Instructions For Using Textbooks, Studying Materials: Week: 1 Period 1

Date of planning : …/… / 2022
Date of teaching : …/… / 2022

WEEK : 1 Period 1 : INTRODUCTION
INSTRUCTIONS FOR USING TEXTBOOKS, STUDYING MATERIALS

I. OBJECTIVES: By the end of the lesson students will be able to gain the following things:
1. Knowledge:
- To introduce new Tieng Anh 7 textbooks. Student’s book and Workbook
- Tell students something about Great Britain; England and English. Students learn how to study
English well and know the way to learn English.
*Vocabulary: Use lexical items related to text book, and the way to learn English in class; at home...
some classroom languages.
* Grammar : to be; present simple tense; present continuous…
2. Competence: Students will be able to know how to study English effectively and how to use new
Tieng Anh 7 textbooks and know the methods to study new Tieng Anh 7 textbooks.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities
3.Qualities: To teach Ss the love of English; The awareness about importance of learning English.
Developing self-study skills.
II. TEACHING AIDS:
- Teacher: Grade 7 text book, laptop, projector / TV/ pictures and cards.....
- Students : Text books, studying equipment….
- Computer connected to the Internet.
- Sach mem.vn
III. PROCEDURE:
1. WARM UP & INTRODUCTION ( 3’- 5’)
Aims:
- To create a friendly and atmosphere in the class before the lesson;
- To give T and Ss a chance to introduce themselves;
- To lead into the unit
* Content: Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss
to warm up to the new class.
* Outcome: Having a chance to speak English and focus on the topic of the lesson..
* Organisation: Teacher’s instructions…
Teacher’s & Student’s activities Content

+ Greeting + Greeting
+ Chatting + Chatting. T_Ss
- Teacher (T) introduces himself/ herself
- T may introduce some warm-up activities to - Students (Ss) listen and learn how to
creat a friendly and relaxed atmosphere to inspire introduce themselves.
Ss to warm up to the new class… - Introduce themselves (name; age; address;
- Have Ss to introduce themselves. likes; dislikes ….friends… )
- T encourages Ss to talk in English as much as + Students (Ss) listen and learn how to do the
possible tasks.
+ Lead to the first unit of the new school year. - Answer the teacher’s questions
- Write the unit title on the board and ask Ss guest - Open their book and write .
what they are going to learn this unit …
- Ask Ss to open their book and introduce what
they are going to study….
2. NEW LESSON (12’-15’)
ACTIVITY 1+ 2:
Aims: - To set the context for the introductory;
- To introduce the topic of the unit, the vocabulary, and the grammar points to be learned.
* Content: Some brief notes; Something about England, English . Introduce New Tieng Anh 7
* Outcome: Ss learn something about England, English; Learn how to use New Tieng Anh 7
* Organisation: Teacher’s instructions….

