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Giáo án Tiếng Anh lớp 7 Global Success chuẩn 5512 full cả năm mới 2022 2023. Date of planning 3 9 2022 Period1 INTRODUCTION I Objectives Giới thiệu về đặc điểm bộ sách giáo khoa mới cho học sinh Hướng dẫn các phần trong nội dung từng bài của chương trình mới Hướng dẫn phương.
Date of planning: 3/ 9/ 2022 Period1: INTRODUCTION I Objectives : - Giới thiệu đặc điểm sách giáo khoa cho học sinh - Hướng dẫn phần nội dung chương trình - Hướng dẫn phương pháp học cho học sinh II Procedures I Warm up ( 5’) Chatting : -Give some question s for ss to answer : + How are you today , class? + How may students are there in your class ? + Who is the monitor? + What is your name ? II Introduce the English book in grade ( 15’) - Là chương trình tiếng Anh biên soạn tiếptheo chương trình tiếng Anh bậc tiểu học - Quan tâm đến kỹ nghe, nói, đọc, viết Trong trọng phát triển kỹ năng: nghe, nói (Kiểm tra thường xuyên chủ yếu dành cho kỹ nói) - Vào cuối năm học, học sinh cần đạt trình độ tương đương cấp độ A2 Khung tham chiếu châu Âu ngôn ngữ (giai đoạn 1) - Sách giáo khoa Tiếng Anh thiết kế với kênh hình kênh tiếng phong phú Mỗi đơn vị học chia thành phần thích hợp cho việc rèn luyện kỹ nghe, nói, đọc, viết, ngữ pháp, ngữ âm từ vựng - Phần 1: Getting started: Giới thiệu từ vựng ngữ pháp - Phần 2: A closer look 1: Luyện từ vựng ngữ âm - Phần 3: A closer look 2: Học ngữ pháp - Phần 4: Communication: Thực hành nói tiếng Anh - Phần 5: Skills 1: Luyện kỹ đọc, nói - Phần 6: Skills 2: Luyện kỹ viết, nghe Phần 7: Looking back&Project: Luyện tập, củng cố kiến thức học III The way how to study English ( 20 ‘ ) Tại trường: - Tập chung nghe giảng, nghiêm túc làm theo yêu cầu thầy, cô - Hăng hái phát biểu ý kiến xây dựng - Luyện tập nói tiếng Anh với thầy, với bạn bè, tận dụng hội để tập nói tiếng Anh Nói trọng âm, ngữ điệu - Nắm vững vấn đề ngữ pháp học, cấu trúc câu Ghi chép đầy đủ, xác Tại nhà: - Ơn lại học có tiết học lớp - Dựa vào cấu trúc ngữ liệu học để luyện nói tiếng Anh bạn - Làm đầy đủ tập sách tập Tìm đọc thêm loại sách tham khảo Thường xuyên học, củng cố mở rộng vốn từ III Consolidation ( 5’) Nhắc nhở học sinh chuẩn bị sách đầy đủ cho tiết học hôm sau IV Homework Prepare for the next lesson: Unit 1: Getting started V.Adjustment: Date of planning:4/9/2022 Period2:UNIT 1: HOBBIES Lesson 1: Getting started – My favourite hobby I OBJECTIVES By the end of this lesson, Ss will be able to gain: Knowledge - An overview about the topic Hobbies - Vocabulary to talk about hobbies Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities Personal qualities - Love talking about their hobbies II MATERIALS - Grade textbook, Unit 1, Getting started - Computer connected to the Internet - Projector / TV/ pictures and cards - sachmem.vn III PROCEDURES Notes: In each activity, each step will be represented as following: Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim WARM- - To UP activate Ss’ knowledg e on the topic of the unit - To set the context for the Procedure Asking question: * T asks Ss about what they like doing for pleasure in their free time What you like doing in your free time? Do you like collecting dolls? Do you like collecting glass bottles? Do you enjoy mountain climbing? ** Ss answer the question individually Interactio n Time mins T-Ss S T-Ss T-Ss listening and reading part - To enhance Ss’ skills of cooperati ng with team mates PRESEN - To TATION provide Ss (VOCA with B– vocabulary PRE- To help Ss TEACH) wellprepared for the listening and reading tasks *** T sets the context for the listening and reading text: Write the title on the board My favorite hobby **** Ask Ss to guess what the conversation might be about VOCABULARY * Teacher introduces the vocabulary ** Teacher explains the meaning of the new vocabulary by pictures unusual (adj) creativity (n) dollhouse (n) cardboard (n) glue (n) making models *** Teacher checks students’ understanding with the “Rub out and remember” technique **** Teacher checks students’ pronunciation and gives feedback Teacher reveals that these four words will appear in the reading text and asks students to open their textbook to discover further PRACTI To have Ss TASK 1: LISTEN AND READ (Ex CE get to know 1, p 8) the topic * Teacher asks Ss to look at the pictures in the book and answer the questions: mins T-Ss T-Ss T-Ss T-Ss mins T-Ss T-Ss Ss T-Ss mins To have Ss get specific information of the text To introduce some vocabulary items