describes his favourite food or drink. The

rest of the group tries to guess which food

or drink it is.

3. Homework:

Be ready for a closer look 1.

Learn by heart some words

B: In the morning.

4. Listen and repeat the adjectives.

1. bitter 5. salty

2. delicious 6. spicy

3. tasty 7. fragrant

4. sweet 8. sour

5. Game: What ‘s your favorite food

and drink?

Example:

A: It’s my favourite drink. It’s a bit sour,

but It’s also sweet.

B: Is it lemonade?

A: Yes, it is / No, try again.

Week: 13

th

Date of planning: 20 / 10/2013

Date of teaching: 13/11/ 2013

Period: 35

UNIT 5: VIETNAMESE FOOD AND DRINK

Lesson 2: A Closer look 1

I. Objectives:

- By the end of the lesson, Ss will be able to use some verbs to make the pancake

with some vegetables. Ss can practice pronouncing / ɒ / and / ɔ: / fluently.

- Develop listening and speaking skills

* Content:

- Vocab: - The lexical items related to the topic “ Food and Drink”

- Grammar: Imperative

II. Teaching aids

- Materials: Ss’ books, text books, tape recorder and CD…

III. Procedure

A. Class organization.

- Greeting.

- Checking attendance: 7A1…….., 7A2……

B. New lesson.

Ss’ and T’s activities Contents.

1. Warm up:

Play game: slap the board

Words about food and drink

2. Activities

Uses some techniques to teach vocab

Checking: Rub out and remember:

1. Play the recording twice.

Ss repeat chorally and individually.

2. Ask Ss to do the exercise individually

and then check with the whole class.

3. Check Ss’ understanding of the

meanings of the nouns given.

Ss put the nouns in the correct columns.

4. T models the sounds / ɒ / and / ɔ: / first

and let Ss see how the sounds are formed.

Ask Ss to practice the sounds together.

Plays the recording

Sts listen and circle the words they hear

Vocabulary:

- heat (v): đun nóng

- pour (v): rót

- fold (v) gấp, cuộn

- beat (v) đánh

- serve (v) phục vụ

- turmeric (n) củ nghệ

- pepper (n) hạt tiêu

1. Look at the pictures and complete the

instructions with the verbs in the box.

Then, listen, check and repeat the

instructions..

1. Beat

2. Heat

3. Pour

4. Fold

5. Serve

2. Put the words in the correct order to

make sentences.

1. Beat the eggs together with sugar, flour

, and milk.

2. Pour ¼ cup of the mixture into the pan

at a time.

3. Heat the oil over a medium heat in a

frying pan.

4. Cook until golden.

5. Serve the pancake with some

vegetables.

3. Put the nouns in the correct columns.

Dishes Ingredients

pancake, beef

noodle soup,

spring rolls,

noodles, pork,

omelette,

sandwich.

salt, cooking oil,

flour, pork,

turmeric, pepper,

noodles.

Pronunciation:

3. Homework:

Prepare for next.

Learn by heart some words

4. Listen and repeat the words. Pay

attention to the sounds / ɒ / and / ɔ: /.

- / ɒ / : soft, hot, bottle, pot, rod.

- / ɔ: / : pork, salt, fork, sport, sauce.

5. Listen to the sentences and circle the

correct words you hear.

1. cod

2. port

3. sports

4. fox

5. short

Week: 13

th

Date of planning: 20 / 10/2013

Date of teaching: 15/11/ 2013

Period: 36

UNIT 5: VIETNAMESE FOOD AND DRINK

Lesson 3: A Closer look 2

I. Objectives:

- By the end of the lesson, Ss will be able to use How much and How many to

ask about quantity.

- Distinguish countable nouns and uncountable nouns.

*Content:

- Vocab: - The lexical items related to the topic “ Food and Drink”

- Grammar: Nouns (countable nouns and uncountable nouns)

How much and How many?

a/ an/ some/ any

II. Teaching aids

- Materials: Ss’ books, text books, tape recorder and CD…

IV. Procedures

A. Class organization.

- Greeting.

- Checking attendance: 7A1…….., 7A2……

B. New lesson.

Ss’ and T’s activities Contents.

1. Warm up:

Brainstorming:

2. Activities

T asks Ss to study the Grammar Box.

Draw Ss’ attention to the difference

between countable nouns and

uncountable nouns.

Ss give some more examples.

1. Ask Ss to do the grammar exercise

individually. Remind them to refer to the

Grammar Box.

2. Ask Ss to study the Grammar Box.

Draw Ss’ attention to the use of a, an,

some and any by analyzing the

instructions and examples in the

Grammar Box.

3. Demonstrate the game to the class first.

Then when Ss know exactly what to do.

Ask them to work in groups.

4. Ss work individually.

Two Ss go to the board and write the adjs

about food and drink they’ve learnt. (in 5

minutes).

The person who writes more words is

winner.

I. Grammar:

For uncountable nouns we can use

phrases like a bottle of, a piece of, a bar

of, a glass of , a kilo of, a bag of, a lot

of…

1. Which of the following nouns are

countable and which are uncountable?

Key:

Countable: banana, apple

Uncountable: bread, beef, pepper, pork,

turmeric, spinach.

Countable nouns:

Singular: Plural

There is an egg. There are some eggs.

Uncountable nouns:

There is some milk

There isn’t any milk

Is there any milk?

Note : We can use Some in an offer or a

request.

Example: Would you like some bananas?

Can I have some milk, please?

2. Game: Give me an egg!

One team says words related to food or

drink.

The other team add s some /a/ an.

Example:

Team 1: egg

Team 2: an egg

5. Ask Ss to study the Grammar Box.

How many + ( countable noun) Ns

How much + (uncountable noun) N

6. Ask Ss to perform.

3. Homework:

Be ready for Communication

Learn by heart some words and grammar.

3. Fill the blanks with a/ an / some or

any in the following conversation.

1. any

2. some

3. some

4. any

5. a

6. an

4. Fill each blank with How many or

How much.

1. How many

2. How much

3. How many

4. How many

5. How much

5. Use the suggested words to make

questions with How much/ How many,

the interview your partner.

Example:

How much milk do you drink every

morning?

Week: 14

th

Date of planning: 18 / 11/2013

Date of teaching: 22/11/ 2013

Period: 37

UNIT 5: VIETNAMESE FOOD AND DRINK

Lesson 4: Communication

I. Objectives:

- By the end of the lesson, Ss will be able to talk about different types of

Vietnamese food, drink and recipes.

- Develop listening and speaking skills

* Content:

- Vocab: - The lexical items related to the topic “ Food and Drink”

II. Teaching aids:

- Materials: Ss’ books, text books, tape recorder and disk…

III. Procedure

A. Class organization.

- Greeting.

- Checking attendance: 7A1…….., 7A2……

B. New lesson.

Ss’ and T’s activities Contents.

1. Warm up:

Chatting:

2. Activities

1- Elicit some new words through

translation and situations.

Have Ss understand the meaning of the

words.

Ss predict.

Read aloud 3 times and then have

students read individually.

* Checking vocab: Rub- out and

remember.

2- Play the recording  Ss listen and

check their predictions.

- First, have Ss read the questions in the

table carefully and ask them to note their

answers. Then ask Ss to share their

answers in pairs to find out what they

have in common their partners.

Ask Ss to move around and ask different

classmates every question.

3- T calls on some Ss to report the results

Ss ask and answer some questions about

food and drink..

Vocabulary:

- sticky rice: (n) xôi

- sauce: (n) nước sốt

- sausage: (n) xúc xích

- yoghurt: (n) sữa chua

- tuna: (n) cá ngừ

- ham : (n) giăm bông

1. Listen to a celebrity chef, Austin

Nguyen talking about his favorite food.

Which food in Extra vocabulary does he

talk about?

2. What are your favorite foods and

drinks? Write your answers in the table

below.

Example:

My favorite food is spring roll.

It tastes delicious.

….

3. Interview three students about their

favorite foods and drinks.

of the ir interviews before the whole

class.

3. Homework:

Prepare for Skills 1

Learn by heart some new words.

4. Report your results to the class.

Week: 15

th

Date of planning: 18 / 11/2013

Date of teaching: 26/11/ 2013

Period: 38

UNIT 5: VIETNAMESE FOOD AND DRINK

Lesson 5: Skills 1

I. Objectives:

- By the end of the lesson, Ss will be able to make a bowl of noodles “ Pho” and

omelette.