1. T. asks sts some questions about England.
- What do you know about England?
- T. gives sts something about England and - T_Ss
English. - Listen carefully and read aloud.
- It located in North-west coast of Europe with - Fulfill teacher’s requirements
very mild weather not too hot but not too cold. - Give the answers
- It consists of four parts: England, Wales, - Ss answer if possible
Scotland and Ireland. - Listen carefully and read aloud.
- It’s official name is the UK - Find out the words related to the topic.
- Each part has its own flag of UK. - There are many interesting things of
2. English: England and you’ll gradually know about
- How many people speak English as their mother them in the progress of learning English.
tongue? 2/ Introduction: English is an international
- How many people speak English as their first language. Hundreds of million people speak
language? English in the world. 400 million people
- How many people speak English as their second speak English as their first language, 600
language or first foreign language? million people speak English as their second
- Why do you learn English? language or first foreign language. 4/5 of the
- Is it important? Difficult? Useful? Interesting? world’s computers use program in English. ¾
=> It’s very important, useful, interesting. It is the of all international correspondence is in
means of communication to one another. English.
3/ New English 7 text book: 3/ English 6 has 12 Units.
- How many units are there in English 6 text book? - T_Ss
- What are they about? - Each unit has 7 lessons.
There are 12 main units in the Student's Book.
Each unit has seven sections and provides
language input for seven classroom lessons of 45
minutes each...At the beginning of each unit, there
are explicit learning objectives that clearly state
the main language points and skills to be taught in
the unit.
- Section 1 : GETTING STARTED.
It begins with a conversation followed by activities
which introduce the topic of the unit. It then
presents the vocabulary and the grammar items to
be learned and practised through the skills and
activities of the unit. - Section 5 : SKILL 1 . READING AND
- Section 2 : A CLOSER LOOK 1 . SPEAKING. Reading
This section presents and practises the vocabulary This section aims to develop students' reading
and pronunciation of the unit. The active abilities. The reading text is often based on
vocabulary of the unit is given in an interesting the vocabulary and structures that students
and illustrated way so that it is easy for students to have previously acquired to make the activity
memorise. Two sounds, which appear frequently achievable..
in the unit, are given and practised in isolation and Speaking
in context. Stress pattern of two-syllable words, This section aims to provide further practice
three-syllable words, and rising and falling to support students in their spoken English....
intonation for questions are also dealt with in the - Section 6 : SKILL 2: LISTENING AND
last units of the book. There are different exercises WRITING.
focusing on intensive practice of vocabulary and Listening
pronunciation. The listening activity follows the oral practice
- Section 3 : A CLOSER LOOK 2 . in the Speaking section. It provides students
This section deals with the main grammar point(s) with an opportunity to listen to the language
of the unit. The new language point(s) taught in that they have practised orally, and trains
this section is / are already introduced in Getting them to listen for general and specific
Started. The exercises are well illustrated to help information.
students remember and use the grammar items Writing
effectively. The Remember! boxes appear This section focuses on developing
wherever necessary to give the rules or students'writing skills. It normally involves
explanations and help students avoid common one of the text types required for students'
errors. skill development.
- Section 4: COMMUNICATION. - Section 7: LOOKING BACK & PROJECT.
This section is designed to help students use Looking Back recycles the language from the
functional language in real life contexts and previous sections and links it with the unit
consolidate what they have learnt in the previous topic. Its activities and exercises are designed
sections. It also gives students opportunities to to help students consolidate and apply what
learn and apply the cultural aspects of the they have learnt in the unit. Teachers can use
language learnt to their lives and provides cultural this section to evaluate their students'
information about Viet Nam and other countries. performance and provide further practice if
Everyday English in this section gives students the necessary.
skills to communicate effectively in various The Project activity helps students improve
everyday situations... their ability to work independently and in a
team. It extends their imagination in a field
related to the unit topic.
* English is not too difficult but it requires
you hard working.
- Ss need learn by heart all vocabulary and
their usage.
- Review the lesson everyday.
- Learn English everyday.
3. PRACTICE (15’)
ACTIVITY 3:
Aims: To help Ss understand the lesson. Class room language
* Content: Some brief notes; Something about England, English . Classroom language…
* Outcome: Ss learn something about England, English; Classroom languages…
* Organisation: Teacher’s instructions….
3. How to learn English best?
- Tell us how you learn best? - T_Ss
- Tell us how you can learn English best? - Listen carefully
* Some useful classroom languages:
- Who is the monitor? - Practice saying classroom languages.
- Who is absent today?
- Who is on duty today? - Work in groups; in pairs; present the
- May I go out? projects….
- May I come in?.......
- How to improve your English :
- Listen to the teacher carefully, learn E. from
many sources, always enrich your vocabulary, do
exercises carefully, practice speaking, listening,
writing, reading everyday. …
- Ss should work hard everyday to improve their
English.
“ Hard work is the key to success”
4. PRODUCTION/ FURTHER PRACTICE (8’)
ACTIVITY 4:
Aims: To revise / teach classroom languages.
* Content: Some brief notes; Something about England, English . Classroom languages…
* Outcome: Ss know something about England, English; Classroom languages…
* Organisation: Teacher’s instructions…..
- T_Ss - The greetings : - Goodmorning
- T gives some questions to introduce the class - Good afternoon
expressions. - Good morning
- Good bye ….
- Have Ss listen and repeat. - We can say “ May I go out”
- Teacher says “ go out, please” Go out - You can say “Stand up, please.
- Teacher says “No”  Don’t go out - Listen, please
- Call on some pairs to practice in front of the - Read after me
class. - Repeat please…..
5. WRAP-UP & HOME WORK (2’)
* Instruct/ guide students to do their homework.
- Prepare textbook, workbook, exercise book,
* HOME WORK
- Learn classroom languages.
- Prepare new lesson Unit one My hobbies.
==============================
Date of planning:………….. UNIT 1: HOBBIES
Date of teaching: ………..… Period 2 : Lesson 1: GETTING STARTED
WEEK: 1 My favourite hobby
I. OBJECTIVES:* By the end of this unit, students will be able to gain the following things:
- use the words related to hobbies and verbs of liking and disliking to talk about different hobbies;
- pronounce the sounds /ә/ and /з:/ correctly.
- use present simple tense;
- talk about likes and dislikes;
- read for specific information about hobby;
- talk about the benefits of hobbies;
- listen for specific information about one’s hobbies;
- write a paragraph about one’s hobby.
1. Knowledge:
- To introduce topic of the lesson Hobbies . An overview about the topic Hobbies. To practice
listening and reading.
+ Vocabulary: Use the words related to the topic Hobbies. Pronouncing the sounds /ә/and
/з:/correctly;
- New words: unusual (adj) ; creativity (n) ; dollhouse (n) ; cardboard (n) ; glue (n) ; making
models. horse riding, upstairs, amazing ....
+ Grammar: - Review Present simple tenses
2. Competence: Students will be able to practice listening and reading the conversation between
Trang and Ann about Hobbies;
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Qualities: - Love talking about their hobbies. Having benefits of their hobbies in daily life. Ss
have the good attitude to working in groups, individual work, pair work, cooperative learning.
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
Notes: In each activity, each step will be represented as following:
* Deliver the task.
* Implement the task.
* Discuss.
* Give comments or feedback.
Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new lesson.
* Outcome: Introducing themselves to make more new friends.
* Organisation : Teacher’s instructions …
Teacher’s Student’s activities Content
+ Greeting + Asking question: + Greeting + Asking question:
- T may introduce some warm-up activities to - T_Ss
create an active atmosphere to inspire Ss to - Asking question:
warm up to the subject and new lesson… * T asks Ss about what they like doing for
* Ss answer the question individually. pleasure in their free time.
* T sets the context for the listening and What do you like doing in your free time?
reading text: Write the title on the board My Do you like collecting dolls?
favorite hobby. Do you like collecting glass bottles?
* Ask Ss to guess what the conversation might
Do you enjoy mountain climbing?
be about.
- Before open their books, T asks Ss what they + Students (Ss) listen and learn how to do the
like doing for pleasure in their free time. tasks.
Summarise Ss’s answers and ask them what
these activities called. - Answer the teacher’s questions.
- Elicit the word “Hobbies”
- Write the unit title on the board My Hobbies ..
- Open their book and write .
- Ask Ss to open their book and start the lesson.
….
2. PRESENTATION/ NEW LESSON ( 12’- 15’)
ACTIVITY 1:
Aims: - To set the context for the introductory conversation;
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to
be learned.
* Content: Learn some new words in context . Read the conversation and find out new words.
* Outcome: Practice reading the conversation Knowing more new words. Understanding the
conversation; topic of the lesson, grammar points…
* Organisation :
1. Listen and read: /P. 8 1. Listen and read./ P. 8
+Ask Ss to open their book and start the lesson. - T_Ss
- Listen carefully to the context
*Teach vocabulary: * Vocabulary
+ Teacher uses different techniques to teach - unusual (adj) khác thường
vocab (situation, realia, translation.) - creativity (n) sự sáng tạo
+ Teacher explains the meaning of the new
- dollhouse (n) nhà búp bê
vocabulary by pictures.
+ Follow the seven steps of teaching vocab. - cardboard (n) bia các tông
+ Check vocabulary: R & R - glue (n) keo dán, hồ
+ Take note - making models. làm mô hình
+Ask Ss to look at the pictures on page 8-9 and - upstairs (n): ở trên lầu; ở tầng trên
answer the questions below: - amazing (adj):làm sửng sốt,làm ngạc nhiên
1. Can you guess who they are? - horseriding (n) cưỡi ngựa
2. What can you see in the picture ?
3. What hobby do they have? .... - Listen carefully and read aloud.
+ T introduces the two characters: Trang and
Ann. Explain they are friends. Quickly write
Ss’s answers to questions 2-4 on the board.
- Play the recording twice for the Ss to listen
and read along.
- Have Ss underline the words that are related
to the topic of the units while they are listening
and reading.
- Invite some pairs of Ss to read the
conversation aloud.
- Now refer to the quetions 2-4 on the board.
Confirm the correct answers.
-(Question 2: a girl with a dollhouse; a
dollhouse. And a girl riding a horse.
- Question 3: Trang’s hobby is buiding
dollhouses and ann’s hobby is horse riding)
- Have Ss say the words in the text that they are
related to the topic My hobbies.
- Quickly write the words on one part of the
board.
- Comment on Ss’ answer.
3. PRACTICE ( 15’)
ACTIVITY 2:
Aim: To help Ss understand the conversation.
* Content: Listen and read the conversation. True/ False activity.
* Outcome: Know more new words. Understanding the conversation; topic of the lesson, vocab.
* Organisation :