related to hobbies + What can you see in each picture? + What may the hobby be? - Ss answer the questions in pairs ** Teacher plays the recording twice Ss listen and read *** Teacher checks Ss’ prediction T calls Ss to read the conversation aloud **** Teacher check students’ pronunciation ad give feedback TASK 2: READ THE CONVERSATION AGAIN AND WRITE TRUE (T) OR FALSE (F) (Ex 2, p.9) * Teacher tells Ss to read the conversation again and work independently to find the answers Remind Ss to underline the information and correct the false statements ** Ss work independently to find the answers *** Teacher has Ss compare the answers in pairs before checking with the whole class **** Teacher checks the answers as a class and gives feedback Answer key: F (She made it herself.) T T T T-Ss Ss Pair work T-Ss mins T-Ss Ss T-Ss T-Ss mins F (Her lesson starts at a.m.) TASK 3: WRITE THE WORDS T-Ss AND PHRASES FROM THE BOX Pair work UNDER THE CORRECT T-Ss PICTURES THEN LISTEN, T-Ss CHECK, AND REPEAT (Ex 3, p To give Ss a chance to 9) * T asks Ss to name the pictures cooperate with others ** T has Ss work individually to match the words and phrases in the to box with the pictures Have them memorize the spelling compare their answers with a partner of hobbies Then ask for Ss’ answers Quickly write their answers on the board without confirming the correct answers *** T has Ss listen to the recording, check their answers, and repeat the words / phrases Ask Ss to look at the answers on the board and say if they are right or wrong Confirm the correct answers **** Teacher checks the answers as a class and gives feedback Answer keys: making models riding a horse collecting coins gardening building dollhouses collecting teddy bears TASK 4: WORK IN PAIRS WRITE THE HOBBIES FROM IN THE SUITABLE COLUMNS (Ex 4, p.9) * Have Ss work in pairs and complete the table ** Ss work in pairs and complete the table *** Teacher allows students to share answers before discussing as a class **** Write their answers on the board Have Ss add more words to the table PRODU To help Ss CTION practise using the vocabulary items related to hobbies Answer key: + doing things: riding a horse, gardening (others: travelling, skiing, doing yoga, etc.) + making things: making models, building dollhouses (others: painting, making pottery, etc.) + collecting things: collecting coins, collecting teddy bears (others: collecting toys, collecting books,etc.) TASK 5: GAME: FIND SOMEONE WHO… (Ex 5, p.9) Work in groups Ask as many classmates as you can about which hobbies they like Use the question ‘Do you like…?’ In the table below, write your classmates’ names beside the activities they like * T lets Ss to move around the class to ask their classmates about their favourite hobbies in 3-5 minutes ** Ss write the results into the table *** Then T asks some Ss to report their results Whoever has the most names wins **** Teacher can ask students to read aloud the full sentences and correct their pronunciation if needed 11 mins Ss-Ss Ss T-Ss T-Ss WRAPUP To consolidate what Ss have learnt in the lesson T asks Ss to talk about what they have learnt in the lesson - An overview about the topic Hobbies - Vocabulary to talk about hobbies T-Ss mins HOME WORK To review the lesson and prepare for the next lesson - Name a list of cheap hobbies, expensive hobbies, easy and difficult hobbies - Do exercises in the workbook - Prepare for Lesson - A closer look T-Ss mins - Start preparing for the Project of the unit Teacher randomly puts Ss in groups of or and asks them to choose a popular hobby among teens and think about its benefits, then discuss to choose what to include They have to find suitable photos or draw pictures then creat a poster about it Students will show their posters and present their ideas in Lesson – Looking back and Project (Teacher should check the progress of students’ preparation after each lesson.) IV:ADJUSTMENTS: ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………… Date of planning:5/9/2022 Period3: UNIT 1: HOBBIES Lesson 2: A closer look I OBJECTIVES By the end of this lesson, students will be able to gain: Knowledge: - Vocabulary: + The lexical items related to hobbies + Verbs of liking and disliking - Pronunciation: Correctly pronounce words that contain the sounds /ə/ and /ɜ:/ Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities Personal qualities - Love talking about their hobbies - Develop self-study skills II MATERIALS - Grade textbook, Unit 