- Read for specific information about Pho, a popular food in Viet Nam.

- Develop reading and speaking skills.

* Content:

- Vocab: - The lexical items related to the topic “ Food and Drink”

-Review : a/ an / some /any...

II- Teaching aids

- Materials: Studentbooks, teacherbook, projector, pictures…

III. Procedures:

I. Organization

Checking attendance.

7A1…….., 7A2……

II. New lesson

Ss’ and T’s activities Contents.

1. Warm up

T asks Ss to look at the picture of a

bowl of Pho. Ask them:

- What dish do you think it is?

- Which place is famous for this dish?

- What are the ingredients for it?

Ss give the answers.

When do people often have it?

Do you like to have it? Why or Why not?

2. Activities

1- T uses some techniques to present

new words

Check understanding: Rub-out and

remember.

I. New words:

stew (v) (picture) : hầm

bone (n) (pic) xương

broth (n) : nước luộc thịt, nước xuýt

boneless (adj không xương

teaspoon (n) (pic) thia cà phê

pinch (n) nhúm

ingredient (n) thành phần

2- Ask Ss to scan the passage to

answer the questions.

T gives the feedback.

T asks Ss to note where they found the

information that help them to answer

the questions.

Ss can compare answers before

discussing them as a class.

T gives the key and Ss check.

3- T reminds Ss of the form and use of

a/an/ some /any…

Ss work in pairs, asking and answering

questions about the ingredients for an

omelette.

II. Practice

*Reading:

Exercise 2. Read Phong’s blog again and

answer the questions.

1. We can enjoy pho all kinds of meals

during a day, from breakfast to dinner and

even for a late night snack.

2. They are made from the best variety of

rice.

3. The broth for ph obo is made by stewing

the bones of cows for a long time in a large

pot. The broth for pho ga is made by

stewing chicken bones.

4. It is boneless and cut into thin slices.

* Speaking:

Exercise 3. Look at the list of ingredients

below. Work in pairs. Ask and answer

questions about the ingredients for an

omelette.

Example:

A: I want to cook an omelette. What

ingredients do I need?

B: You need….

A: How much/ How many?.....

T asks Ss to work individually, using

the phrases in the box to complete the

instructions on how to cook an omelette.

4. Look at the picture of how to cook an

omelette.

Example:

1. d

2. e

3. a

4. b

5. c

5. Work in pairs. Practicing giving

instructions on how to make a dish or

drink.

3.Homework.

- Learn by heart new words.

- Do ex. D1,2,3 ( workbook)

- Prepare for the next.

Week: 15

th

Date of planning: 18 / 11/2013

Date of teaching: 27/11/ 2013

Period: 39

UNIT 5: VIETNAMESE FOOD AND DRINK

Lesson 6: Skills 2

I. Objectives:

- By the end of the lesson, Ss will be able to listen for specific information about

different traditional food.

- Write about some popular foods or drinks.

- Develop listening and writing skills.

*. Content:

- - Vocab: - The lexical items related to the topic “ Food and Drink”

II- Teaching aids

- Materials: Studentbooks, teacherbook, projector, pictures…

III. Procedures:

I. Organization

Checking attendance.

7A1…….., 7A2……

II. New lesson

Ss’ and T’s activities Contents

1. Warm-up

T invites two groups of 5 students to

take part in the game and gives some

rules of the game.

Chain game:

Eg: drinkey……..

2. Activities

1- T uses some techniques to present

some new words.

I. New words:

eel (n) lươn

turmeric (n)

shrimp (n) tôm

2- T asks Ss to read the instructions

carefully and remind them to remember

the name of three places and three dishes

mentioned in the conversation they are

going to listen.

T plays the recording.

3- T asks Ss to read the rubric and study

the table carefully.

Ss read the rubic and study the map

carefully.

T calls on some Ss to write their answers

on the board.

4- T asks Ss to make notes about some

popular foods or drinks where they live.

Ss do not have to write full sentences and

they can use abbreviations.

II. Practice.

* Listening

1. Listen to three people talking about

traditional dishes where they live.

Match the places with the dishes.

Key:

1. b 2. a 3. c

2. Listen again. Tick the ingredients for

each dish. Some ingredients are in more

than one dish.

Key:

banh tom : shrimp

sup luon : eel, pepper, turmeric,

my quang : rice noodles, shrimp, pork

* Writing

3. Make notes about some popular foods

or drinks in your neighbourhood.

4. Post-tasks

Set up the writing activity.

Ss write a draft first. Then have them

write their final version in class or at

home.

4. Write a paragraph about popular

foods or drinks in your neighborhood.

Choose one or more. Use the information

in 3, and Phong’s blog , as a model.

3. Homework

- Complete the writing tasks into

your notebook.

- Do exercise E 1, 2 ( workbook )

- Prepare for the next.

Week: 16

th

Date of planning: 18 / 11/2013

Date of teaching: 3/12/ 2013

Period: 40

UNIT 5: VIETNAMESE FOOD AND DRINK

Lesson 7: Looking back + Project

I. Objectives:

- By the end of the lesson, Ss will be able to cover the whole unit and do

exercises.

- Know some ways of using “ a/ an / some and any…”.

- Communication.

*. Content:

- Vocab: - The lexical items related to the topic “ Food and Drink”

- Grammar: Nouns (countable nouns and uncountable nouns)

How much and How many?

a/ an/ some/ any

II. Teaching aids

- CD player, CD

III. Procedures:

I. Organization

Checking attendance.

7A1…………………………..., 7A2……………………….

II. New lesson

Ss’ and T’s activities Contents

1. Warm-up

T calls on some Ss to go to the board

and add the words or phrases they have

learnt to the column.

1. Add the words or phrases they have

learnt to the column.

Key:

Dishes: omelette, pancake, beef noodle

soup, chicken noodle soup, rice, noodle

pork, sandwich, meat, tofu, bread, spring

roll…

Ingredients: shrimp, salt, cooking oil,

flour,

Pork, turmeric, pepper, noodle, vegetable,

egg, meat, tofu…

Phrases: a slice, a can, a bottle, a kilo, a

bar, a glass, a bag, a teaspoon, a

tablespoon…

2. Activities

1. Ss read the sentences carefully, and

complete them with the verbs from the

box.

2. Fill each gap with a verb from the box.

1. Fold

2. Pour

3. Beat

4. Heat

5. Serve

2. Grammatical exercises.

T asks Ss to work individually first.

3. Ss do exercise 3.

4. Ss do exercise 4, 5

T asks Ss to go to the board and write.

Exercise 3. Choose a/ an or some for the

following words.

Key:

1. a 2. some 3. some 4. some

5. some 5. some 6. some 7. an

8. some

Exercise 4. Complete the sentences with

some or any.

1. any

2. some

3. any

4. some/ any

5. any/ some

Exercise 5. Make questions with How

many/ How much for the underlined

words in the following sentences.

2. How much milk is there in the bottle?

3. How many cans of lemonade do you

need?

4. How many apples does Peter got in his

bag?

5. How much rice is there left in the electric

cooker?

5. T asks Ss to role-play in pairs.

6. Choose sentences (A - D) to complete

the following conversation. Practice the

conversation with a partner.

Key:

1. D

2. B

3. A

4. C

7. Role-play the questions and answers.

3. Homework

- Project

- Prepare for the next.

Week: 16

th

Date of planning: 1/12/ 2013

Date of teaching: 4/12/2013

Period: 41 revision

I. Objectives.

By the end of the lesson, Ss will be able to listen and write a reply giving advice

to someone with a health problem.

II. Teaching aids:

- A CD, a CD player.

III. Procedure

I. Class organization.

- Greetings.

- Checking attendance: 7A1……….. 7A2: …………..

II. New lesson.

Teacher’s & SS’ activities Contents

1. Warm up

- Chatting: Ask Ss to repeat the

topic of unit 4,5.

- Who is your favourite actor?/

actress?

- What is your favourite food?

2. Activities

*Listening

-Ask Ss to focus on the listening

skill.

-Unit 4: Music and arts

- Unit 5: Food and drink

1. Listening

1-Listen to Sarah talking to a friend about her

holiday photographs. What place is each

person in?

-Practice listening.

