GIÁO ÁN TIẾNG ANH 7 THÍ ĐIỂM HAY

GIÁO ÁN TIẾNG ANH 7 THÍ ĐIỂM HAY CHI TIẾT VÀ ĐẦY ĐỦ GIÁO ÁN TIẾNG ANH 7 THÍ ĐIỂM HAY GIÁO ÁN TIẾNG ANH 7 THÍ ĐIỂM HAY GIÁO ÁN TIẾNG ANH 7 THÍ ĐIỂM HAY GIÁO ÁN TIẾNG ANH 7 THÍ ĐIỂM HAY GIÁO ÁN TIẾNG ANH 7 THÍ ĐIỂM HAY

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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:

- thường 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 được sắp thành lịch (giờ tàu, chiếu phim, ca nhạc )

b, Form: S + V (s,es)

S + don't/ doesn't + V

Do/ Does + S + V ?

c, Sign:

- always, usually, often, generally, frequently, occasionally, sometimes, never, seldom, rarely

- once/ twice/ three times a day/ a week/ a month

- every + N

- in the morning/ afternoon/ evening

- on Monday / July 1st

2 Present progressive:

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

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

- hành động tương lai đó được sắp đặt sẵn.

- kết hợp với always khi diễn tả sự phàn nàn về sự việc lặp đi lặp lại, làm cho người khác bực mình.

b, Form: S + am/ is/ are +V-ing

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

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

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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 thường 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 tương lai.

- đó xảy ra trong quá khứ nhưng không rõ thời gian.

- vừa mới xảy ra.

- đó xảy ra và đó chấm dứt nhưng kết quả còn để lại hoặc liên quan đến hiện tại.

- chưa 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= until now/ first time/ second time

4 Past simple:

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

- đó xảy ra và đó chấm dứt biết rõ thời gian.

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

- sẽ xảy ra trong tương lai nhưng không được sắp đặt từ trước (nó được quyết định ngay lúc nói)

b, Form: S + will + V

S + won't + V

Will + S + V ?

c, Sign:

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- tomorrow

- next + N

- 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?

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GETTING STARTED

A/Objectives:

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

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

D/ Procedures:

5' I Warm up: Brainstorming

reading

* Vocabulary

- upstairs(adv): trên gác -unusual(adj): khác thường

-same (adj): như nhau

- 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

II The new lesson

* Checking: Rub out and remember

9’ 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

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board

- T introduces Elena -Nick's sister

- T plays the recording

- Answer the questions by guessing

- Listen and read then check the guessing

- Go through the

sentences

- T asks ss to work

individually to find out which sentences are true/ false-Ask ss to sharetheir 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 recordingand let them practice

3. Matching 5’ - Have ss work

individually to

match thewords/phrasesfrom 2 with thepicture

- Let them compare their answer with a partner

- Get feedbackand

confirmthe correct answer

4. Complete the table 8’ - Ask ss to work

in pairs tocomplete thetable

- Give feedback

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2 No, they aren't

3.She keeps them

after using them

4 No, she doesn't

5 No, she hasn't

gardening7.cooking

8 arranging flowers

9 skating

Key:

Cheap hobbies:

gardenin

g, bird- watching, collects bottles

Expensive hobbies :

Taking photos,

5 Game : FIND SOMEONE WHO

playing the guitar, arranging flowers

Easy hobbies

bottles , playing board games s

Difficult hobbies

cooking, arranging flowers, skating

- Take part in the game to complete the table

7’ - Ask ss how to complete the table,

using " Do you like ?"

Date of teaching: _/ / 2014

Period 3

A/

O bj ec tiv es:

U N I T 1 M Y H O B B I E S

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- Practice vocabulary related to hobbies

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

- Find out the words with the sounds

/ ə /

and /

›: / B/

Language content:

- Vocab: vocabulary related to hobbies andkey to hobbies

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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

- Check vocabulary : What and where

4' 1 Matching

- 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 6' - 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

- Give feedback

- Take part in the game

Vocabulary

- horse -riding (n): môn cưỡi ngựa

- gymnastic(n): môn thể dục

-plant (v): trồng cây

- headphone (n) : tai nghe

-melody(n): : giai điệu

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

- Work in pairs to match

Key:

1-i,d,e2-g3-b,c,j 4-f,h 5-c6-a

- Work in pairs to complete the sentences

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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.

