GIÁO ÁN TIẾNG ANH LỚP 7 THÍ ĐIỂM – NĂM HỌC 2014 – 2015 (TRỌN BỘ)

- Listen and read a conversation about hobbies in detail - Express their own hobbies B/ Language content: - Vocab: vocabulary related to hobbies - Grammar: Present simple tense , V-in

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- Materials: teaching plan

- Method: T- WC, group work, individual work

D/ Procedures:

1 Present simple:

a, Use: Thì hiện tại đơn diễn tả hành động:

- thờng xuyên xảy ra, lặp đi lặp lại ở hiện tại

- chân lí, sự thật hiển nhiên và những điều luôn đúng

- một trạng thái mang tính ổn định

- thời gian biểu, thời khoá biểu

- tiêu đề báo chí để chỉ các sự kiện vừa mới xảy ra

- sự việc đợc sắp thành lịch (giờ tàu, chiếu phim, ca nhạc )

a, Use: Thì hiện tại tiếp diễn diễn tả hành động:

- đang diễn ra tại thời điểm nói hoặc xung quanh thời điểm nói

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S + am/ is/ are + not + V-ing

Am/ is/ are + S + V-ing ?

c, Sign:

- at the moment, at present, at this time, at this moment, now, right now

- look/ listen/ hurry up/ be careful/ be quiet/ sssh

* Note: Những động từ sau không thờng dùng ở hiện tại tiếp diễn:

- hear, smell, feel, sound, look, taste, see

- admire, appreciate, desire, dislike, fear, hate, like, love, mind, respect,want, wish, prefer, need

- believe, expect, think, recognize, remember, forget, know, consider,understand, mean

- belong, own, possess, be, have

- seem, appear, contain, insist

3 Present perfect:

a, Use: Thì hiện tại hoàn thành diễn tả hành động:

- bắt đầu từ quá khứ, kéo dài đến hiện tại và có thể tiếp tục ở tơnglai

- đã xảy ra trong quá khứ nhng không rõ thời gian

- vừa mới xảy ra

- đã xảy ra và đã chấm dứt nhng kết quả còn để lại hoặc liên quan đếnhiện tại

- cha bao giờ xảy ra

- lặp lại nhiều lần trong quá khứ

- dùng trong câu bình phẩm

b, Form: S + have/ has + P II

S + have/ has + not+ P II

Have/ has + S + P II ?

c, Sign:

- since/ for/ just/ already/ recently= lately/ ever/ never before/ not yet/once/ twice/ three times / so far= up to now= up to the present= untilnow/ first time/ second time

4 Past simple:

a, Use: Thì quá khứ đơn diễn tả hành động:

- đã xảy ra và đã chấm dứt biết rõ thời gian

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a, Use: Thì tơng lai đơn diễn tả hành động:

- sẽ xảy ra trong tơng lai nhng không đợc sắp đặt từ trớc (nó đợc quyết

- tonight/ this evening/ this weekend

- soon/ some day/ one day/ some time

- in + a period of time

- in + a point of time in the past

II/ Practice:

Exercise 1: Present simple or present progressive?

1 Be quiet! The baby (sleep)

2 We seldom (eat) before 6.30

3 Look! a man (run) after a bus He (want) to catch it

4 The sun (rise) in the east and (set) in the west

5 It (be) often hot in summer

6 I (do) an exercise on present tenses at this moment and I (think)that I(know)how to use it now

7 My mother sometimes (buy) vegetables at this market

8 It (be) very cold now

9 It (rain) much in summer It (rain) now

10 Daisy (cook) some food in the kitchen at present She always (cook)

in the morning

Exercise 2: Present tenses.

1 Listen! I (think) someone (knock) at the door

2 Up to the present, we (write)almost every lesson in the book

3 The earth (circle) the sun once every 365 days

4 The farmers (work) in the field at the moment

5 How many time you (see) him since he went to Edinburgh?

6 Do you know that man, who (smoke) there?

7 Mrs Green always (go) to work by bus

8 We (be) from France We (be) there for 20 years

9 I (wait) for the manager for two hours but he (not come) yet

10 You (ever/ see) a lion?

3/ Homework:

- learn by heart all the tenses

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By the end of the lesson, ss will be able to:

- Extend and practice vocabulary related to hobbies.

- Listen and read a conversation about hobbies in detail

- Express their own hobbies

B/ Language content:

- Vocab: vocabulary related to hobbies

- Grammar: Present simple tense , V-ing (gerund)

C/ Preparation:

- Materials: Ss’ books, text books, posters, tape and radio

D/ Procedures:

5' I Warm up: Brainstorming

- T write the words hobbies on the

board and divides the class into two

groups The two groups use the

different chalk

-Ask students in each groups take

turn to write their hobbies

- The group with more and correct

words is the winner

- Introduce the new lesson

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9’ * Checking: Rub out and remember 1 Listen and read

- T asks ss to look at the picture on

page 8 and answer these questions:

Can you guess who they are ?

Where are they?

What can you see on the shelf?