2. Read the conversation again and write T 2. Read the conversation again and write T
(True) or F (False) (True) or F (False).
- T asks Ss to ask the sentences and decide if - T_Ss . Work independently.
they are true of false without reading - Give the answers
conversation again. Allow them to share their * Key :
answers with a partner before discussing as a 1. F (she made it herself)
class. 2. T
- Ss may read the conversation again to 3. T
confirm their answers before giving T the 4. T
answers. 5. F (Her lesson starts at 8 a.m)
- Elicit from Ss. Have them correct the false
sentences.
- Write the correct answers on the board.
ACTIVITY 3:
Aim: To introduce some vocabulary items related to hobbies.
* Content: Name the picture, then listen, check and repeat.
* Outcome: Ss understand more the use some vocabulary related to hobbies.
* Organisation :
3. Write the words and phrases from the box 3.Write the words and phrases from the box
under the correct pictures. Then listen, under the correct pictures. Then listen,
check, and repeat 3. check, and repeat.
- Ask Ss to name the pictures. - T_ Ss
- Have Ss work individually to write the words - Listen to the instructions clearly
and phrases from the box under the correct - Ss to work independently
pictures.
- Have them compare their answers with a - Copy them
partner. Then ask for Ss' answers. Quickly
write their answers on the board without
confirming the correct answers.
- Have 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. * Key:
- Confirm the correct answers. 1. making models 2. horseriding
- Have some Ss practise saying the words and 3. collecting coins 4.Gardening
phrases again. 5. building dollhouses
6.collecting teddybears.
ACTIVITY 4:
Aim: To help Ss categories hobbies.
* Content: To work in pairs. Write the hobbies in the suitable column.
* Outcome: Ss know how to categorize hobbies in the suitable column.
* Organisation :
4.Work in pairs. Write the hobbies from 3 in 4. Work in pairs. Write the hobbies from 3
the suitable columns. in the suitable columns.
- Have Ss work in pairs and complete the table. - Pair work
- Ss work in pairs and complete the table. - Ss do themselves
- Teacher allows students to share answers
before discussing as a class. * Suggested answers:
- Write their answers on the board.
- doing things: horse riding, gardening
- Have Ss add more words to the table
(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.)
4. PRODUCTION/ FURTHER PRACTICE ( 8’)
ACTIVITY 5:
Aim: To help Ss practice using the vocabulary items related to hobbies.
* Content: Play game. Ask their classmates which hobbies they like.
* Outcome: Ss can ask and answer the hobbies they like
* Organisation :
5. GAME: Find someone who 5. GAME: Find someone who
Work in groups. Ask your classmates which Work in groups. Ask your classmates which
hobbies they like. Use the question : Do you hobbies they like. Use the question : Do you
like ..? like ..?
- Set time (3 - 5 minutes) for Ss to do this
activity.
- Then ask the classmates around to complete
the table, using the questions 'Do you like...?'
The student who completes the table first wins.
- He / She reads aloud the names they have.

* Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words they remember from the lesson.
* HOME WORK
- Read again the conversation on page 8.
- Do more exercises in workbook.
- If there is a projector in the classroom, then T should show the conversation and highlight the
key words related to the topic. It would be helpful if T also highlights in the conversation the
present simple tense and the words with the sounds /ә/and /з:/, and tells Ss that they will learn
these language points in the upcoming lessons.
=========================
Date of planning:…/……/2022 Period 3 : UNIT 1 : HOBBIES

Date of teaching: ………..… Lesson 2 : A CLOSER LOOK - 1
WEEK: 1
I. OBJECTIVE: By the end of this lesson, students will be able to gain the following things :
1. Knowledge:
- To introduce topic of the lesson My hobbies.. To teach some new words .
+ Vocabulary: Using the words related to hobbies ;Verbs of liking and disliking
+ Coins, judo, jogging, yoga ; making models;
- Do judo, yoga (karate, exercise...); Go jogging, swimming (camping, cycling..); Collect dolls,
coins (books, watches, pencils ....)
+ Pronunciation: Correctly pronounce words that contain the sounds /ə/ and /ɜ:/
+ Grammar: - The use of like, love, enjoy, hate + V-ing; talking about likes and dislikes.
2. Competence: Students will be able to learn how to use some new words. Know how to use
some action verbs go with Nouns to describe hobbies. Ss may add more nouns that can go with
these action verbs.
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Qualities: Love talking about their hobbies; having benefits of their hobbies in daily life.
- Develop self-study skills.
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
Notes:
In each activity, each step will be represented as following:
* Deliver the task.
* Discuss.
1. WARM UP & INTRODUCTION (5’)
Aim: Vocabulary
- To create an active atmosphere in the class before the lesson
- To lead into the new lesson.
* Content: Review the previous lesson.
* Organisation :Teacher’s instructions…
+ Asking questions: + Asking questions:
* Some students are invited to answer. * Teacher asks students some questions
* Teacher and students discuss the answers. about the hobbies:
* Teacher introduces the lesson. 1. What is your favorite hobby?
- Show some pictures of the hobbies Ss learnt in 2. When did you start your hobby?
the previous lesson. Have some say the hobbies. - T_ Ss
Lead to this lesson which focuses on action verbs, - Students (Ss) listen and learn how to do.
verbs of liking and disliking and the sounds /ә/and - Open their book and write .
/з:/.
2. PRESENTATION/ NEW LESSON (12’)
ACTIVITY 1:
- Aim : To present some action verbs go with nouns to describe hobbies.
* Content: Teach some new words, some action verbs go with nouns.
* Outcome: Ss learn how to use them . Put them in the columns correctly.
* Organisation :
1. Complete the word webs below with the 1. Complete the word webs below with
words from the box. the words from the box.
*) Pre- teach vocabulary: - T_ Ss
- Teacher uses different techniques to teach + Students (Ss) listen to the instructions
vocabulary (situation, realia, translation .....) carefully and learn how to do the tasks.
+ Teacher may introduce the vocabulary by: * Vocabulary
- providing explanations of the words; - coins (n) tiền xu (tiền kim loại)
- showing picture illustrating the word. - judo (n) môn võ Judo
+ Follow the steps to teach vocabulary - jogging (n) chạy bộ thể dục
- Repeat in chorus and individually - yoga (n) Sự tập luyện dô-ga
+ Check vocabulary: R&R
- Teacher checks students’ understanding with the
“Rub out and remember” technique.
+ Take note Key :
- Have Ss read the action verbs and match them Suggested answer:
with the suitable words. Remind them that a verb - go: jogging, swimming (others: go
can go with more than one word. camping, go fishing, go cycling, etc.)
- Have Ss work in pairs to compare their answers - do: judo, yoga (others: do karate, do
before they give T the answers. exercise, do sit-ups, etc.)
- Check and confirm the correct answers. Then - collect: dolls, coins (others: collect books,
have Ss add more words that can go with these
action verbs. collect watches, collect pencils, etc.)
- Have Ss read the Remember! box. Ask them to
make some examples with the verbs of liking and
disliking.
- Check the answers as a class.
** Remember
- Common verbs of liking and disliking are like,
love, enjoy, and hate (not like). We often use the –
ing form after these verbs.
Example:- I like gardening.
- She hates watching TV.
3. PRACTICE (15’)
ACTIVITY 2:
Aim: To help Ss practise the verbs of liking / disliking and action verbs
* Content: Complete the sentences, using the - ing form.
* Outcome: Ss can learm how to use verbs of liking and disliking.
* Organisation :
2. Complete the sentences, using the –ing form 2. Complete the sentences, using the –ing
of the verbs from the box. form of the verbs from the box.
- Have Ss do this activity individually. Have Ss
read all the sentences carefully to make sure they - Listen carefully and learn how to do.
understand the sentences. - Give the answer
* Key:
- Let them share their answers in pairs. Invite
1. collecting 2. going
some Ss to give the answers. 3. playing 4. making 5. doing
- Write the correct answers on the board.
ACTIVITY 3:
Aim: To give further practice with verbs of liking / disliking.
* Content: Making sentences using the pictures and verbs of liking or dislikng.
* Outcome: Ss can make sentences correctly, using the pictures.
* Organisation :
3. Look at the pictures and say the sentences. 3. Look at the pictures and say the
Use suitable verbs of liking or disliking and the sentences. Use suitable verbs of liking or
–ing form. disliking and the –ing form.
- Have Ss look at the pictures in this exercise and
say what the person / people is / are doing in each - Ss to work individually first
picture.
- Ask them what the face in each picture means. - Ss do themselves.
(A sad face means ‘don't like’ and a happy face
means 'do like'.) Ask Ss to look at the example to
make sure they understand what to do.
- Ask Ss to work in pairs to make sentences.
- Copy them
- Invite Ss to share their answers. Confirm the * Key:
correct answers. 1. He hates / doesn't like doing judo.
- This activity can also be organised as a 2. They like / love / enjoy playing football.
competitive game. Have pairs write down the 3. They love / like / enjoy gardening.
sentences. The pair that finishes first with the 4. They enjoy / like / love collecting
most correct answers wins. stamps.
- If there is time, invite some Ss to make sentences 5. She hates / doesn't like riding a horse /
about what they like or dislike doing. horse riding
- T and other Ss give comments.
II. PRONUNCIATION: (10’)
/ә/and /з:/
ACTIVITY 4
Aims:- To help Ss identify how to pronounce the sounds /ә/and /з:/
- To help Ss practise pronouncing these sounds in words.
* Content: Listen and repeat , pay attention to the sounds /ә/and /з:/
* Outcome: Ss can learn how to pronounce the sounds /ә/and /з:/ correctly.
* Organisation :
4. Listen and repeat. Pay attention to the 4. Listen and repeat. Pay attention to the
sounds /ә/and /з:/ sounds /ә/and /з:/
- Have some Ss read out the words first. Then play
the recording for them to listen and repeat the
- Listen carefully
words they hear. - Listen and repeat
- Ask them to pay close attention to the two
sounds.
- Play the recording as many times as necessary.
- Explain to Ss the difference between the two
sounds if needed.
- Tell Ss that /ә/ is the same sound while /з:/
sounds like it has a soft /r/ in it.
- Invite some Ss to say some words they know that
include the two sounds.
4. FURTHER PRACTICE (8’)