*Reading

- Focus on how to do T/F exercises

+ Read the statements first

+ Scan the passage to find the

information

+ Compare the information with

the statements

+ Decide whether the statement is

T or F

+ Write T/F on your paper test.

- Reading comprehension:

Ask Ss to do exercises in

workbook.

*Writing

- Review:

1. as + adj + as to show that two

things are similar

Not as + adj + as to mean

something is more or less than

something else.

- The same as…..to show

similarity.

- different from to show that two

or more things are different.

2. Structure : It (only) takes/ took

sbd time to V…

How much/ how many?

*Language focus

+ Review : N/Ns/ Nu

Phrases: a bottle of, a piece of, …

Example: 0 Sarah’s mother E

People Places

1. Caroline

2. Jack

3. Sarah

4. Peter

5. Sarah’s father

A. castle

B. cathedral

C. hotel

D. market

E. mountains

F. museum

G. restaurant

H. sea

2. Reading

1-Read the blog about Vietnamese food. Tick

( ) which sentences are true and which

sentences are false.

( Exercise D1 – page 40workbook)

1. T

2. F

3. T

4. T

5. F

2- Practice exercise1,2,3 P33-34,

2P41- Workbook

3. Writing

Exercise E1 P34 workbook.

Key:

1.The tickets to the show cost too much.

2. Giang can’t paint as well as Khanh can.

3. A lot of children are attracted by Charles

Dickens’ novels.

4. Her book is different from mine.

5. It only takes us half an hour to get to the art

gallery…

- Exercise 6 P38 workbook.

4. Language focus

Exercise 3- P.37 workbook.

3. Homework

Review Unit 4,5

Prepare for a 45-minute test .

TD 16/12/2016 Period: 41 TEST 2

I. Objectives.

- T checks Ss’ understanding from Unit 1 to Unit 3 about three topics ( My hobbies/

Health/ Community service.

II. Teaching aids:

Actibe board

III. Procedure

1,Class organization .

7A1 7A2 7A3

2,Checking previous lesson.

-Insert the new lesson .

3. New lesson.

Chủ đề

Nhận biết Thông hiểu Vận dụng Tổng

KQ TL KQ TL KQ TL

Listening

5 5 10

Reading

5 5 10

Writing

5 5 10

Language focus

5 5 10

VI. Total

15 5 5 5 5 5 10marks

I- Listening:

1. Listen to Diane talking to a friend about a trip to London. For questions from 1-

5, tick ( ) A,B or C. You will hear the conversation twice.

Example:

0 Diane went to London yesterday.

A. morning B. afternoon C. evening 

1. Diane went to London by………

A. car B. bus C. underground

2. Diane and her friends ate…………

A. Mexican food B. Chinese food C. Spanish food.

3. Diane says the restaurant was …………..

A. full B. expensive C. quiet

4. After the meal, Diane and her friends.

A. sat and talked B. saw a film C. walked by the water.

5. During Diane’s trip to London,………….

A. it rained B. it snowed C. It was windy

2- You will hear a woman talking to a shop assistant about buying a video film for

her daughter.. Listen and complete. You will hear the conversation twice.

Actor in film: Brad Smith

Name of film: Blue (1) …………………………..

For people : (2)…………………………years old or more.

Cost : (3) £………………………

Video shop in: (4)………………………..Street

Opposite (5)………………………………

II- Reading.

1- Read the reading below, say whether the statements are true ( T ) or false ( F ).

(Write T or F at the end of the statement.)

HELPING MORTHER AT HOME

Every child should love his mother. A girl or boy learns’ many good things from

mother. Mother teachers us to be obedient, helpful and friendly to others.

Ever since my young days I have always helped my mother in the kitchen. I get up

early in the morning and help my mother prepare breakfast. Then I clean the kitchen

and sweep the floor. I also help mother wash the post and pans.

On Sunday I follow my mother to the market and help her to carry vegetables and

fish back home. Some times my mother asks me to cut vegetables. I readily do I wash

vegetables. I like to give small help whenever I am free from school work.

One day when my mother was sick, I cooked dishes for lunch. My mother is always

happy and tells me that I should be good to everyone.

Every mother will be happy if her children help her at home.

1. It’s a useful lesson for children to love their parents.

2. Children can learn a lot of good things from their mother.

3. The writer seldom helps her mother at home.

4. She gets up late and does nothing in the morning.

5. On Sunday she goes shopping alone.

2- Read the following passage and the unfinished sentences carefully. Then choose

the best answer and circle your choice.

When springtime comes, everything begins to wake up. Many animals in the

woods have been asleep all winter. Birds have been away. Under the snow, the

ground has been hard and still.

Then, all at once, it is spring! The days begin to grow long. From the south the

birds fly back, ready to build their nests. Animals wake up and start to look for food.

Trees grow new leaves. Plants begin to flower. Baby birds and animals are

born. Farmers are busy from morning until night.

In many countries, people greet the spring with songs and dancing. Springtime

is a happy time all over the world.

1. The story as a whole is about……………

a. living in winter. b. birds flying south. c. flowers. d.

springtime

2. Spring is the time when ………………

a. birds fly to the south. b. it starts to snow.

c. baby birds and animals are born. d. farmers have more free time.

3. Farmers ……………………… in the spring.

a. have little to do b. begin to look for food

c. sing and dance to greet the spring. d. begin to get very busy.

4. Many animals go to sleep in winter because ……………………

a. it is difficult for them to find food.

b. they have been awake during the other seasons.

c. it is too cold for them to look for food.

d. they don’t need to eat

5. Birds fly south in winter because …………………

a. there are more trees for them there.

b. it is warmer in the south than it is in the north.

c. they want a warmer place to lay eggs.

d. the days there are longer.

III- Writing :

1-Rewrite these sentences, so that their meaning stays the same, using the

beginning given for each.

1. The tickets to the show are too expensive for us.

 The tickes to the show cost………………………………………………..

2. Nam is a better painter than Lan.

 Lan can’t……………………………………………………………………

3. Charles Dickens’ novels attract a lot of children.

 A lot of children……………………………………………………………..

4. Her book is not the same as mine.

 Her book is…………………………………………………………………..

5. We can get to the art gallery in half an hour.

 It only………………………………………………………………………..

2- Use the phrases in the box to complete the instructions below.

a. eggs together with salt, pepper, and cold water.

b. the egg mixture into the pan and cook for 2 minutes.

c. the omelette in half

d. the omelette on a place and serve it with some vegetables.

e. the oilover high heat in a frying pan.

1. First, beat……………………………………………………………………..

2. then, heat……………………………………………………………………..

3. Next, pour…………………………………………………………………….

4. After that, fold………………………………………………………………..

5. Finally, put…………………………………………………………………….

IV- Language focus

1. Choose the one word or phrase A, B, C or D- that best completes sentences.

1. Turn the TV off. The show is…………………

A. exciting B. peaceful C. tiring D. boring

2. What are you doing with all that paper and glue, Giang?

- I am trying to…………..a collage.

A. make B. play C. draw D. do

3. We all enjoyed the play so much that we………..for ten minutes.

A. smiled B. screamed C. cried D. applauded

4. Mozart was one of the famous……………….of classical music.

A. actors B. composers C. artists D. makers

5. His daughter wants to become a well-known……….but she has no talent at all.

A. act B. actor C. actress D. action

2. Match the phrases in column A with the nouns in column B.

A B

1. a bottle of a. cereal

2. a bar of b. oil

3. a carton of c. tuna

4. a tin of d. orange juice

5. a bowl of e. chocolate

Key:

I- Listening: ( 2.5 marks- 0,25 mark for each correct answer)

1. Listen to Diane talking to a friend about a trip to London. For questions from 1-

5, tick ( ) A,B or C. You will hear the conversation twice.

1. B 2. B 3. A 4. C 5. C

2- You will hear a woman talking to a shop assistant about buying a video film for

her daughter.. Listen and complete. You will hear the conversation twice.

1. café 2. 12/ twelve 3. £5.99 4. Shirley 5. (the) bank

II- Reading. ( 2.5 marks- 0,25 mark for each correct answer)

1- Read the reading below, say whether the statements are true ( T ) or false ( F ).

(Write T or F at the end of the statement.)

1. T 2. T 3. F 4. F 5. F

2- Read the following passage and the unfinished sentences carefully. Then choose

the best answer and circle your choice.