- T write the answer quickly on the

board

- T introduces Elena -Nick's sister

- T plays the recording

-bird(n): con chim -same (adj): như nhau

- Answer the questions by guessing

- Listen and read then check the guessing

a True or false statements

- Go through the sentences

- T asks ss to work individually to

find out which sentences are true/ false

-Ask ss to share their answers

- Give feedback

b Answer the questions

-Go through the questions

- Ask ss to work in pairs to ask and

answer the questions

- Call on some pairs to practice

- Call two ss to write the answer on

the boards

- Give feedback

2 Listen and repeat(2ms)

Play the recording and let them

practice

3 Matching

- Have ss work individually to match

the words/phrases from 2 with the

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, she hasn't

- Listen to the tape and repeat

Key:

1 playing boarding games

2 taking photos

3 bird-watching 4.cycling

5.playing the guitar

6 gardening 7.cooking

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7’

4 Complete the table

- Ask ss to work in pairs to complete

the table

- Give feedback

5 Game : FIND SOMEONE WHO

- Ask ss how to complete the table,

using " Do you like ?"

8 arranging flowers

9 skating

Key:

Cheap hobbies: gardening, bird-

watching, collects bottles

Expensive hobbies : Taking photos,

playing the guitar, arranging flowers

Easy hobbies: gardening, collecting

bottles , playing board games s

Difficult hobbies : playing the guitar,

cooking, arranging flowers, skating

- Take part in the game to complete the table

3'

- Practice vocabulary related to hobbies

- Know how to pronounce the sounds / ə / and / ɜ: /

- Find out the words with the sounds / ə / and / ɜ: /

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D/ Procedures:

3' I Warm up:

Guessing hobbies from gesture

- T calls one student goes to the board and

uses gesture to express his/her hobby.

-Other students guess what hobby is

- The student with the correct guessing

goes to the board to express his/her hobby

- Take part in the game

- Have ss read the action verbs in column

A and match them with suitable

words/phrases in column B

- Ask ss to work in pairs

- Give feedback

-Confirm the correct answers

2.Fill in the blank in the sentences

- Ask ss to work in pairs to do this

activity.

- Call 2 students to write their answers on

the board

- Give feedback

3 Write down key words

- Call on students in different groups to

write the answers on the board

- headphone (n) : tai nghe

-melody(n): : giai điệu

- creative(adj): sáng tạo -paint(v) :vẽ

- Work in pairs to match

Key:

1-i,d,e 2-g 3-b,c,j 4-f,h 5-c 6-a

- Work in pairs to complete the sentences

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5'

4'

1'

4 Game : THE KEYS TO MY

HOBBY! ( 6')

- T calls on one student to sit in front of

the class and say the keywords out aloud

The others guess and ask him/her questions

:

Is it ?

- Take turn

PRONUNCIATION

5 Listen and tick the words you hear

Repeat the words

- Have some ss read out the words first

- Play the recording

- Give feedback

6 Listen then put the words in the

correct column

- T explains how to pronounce the sound /

ə / and / ɜ: /

Nguyên âm / ə / khi phát âm, lưỡi hơi đẩy

lên trên và hướng ra phía trước, là nguyên

âm rất ngắn

Nguyên âm / ɜ: / là nguyên âm dài, và khi

phát âm lưỡi ở vị trí thấp và miệng mở

vừa.

- Ask ss to listen and put the words in

the correct column

- Play the recording again

- Give feedback

7 Listen to the sentences and tick / ə /

and / ɜ: /

- Have ss to work individually

- Play the recording

-Give feedback

III Consolidation

- Recall some hobbies

-How to pronounce the sounds/ ə / and /

ɜ: /

IV Homework

-Learn by heart all the new words and

Gardening: trees, flowers, garden,

Swimming : pool, water, swim fun

- Listen and tick the words they hear

Key :

away, burn, hurt, birth, answer, neighbour, heard, common

Key : / ə / ; away, answer, neighbor,

common

/ ɜ: / : burn, birth, hurt, heard

Key :

/ ə / : 1,2,4 / ɜ: / : 3,5

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2' structures. - Guide ss how to do E A1,2 B 5

- Prepare: A closer look 2

Lesson 3: A CLOSER LOOK 2

A/Aims and objectives:

- Review the present simple and the future simple

- How to use verbs of liking

B/ Language content:

- Vocal: about hobbies

- Grammar: the present simple and the future simple , liking verbs + V-ing

C/ Materials: Ss’ books, text books, posters

- T asks ss : What do you like doing in your free time ?

II The new lesson

* Vocabulary

- Check vocab: rub out and remember

- Recall about the present simple or future simple tense

( form, usage)

1 Complete the sentences Use the present simple or

future simple form of the verbs

- Have ss do this exercise individually

- Ask them to compare their answers

- Give feedback

2 Read the table and complete Nick’s report using the

present simple tense

- Ask ss to look at the table and make sure that they

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- Write the correct answer on the board

3 Work in groups

a Take a survey

- Ask ss to work in groups of 6 ss They should draw a

table similar to the one in 2 The number of the column

depends on the numbers of group members

- One group member asks and records the answers They

may use the question : How often do you .?