ACTIVITY 5:
Aim: To help Ss pronounce the sounds /a/ and /3:/ correctly in sentences.
* Content: Pratice saying the words pay attention to the underlined parts
* Outcome: Ss learn how to pronounce the words , the underlined parts correctly.
* Organisation : Teacher’s instructions…
5. Listen to the sentences and pay attention to 5. Listen to the sentences and pay
the underlined parts. Tick (✓) the appropriate attention to the underlined parts. Tick
sounds. Practise the sentences (✓) the appropriate sounds. Practise the
- Have Ss quickly read the sentences. sentences
- Now play the recording for Ss to listen to the - T_ Ss
sentences. Answer key:
/ə/ /ɜ:/
- Ask them to pay attention to the underlined parts
1. My hobby is collecting
and tick the appropriate sounds. ✔
dolls.
- Invite some Ss to share their answers. 2. I go jogging every ✔
- Confirm the correct ones. Thursday.
3. My cousin likes getting up ✔
- Play the recording again for Ss to repeat the
early.
sentences. 4. My best friend has thirty ✔
- Have Ss practise the sentences in pairs. pens.
- Invite some pairs to read the sentences aloud. 5. Nam enjoys playing the
✔
- Comment on their pronunciation of the sounds violin.
* Key :
* Audio script - Track 5:
1. My hobby is collecting dolls.
2. I go jogging every Thursday.
3. My cousin likes getting up early.
4. My best friend has thirty pens.
5. Nam enjoys playing the violin.
- Ask Ss to summarise what they have learnt in the lesson.
- Have Ss look at the objectives written on the board at the beginning of the lesson and tick the
objectives they can do
* HOME WORK
- Prepare new lesson. A CLOSER LOOK - 2/ P. 11-12
=======================================
Date of planning:…/....../ 2022 Period 4 : UNIT 1 : HOBBIES