1. d 2. c 3. d 4. a 5. d

III- Writing : ( 2.5 marks- 0,25 mark for each correct answer)

1-Rewrite these sentences, so that their meaning stays the same, using the

beginning given for each.

1.  The tickes to the show cost too much for us

2.  Lan can’t paint as well as Nam

3.  A lot of children are attracted by Charles Dickens’ novels.

4.  Her book is different from mine

5.  It only takes half an hour to get to the art gallery.

2- Use the phrases in the box to complete the instructions below.

a. eggs together with salt, pepper, and cold water.

b. the egg mixture into the pan and cook for 2 minutes.

c. the omelette in half

d. the omelette on a place and serve it with some vegetables.

e. the oilover high heat in a frying pan.

1. First, beat……………………a………………………………………………..

2. then, heat……………………e………………………………………………..

3. Next, pour……………………b……………………………………………….

4. After that, fold………………c………………………………………………..

5. Finally, put……………………d……………………………………………….

IV- Language focus ( 2.5 marks- 0,25 mark for each correct answer)

1. Choose the one word or phrase A, B, C or D- that best completes sentences.

1. D 2. A 3. D 4. B 5. C

2. Match the phrases in column A with the nouns in column B.

1. b 2. e 3. d 4. c 5. a

Week: 17

th

Date of planning: 1 / 12/2013

Date of teaching: 17/12/ 2013

Period: 43

UNIT 6: THE FIRST UNIVERSITY IN VIET NAM

Lesson 1: Getting stared

I. Objectives:

- By the end of the lesson, Ss will be able to understand the content of the

dialogue. Ss ask and answer questions about historic places such as “ the

Temple of Literature and the Imperial Academy.”.

- Develop listening and speaking skills

* Content:

Vocab - words about historic places and things to take on a trip.

II- Teaching aids

- CD playe, CD…

III. Procedure

A. Class organization.

- Greeting.

- Checking attendance: 7A1…………………..., 7A2……………….…

B. New lesson.

Ss’ and T’s activities Contents.

1. Warm up:

T introduces something about the Temple

of Literature and the Imperial Academy

and asks Ss some questions:

Who are they?

What are they doing?

What are they talking about?

2. Activities

Teaching new words:

Elicit some new words (pictures, realias,

situations ….)

Have Ss read twice

* Checking vocab: Rub-out and

remember.

Ex 1: Play the recording. Ss listen and

read.

Ss can read the conversation in pairs and

answer the questions.

T corrects and gives the feedback.

Have Ss work independently.

Ss look at the picture and answer the

questions:

Vocabulary:

- Imperial Academy (n): Quốc Tử Giám

- historic (adj): có thật trong lịch sử

- cultural ( adj): thuộc văn hóa

- surround (v): bao quanh

- definitely (adv): = completely

1. Listen &read:

a) Read the conversation again and

answer the questions:

1. She is going to visit the Temple of

Literature - the Imperial Academy.

2. It’s the first university in Viet Nam.

3. About one thousand years ago. / in the

11 century.

4. In the center of Ha Noi.

5. Because It will be cold.

b) Read the conversation again.

Complete the table.

Keys:

Things Mai needs to take and why:

T. asks Ss to read the conversation again

and underline the things Mai needs to

take and why.

Ex2: Ss look at the table and tick the

items they would like to take with them.

Ss work in pairs.

Ex3: Ask Ss to ask and answer the

questions in groups about how to plan a

trip to a place.

Ex 4: Ss read the conversation in pairs

and translate it into Vietnamese.

3. Homework:

Prepare for A closer look 1.

Learn by heart some new words.

- Warm clothes - will be cold

- camera - take photos of interesting

things.

Things Mai doesn’t need to take and why

not.

- an umbrella - cold (winter) and not

much sunlight and rain.

2. Imagine that you are going to take a

trip to a temple or a pagoda.

a) Look at the table and tick the items

you would like to take with you.

b) Work in pairs

Example:

I’ll take warm clothes because it’ll be

cold.

…

c) Give advice to your partners.

Examples:

Partner A : I want to take a trip to Sapa.

Partner B : You’d better take warm

clothes because it’s cold.

3. Think about their favorite foods and

drinks.

Example:

A: Where will you go?

B: We’ll go to Huong Pagoda.

A: When will you go?

B: …..

Week: 17

th

Date of planning: 1 / 12/2013

Date of teaching: 18/12/ 2013

Period: 44

UNIT 6: THE FIRST UNIVERSITY IN VIET NAM

Lesson 2: A Closer look 1

I. Objectives:

- By the end of the lesson, Ss will be able to know about some historic places in

Viet Nam. Ss can practice pronouncing / tʃ / and / dʒ / fluently.

- Develop listening and speaking skills

* Content:

- Vocab: - words about historic places and things to take on a trip.

Grammar: Passive voice

Prepositions of positions.

II. Teaching aids:

- CD, CD player

III. Procedure

A. Class organization.

- Greeting.

- Checking attendance: 7A1…………….….., 7A2………………….

B. New lesson.

Ss’ and T’s activities Contents.

1. Warm up:

Activity 1:

Matching:

T asks Ss to match the words with the

pictures.

2. Activities

Uses some techniques to teach

vocabularies.

Checking: Rub out and remember:

Ex: Play the recording twice.

Ss guess the names of five sections (1-5)

in the layout.

1. Matching

Key:

1.d

2.c

3.e

4.b

5.a

Vocabulary:

- well (n) : giếng

- stone tablet (n) bia đá

- pavilion (n) đình, tạ

- heritage (n) di sản

- architectural (adj) thuộc kiến trúc

2. Read the names in 1 again and listen

to the recording. Complete the layout of

the Temple of Literature.

Key:

1. Van Mieu Gate

2. Khue van Pavilion

3. Thien QuangTinh Well

4. Doctor’s stone tablets

Ex: Have Ss describe the layout using the

prepositions suggested. T may ask some

to write the sentences on the board.

Pronunciation

T models the sounds / tʃ / and / dʒ / first

and then play the recording.

Ask Ss to practice the sounds together

and write the words in the correct

columns.

Ss sing the chant.

3. Homework:

Prepare for next.

Learn by heart some words

5. The Temple of Literature

3. With a partner, use the prepositions in

the box below to describe the layout of

the Temple of Literature.

Example:

Thien Quang Tinh Well is in the middle

of the Temple of Literature.

….

Pronunciation:

4. Listen and write the words in the

correct columns. Pay attention to the

sounds / tʃ / and / dʒ /.

- / tʃ/ : children, chair, architectural,

cultural, watch, teach, question.

- / d / : job, jeans, engineer, heritage,

village.

5. Listen and repeat the chant.

6. Write the words from 5 with the

sounds / tʃ / and / dʒ /

Key:

/ tʃ / : chicken, chop, cherry, chip, cheap,

cheaper, which, lunch.

/ dʒ / : orange, jam, juice, jill, John

Week: 17

th

Date of planning: 1 / 12/2013

Date of teaching: 20/12/ 2013

Period: 45

UNIT 6: THE FIRST UNIVERSITY IN VIET NAM

Lesson 3: A Closer look 2

I. Objectives:

- By the end of the lesson, Ss will be able to master the form, the use of the

present simple passive.

*Content:

- Vocab: - words about historic places and things to take on a trip.

Grammar: Passive voice, Prepositions of positions.

II. Teaching aids:

- CD, CD player

III. Procedure

A. Class organization.

- Greeting.

- Checking attendance: 7A1…………….….., 7A2………………….

B. New lesson.

Ss’ and T’s activities Contents.

1. Warm up:

Chatting with Ss

2. Activities.

T asks Ss to look at the table and

explains how the present simple passive

is used.

Grammar:

Eg:

Active: People speak English all over the

world.

Passive: English is spoken all over the

world.

Form

Affirmative:

S + be + Ved/ p2 + (by sb).

Negative:

S + be not + Ved/ p2 + (by sb).

The use:

We use the present simple passive when

the action is more important than the

person who does it.

New words.

relic (n) di tích

regard (v) coi

construct (v) = build

Emperor (n) hoàng đế

scholar (n) người có học thức

erect (v) xây dựng

Activity 1:

Ask Ss to do the grammar exercise

individually.

Activity 2:

Have Ss study the example to know how

to write the sentences.