Note : Frequency means how often someone does

something in a given time frame

b Write a short report

4 Verbs of liking + Ving

Complete the sentences

- Explain that some of liking verbsand not liking such as :

like , love, enjoy, hate + V-ing

-Ask ss to work individually the write the answers on the

board

5 Look at the pictures and write sentences

- Ask ss to read the example and the explain the way to

do this activity Ss write sentences using the pictures as

clues

- Call on 2 ss to write the sentences on the board

6 What does each member in your family like or not

like doing ? Write the sentences

- Have ss work individually

- Let them compare the result

- Have other ss comment

- Recall about the present simple and the future simple , liking verbs + V-ing

IV Home work

Learn by heart all the new words and structures.

- Guide ss how to do exs : B5,6

- Prepare: Communication

1 likes 2 watch 3 don’t love 4 go

5 enjoy 6 play 7 plays 8 doesn’t like 9 plays

- Work in groups to take a survey

- Report the result

Key :

1 riding 2 watching , going 3 talking

4 playing 5 eating 6 walking

Key :

1 He doesn’t like eating apples

2 They love playing table tennis

3 She hates playing the piano

A Aims and objective.

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

- know how to give their opinion about somthing using “ find sth/doing sth + adj; think that

sth/doing sth is + adj”.

- practice talking about their own hobbies

B Language content

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- Vocabulary: Extra vocabulary about hobbies

 Grammar: find sth/doing sth + adj; think that sth/doing sth is + adj

C Materials

- Teaching aids: Textbook, posters, picture

- Work arrangement: T-WC, group work, pair work

- Anticipated problems: - Ss may be interested in talking about their own hobbies

D Procedure

5’ Warm up :Matching

? Go through the extra vocab with Ss

- Quickly teach them if they do not know any

words/ phrases

? Work individually

- Teacher confirms the correct answers

- Have some strong students to make one sentence

with each picture

- Listen to the teacher and repeat

1 Model sentences: Dialogue build

* Set the sence: Mi and Nick are talking about one

of their hobiess

- Elicits one by one sentence from student

? Listen and repeat

Mi: I am interested in swimming I find swimming

(1) What about you?

Nick: Me too I (2) that swimming

(3) interesting

Mi: Why don’t we (4) swimming this

weekend

Nick: That’s a good idea

? Drill the dialogue chorally and individually

- Have some Ss fill in the gaps

- Draw out the models

? Study the Look out How can you give your

I find swimming interesting

find doing sth + adj

I think (that) swimming is interesting

think (that) + doing sth + is + adj

2 Complete the table (2P11)

? Work individually and tick the appropriate boxes  Suggested answer

boring unusual interestingmaking

making modelscarving wood

15’ II Practice

1 Complete the sentences (2 P11)

- Model the first sentence

? Complete the rest individually then compare with

E.g:1 I find making pottery boring because we have to sit still and make things by hands

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your partners.

- Have some students write their sentences on the

board

- Other Ss and teacher give comments

2 I think dancing is ineresting because youcan enjoy lovely melody of the music you like while you are dancing

2 Opinion – sharing (3 P11)

? Interview one of your classmate about the hobies

in 1 and take notes her/his answers.

? Take turns being the person who asks the

Mai: I think it is boring./ I find it boring.You: Why?

Mai: Because we have to sit still and makethings by hands

You; Will you take up making pottery in the future?

Mai: Yes, I will I’m not sure

E.g: Mai thinks making pottery is boring because we have to sit still and make things by hands

7’ III Further practice

Game (extension activity)

- Divide the Ss into two big groups

- Teacher says an activity/ hobby and point at a

student from one group

? Make sentence with this activity/ hobby using the

struture in Look out! Box together with a reason

- If this student make one correct answer, he/she

earns one point Then he/ she says an activity/

hobby and point at a student from the other group

and asks him/her to make a sentence

- Teacher keeps record of the groups’ points and

finds out the winner

Teacher: Dancing

Student: I think that dancing is because

3’ IV Consolidation

? Recall how to use find sth/doing sth + adj; think

that sth/doing sth is + adj - Answer individually- Remember

- Learn by heart vocabulary and structures

- Ex C1, C2 P6-7 (Workbook)

- Prepare next lesson Unit 1 Lesson 5 Skills 1

- Listen and take note the assignments

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A Aims and objectives.

- use lexical items related to hobbies

- read for general and specific information about an unusual hobby

- talk about their own hobbies base on the given questions

B Language content

- Vocabulary: Vocabulary about hobbies

 Grammar: Simple present, simple past

C Materials

- Anticipated problems: - Some weak students.may not talk about their own hobby

- Teacher monitors and gets feedback

? Read all the words chorally

* Set the scene: You are going to read about

Nick’s father’s unusual hobby

? Look at the pictures in 1 P12

? Run through the questions and discuss

- Teacher monitors and gets feedback * Suggested answers1 We/ I can see some carved pictures

2 We/ I think they are made of eggshells

3 It is carving eggshells

2 While – reading

2.1 Questions and answers (2 P12)

? Run through the questions

? Read the text about Nick’s father’s unusual

hobby then write down the answers

? Compare with your partners

Key:

1 He thinks his father’s hobby is unusualbecause eggshells are very fragile and his fathercan make beautiful pieces of art from them

2 He saw the carved eggshells for the first time

carving wood

Hobbies

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- Confirm the correct answers in an art gallery in the US.3 They find it difficult and boring.