4' Repeat the words

- Have some ss read out the words first

- Play the recording

- Give feedback

6. Listen then put the words in the

5' correct column

- T explains how to pronounce the sound /

ə / and / ›: /

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

lên trên và hướng ra phía trước, là nguyên

âm rất ngắn

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

phát âm lưỡi ở vị trí thấp và miệng mở

7. Listen to the sentences and tick / ə /

4' and / ›: /

- Have ss to work individually

- Play the recording

-Give feedback

1' III Consolidation

- Recall some hobbies

-How to pronounce the sounds/ ə / and /

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

/ ›: / : burn, birth, hurt, heard

Key :

/ ə / : 1,2,4

/ ›: / : 3,5

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IV Homework

2' -Learn by heart all the new words and

structures

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

- Prepare: A closer look 2

Ngày … Tháng 8 Năm 2014

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Lesson 3: A CLOSER LOOK 2

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

- 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 ?

* 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

- 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

- Answer the teacher's questions

* Vocabulary -result(n):kết quả

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

5’ -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

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- 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

4.He enjoys gardening

5.She likes dancing

do this activity Ss write sentences using the pictures as

clues

5’ - 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

III Consolidation

- Recall about the present simple and the future simple ,

5’ liking verbs + V-ing

IV Home work

Learn by heart all the new words and structures.

- Guide ss how to do exs : B5,6

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.

- 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.

- Listen to the teacher and repeat.

Key:

A carving wood

- Have some strong students to make one sentence

with each picture.

B making models

C ice-skating

D dancing

E making pottery

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15' I Presentation

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 interesting making

making models carving wood

15' II Practice

1 Complete the sentences (2 P11)

- Model the first sentence.

? Complete the rest individually then compare with

? Interview one of your classmate about the hobies

in 1 and take notes her/his answers.

? Take turns being the person who asks the

questions

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.

- Work in pairs.

Eg:

You: What do you think about making pottery? / How do you find making pottery?

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

Mai: Because we have to sit still and make

? Report your partner's answers to the class.

things 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.

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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

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.

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- 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.

- eggshell : (n)

- fragile : (adj)

- unique : (adj)

* Suggested answers

1 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.

- Confirm the correct answers.

Key:

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

an art gallery in the US.

3 They find it difficult and boring.

4 Yes, he does.

10'

2.2 Sentence completion (3 P12)

? Read the text again then use no more than

three words from the text to complete the

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1 Discussion

? Work in pairs to discuss the uses of carved

eggshells.

2.Group work

? 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

about your hobby?

- Answer individually

- Remember

2' V Homework

- Learn by heart vocabulary and practice

talking about your hobby.

- Ex D1,2,3 P7-8 (Workbook)

- Prepare next lesson Unit 1 Lesson 6 Skills 2

- Listen and take note the assignments

Ngày… tháng……năm 2014

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Week: 3 Date of preparation: 26/08/14

UNIT 1: MY HOBBIES

Communication

I.

OBJECTIVES :

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

- Pronounce correctly the sounds /a / 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

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?

Presentation

Teaching vocabulary

- making pottery (n): Làm đồ gốm

- making models (n): Làm vật mẫu

- take up sth (v): Đeo đuổi

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:

- Teacher use - Follow and copy

different techniques down

to teach vocab

(situation, realia)

* Checking vocab:

Slap the board

- Ask Ss to read - Do as the T’request

aloud the activity and Ask Ss to read and

match with the tick the questions in 1

picture and tick the

questions in 1

- Give the answers - Correct

- Ask Ss to look at - Listen to the T and

the “Look out” and take notes

explain the structure

- Ask Ss to work - Work individually

individually to tick to tick the table then

the table then move move on to complete

on to complete the the five sentences in

five sentences in activity 2

activity 2

- Ask Ss to give out - Present their

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their opinion and

correct mistakes or

give help

- Choose some Ss to

present to the class

about their opinion

4. Homework

opinion

- Practice asking and answering about their opinion

Production

3 Now, interview a classmate about….

Ex: (page 11- textbook)

- Learn by heart all the new words

- Practice asking and answering

- Prepare: Skills 1

Experience

………

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2

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Period: 8 Date of teaching: 01/09/14

Skills 1

I.