Ask Ss to write sentences individually.

Activity 3:

T asks Ss to make sentences.

Activity 4:

Ss work individually.

Activity 5:

Ask Ss to read and put the passage in the

correct order.

Activity 6:

3. Homework:

Be ready for Communication

1. Complete the passage using the past

participle.

Key:

1. located 2. surrounded

3. displayed 4. taken

5. considered

2. Using the verbs in brackets,

Singular: Plural

Key:

1. Many precious relics are displayed in

the Temple of Literature.

2. Many old trees and beautiful flowers

are taken care of by the gardeners.

3. Lots of souvenirs are sold inside the

Temple of Literature.

4. Khue Van pavilion is regarded as the

symbol of Ha Noi.

5. The Temple of Literature is considered

as one of the most important cultural and

historical places in Viet Nam.

3. Using the words in the box to make

sentences.

Eg: The Temple of Literature is

surrounded by brick walls.

4. The past simple passive.

Form

Affirmative:

S + was/ were+ Ved/ p2 + (by sb).

Negative:

S + wasn’t/ weren’t + Ved/ p2 + (by sb).

Key:

1. was 2. constructed 3. were

4. regarded 5. renamed

5. Put the parts of the passage below in

the correct order. Then circle the

examples of the past simple passive in

the text.

Key: D-C- A -B

6. Can you make sentences in the

present and past passive voice about the

places below?

Learn by heart some words and grammar.

Example: The One Pillar pagoda is

located in the center of Ha Noi.

The One Pillar was pagoda built in 1049.

Consonants

p

pen, copy, happen

b

back, baby, job

t

tea, tight, button

d

day, ladder, odd

k

key, clock, school

g

get, giggle, ghost

tʃ

church, match, nature

dʒ

judge, age, soldier

f

fat, coffee, rough, photo

v

view, heavy, move

θ

thing, author, path

ð

this, other, smooth

s

soon, cease, sister

z

zero, music, roses, buzz

ʃ

ship, sure, national

ʒ

pleasure, vision

h

hot, whole, ahead

m

more, hammer, sum

n

nice, know, funny, sun

ŋ

ring, anger, thanks, sung

l

light, valley, feel

r

right, wrong, sorry, arrange

j

yet, use, beauty, few

w

wet, one, when, queen

ʔ

(glottal stop)

department, football

Vowels

ɪ

kit, bid, hymn, minute

e

dress, bed, head, many

æ

trap, bad

ɒ

lot, odd, wash

ʌ

strut, mud, love, blood

ʊ

foot, good, put

iː

fleece, sea, machine

eɪ

face, day, break

aɪ

price, high, try

ɔɪ

choice, boy

uː

goose, two, blue, group

əʊ

goat, show, no

aʊ

mouth, now

ɪə

near, here, weary

eə

square. fair, various

ɑː

start, father

ɔː

thought, law, north, war

ʊə

poor, jury, cure

ɜː

nurse, stir, learn, refer

ə

about, common, standard

i

happy, radiate. glorious

u

thank you, influence, situation

n̩

suddenly, cotton

l̩

middle, metal

ˈ

(stress mark)

Week: 19

th

Date of planning: 1 / 12/2013

Date of teaching: 24/12/ 2013

Period: 46

UNIT 6: THE FIRST UNIVERSITY IN VIET NAM

Lesson 4: Communication

I. Objectives:

- By the end of the lesson, Ss will be able to talk about what they should do and

shouldn’t do while taking tourist trips.

- Give tips for trips.

- Develop speaking skills

*Content:

- Vocab: - words about historic places and things to take on a trip.

Grammar: Passive voice

II. Teaching aids

- Sub-board, Cd player, CD

III. Procedure

A. Class organization.

- Greeting.

- Checking attendance: 7A1 …….., 7A2……..

B. New lesson.

Ss’ and T’s activities Contents.

1. Warm up:

Game cards.

Preparation: Ss have five pieces of paper

on which the following phrases are

written: grow rice, speak English, keep

the keys here, visit Van Mieu, do the

homework.

T explain how the game is played;

2. Activities

T reminds Ss of the structures: Giving

advice:

Have Ss understand the meaning of them.

Vocabulary and structures

in advance (adv) trước

You’d better…..because…

It’s a good idea to ….. because…

I think you should……

You’d better…..so (that)…..

Ss predict.

Read aloud 3 times and then have

students make sentences individually.

Activity 1:

Ss work individually.

Activity 2:

Let Ss have time to think about their

advice.

Activity 3:

T calls on some Ss to change the

sentence into the present simple passive

voice.

3. Homework:

Prepare for Skills 1

Do exercises in the workbook.

1. Tips for trips.

a. Imagine some overseas friends are

planning a trip to Ha Noi. Advise them

what they should and shouldn’t do.

Write Do or Don’t in each box.

1. Do

2. Do

3. Don’t

4. Don’t

5. Do

6. Don’t

7. Don’t

8. Do

9. Don’t

10. Do

b. Work in pairs. Practise giving advice

to your partner.

Example:

You’d better book a hotel in advance so

that you are sure you have a room.

….

2.

b. Instructions:

Example:

S1: They grow a lot of trees and flowers

in the Temple of Literature.

S2: A lot of trees and flowers are grown

in the Temple of Literature.

…..

Week: 19

th

Date of planning: 1 / 12/2013

Date of teaching: ………./12/ 2013

Period: 46

UNIT 6: THE FIRST UNIVERSITY IN VIET NAM

Lesson 5: Skills 1

I. Objectives:

- By the end of the lesson, Ss will be able to know about some famous scholars

and Emperors in Viet Nam.

- read a passage about the first university in Viet Nam for specific information.

- Develop reading and speaking skills.

* Content:

- Vocab: - words about historic places and things to take on a trip.

Grammar: Passive voice

II. Teaching aids:

- CD, CD player. Sub-boards

III. Procedures:

I. Organization

Checking attendance. 7A1:………, 7A2……………

II. New lesson

Ss’ and T’s activities Contents.

1. Warm up

T asks Ss to look at the pictures and

discuss the questions.

- Do you think the Temple of

Literature- the Imperial Academy is a

good English name for Van Mieu -

Quoc Giam?

- Why do many Ss pay a visit to the

Temple of Literature - the Imperial

Academy before their exam?

- What do you think will happen to this

historic place in the future?

Ss give the answers.

2. Activities

T uses some techniques to present new

words

Check understanding: Rub-out and

remember.

I. New words:

statue (n) bức tượng

recognize (v) công nhận

recognition (n) sự công nhận

reconstruct (v) = rebuild

Activity 1:

Ask Ss to scan the passage to answer

the questions.

T gives the feedback.

Activity 2:

T asks Ss to note where they found

the information that help them to

match.

Activity 3:

T asks Ss to do exercise 4 in groups.

And ask some Ss to give answers in

front of the class. The rest of the class

listens and gives comments.

T gives the key and Ss check.

Activity 4:

Ss work in groups.

III. Practice

*Reading:

Exercise 2. Read the passage and

answer the questions.

1. in 1076

2. Because thousands of Vietnamese

scholars graduated from it.

3. Chu Van An was.

4. It is considered the first university in

Viet Nam.

3. Read the passage again and match

the time in A with the events in B.

Key:

1D 2A 3B 4C

* Speaking:

Exercise 4. Look at the four statues

and talk about them. You can use the

information in 2 or 3 and the other

parts of the unit to help you.

Key:

Emperor Ly Thanh Tong is considered

the founder of the Temple of Literature.

Emperor Ly Nhan Tong is regarded as

the builder of the Imperial Academy.

The erection of the first doctors’ stone

table was ordered by King Le Thanh

Tong.

3. Homework.

- Learn by heart new words.

- Do ex. D1,2,3 ( workbook)

- Prepare for the next.

Date of planning: 1 / 12/2013

Date of teaching: ………./12/ 2013

Period: 47

UNIT 6: THE FIRST UNIVERSITY IN VIET NAM

Lesson 6: Skills 2

I. Objectives:

- By the end of the lesson, Ss will be able to listen to a passage about a famous

person for specific information.

- Write a short passage about a historic place.

- Develop listening and writing skills.

* Content:

- Vocab: - words about historic places and things to take on a trip.