1, Getting started - Computer connected to the Internet - Projector / TV/ pictures and cards - sachmem.vn III PROCEDURES Notes: In each activity, each step will be represented as following: Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim WARM- - To create an UP active LEAD-IN atmosphere in the class before the lesson - To lead into the new lesson Procedure WARM-UP: ASKING QUESTION: * Teacher asks students some questions about the hobbies: What is your favorite hobby? When did you start your hobby? ** Some students are invited to answer *** Teacher and students discuss Interac tion Time mins T-Ss Ss T-Ss T-Ss the answers **** Teacher introduces the lesson VOCABU To introduce VOCABULARY: LARY the new words * Teacher introduces the vocabulary ** Teacher introduces the vocabulary by: - providing the pictures - providing the definition of the words jogging (n) coin (n) *** Teacher asks students to repeat To present *** Teacher checks students’ some action understanding with the “Rub out verbs that go and remember” technique with nouns to describe TASK 1: COMPLETE THE hobbies WORD WEBS BELOW WITH THE WORDS FROM THE BOX (Ex 1, p 10) * Teacher has students read the action verbs and match them with suitable words the box Remind them that a verb can go with more than one word ** Teacher asks students to work in pairs and quickly the task *** Teacher allows students to peer check first **** Teacher checks and confirms the answers Then have students To help add more words that can go with students these action verbs practise the **** Have students read the verbs of Remember! box Ask them to make liking / some examples with the verbs of disliking and liking and disliking action verbs Answer key: go: jogging, swimming (others: go camping, go fishing, go cycling, 10 15 mins T-Ss T-Ss T-Ss T-Ss T-Ss T-Ss Pair work T-Ss T-Ss T-Ss Ss Pair work T-Ss Task 1: Look at the pictures and write the correct words or phrases to complete the sentences (p 132) Task 2: Choose the best answer A, B, or C to complete each sentence (p 132) * Grammar: Task 3: Complete the sentences with "a / an" or "the" (p 132) Task 4: Underline and correct the article mistakes in the sentences below (p 132) II Project Design a poster introducing a place in an English-speaking country * Homework Procedures Notes In each activity, each step will be represented as following * Deliver the task ** Implement the task *** Discuss **** Giving comments or feedback Stage Warm-up Stage aim - To revise the vocabulary related to the topic and lead in the next part of the lesson Procedure Video watching: How many Englishspeaking countries are there? What are they? * Teacher lets students watch a video and ask them the questions: How many Englishspeaking countries are there in the video? What are they? ** Students watch the video, note down the names and the number of Englishspeaking countries *** Teacher and students discuss the answers **** Teacher confirms the answers as a class Video link: https://ejoyenglish.com/go/intl/vi/video/ 6-english-speakingcountries/60729 506 Interaction T-Ss Ss T-Ss T-Ss Time mins (Nhờ BTV download video) Looking back To help students revise the vocabulary (nouns showing things and places) they have learnt in the unit To help students revise more key vocabulary they have learnt in the unit Answer key: There are Englishspeaking countries in the video They are: The Philippines Australia Republic of Ireland Canada The USA The UK VOCABULARY Task 1: Look at the pictures and write the correct words or phrases to complete the sentences (p 132) * Teacher asks students to work in pairs, has students read the sentences and see if they can find the equivalent words illustrated by the pictures ** Students the task in pairs *** Students exchange their answers with their partners **** Teacher gives feedback as a class discussion Answer key: island castle boat ride tattoos coastline Task 2: Choose the best answer A, B, or C to complete each sentence (p 132) * Teacher asks students to to complete the task individually ** Students the task individually complete the sentences *** Students exchange their 507 17 mins T-Ss Pair work Ss-Ss T-Ss T-Ss Ss Ss-Ss T-Ss T-Ss Ss Ss-Ss T-Ss textbooks with their partners **** Teacher gives feedback as a class discussion Answer key: To help A students B revise the use B of articles C A To help students recognise mistakes in the use of the articles and correct them GRAMMAR Task 3: Complete the sentences with "a / an" or "the" (p 132) * Teacher encourages students to complete the task individually ** Students complete the passage with "a / an" or "the" *** Students exchange their textbooks with their partners **** Teacher gives feedback as a class discussion Answer key: the – the A – a the – the a – the An – an Task 4: Underline and correct the article mistakes in the sentences below (p 132) * Teacher asks students to this exercise in pairs ** Students read each sentence carefully and discuss to find out which article is incorrect, then correct it *** Teacher then asks them to check their answers with a partner before discussing the answers as a class **** Teacher confirms the 508 T-Ss Pair work Ss-Ss T-Ss answers and explains if necessary Project To guide students how to find information for a poster introducing a place in an Englishspeaking country Answer key: Ottawa is a capital of Canada → the He’s the Englishman He lives in Oxford → an When people travel, they use an map to find their ways round → a Can you see a Big Ben from where you are standing? → the Canadians love ice hockey, the winter sport → a Posters exhibition: * Teacher has students work in groups and gives instructions to students as follow: - Discuss and choose a place in an Englishspeaking country - Find information about it, including: its name its location its attractions ** Students the project in groups *** Students vote for the best poster **** Teacher gives feedback 509 22 mins T-Ss Group work Ss-Ss T-Ss Wrap-up Homewor k To consolidate what students have learnt in the lesson To prepare for the next lesson Teacher asks students to talk about what they have learnt in the lesson Prepare for the Second Term Test T-Ss T-Ss mins REVIEW (UNITS 10-11-12) Lesson 1: Language I OBJECTIVES: By the end of the lesson students will be able to: - Review pronunciation, vocabulary and the grammar points they have learnt in unit 10, 11, 12 Knowledge Language focus: A revision and practice on the vocabulary items and grammar points Ss have already studied in Units 10, 11, 12 Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities Personal qualities - Be responsible and hard working II MATERIALS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker Anticipated difficulties Students may find the lesson boring due to a large number of language exercises Some students might excessively talk in the class Solutions Encourage students to work in pairs, in groups so that they can help each other Design as many exercises as games as possible Provide feedback and help if necessary Define expectations in explicit detail Have excessive talking students practise Continue to define expectations in small chunks (before every activity) 510 Board Plan Date of teaching Review Lesson 1: Language * Warm-up Brainstorming I Practice Pronunciation Task 1: Mark (') the stressed syllables in the underlined words Then listen, check and repeat (Ex 1, p 134) Vocabulary Task 2: Write the words in the box next to their definitions (Ex 2, p 134) Task 3: Complete the sentences with the words below (Ex 3, p 134) Grammar Task 4: Use the correct tense and form of each verb in brackets to complete the sentence (Ex 4, p 134) Task 5: Find and cross (––) ONE incorrect article in each sentence and write the correct one (Ex 5, p 134) * Homework Procedures Notes In each activity, each step will be represented as following * Deliver the task ** Implement the task Stage Warm-up Stage aim To remind students the knowledge that they have learnt in Units 10 -11- 12 Procedure Mindmap * Teacher divides class into big groups to draw a mindmap related to the knowledge they have learnt in Unit 7, 8, ** Ss the task in group *** Teacher calls on some students to present their answer based on the mindmap **** Other Ss comment and teacher con-firms 511 Interaction Group work Time mins Practice To help Ss review the stress in two- and threesyllable words To help Ss recognize PRONUNCIATION: Task 1: Mark (') the stressed syllables in the underlined words Then listen, check, and repeat (Ex 1, p 134) * Teacher reminds Ss how to stress on two – and three – syllable words Then, ask Ss to read the underlined words in the sentences and mark the stress syllables ** Ss the task individually *** Teacher calls on some Ss to give their answers, then plays the recording for Ss to listen and check their answers **** Teacher confirms and plays the recording again for Ss to listen and repeat in chorus and then individually