4 Yes, he does

2.2 Sentence completion (3 P12)

? Read the text again then use no more than

three words from the text to complete the

? Work in groups and take turns to talk about

your hobbies Use the in 5 P12 for help.

- Have some students talk about their hobbies

- Teacher monitors and give delayed

- lights (with bigger eggs)

- vase (for paper flowers)

3’ IV Consolidation

? What should you mention when you talk

- Learn by heart vocabulary and practice

talking about your hobby

UNIT 1: MY HOBBIES Communication

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I OBJECTIVES :

1 Formation of behavior: By the end of the lesson, ss will be able to:

- Pronounce correctly the sounds /ə / and /ε/ in isolation and in context

- Improve their wrting skill and pronunciation

2 Knowledge:

a Vocabulary: Hobbies, adjectives and action verbs

b Grammar: The simple present, the simple future (review); Structure to give opinion:

find sth/ doing sth + adj = think (that) sth/ doing sth + be + adj.

3 Skill: speaking, reading, writing

II PREPARATION :

1 Teacher: - Materials: Ss’ books, text books, tape & cassette.

- Method: group work, individual work

2 Ss: vocabulary

III TIME: 45’

IV PROCEDURES :

1 Class order: Greeting, checking attendance, asking for date

2 Checking up: Practice “A Closer Look 2”

Warm up: Chatting

- Name some hobbies you and your friends have.

- What do you think about these hobbies?

Slap the board

- Follow and copy down PresentationTeaching vocabulary

- Ask Ss to read

aloud the activity and

match with the

picture and tick the

the “Look out” and

explain the structure

- Ask Ss to give out

their opinion and

- Present their opinion

2 What do you think about the hobbies in 1… Structure: find sth/ doing sth + adj = think (that) sth/ doing sth + be + adj.Some adjectives:

- making pottery (n): Làm đồ gốm

- making models (n): Làm vật mẫu

- take up sth (v): Đeo đuổi

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- Choose some Ss to

present to the class

about their opinion

- Practice asking and answering about theiropinion

Production

3 Now, interview a classmate about….

Ex: (page 11- textbook)

4 Homework

- Learn by heart all the new words

- Practice asking and answering

- Prepare: Skills 1

Experience

………

UNIT 1: MY HOBBIES

Skills 1

I OBJECTIVES :

- Pronounce correctly the sounds /ə / and /ε/ in isolation and in context

- Improve their reading and skeaking skills and pronunciation

2 Knowledge:

b Grammar: The simple present, the simple future (review); Structure to give opinion: find sth/ doing sth + adj = think (that) sth/ doing sth + be + adj.

3 Skill: speaking, reading

III TIME: 45’

IV PROCEDURES :

2 Checking up: Practice “A Closer Look 2”

Warm up: Chatting

- Do you have a hobby?

- What do you think about your hobby? (easy? Cheap? Unusual? )

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- When did you begin your hobby?

Slap the board

- Follow and copy down, PresentationTeaching vocab

- Have Ss work in

pairs to ask and

answer the three

questions

- Give feedback

- Ask Ss to read the

passage and answer

the questions in 2

check ideas (1 P12)

- Allow Ss time to

read the passage

again, then find the

words in the passage

groups to take turn

- Work in pairs to askand answer the three questions

- Correct

- Read the passage and answer the questions in 2

- Work in pairs to read the passage again, then find the words in the passage

to complete the sentences

- Correct

- Work in pairs or groups to discuss other uses of these pieces of artwork

- Work in groups to take turn talking about their hobbies

Practice Reading

1 Work in pairs Look at the pictures… Key:

1 a teddy bear, flowers, bird

2 They are made of eggshells

3 The hobby is carving eggshells

2 Read the text and answer the questions Key:

1 He thinks his father’s hobby is unusual because eggshells are very fragile and his father can make beautiful piecethe emty ones

2 He saw the carved eggshells for the first time in an art gallery in the US

3 They find it difficult and boring

5 Work in groups Take turns talking ……

S1: Uses the questions from 1 to 5 (page 12)S2: Gives their own answers

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talking about their

hobbies

4 Homework

- Practice reading the passages, asking and answering about hobbies

- Prepare: Skills 2

Experience

………

UNIT 1: MY HOBBIES

Skills 2

I OBJECTIVES :

- Listen for specific information about Mi’s hobby

- Write a paragraph about their classmate’s hobby

2 Knowledge:

b Grammar: The simple present, the simple future (review); Structure to give opinion:

find sth/ doing sth + adj = think (that) sth/ doing sth + be + adj.