OBJECTIVES :

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

- Improve their reading and skeaking skills and pronunciation

2 Knowledge:

3 Skill: speaking, reading

II.

PREPARATION :

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

2. Checking up: Practice “A Closer Look 2”

- Do you have a hobby?

- What do you think about your hobby?

(easy? Cheap? Unusual? )

- When did you begin your hobby?

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 unusualbecause eggshells are very fragile and hisfather can make beautiful piecethe emty

- Teacher use - Follow and copy

different techniques down,

to teach vocab

(situation, realia)

* Checking vocab:

Slap the board

- Have Ss work in - Work in pairs to ask

pairs to ask and and answer the three

answer the three questions

questions

- Give feedback - Correct

- Ask Ss to read the - Read the passage

passage and answer and answer the

the questions in 2 questions in 2

check ideas (1 P12)

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- Allow Ss time to

read the passage

again, then find the

words in the passage

to complete the

sentences

- Give feedback

- Ak Ss to work in

pairs or groups to

discuss other uses of

these pieces of

artwork

- Allow Ss a longer

time to work in

groups to take turn

talking about their

hobbies

4. Homework

- 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

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

4 Yes, he does

3 Read the sentences below and use more

than three words…

Key: 1 carving eggshells; 2 the US; 3 the Internet; 4 time; 5 gifts Production Speaking 4 Nick says ……

Suggested answers: decorations at home, souvenirs, lights… 5 Work in groups Take turns talking ……

S1: Uses the questions from 1 to 5 (page 12) S2: Gives their own answers - Learn by heart all the new words - Practice reading the passages, asking and answering about hobbies - Prepare: Skills 2 Experience ………

………

4

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Period: 9 Date of teaching: 03/09/14

I.

OBJECTIVES :

Skills 2

- Listen for specific information about Mi’s hobby

- Write a paragraph about their classmate’s hobby

2 Knowledge:

3 Skill: Listening, Writing

II.

PREPARATION :

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

2 Checking up: Practice “Skills 1”

- What can you se in the picture? (bottles)

- 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, )

4 a grandmother; b flower- lamps; c home

5 useful; 6 continue the hobby

- Teacher use different - Follow and copy

techniques to teach down

vocab (situation,

realia)

* Checking vocab:

Slap the board

- Introduce the - Listen to the T

situation

- Ask Ss to look at the - Look at the word

word web and listen to web and listen to the

the recording only the recording the first

- Play the recording - Listen and complete

two more times and each blank in the word

allow Ss to complete web with more than

each blank in the word three words

web with more than

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three words.

- Play the recording

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

- In pairs to complete the word web

- Practce writing a

Writing (P13)

3. Work in pairs Ask and answer ……

Student’s own word web

Production

Writing starts as shown below:

write a paragraphabout theirclassmate’

s hobby

- Choose some good writings and read them aloud in front of the class

4. Homew ork

paragraph about their is my classmate His/ Her hobby is

classmate’s hobby

He/ She started it ……

- Listentosomewritings

- Learn by heart all the new words

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

- Prepare: Looking back

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7

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Lesson 2: A CLOSSER LOOK 1

- 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/

Time Teacher’s activities Students’ activities

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

6' A Vocabulary

-Teacher uses different techniques to teach

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.

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3' 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

5' - T asks ss to do the exercise individually

- T corrects the exercise as a class

3 Role- play the meeting with the doctor

e then asks one student to come to the front of

7' 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?

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

have a/an have feel

- Work in pairs to role-play

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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

- Work in groups of 4 ss to practice

Eg : Đặc tính của âm /f/ là phụ âm vô thanhA: I had flu two weeks ago

(voiceless consonant) âm môi răng, kết hợp

răng hàm trên và môi dưới để phát âm (labio-B: Me too! I felt so weak

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

âm: đặt sát răng hàm trên trên môi dưới, thổiC: Oh, I had a sore throat yesterday

luồng hơi đi ra qua môi, miệng hơi mở một chút.D: I had toothache I think I ate too many

10'

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

sweets

- Go through the words in the table

- Play the recording and have circle the words- Listen to the teacher and look at the model 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

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1 fast, food 2 have, felt 3 father

4 having, lifestyle 5 give

- Recall the lesson

-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

-Listen to the teacher

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II.