Answer keys: 'Driverless trains will be 'popular Niagara Falls is Canada’s most famous ‘natural at’traction We can save 'energy by re'cycling All plants and ‘animals need ‘energy He’s reading Guidance for Visitors to Scotland VOCABULARY Task 2: Write the words in the box 512 35 mins T-Ss S T- Ss T-Ss T- Ss the words through their definitions Units 10 11 - 12 next to their definitions (Ex 2, p 134) S T-Ss * Teacher has Ss the task independently to matching ** Ss the task individually, teacher To help Ss reminds them highlight the key revise some words to help them with the key matching adjectives *** Teacher calls on some Ss to from Units check 10 - 12 and **** Teacher confirms the correct use them in answers context Answer keys: sunlight bamboo-copter tour coal attraction Task 3: Complete the sentences with the words below (Ex 3, p 134) S T-Ss S T-Ss To help students review the use of the articles * Teacher asks Ss to read the adjectives in the box to the exercise ** Ss works independently to the task *** Teacher calls on some Ss to 513 T-Ss a/an and the To help Ss revise the use of the present continuous and the future simple To help Ss identify the wrong use of the articles and correct them check **** Teacher confirms the correct answers Answer keys: public natural national renewable native electrical GRAMMAR: Task 4: Use the correct tense and form of each verb in brackets to complete the sentence (Ex 4, p 134) * Teacher asks Ss to read the sentences first and underline the signals to help them decide if the verbs are used in the present continuous or future simple ** Ss the task individually *** Teacher calls on some Ss to check **** Teacher confirms Answer keys: is doing will visit is building will use will have Task 5: Find and cross (––) ONE incorrect article in each sentence and write the correct one (Ex 5, p 134) * Teacher asks Ss to read the sentences first and underline all the articles in each sentence, then look at each article and the word it goes with and decide if it is used correctly ** Ss the task individually *** Teacher calls on some Ss to check **** Teacher confirms Answer key: 514 T-Ss S Ss-Ss T-Ss T-Ss Consolidation Homework To consolidate what students have learnt in the lesson To prepare for the next lesson Teacher asks students to talk about what they have learnt in the lesson T-Ss mins Prepare for Review – Lesson 2: Skills T-Ss 515 REVIEW (UNITS 10-11-12) Lesson 2: Skills I OBJECTIVES: By the end of the lesson students will be able to: - Review pronunciation, vocabulary and the grammar points they have learnt in unit 10, 11, 12 Knowledge Language focus: A revision and practice on the vocabulary items and grammar points Ss have already studied and the skills they have practised in Units 10,11,12 Skills: - Reading - Speaking - Listening - Writing Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities Personal qualities - Be responsible and hard working II MATERIALS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker Anticipated difficulties Students may find the lesson boring due to a large number of language exercises Some students might excessively talk in the class Solutions Encourage students to work in pairs, in groups so that they can help each other Design as many exercises as games as possible Provide feedback and help if necessary Define expectations in explicit detail Have excessive talking students practise Continue to define expectations in small chunks (before every activity) 516 Board Plan Date of teaching Review Lesson 2: Skills *Warm-up Chatting I Practice Reading: Alaska Task 1: Read the passage Find a word and a phrase from the passage and write them under their correct pictures (Ex 1a, p 135) Task 2: Choose the correct answer A, B, or C to complete each sentence (Ex 1b, p 135) Speaking Task 3: Read the list of activities and discuss which ones are energy-saving and which ones are not Explain your answer (Ex 2, p 135) Listening Task 4: Listen and complete each sentence with ONE word (Ex 3, p 135) Writing Task 5: Choose one of the future means of transport below Write a paragraph of about 70 words about it (Ex 4, p 135) *Homework Procedures Notes In each activity, each step will be represented as following * Deliver the task ** Implement the task Stage Stage aim Warm-up To increase students’ interest and lead them into the lesson Practice Procedure Interacti on Chatting: ALASKA * Teacher writes on the board “Alaska” and asks Ss some questions to lead