3 Skill: Listening, Writing

III TIME: 45’

IV PROCEDURES :

2 Checking up: Practice “Skills 1”

- Which hobby is it?(collecting glass bottles)

- What do you think about this hobby? (unusual, easy, cheap,…)

- What can you use these bottles for? (decorating home, making vases/ lamps, )

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- Teacher use different

techniques to teach

vocab (situation,

realia)

* Checking vocab:

Slap the board

- Follow and copy down PresentationTeaching vocab

- Introduce the

situation

- Ask Ss to look at the

word web and listen to

the recording only the

first time

two more times and

allow Ss to complete

each blank in the word

web with more than

three words

the final time and

correct

- Have Ss look at the

“writing tip” and ask

them to use the word

web to organise the

ideas for writing

- Allow time and ask

- Listen and complete each blank in the wordweb with more than three words

- Follow and correct

- Do as the teacher’s request

- In pairs to complete the word web

Practice Listening

2 Listen to an interview about hobbies A 4/Teen reporter… ( P13)

Key:

1 collecting glass bottles 2 two years ago

3 mother

4 a grandmother; b flower- lamps; c home

5 useful; 6 continue the hobby

Writing (P13)

3 Work in pairs Ask and answer ……

Student’s own word web

- Allow Ss time to

write a paragraph

about their classmate’s

hobby

- Choose some good

writings and read them

aloud in front of the

class

- Practce writing a paragraph about their classmate’s hobby

- Listen to some writings

Production

Writing starts as shown below:

is my classmate His/ Her hobby is _ He/ She started it ……

4 Homework

- Practice reading the writing, asking and answering about their hobbies

- share (v): Chia sẻ

- decorate (v): Trang trí

- decoration (n): Sự trang trí

- feeling (n): Cảm nghĩ

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- Prepare: Looking back

Lesson 2: A CLOSSER LOOK 1

I Aims and objectives:

- By the end of the lesson, students will be able to:

+Practice vocabulary related to health issues

+ Know how to pronounce the sounds /f/ and /v/

+Find out the words with the sounds /f/ and /v/

II Language content:

* Grammar: have a/an + N, have + N, feel + adj to talk about health problems

-Sounds /f/, /v/

*Vocabulary: about health problems

III Teaching aids:

- Textbooks, teaching plan, extra board, radio

IV Procedure:

4' I Warm up Giving advice

- T calls on one student to the board He/she

uses gesture to express the health problem

- Other ss ask him/her : Do you have (a/an) ?

Do you feel ?

-Introduce the new lesson

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vocabulary (situation, realia, examples)

- Follow the seven steps of teaching vocab.

* Checking vocab: What and where

- T writes have a/an, have, feel on the board

then asks ss to read the words from the first

column T write the words in a word web around

have a/an T repeats for the next two columns.

3'

5'

7'

1 Look at the pictures Write the problem

below the picture of each patient

- T asks ss to do the exercise individually

- T corrects the exercise as a class

2 Now, read the doctor's note about his

patient and fill in the missing words

- T asks ss to do the exercise individually

- T corrects the exercise as a class

3 Role- play the meeting with the doctor

-T explains how to do this activity

then asks one student to come to the front of

the class and models with him/her

- Call on some pairs to practise in front of the

class then ask : What was Mia's problem? What

advice did Dr Thao have?

- Do the exercise individually

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4 Choose a health problem Work in groups.

Tell your group about the last time you had

that problem ( 7')

- T asks 4 ss to model the example conversation

then T divides the class into groups of 4 ss 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 in the group and then report back to the

class

B Pronunciation

- Teacher explains how to to pronounce the

sounds /f/ and /v/ and models

Đặc tính của âm /f/ là phụ âm vô thanh

(voiceless consonant) âm môi răng, kết hợp

răng hàm trên và môi dưới để phát âm

(labio-dental) Đây là phụ âm xát (fricative) Cách phát

âm: đặt sát răng hàm trên trên môi dưới, thổi

luồng hơi đi ra qua môi, miệng hơi mở một chút.

Trong khi đó âm /v/ vốn là phụ âm hữu thanh

(voiced consonant) âm môi răng, kết hợp răng

hàm trên và môi dưới để phát âm

(labio-dental) /v/ là phụ âm xát (fricative) Nó được

phát âm như sau: vị trí và cách phát âm tương

tự như khi phát âm /f/, đặt hàm trên lên trên môi

dưới, để luồng hơi đi ra qua môi và răng, miệng

hơi mở một chút Dùng giọng tạo ra phụ âm kêu.

5 Lissten and circle the words you hear

- Go through the words in the table

- Play the recording and have circle the words

they hear

6 Listen and circle the words the /f/ or /v/

sounds They say the sentences

- T asks ss to listen to the sentences once and

repeat then asks ss to circle the words with /f/

or/v/ sounds

- T has ss listen to the recording again and gives

the correct answers to the entire class

- Work in pairs to role-play

- Work in groups of 4 ss to practice

Eg : 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

- Listen to the teacher and look at the model

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- Listen and circle

1 fast, food 2 have, felt 3 father

4 having, lifestyle 5 give 2'

2'

-Have a/an + N, have + N, feel + adj to talk

about health problems

- How to pronounce the sounds /f/ and /v/

? Recall some phrases which has the two

sounds.

IV Homework

Learn by heart all the new words and structures.