Date of teaching: ………..… Lesson 3 : A CLOSER LOOK -2
WEEK: 2
1. Knowledge:
- To revise and teach present simple.
- To introduce topic of the lesson My hobbies.. To teach some new words .
+ Vocabulary: Using the words related to hobbies.
+ Grammar: The form and use of present simple.
- The use of the verbs of liking: like, love, enjoy, hate + V-ing; talking about likes and dislikes.
2. Competence: Students will be able to revise and learn how to use and form present simple
tense. Further practice with present simple tense.
- Develop communication skills
- Be collaborative and supportive in pair work and team work
3. Qualities: Having benefits of their hobbies in daily life.
- Be encouraged to know more about their classmate’s hobbies
- Develop self-study skills
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.
Aims:
* Content: Review the previous lesson or have some warm-up activities to create a friendly and
relaxed atmosphere to inspire Ss to warm up to the new lesson.
+ Game: Guessing game + Game: Guessing game
- T divides the class into 4 teams. - T_ Ss
- T calls on a S from each team to go to the board - Students (Ss) listen and learn how to do.
in turn. That S thinks of a hobby and says the
keywords out loud.
The other teams try to guess What the hobby is.
They will get 1 point for each correct answer. The Example:
team with the most points is the winner. A: water, grow, flowers, vegetable.
- Teacher and students discuss as a class. B: Is it gardening?
- Teacher asks students to say the words aloud and A: Yes, it is.
makes sure they pronounce the words correctly.
Teacher can ask for translation to check their
understanding.
- Invite some Ss to answer the questions.
- Ask them if they know the verb tense used in the
questions and in their answers (they already learnt
this tense in grade 6). Confirm that the present
simple tense is used in both the questions and
answers. Lead to the lesson. - Open their book and write .
- Introduce the three objectives of the lesson.
Write the objectives in the left corner of the board.

ACTIVITY 1:
Aim: To help Ss identify and remember the uses of the present simple.
* Content: Form and use the use of present simple .
* Outcome: Ss can how to form and use the use of present simple .
Grammar: The present simple.
- Revise the form of the present simple because Ss learnt this grammar point in Grade 6.
- Ask if Ss still remember the form of the present simple
- Invite some Ss to describe the form. Write their answers on the board. Confirm the correct
answer.
FORM:
(+) S + V/Vs/ V-es (-) S + don't/doesn't + l/-inf (?) Do/Does + S + V-inf
- Show each of the examples in the Remember! box on the slide or have Ss read the examples in
the book. Highlight the present simple form. Explain each use.
- Have Ss read the Remember! box in the book again to help them understand better the uses of
the present simple.
- Ask Ss what signal words help them identify the verb tense. Elicit answers from Ss. (Signal
words are: adverbs of frequency and verbs such as start, etc.)
REMEBER:
 We use the present simple for:
– something that is a general truth.
Example: The sun rises every morning.
– something that happens regularly in the present.
Example: She goes swimming three times a week.
– timetables or programmes.
Example: The cooking lesson starts at 9 a.m.
1. Match the sentences (1 – 5) to the correct 1. Match the sentences (1 – 5) to the
uses (a – c). correct uses (a – c).
- Ask Ss to do the exercise individually and then - T_ Ss
check their answers in pairs. + Students (Ss) listen to the instructions
- Invite some Ss to share their answers. carefully and learn how to do the tasks.
- Confirm the correct answers. * Key:
1.b 2.a
3.c 4.a 5.b
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To help Ss practise the correct form of the present simple
* Content: Complete the sentences, using present simple tense of the verbs.
* Outcome: Ss understand more using present simple . Complete the sentences correctly.
* Organisation :
2. Complete the sentences. Use the present 2. Complete the sentences. Use the
simple form of the verbs. present simple form of the verbs.
- Have Ss do this exercise individually and then - T_ Ss
compare their answers with a partner. - Listen carefully and learn how to do.
- Ask some Ss to write their answers on the board. - Ss work individually
- Check the answers with the whole class. Ask Ss - Give the answers
to explain the use of the tense in each sentence. * Key:
- Confirm the correct answers. 1. build 2. does... do 3. have
- Checks Ss' answers as a class. 4. doesn't like 5. Does ... start
ACTIVITY 3:
Aim: To give further practice with the present simple.
* Content: Do the filling with the correct form of the verbs in brackets.
* Outcome: Ss can do exercises correctly. Further practice with the present simple.
* Organisation :
3. Fill in each blank with the correct form of 3. Fill in each blank with the correct
the verb in brackets. form of the verb in brackets.
- Have Ss do this exercise in pairs and then - Ss to work individually
compare the answers with another pair. - Ss do themselves.
- Ask some Ss to write their answers on the board. Keys:
- Check the answers with the whole class. 1. enjoys 2. spends
- Ask Ss to explain the use of the tense in each 3. don't like / do not like
sentence. 4. go 5. begins
- Confirm the correct answers. 6. don't enjoy / do not enjoy
ACTIVITY 4:
Aim: To give further practice with the present simple.
* Content: Write complete sentences, using the words given.
* Outcome: Ss can make sentences correctly. Ss may change the words or add some.
* Organisation :
4. Write complete sentences, using the given 4. Write complete sentences, using the
words and phrases. You may have to change given words and phrases. You may have
the words or add some. to change the words or add some.
- Have Ss work in groups to write the sentences. - T_ Ss
- Give each group a large-size sheet of paper to - Do the tasks and share the answers.
write. Key:
- Have groups crosscheck. 1 .The sun sets in the west every evening.
- Stick some sheets on the board. 2. DoTrang and Minh play basketball every
- Comment and confirm the correct answers. day after school?
3. The flight from Ho Chi Minh City
doesn't arrive at 10:30.
4. Our science teacher starts our lessons at
1 p.m. on Fridays.
5. Do you make models at the weekend / at
weekends?
4. FURTHER PRACTICE ( 8’)
ACTIVITY 5:
Aim: To help Ss make sentences with the present simple.
* Content: Play game: Sentence Race
* Outcome: Further practice using the present simple.
* Organisation :
5. GAME. Sentence race. 5. GAME. Sentence race.
- Divide Ss into groups. Assign a group leader. - T_ Ss.
- Write a verb on the board and have Ss make a
sentence with the verb, using the present simple - Group works
+ T: get up
form. - I usually get up at 6 o’clock.
- The group leader records his / her group's points.
Invite group leaders to read aloud the sentences. - My sister gets up at 6.30.....
- Comment and announce the winners. + T : rise
- The Sun rises in the east and sets in the
Note: For stronger students, have groups write as West...
many sentences with the present simple as ..................
possible. Then ask groups to cross check.
- Ask groups to share their sentences with the
class.
- Check and comment.
- Ask Ss to summarise what they have learnt in the lesson. Have Ss look at the objectives written
on the board at the beginning of the lesson and tick the objectives they can do.
*HOME WORK
- Brainstorm some interesting and easy-to-do hobbies.
- Prepare new lesson. COMMUNICATION.
======================
Date of planning:………….. Period 5 : UNIT 1 : HOBBIES