Grammar: Passive voice

II.Teaching aids:

- CD player,CD

III. Procedures:

I. Organization

Checking attendance. 7A1:……………..…,7A2……………..…..

II. New lesson

Ss’ and T’s activities Contents

1. Warm-up

T invites two groups of 5 students to

take part in the game and gives some

rules of the game.

Chain game:

Eg: Literature……..

2. Activites

T uses some techniques to present

some new words.

Check understanding: Rub- out and

remember.

I. New words:

District (n) huyện

doctoral (aj) thuộc tiến sỹ

regional (aj) thuộc vùng

royal (aj) thuộc hoàng gia

career (n) sự nghiệp

Activity1:

First, Have Ss read each sentence and

II. Practice.

* Listening

discuss the option ( A, B, C) that is

most appropriate to complete the

sentence.

T plays the recording.

Activity2:

T calls on some Ss to write their

answers on the board.

T asks Ss to discuss in groups to find

the information to complete the table.

2. Listen to the recording and circle

the appropriate answer (A, B, or

C).

Key:

1. C 2. B 3. B 4. A

2. Listen to the passage again and

write short answers to the questions

below.

Key:

1. in 1292

2. He was an honest man.

3. He continued his career and wrote

books.

4. 78

* Writing

3. Discuss the table in groups.

Complete the table about the Temple

of Literature- the Imperial Academy.

Key:

1070 - Emperor Ly Thanh Tong

1076 - First university in Viet Nam

1484 - King Le Thanh Tong

2003 - Founders and developers of the

Temple of Literature.

Activity 3

T tells Ss to write a short passage about

the history of the Temple of Literature -

the Imperial Academy.

4. Write a passage about the history of

the Temple of Literature - the Imperial

Academy.

3. Homework

- Complete the writing tasks into

your notebook at home.

- Do exercise E 1, 2 ( workbook )

- Prepare for the next.

Week: 19

th

Date of planning: 1 / 12/2013

Date of teaching: ………./12/ 2013

Period: 48

UNIT 6: THE FIRST UNIVERSITY IN VIET NAM

Lesson 7: Looking back

I. Objectives:

- By the end of the lesson, Ss will be able to cover the whole unit and do

exercises.

- Understand the form of the present simple and past passive to do exercises

- Communication.

* Content:

- Vocab: - words about historic places and things to take on a trip.

Grammar: Passive voice

II- Teaching aids:

- CD player, CD, sub-board

III. Procedures:

I. Organization

Checking attendance. 7A1:……………….……,7A2………………..…….

II. New lesson

Ss’ and T’s activities Contents

1. Warm-up

T calls on some Ss to go to the

board and write the past participle

of the following verbs.

1. Write the past participle of the

following verbs.

Key:

Base Form Past Participle

Sell sold

grow grew

speak spoke

buy bought

build built

see saw

2. Activity 1:

Ss complete the exercise individually.

2. Complete the sentences with the past

participle form.

1. considered, stated

2. named

3. spoken

4. located

5. recognized

Activity 2:

Grammatical exercises.

T asks Ss to work individually first.

Ss do exercise 3.

Ss do exercise 4, 5

T asks Ss to go to the board and write.

Ss work in pairs.

Exercise 3. Change the sentences from

the present simple active into the simple

present passive.

Key:

1. Tickets are sold at the gate of the tourist

site.

2. A lot of flowers are grown in Da Lat

3. The Hung King’s Temple is visited by

thousands of people every day.

4. Many beautiful Cham Towers can be

seen by tourists in Binh Duong province.

5. many kinds of goods can be bought by

tourists in Ben Thanh Market.

Exercise 4. Change the sentences from

the past simple passive into the past

simple active.

1. Emperor Ly Thai Tong founded One

Pillar Pagoda.

2. Emperor Ly Nhan Tong constructed the

Imperial Academy.

3. King Le Thanh Tong ordered the erection

of the first Doctor’s stone tablet.

4. They built Tan Ky House in Hoi An two

centuries ago.

5. They completed the construction of Tu

Duc Tomb in 1876.

Communication

Exercise 5 Ask and answer questions

about the Temple of Literature-

Eg:

A: Where is the Temple of Literature?

B: It’s located in the centre of Ha Noi.

…..

Activity 3:

T asks Ss to work in groups.

6. Report your discussions, using the

information in 5.

Example:

The Temple of Literature is located in the

centre of Ha Noi.

3. Homework

- Project

- Prepare for the next.

Week: 19

th

Date of planning: 10 / 12/2013

Date of teaching: /12/ 2013

Period: 49

CHỮA BÀI BÀI KIỂM TRA SỐ 2

I. Objectives:

- To correct the test number 1. Give comments to encourage the students to study

hard. Discuss the ways to improve the test score.

II. Teaching aids:

- Testing papers.

III. Procedure:

- Greetings.

- Checking attendance: 7A1……….. 7A2: …………..

A. Remark on the tests:

-The number of the tests: 7A1:

+Exellent tests:

+Good test

+Average:

+Under average:

-The number of the tests: 7A2:

+Exellent tests:

+Good test

+Average:

+Under average:

-In general, all Ss have achieved the basic knowledge.

-There are many exellent and good tests.

- Some Ss' skill of doing general test is not good.

-The teacher shows some best and worst tests to correct before class:

B. Key

I- Listening: ( 2.5 marks- 0,25 mark for each correct answer)

1. Listen to Diane talking to a friend about a trip to London. For questions from 1-

5, tick ( ) A,B or C. You will hear the conversation twice.

1. B 2. B 3. A 4. C 5. C

2- You will hear a woman talking to a shop assistant about buying a video film for

her daughter.. Listen and complete. You will hear the conversation twice.

1. café 2. 12/ twelve 3. £5.99 4. Shirley 5. (the) bank

II- Reading. ( 2.5 marks- 0,25 mark for each correct answer)

1- Read the reading below, say whether the statements are true ( T ) or false ( F ).

(Write T or F at the end of the statement.)

1. T 2. T 3. F 4. F 5. F

2- Read the following passage and the unfinished sentences carefully. Then choose

the best answer and circle your choice.

1. d 2. c 3. d 4. a 5. d

III- Writing : ( 2.5 marks- 0,25 mark for each correct answer)

1-Rewrite these sentences, so that their meaning stays the same, using the

beginning given for each.

1.  The tickes to the show cost too much for us

2.  Lan can’t paint as well as Nam

3.  A lot of children are attracted by Charles Dickens’ novels.

4.  Her book is different from mine

5.  It only takes half an hour to get to the art gallery.

2- Use the phrases in the box to complete the instructions below.

a. eggs together with salt, pepper, and cold water.

b. the egg mixture into the pan and cook for 2 minutes.

c. the omelette in half

d. the omelette on a place and serve it with some vegetables.

e. the oilover high heat in a frying pan.

6. First, beat……………………a………………………………………………..

7. then, heat……………………e………………………………………………..

8. Next, pour……………………b……………………………………………….

9. After that, fold………………c………………………………………………..

10. Finally, put……………………d……………………………………………….

IV- Language focus ( 2.5 marks- 0,25 mark for each correct answer)

1. Choose the one word or phrase A, B, C or D- that best completes sentences.

1. D 2. A 3. D 4. B 5. C

2. Match the phrases in column A with the nouns in column B.

1. b 2. e 3. d 4. c 5. a

ek: 19

th

Date of planning: 10/12/ 2013

Date of teaching: /12/2013

Period: 50 review 2

Language ( Pronunciation, vocabular, Grammar and every day

English)

I. Objectives.

By the end of the lesson, Ss will be able to review the unit 4 to 6. Preparing for

the coming test

II. Teaching aids:

- A CD, a CD player.

III. Procedure

I. Class organization.

- Greetings.

- Checking attendance: 7A1……….. 7A2: …………..

II. New lesson.

Ss’ and T’s activities Contents

1. Warm up

- Tell the purposes of this lesson

- Using the review as a self-test

2. Activities

- Ss do the test in 30 minutes, then T

checks their answers with the whole

class.

Pronunciation

Ex1: Ss do the exercise individually, and

then share their answers. T writes the

correct answers on the board.

Vocabulary

Ex2: Ss do the exercise individually, then

T writes the correct answers on the board.

Grammar

Ex3: After Ss have done this exercise

Pronunciation.

1. Circle the word in which the

underlined sound is pronounced

differently. Listen, check and repeat the

words.