Language content:

* Grammar: Imperatives with more and less

*Vocabulary: health tips

II.The new lesson

A Presentation

10' 1. Vocabulary -(n): mệnh lệnh

i

-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

r

t i

-(n) lời khuyên

t i

-(n): chuyên gia

1 Look at the pictures Which advice would you

give to each of these people? Use ther

imperatives with more and less above t

- T asks ss to look at the pictures and calls on -(v): giữ dáng /

ss to tell the class what they see.

20

- T asks ss to work in pairs to practice and they t giữ cơ thể khoẻ

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can give the reasons for the advice

- Call on some pairs to practice

i

-(adj) béo phì :

i t

t

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-(v): hạn chế l

i

i t

* Imperatives with more and less Model sentences: Do more exercise

Watch less TV Don't play more games

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 -Look at the yellow Grammar box again then

work in groups of 4 ss to choose 6 pieces of

- Ask ss to look at the yellow Grammar boxthen work in groups of 4 ss to chooseadvice are most important for teen then discuss again

6 pieces of advice are most important for teen

- T let ss discuss their idea in their groups

- Ask some groups represent their ideas

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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-Read through the Teen Health website website individually and complete the heading individually and complete the heading

-T may encourage class discussion about why- Discuss

some pieces of advice are more important thanKey:

3 Eat less junk food

4 Wash your hand more

- T writes: AND, BUT, OR ,SO on the board5 Watch less TV

then ask ss : What these words are called.

6 Spend less time playing computer games

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

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.

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

- 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 ?

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

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- T corrects the exercise with the class for a long time

3 Match the beginning of the sentences3 I feel tired and I feel weak

with the picture that completes them

4 You can go and see the doctor, or you can

- T has ss look at the pictures and go through go to bed now and rest

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 :

compound(n):ghép

- Tasks ss to discuss the similarities and the

- 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

-conjunction(n): liên từ

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

- quote(n): trích dẫn -Learn by heart all the new words and

structures.

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

- Prepare: Communication Where does someone ride when she rides on horseback?

What does it mean to go some where on foot? When you value something do you think it's important or not?

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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

Time Teacher's activities Students' activities

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.

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Teacher follows the seven steps of teaching vocab

-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

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

spend/ less eat/ less or

-myth (n): điều hoang

đường

-vegetarian (n): người ăn chay

-fact ( n) : sự thật -recover (v): hồi phục

- surprising (adj) ngạc nhiên

- 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'

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

C Production

1 Think of some sentences about health that

are true and some are false

- T sets the time about 6 minutes for ss to

work in groups of 4 ss to find out

2 Test another group to see how many of

your health myths they can spot

- T asks ss to choose one spokesperson in

each group to consult other group

- T reminds ss some sentences about health

are true which ss should follow and some

sentences are not true and ss should avoid

IV Home work

-Ask ss to learn by heart vocabulary and

structures.

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

- Prepare next lesson Unit 2 Lesson 5 Skills 1

3.Discuss the following in groups

-Work in groups to do this activity Possible answer

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

I know that when we have sore eyes we shouldn't eat sticky rice, egg I heard this from

my mother

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 năm 2014

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Aims and Objective.

1 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.

II.

Language content.

- 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.

- T introduce the new lesson

Favorite activities

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A Reading

1 Pre - Reading

1.1 Vocabulary

- 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

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

Key:

- We get calories from the food we eat

1.Match the correct headings with the paragraphs

meaning

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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

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

3.Answer the questions

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

2 If we eat too many calories we get fat

To stay healthy you need between 1600 and

2500 calories Sports activities and running use a lot of calories

People listen to his advice because he is an expert

15' B Speaking.

1 Discussion

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

table

- 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

4 Discussion the following questions

5 Complete the chart

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