Date of teaching: ………..… Lesson 4 : COMMUNICATION
WEEK: 2
I. OBJECTIVE:By the end of this lesson, students will be able to gain the following things :
1. Knowledge:
- Use the lexical items related to the topic Hobbies
- Talk about likes and dislikes
- Ask and answer about hobbies.
+ Vocabulary: - Use the lexical items related to the topic Hobbies
+ Grammar: The form and use of present simple.(Review)
2. Competence: Students will be able to revise and learn how to use and form present simple tense.
Talking about likes and dislikes.
- Develop creativity and communication skills
3. Qualities: Having benefits of their hobbies in daily life. Ss have the good attitude to working in
groups, individual work, pair work, cooperative learning.
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.
1. WARM UP & INTRODUCTION (3’-5’)
Everyday English Talking about likes and dislikes
Aims:
* Content: Review the previous leson or have some warm-up activities to creat a friendly and
relaxed atmostphere to inspire Ss to warm up to the new lesson
+ Greeting // + Revision + Greeting// + Revision
- Teacher (T) asks Ss some questions about them - T_ Ss
and class. - Students (Ss) listen and learn how to do.
- Show some pictures of the hobbies that Ss learnt
in the previous lessons.
- Ask some Ss to make sentences about
themselves, using the verbs of liking / disliking.
- Introduce the objectives of the lesson: learning
how to talk about likes / dislikes and about their
hobbies
- Ask Ss to open their book and introduce what - Open their book and write .

ACTIVITY 1+ 2:
Aims:
- To introduce ways of talking about likes and dislikes in English;
- To help Ss practise talking about likes and dislikes.
* Content: To listen and read the conversation .Asking and answering questions about what they
like and don’t like doing.
* Outcome: Ss can ask and answer questions about what they like and don’t like doing...
* Organisation :
1. Listen and read the dialogue below. Pay 1. Listen and read the dialogue below. Pay
attention to the questions and answers. attention to the questions and answers.
vocabulary (situation, realia, translation .....) if carefully and learn how to do the tasks.
have
1./ P. 13
- Play the recording for Ss to listen and read the
dialogue between Mi and Ann at the same time.
- Ask Ss to pay attention to the questions and We often use the – ing form after verbs of
answers. Have Ss practise the dialogue in pairs. - liking and not liking.
Call on some pairs to perform the dialogue in Example: I like going to the cinema.
front of the class. She hates cleaning the floors.
- Tell Ss that they can use other verbs they learn in
A Closer Look 1 to talk about likes and dislikes.
- Give some examples with these verbs. Model
asking and answering with a student.
Example:
Teacher: Do you love running?
Student: Yes, very much. I usually run in the park
at weekends.
Audio script - Track 6:
Mi: Do you like reading books? - Answer the teacher’s questions.
Ann: Yes, very much, especially books about
science.
Mi: What about painting? Do you like it?
Ann: No, I don't. I'm not that interested in art.
2. Work in pairs. Ask and answer questions
about what you like and don’t like doing.
- Ask Ss to work in pairs to make similar
dialogues, using different verbs to show likes and
dislikes.
- Make similar dialogues, using different
- Move around to observe and provide help. Call
verbs to show likes and dislikes.
on some pairs to perform in front of the class.
- Comment on their performance.
3. PRACTICE (18’)
ACTIVITY 3: All about your hobbies
Aim: To provide practice with answering about Ss' hobbies.
* Content: Question and Answer. Do the fillings
* Outcome: Ss can ask answer the questions . Filling in column A with correct answer.
* Organisation :
3. Answer the questions. Fill in column A with 3. Answer the questions. Fill in column A
your answers. with your answers.
- Ask Ss to read and answer the questions. Have - Work in pairs to do this activity
them note down their answers in column A of the
table.
- Remind them to use the correct form of the - Ss work in pairs .
verbs.
- Invite some Ss to share their answers.
ACTIVITY 4:
Aim: To provide practice with asking and answering about hobbies.
* Content: Ask and answer questions about the things they like/ don’t like.
* Outcome: Ss can answer the questions correctly and fill in column B.
* Organisation :
4. Now interview your friend, using the 4. Now interview your friend, using the
questions in 3. Write his / her answers in questions in 3. Write his / her answers in
column B. column B.
- Have Ss work in pairs to ask and answer the - Ss_ Ss
questions in 3. - Listen to the instructions clearly
- Ask them to note down their partner's answers in - Do the interview.
column B of the table in 3.
- Copy them
ACTIVITY 5:
Aim: To provide practice with comparing answers and giving a presentation about hobbies.
* Content: Further practice talking about their hobbies
* Outcome: To Improve speaking skills. Talking about their hobbies.
* Organisation :
5. Compare your answers with your friend’s. 5. Compare your answers with your
Then present them to the class. friend’s. Then present them to the class
- Ask Ss to read the example to understand how to - T_ Ss
report the answers.
- Have them underline the words that can be used
- Listen carefully
to make comparisons in the example (but, too). - heck the
Work in pairs. C
- Introduce some other ways to express.
comparison, such as: both (we both have one answers.
hour of free time every day); more (I have more
free time than her); etc. Example:
- Ask Ss to work in pairs again to compare the I have one hour of free time a day, but my
answers and prepare a short presentation. friend Lan has only about 30 minutes. I like
- Invite some Ss to present their work. listening to music every day, and Lan likes it
- Comment on their answers. too. I don’t like exercising, but Lan does...
5. WRAP-UP & HOME WORK ( 2’)