1. sure

2. cinema

3. compose

4. architect

5. question

Vocabulary

2. Do the crossword puzzle and complete

the sentences.

1. music

2. food

3. art

4. drink

5. university

6. Temple

Grammar

3. Complete the following two passages

individually, T quickly checks Ss’s

answers.

Ex4: T checks the answers with the whole

class.

Ex5: Asks Ss to write his/her answers on

the board. T checks with the whole class.

Everyday English

Ex6: T may call a pair of Ss to do the

exercises in front of the class. Check Ss’

answers. Ask them for explaination if

necessary.

3. Homework

- Review unit 4-6

- Do exercises in workbook.

- Prepare for the coming test.

about camping. Use the words or phrases

in the boxes.

1. How many 2. How much 3. How

much

4. How many 5.a 6. much 7. some 8

many

4. Write the sentences using the suggested

words or phrases.

1. I think classical music is as exciting as

country music.

2. These clothes are not as expensive as I

thought.

3. My taste in art is the same as hers ( her

taste)

4. The price of foods in HaNoi is not the

same as it is in Hai Phong.

5. Life in Viet Nam is different from life

in England.

5. Rewrite the sentences in the passive.

1. The song Auld Lang Syne is sung on

some occasions.

2. Vietnam’s anthem Tien Quan Ca was

composed by Van Cao.

3. Water puppetry is ferformed in a pool.

4. A lot of meat was bought ( by his

mother ) yesterday.

5. The rice noodles are made from the

best variety of rice.

6. Complete the conversations with the

questions in the box. Act them out with

your partner.

1. C 2. E 3. A 4. B 5. D

Week: 19

th

Date of planning: 10/12/ 2013

Date of teaching: /12/2013

Period: 51 review 2

Skills ( Reading, speaking, listening and writing)

I. Objectives.

By the end of the lesson, Ss will be able to review the unit 4 to 6. Preparing for

the coming test

II. Teaching aids:

- A CD, a CD player.

III. Procedure

I. Class organization.

- Greetings.

- Checking attendance: 7A1……….. 7A2: …………..

II. New lesson.

Ss’ and T’s activities Contents

1. Warm up

Chatting: - Tell me the good way to learn

Newwords.

2. Activities

Reading

Ex1: For exercise 1, ask Ss to complete

the answers individually. T gives the

correct answers.

Speaking

Ex2: Have Ss work in pairs, asking and

answering question with the suggestions.

T may go around to help weaker Ss.

Ex3: Have Ss work in groups taking turns

to talk about arrangements for the trip.

Then ask each group to choose the St

who does the task best to talk in front of

the class. Ask some Ss give comments.

Listening

Ex4: Have Ss look at the adjectives

which the man uses to describe his meal

Reading

1. Read their descriptions and tick the

boxes.

- Gone with the Wind: 3,5

- A Space Odyssey: 1,2, 4

Speaking

2. Work in pairs. Plan a trip to a place…

- Where and when you go

- Who you go with

- How you travel

- What you bring

- What you do

3. Work in groups. Take turns talking

about the arrangements fro the trip.

Listening

4. Listen to a man talking about his meal

in a restaurant and tick the adjectives you

hear.

in a restaurant. Play the the recording

once for Ss to listen and tick their

answers.

Ex5: Have Ss look at the menu. Play the

recording again for Ss to complete the

menu.

Writing

Ex6: Set up the writing activity. T

reminds Ss that the first and most

important thing is always to think about

what they are going to write. In this case,

Ss may use the sequence of activities (

first, then, next, after that, and finally)

3. Homework

- Review unit 4-6

- Do exercises in workbook.

- Prepare for the coming test.

1. great 3. fresh 4. delicious

5. sweet 6. tasty 8. good

5. Listen again and complete the menu.

Menu

Appetizer Salad

Main dish Fish, vegetables

Dessert An ice cream

Drink A cup of tea

Writing

6. Look at the pictures below. Write the

instructions of how to cook a mushroom

omelette.

First, slice the mushrooms.

Then, beat the eggs in a bowl

Next, add salt to the egg mixture.

After that, pour the eggs into a frying pan.

Add the mushrooms and cook.

Finally, fold the omelette in half.

Week: 19

th

Date of planning: 15/12/ 2013

Date of teaching: /12/2013

Period: 53 revision

I. Objectives.

By the end of the lesson, Ss will be able to listen and write a reply giving advice

to someone with a health problem.

II. Teaching aids:

- A CD, a CD player.

III. Procedure

I. Class organization.

- Greetings.

- Checking attendance: 7A1……….. 7A2: …………..

II. New lesson.

Ss’ and T’s activities Contents

1. Warm up

- Tell me the instruction how to cook

rice.

2. Activities

*Listening

-Ask Ss to focus on the listening skill.

-Practice listening.

*Reading

- Focus on how to do T/F exercises

+ Read the statements first

+ Scan the passage to find the

information

+ Compare the information with the

statements

+ Decide whether the statement is T or F

+ Write T/F on your paper test.

- Reading comprehension:

Ask Ss to do exercises in workbook.

*Writing

- Review:

1. as + adj + as to show that two things

are similar

Not as + adj + as to mean something is

more or less than something else.

- The same as…..to show similarity.

- different from to show that two or more

things are different.

2. Structure : It (only) takes/ took sbd

time to V…

How much/ how many?

*Language focus

+ Review : N/Ns/ Nu

Phrases: a bottle of, a piece of, …

1. Listening

1-Listen to a holiday in England and fill

in the missing words.

Monday: leave at 6.30a.m

1. Tuesday : visit…Castle……

2. Wednesday: sleighing.in hills.

3. Thursday: go to…museum

4. Friday: play volleyball

5. Saturday: buy presents….

2. Reading

1-Read the blog about Vietnamese food.

Tick ( ) which sentences are true and

which sentences are false.

( Exercise D1 – page 40workbook)

1. T

2. F

3. T

4. T

5. F

2- Practice exercise1,2,3 P33-34,

2P41- Workbook

3. Writing

Exercise E1 P34 workbook.

Key:

1.The tickets to the show cost too much.

2. Giang can’t paint as well as Khanh can.

3. A lot of children are attracted by

Charles Dickens’ novels.

4. Her book is different from mine.

3. Homework

Review Unit 4,5

Prepare for the first term test .

5. It only takes us half an hour to get to

the art gallery…

- Exercise 6 P38 workbook.

4. Language focus

Exercise 3- P.37 workbook.

5. Test yourself

Period 53.

english test for the first term .

( §Ò phßng gi¸o dôc)

Week :

Date of preparation:

Date of teaching:

Period 54 .

correction the test for the first term.

I. Objectives:

- Correction the written test

- Help Ss how to learn.

- Correction the test.

- Find out bad and good students to help them to learn.

- Communicative.

II. Teaching aids:

- Lesson plan, test and key.

II. Teaching procedure:

Correct the test following the key of Phuc Yen education and training departme

Date of teaching: …………………

Period: 55 Unit 7: TRAFFIC

Lesson 1: Getting started

Monday in the playground

I. Objectives.

By the end of the lesson, Ss will be able to know some words, phrases related to

traffic topic. The usage of “How” to ask about means of transport and distance.

II. Teaching aids:

- Projector, cassette

III. Procedure

I. Class organization.

- Greetings.

- Checking attendance: 7A1……….. 7A2: …………..

II. New lesson.

Ss’ and T’s activities Contents

1. Warm up.

- T introduces the topic “ Traffic”

Ask: How/ By what means do you go to

school every day?

On foot? By bicycle? By bus? On your

parents’ motorbike…

- What means of transport is faster? What

mean is safer? What means do you like

most?Why?

- What can you see on the way to school

every day?

- Who are Mai and Oanh?

- What may they talk about?

+ Play the recording. Ss listen and read.

2. Activities.

1-a: Ss work independently or in pairs to

choose the correct answer to the

questions. T then checks their answers,

and gives explaination if necessary.

b- Ss work in pairs. T lets them check the

answers in pairs or groups, then gives the

keys. If there’s time, call some pairs to

read the questions and give answers.

C- Colloquial expressions.

Tell Ss to refer back to the conversation

to find the phrases. Ss practise saying

them together ( T plays the recording

again if necessary). Explain the meaning

to the Ss, then give some examples.

d. Ask Ss to role-player the short

conversations in pairs before creating

their short role-plays. More able Ss can

try to extend the conversation.