-Guide ss how to do A1,2 P10

- Prepare: A closer look 2

- Recall the lesson

-Listen to the teacher

Date of teaching / _2014

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Week 4

Period 11

Unit 2: HEALTH

Lesson 3: A CLOSSER LOOK 2

I Aims and objectives:

- By the end of the lesson, the students will be able to understand about imperative with more and less

II Language content:

* Grammar: Imperatives with more and less

*Vocabulary: health tips

III Teaching aids:

- Textbooks, teaching plan, extra board, radio

IV Procedure:

4' I Warm up

- Play the game: Simon says

10'

II.The new lesson

A Presentation

1 Vocabulary

-Teacher uses different techniques to teach

vocabulary (situation, realia, examples)

- Follow the seven steps of teaching vocab.

* Checking vocab: Slap the board.

* Imperatives

- Ask ss to recall about the game Simon says to

elicit the imperative

2 Imperatives with more and less

Model sentence: Do more exercise

Watch less TV

- T explains that the imperative can be use for

direct command, orders or suggestions

- T asks ss to read through the yellow box

B Practice

1 Look at the pictures Which advice would

you give to each of these people? Use the

imperative

huyên gia-stay in

giữ cơ thểkhoẻ

- obesity (adj): béo phì

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imperatives with more and less above

- T asks ss to look at the pictures and calls on

ss to tell the class what they see

- T asks ss to work in pairs to practice and they

can give the reasons for the advice

- Call on some pairs to practice

Usage: the imperative can be use for direct

command, orders or suggestions

Possible answers:

a Drink more water/ sleep more

b Spend less time playing computer games

c Do more excise

d Sunbathe less

2 Top Health Tip for teen

- Ask ss to look at the yellow Grammar box

again then work in groups of 4 ss to choose

6 pieces of advice are most important for teen

- T let ss discuss their idea in their groups

-Look at the yellow Grammar box again then work in groups of 4 ss to choose 6 pieces of advice are most important for teen then discuss

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- Ask some groups represent their ideas

3 Look at the articles on the Teen Health

website Fill in the blanks to complete their

top six health tips

- T ask ss to read through the Teen Health

website individually and complete the heading

-T may encourage class discussion about why

some pieces of advice are more important than

- T writes: AND, BUT, OR ,SO on the board

then ask ss : What these words are called.

- T ask 2 ss to come and stand in front of the

class T brings out the paper with

CONJUNCTION written on it and asks 2 ss

each hold the paper with one hand

- T asks what a conjunction does and ss can

answer.

- T lets ss read the first paragraph of the

Yellow Box and asks :

What do we call a sentence made by linking

two simple sentences ?

- T divides the class into 3 groups The first

group is Independent Clause 1 The second

group is conjunction and the third group is

conjunction 2.

The whole class reads the table aloud

- T asks ss to read through the yellow box

2 Make compound sentences by joining

the two simple sentences Using the

3 Eat less junk food

4 Wash your hand more

5 Watch less TV

6 Spend less time playing computer games

- It joins two simple sentences

Eg: T : Independent 1 G1: The Japanese eat a lot of rice

There is usually is comma(,) after the first independent clause

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- T corrects the exercise with the class

3 Match the beginning of the sentences

with the picture that completes them

- T has ss look at the pictures and go through

the beginning of the sentences and work

individually

4 Now complete the second part of the

compound sentences

- Ask ss to go through the first sentences and

work individually to complete the sentences

5 Read the quote about health below,

Explain each quote to your partner, Discuss

the similarities and differences

- T asks ss to read the quote aloud

-T asks comprehension questions :

- Tasks ss to discuss the similarities and the

differences

C

Production

- Ask ss to work in groups of 4 ss to give the

situation and give the imperative with less and

more

- T lets ss recall about the imperatives with

less and more

IV Home work

-Learn by heart all the new words and

structures.

-Guide ss how to do E 6,7 P12/13

- Prepare: Communication

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

compound(n):ghép -independent (adj): độc lập -coordinate(v): kết hợp -conjunction(n): liên từ

-clause(n): mệnh đề -or( conj): hoặc là -so(conj):vì vậy -join(v): nối

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- Practice talking about some opinions are true and some are false about health

II Language content

- Vocabulary: Extra vocabulary about health

 Grammar: compound sentences

III Preparation

- Anticipated problems: - The lesson is long, there may be not enough time for the Project

IV Procedure

5' I.Warm up Noughts and crosses

- T divides the class into 2 teams and asks ss to

make sentences from the word(s) given in the

table.

Trang 29

do/more but eat/more

- Use different techniques to teach

-Check vocabulary : Slap the board

1 Discuss the sentences to choose true or

false sentences

- Go through the sentences

- Ask ss to work in pairs to decide which

sentences are true or false

- T collects ss' ideas

B Practice

1 Listen to the radio show about health fact or

myths and check your answers in 1

- T asks ss to listen to the recording to check

their answer

- Give feedback

- T confirms the correct answers

- Listen to the recording to check the answer

Key:

1- T, 2-F, 3-F, 4-F, 5-F, 6-F

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2.Discuss the following in groups

- T has ss work in groups to do this activity

- T calls on some groups to represent their ideas

-Work in groups to do this activity Possible answer

1 Number 3 makes me surprising most because I always think that fish , rice and vegetables are good for our health and now I know the amount is very important

2 I know that when we have sore eyes

we shouldn't eat sticky rice, egg I heard this from my mother

IV Home work

-Ask ss to learn by heart vocabulary and

structures.