into the passage they are going to read ** Ss the task individually *** Teacher calls on some Ss to answer the questions **** Teacher can or can’t confirm To READING develop Task 1: Read the passage Find a word and a Ss’ phrase from the passage and write them knowledg under their correct pictures (Ex 1a, p 135) e of the * Teacher asks Ss to look at the pictures first, vocabulary then quickly read the passage and find word/ phrase for each one 517 T-Ss Time mins 38 mins T-Ss To help Ss practise reading for specific informatio n through multiple choice questions To help Ss revise and talk about energysaving activities ** Ss the task individually *** Some Ss answer **** Teacher confirms Answer key: float plane dogsled Task 2: Choose the correct answer A, B, or C to complete each sentence (Ex 1b, p 135) * Teacher gives Ss some time to read all the passage carefully, then asks them to Ex 1b ** Ss the task independently *** Ss give answers and explain their ideas **** Teacher confirms Answer key: C A B A SPEAKING Task 3: Read the list of activities and discuss which ones are energy-saving and which ones are not Explain your answer (Ex 2, p 135) * Teacher asks Ss to work in groups of to discuss the list of activities and gives the reasons for each ** Ss the task in group *** Some groups report their answers, other listen, and comment **** Teacher confirms and correct their grammar, pronunciation and spelling SUGGESTED ANSWERS: Energy-saving: 1, 3, 4, Not energy-saving: and The focus is on how a student explains his / her answer LISTENING Task 4: Listen and complete each sentence with ONE word (Ex 3, p 135) * Teacher asks Ss to read all the questions first, then try to guess the needed information to fill in the blanks After that, teacher plays 518 S T-Ss T-Ss S T-Ss T-Ss Group work T- Ss T-Ss To help Ss practise listening for specific informatio n the recording twice for Ss to listen ** Ss the task independently *** Some Ss give their answers **** Teacher plays the recording again and confirms the correct answers Answer key: flying parents lanes traffic land Audio script- Track 89 S T- Ss Next month, we will hold a meeting to introduce our new product, the flying bike Most of our customers will be school children and their parents Here are some of the questions they may ask you There are special lanes for bicycles on land, how about in the air? If you don’t have lanes for them, the bicycles will crash into each other Are there any air traffic laws? If there are, are they similar to those on land? How will the children learn them? How can a flying bike find a place to land by itself? Will children have an electronic map? What will happen if the map does not work? Can you add any more questions? WRITING Task 5: Choose one of the future means of transport below Write a paragraph of about 70 words about it (Ex 4, p 135) T- Ss 519 S To help Ss practise writing a paragraph describing a future means of transport Consolidati on Homework T- Ss * Teacher asks Ss to look at the picture and choose what means of transport for their writing Then, teacher has Ss read the suggested information they can include in their description ** Ss the task individually in 6-8 minutes *** Some Ss read their writing **** Teacher checks grammar, vocabulary, spelling if needed Suggested answer: The bamboo-copter will be a popular means of transport in the future It’s not very fast, so it’s safe to ride It’s cheap, and it doesn’t use much energy Most people can afford it It’s also convenient because you can go anywhere: in a busy city, to the sea, or to the mountains The copter is small and can carry only one person, so it doesn’t take up much space I love it Teacher asks students to talk about what they have practice in the lesson To consolidat e what students have practice in the lesson To prepare Prepare for the last term test for the last term test 520 T-Ss mins T-Ss ... nói tiếng Anh với thầy, với bạn bè, tận dụng hội để tập nói tiếng Anh Nói trọng âm, ngữ điệu - Nắm vững vấn đề ngữ pháp học, cấu trúc câu Ghi chép đầy đủ, xác Tại nhà: - Ơn lại học có tiết học lớp. .. học để luyện nói tiếng Anh bạn - Làm đầy đủ tập sách tập Tìm đọc thêm loại sách tham khảo Thường xuyên học, củng cố mở rộng vốn từ III Consolidation ( 5’) Nhắc nhở học sinh chuẩn bị sách đầy... …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………… 14 Date of planning :7/ 9 /2022 Period4:UNIT 1: HOBBIES Lesson 3: A closer look I OBJECTIVES By the end of this lesson, Ss