2. Ss work in pairs and write the means of

transport under the right pictures. Then T

lets Ss read each word correctly. Check

and correct their pronunciation.

1. Getting started

a. Choose the correct answer.

1. B 2. A 3. B 4. C

b. Answer the following questions.

1. She played with her brother/ stayed at

home.

2. It’s about 2 kilometers.

3. She usually goes to school with her

dad.

4. Because sometimes there are traffic

jams

5. She goes to school by bike.

c. Can you find the following in the

conversation? Do you know what they

mean?

1. to have someone’s attention.

2. when you strongly support or agree

with something.

3. very excited and keen to do something.

d. Work in pairs. Make short role-plays

with the expressions above. Then

practice them.

Example: - How about cycling to school

with me tomorrow?

- Great idea!

2. Means of transport.

Write the words using the first letter

given.

1. bike/ bicycle

2. bus

3. plane

4. boat

5. ship

6. train

7. motorbike

8. car

3. Match a verb on the left with a

3. Ss work individually to do the task, and

write their answers in their notebooks. T

checks their answers.

4. Let Ss stand up and go round the class

to ask everyone the question:

Ss have to take notes, and then some of

them report their result to the class.

3. Homework

-Learn new words and phrases

Prepare A closer look 1.

means of transport on the right. There

may be more than one correct answer.

1. ride a bike 2. drive a car

3. fly by plane 4. sail on/ in a boat

5. get on/ get off a bus/ a train/ a bike/ a

motorbike.

4. Find someone in your class who

never.

- How often do you walk to school/ go to

school by bus…?

- Do you (often walk to school/ go to

school by bus?

-------------------------------------------------------------------------------------------------------

--

Date of teaching: …………………….

Period: 56 Unit 7: TRAFFIC

Lesson 2: A closer look 1

I. Objectives.

By the end of the lesson, Ss will be able to use the lexical items related to the

topic “Traffic”. Pronounce sounds /e/, /ei/ correctly in isolation and in context.

II. Teaching aids:

- Projector, cards

III. Procedure

I. Class organization.

- Greetings.

- Checking attendance: 7A1……….. 7A2: …………..

II. New lesson.

Ss’ and T’s activities Contents

1. Warm up.

- Brainstorm the Ss: let them give all road

signs they see every day on the way to

school, or elsewhere, and all the words

they know related to the topic of traffic

and transport. Encourage them to say out

I- Vocabulary

ROAD SIGNS

1. Have you seen these road signs? Talk

as many words as possible.

2. Activities.

VOCABULARY

1. Ss work in pairs to talk about the

meaning of the road signs, then write out

their answers.

2. Ss work individually to label the road

signs in 1 with the words/ phrases.

Look out: There are usually three kinds of

signs: informative, prohibitive, and

warning.

3. Let Ss work in pairs and talk about the

traffic signs they see on the way to school

( or else). T goes around and gives

assitance if necessary, and check their

answers.

PRONUNCIATION

4. First, T give examples of the sounds

/e/, /ei/. Let Ss practise the sounds

together. Ask Ss to observe the T’s mouth

and listen to the teacher for these two

sounds carefully. Play the recording and

let Ss listen and repeat as many times as

required. Correct their pronunciation.

5. Play the recording 2 or 3 times. Help

Ss distinguish the sounds /e/ , /ei/ and

recognize all the words with the two

sounds, then underlined them as assigned

6. Refer back to the page 8. Ask Ss to

find all the words having sounds /e/, /ei/

about the meaning of the signs below

with a partner.

2. Label the signs in 1 with the words/

phrases below.

1. trafic lights. 2. no parking

3. no right turn 4. hospital ahead

5. parking 6. cycle lane

7. school ahead 8. no cycling

Look out!

- A sign within a red triangle will warn

you of something.

- Signs with red circle are mostly

prohibitive- that means you can’t do

something.

- Signs in blue are usually to give

information.

3. Work in pairs. Discuss which of the

signs you see on the way to school.

Example:

A: On the way to school, I can see a “ no

left turn” sign.

B: On my way to school there is a

hospital, so I can see a “hospital ahead”

sign.

II- PRONUNCIATION

/e/ /ei/

4. Listen and repeat. Pay attention to

sounds /e/, /ei/

/e/: left, ahead, present, helicopter, centre,

never, seatbelt

/ei/: plane, way, station, train, indicate,

mistake, pavement, break.

5. Listen to these sentences carefully.

Single-underline the words with sound

/e/, and double-underline the words with

sound /ei/

/e/: 1. ever /ei/: break, way

2. very railway, station

3. 0 always, obey,

safety

4. left, when UK

3. Homework

-Learn new words and phrases

Prepare A closer look 2.

5. next They, waiting,

train

6. Read a loud

-------------------------------------------------------------------------------------------------------

---

Date of teaching: ………………………

Period: 57 Unit 7: TRAFFIC

Lesson 3: A closer look 2

I. Objectives.

By the end of the lesson, Ss will be able to use “it” for distances, use “ used to”

to talk about past habit or state.

II. Teaching aids:

- Projector , computer

III. Procedure

I. Class organization.

- Greetings.

- Checking attendance: 7A1……….. 7A2: …………..

II. New lesson.

Ss’ and T’s activities Contents

1. Warm up.

Chatting: You have already learned it as

the formal subject to indicate time and

weather, climate,…In this unit, it appears

to indicate distance.

2. Activities

GRAMMAR

It indicating distance

- T explains, then give example

1. Let Ss work by themseves and write

down the sentences. T observes and help

when and where necessary. After that ask

some Ss to read their sentences. T

corrects Ss’ mistakes.

2. Ss work in pairs. They ask and answer

qustions about distances in their

I. It indicating distance

- We can use it in the position of the

subject to indicate distance

1. Write sentences with it. Use these

cues.

1. It is about 700 metres from my house

to Youth Club

2. It is about 5 km from my home village

to the nearest town.

3. It is about 120 km from Ho Chi Minh

to Vung Tau.

4. It is about 384,400 km from the Earth

to the Moon.

5. It is not very far from HaNoi to Noi

neighbourhood, following the example.

Encourage them to talk as much as

possible. T corrects their answers, and

their pronunciation and intonation.

Used to

Explain to the Ss that used to is the same

form for all persons. It is used to discribe

an action, a habit or a state that happened

regularly in the past, but does not happen

now.

3. Ss work independently, writing down

the answers. Then let them work in

groups to check and say out the

sentences. T goes round giving help when

and where necessary. Some Ss may write

their answers on the boards. Other Ss give

comments and T give corrections.

4. Let Ss work individually to rewrite the

sentences in their notebooks.

While Ss do their task, T goes round to

monitor the whole class. When Ss finish

their task, call some to read out their

sentences. Let others give comments, T

corrects mistakes if necessary.

5. Ss work in groups. They take turns to

ask and answer questions. Then T may

ask some Ss to report their result to the

Bai Airport.

2. Work in pairs. Ask and answer

questions about distances in your

neighbourhood.

Example:

A: How far is it from your house to

school?

B: It’s about a kilametre.

II- Used to

- We use used to to describe an action or

a state that happened regularly in the past

but does not happen at present.

Example: There used to be many trees on

the street, but now there are only shops.

Form:

(+) S + used to + V

(-) S + didn’t use to + V

(?) Did + S + use to

Watch out: In questions and negative

sentences, the final “d” in used is

dropped.

3. Complete the sentences with used to

or use to and the verbs in the box

below.

be ride play go feel

1. used to ride

2. used to be

3. used to go

4. Did…use to play

5. did…..not use to feel

4. Rewrite the sentences using used to.

1. My mum used to live in a small village

when she was a girl.

2. There did not use to be (as) many

vehicles on the road.

3. We used to cycle to school two years

ago.

4. Now there are more traffic accidents

that there used to be.

5. My uncle used to be a bus driver some

year ago, but now he has a desk job.

class.

One S may report to the class.

3. Homework

- Do exercise part A, B workbook

Prepare: Communication

5. Work in groups. Did you use to do

those things? Ask and answer.

Example: Did you use to play marbles?

Yes, I did

…………

Date of teaching: ……………

Period: 58 Unit 7: TRAFFIC

Lesson 4: Communication