- - Guide ss how to do Ex A2,23 P 11 (Workbook)

4 Think of some sentences about health that are true and some are false

- Work in groups Possible answer : True : - We shouldn't quit our break fast because it is very important

False : Women after bearing don't take a bath for along time

E.g:1 I find making pottery boring because

we have to sit still and make things by hands.

2 I think dancing is ineresting because you can enjoy lovely melody of the music you like while you are dancing.

Ngày tháng nă

m 2014

BGH duyệt Tổ chuyên môn duyệt

Trang 31

I.Aims and Objective.

 Knowledge: By the end of the lesson, students will be able to:

- Read for general and specific information about the calories for our health

- Talk about activity and calories

2 Skills: Improve Sts’ reading and speaking skills

3 Attitude: Sts must have positive attitude towards their talk about favourite activities

4 Competencies: evaluate the benefits of eating on diet

- Vocabulary: Vocabulary about health

 Grammar: Simple present

III Preparation

- Anticipated problems: - It will take a lot of time to count the calories

- Ss add as many activities as possible.

- Teacher monitors and gets feedback.

- T introduce the new lesson

20' II The new lesson

A Reading

1 Pre - Reading

1.1 Vocabulary

watching TV

Favorite activities

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- Teacher follows the seven steps of teaching

vocab

- Use different techniques to teach.

Check vocabulary: What and where

1 2 Prequestions

* Set the scene: You are going to read the text

about the calories

? What do we get calories from?

- T collects the answers

- Answer the question by guessing

2 While - reading

2.1.Check the answer

- Ask ss to open the book page 40, read the

texts in silent and check their guessing

Key:

- We get calories from the food we eat

2.2.Match the correct headings with the

paragraphs

- T asks ss to work individually to do this

activity

2.3Find the words / phrases in the text.

Discuss the meaning then check the

meaning

- T asks ss to read the text again then work in

pairs to do this exercise Ss may use their

dictionaries

2.4 Answer the questions

- Ask ss to work individually to answer the

questions

- Let them share their answer with partner

- Call on 2 ss to write the answers on the board

- T confirms the correct answers

1.Match the correct headings with the paragraphs

Key : -essential - necessary -pay attention - notice, be aware -diet(n)- the food you eat on daily basics -diet(v)- meant a special eating tontine to lose

weight or accomplish another health goal

-expert- someone who has studied a lot about

a subject or topic and understand it well

Trang 33

3.Answer the questions

1 A calories is energy that helps us do our every day activities

2 If we eat too many calories we get fat

3 To stay healthy you need between 1600 and

- T asks ss to work in pairs to discuss the activity

and the calories by answering 4 questions

- T walks around to monitor

2 Complete the chart

-Ask ss to look at the chart and T explains the

chart

- Ask ss to work individually this activity

3 Present your chart

- Ask some ss to come to the front of the class

to present

4 Discussion the following questions

5 Complete the chart

hours(per day) Total numberof calories

Ru nni ng

6 Present your chart

-What activities you do

- How long you do them every day

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- How many calories you use doing these activities

3' III Consolidation

- T aks ss to recall about activity and calories - Remember

2' IV Homework

- Learn by heart vocabulary and practice talking

about your hobby.

- Guide ss how to do ex C1,P13, D3 P

15(Workbook)

- Listen and take note the assignments

Period 14

Unit 2: HEALTH

Lesson 6: Skills 2

I Aims and objective.

1 Knowledge: By the end of the lesson, students will be able to understand about the

relationship between sports and health

2 Skills: - Listen to an interview to get specific information about sport and health

- Write the reply for the health problem

3 Attitude: Sts must have positive attitude towards their talk about favourite activities

4 Competencies: knowing the importance of eating and doing sports in their life

- Vocabulary: Vocabulary about hobbies

 Grammar: Simple present, simple past

III Preparation

- Teaching aids: Textbook, posters, tape and radio

- Anticipated problems: Weak students may not give the response

IV Procedure

5' I Warm up Brainstorming

- Elicit the topic from students

you like?

Trang 35

- Ss add as many activities as possible.

- Teacher monitors and gets feedback.

- T introduces the new lesson

- Use different techniques to teach.

-Check vocabulary: What and where

A Listening

1 Pre - listening

1.1 Discuss the questions

- Go through the questions

- T asks ss to work in pairs to discuss

them

2 While-listening

2.1 Listen the the interview Which

problems did he have as a child?

- Go through the questions

- Play the recording twice and ask ss to

circle the problems they hear

- Ask ss to compare the answers with a

partner

- Give feedback and confirm the correct

answer

* Vocabulary

đấu 3 môn phối hợp

1 Discuss the questions

-Work in pairs to discuss the questions

2 Listen the the interview Which problems did he have as a child?

- Listen to the recording and circle the problems

Key :

sick, allergy

2.2 Listen the the interview again

What advice does he give about preparing

for event ?

- Go through the phrases in the box

- Ask ss to listen to the recording again and

choose the right response

3.Listen the the interview again What advice does he give about preparing for event ?

- Listen to the recording again and choose the right response

Trang 36

- Ask to listen to the recording then choose

the true/ false sentences

-Ask ss to compare the answers with a

- Go through the questions

- T divides the class in to groups and give

them 5 minutes to do it

B Writing

2 Gap fill (2P13)

* Set the sence: You are going to listen to an

interview of A 4!Teen reporter about Mi's

hobbies

? Run through all the information in 1-6

? Listen and fill in the gaps then compare with

your partner.

Key :

Do more exercise, sleep more, eat more fruits/ vegetables

4 Are the following sentences true of false ?

-Listen to the recording then choose the true/ false sentences

Key :

1-T, 2-F, 3-F, 4-F, 5-T

2' III Consolidation

-Read the the questions and the advice then match

Key:

1-c, 2-b, 3-a

Trang 37

You can

It will be good if you

Do st more/ less

8 Write the problem and response

- Work in pairs to write the health problem and the response

Lesson 7: Looking back + Project

I Aims and 0bjective.

1 Knowledge: By the end of the lesson, students will be able to look back at what they have learnt in Unit 2 through the exercises in the book

2 Skills: - Revise unit 2 with vocabulary , grammar

- Recycle the language from the previous sections

- Consolidate and apply what they have learnt in Unit 2

3 Attitude: Sts must have good co-operation in working

4 Competencies: having good overview after a lesson

- Lexical items related to hobbies.

III Preparation

- Teaching aids: Textbook, posters, tape and radio

- Anticipated problems: Students may not complete all the gaps in 2 P13

IV Procedure

3' I Warm up Who is faster? (1 page 44)

1 What the health problems do you think each

of the people has? 1 What the health problems do you think each of the people has?

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- T divides the students into two teams

- Call on one student to come to the front

of the class read sentence by sentence in 1

and use gesture to express in 5 minutes.

- The members in two teams must go to the

board and write the health problems

- T teams with more and correct health

problems is the winner

-Introduce the new lesson

- Take part in the game Key : a sunburn

Remember words (2.p24) Look at the

pictures Write the health problem below

each person

- T asks ss to work individually to write the

health problem in each pictures

- Teacher checks and confirms the correct

answers.

2 Look at the pictures Write the health problem below each person

- Work individually Key:

1 Imperative with more and less

(3.P24 Complete the health tip)

- T lets ss recall about imperative with less

and more

- Ask them to do the exercise individually

- Give feedback and confirm the correct

answers

- 2 Compound sentences ( 4.P24 Draw a line to

link a simple sentence to a coordinate, to

another simple sentence)

- T has ss to recall about the compound

3.Complete the health tip

-Recall about imperative with less and more and do the exercise individually Key :

1 less 2 more 3 more

4 Go out 5 Watch less TV 6 Do more exercise

4.P24 Draw a line to link a simple sentence to a coordinate, to another simple sentence

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- Ask ss to do this activity individually

- Ask some ss to read aloud the compound

3 I have a temperature, and I feel tired

4 I can exercise every morning , or I can cycle to school

1 Role-play ( 5 P 24 Role -play a discussion

Student A is the patient and student B is the

- Ask ss to practice in pairs

- Call on some pairs to come to front of the

class and interview

- Vote the best interview

5 Role -play a discussion Student A is the patient and student B is the doctor

- Work in pairs

Eg : A.: Goood morning doctor I feel weak and sick

B: Did you have enough calories? You should eat more, and I think you should

do more exercise too

A Ok Thank you doctor

2 Discuss( 6 P 24 Discuss the following

sentences about health with a partner Do you

think they are facts or myths?)

- T makes sure that ss know how to do this

activity

- Go through the example

Note: To express your response about one

6 Discuss the following sentences about health with a partner Do you think they are facts or myths?)

- Work in pairs

Trang 40

opinion , you can use: Yes, I agree/ No, I

disagree/ I don't thick it is

- T asks ss to work in the pairs

- Call on some pairs to practice

- Guide ss how to do the project : Do a

survey about people’s health

1’

15’

III Consolidation

-Sum up the main content of the lesson “ talk

about health problems

- Give health advice with imperative with

more and less

- Form compound sentences

* 15- minute test (photocopied papers)

- Reacall about the knowledge in unit 2

- Ss do individually

IV Homework (2')

-Learn by heart vocabulary and structures.

- Complete the project of Unit 2

- Prepare next lesson: Unit 3 Lesson 1:

UNIT 3 COMMUNITY SERVICE

Lesson 1: GETTING STARTED

I/Aims and objectives:

 Knowledge: By the end of the lesson, students will be able to:

- Understand the benefits and activities that volunteers often do in community

service

- Answer the questions about the community service in the book

2 Skills: Improve Sts’ reading and listening skills: Listen and read a conversation about community service in detail

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