* Ask Ss to summarise what they have learnt in the lesson. Have Ss look at the objectives written
* HOME WORK
- Practice talking about hobbies.
- Prepare new lesson. SKIILS-1/ P.14
================================
Date of planning:…/…/ 2022 Peroid 6 : UNIT 1 : HOBBIES
Date of teaching: ………..… Lesson 5 : SKILLS 1 / Reading and Speaking
WEEK: 2
I. OBJECTIVES:By the end of this lesson, students will be able to gain the following things:
1. Knowledge:
- To develop Reading and Speaking skills. The skills of guessing the meaning of new words;
+ Vocabulary: Using the words related to hobbies
+ Grammar: (Review) present simple.
2. Competence: Students will be able to practice reading and speaking skills. Talking about the
benefits of the hobbies.
- Develop presentation skill
- Actively join in class activities. Present their benefits of hobbies.
- Understand more about their preference of different types of hobbies
II. TEACHING AIDS:
- Sach mem.vn.
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.
1. WARM UP & INTRODUCTION( 3’- 5’)
Aim: Pre – reading
relaxed atmostphere to inspire Ss to warm up to the new lesson.
Teacher’s activities Student’s activities
+ Do the revision. + Brainstorming
- T introduces the objectives of the lesson and asks - T_ Ss
Ss to list out as many hobbies as possible within 1 - Students (Ss) listen and answer the
minute. teacher’s or friend’s questions
- Ss work in groups to brainstorm hobbies. 1. Work in pairs. Look at the picture and
- Which teams can list out more correct answers discuss the questions below.
wins.
- T confirms answers as a class.
* Ask some Ss what their hobbies are and who in
the family they share their hobbies with.
- Ask them about the good things of sharing a
hobby with a family member. Elicit answers from
Ss.
- Lead to the new lesson: Reading and Speaking
lesson about hobbies and their benefits.
- Introduce the objectives of the lesson.
- Open their book and write the tittle of the

lesson .

ACTIVITY 1: Pre- reading
Aim: To activate Ss' knowledge of the topic of the reading text.
* Content: Look at the picture and discuss about it.
* Outcome: Ss learn more some new words and answering two questions.
*) Pre- teach vocabulary: 2. Read the text about gardening. Match
- Teacher uses different techniques to teach each word in column A with its definition
vocabulary (situation, realia, translation .....) in column B.
+ Teacher may introduce the vocabulary by: - T_ Ss
- providing explanations of the words; + Students (Ss) listen to the instructions
- showing picture illustrating the word. carefully and learn how to do the tasks.
+ Follow the steps to teach vocabulary * Vocabulary
- Repeat in chorus and individually - gardening (v, n) làm vườn
+ Check vocabulary. + belong to (v) thuộc về
- Have Ss look at the picture in the book or show - insect (n) côn trùng
the picture in the book on a slide. Ask Ss who they- bug (n) con bọ
see in the picture and what they are doing. - patient (adj) kiên nhẫn
- Have Ss work in pairs to discuss the two - responsibility (n) trách nhiệm, Chịu
questions. trách nhiệm.
- Invite some Ss to share their answers. - maturity (n) sự trưởng thành
- Tell Ss that they are going to read a text about - join (v) tham gia
gardening. - make sbd + V/ adj
- making things
- collecting things
3. While- reading (18’)
ACTIVITY 2 :
Aim: To help Ss develop the skill of guessing the meaning of new words in context.
* Content: Read the text and Match .
* Outcome: Ss get some specific information about the text.The skills of guessing the meaning of
new words.
* Organisation :
2. Read the text about gardening. Match each 2. Read the text about gardening. Match
word in column A with its definition in column each word in column A with its definition
B. in column B.
- Tell Ss what they are going to do. - T_ Ss
- Ask Ss how to do the exercise. Elicit answers - Listen to the teacher’s instructions
from Ss. carefully and learn how to do.
- If needed, tell them to follow these steps:
+ Read the words in column A. - Check the meaning of the words
+ Locate each word in the text.
+ Read around the word to get the general meaning. - Ss work individually first.
+ Read the definitions in column B, find the - Compare the answers with partners
suitable meaning to match each word. - Give the answers
- Ask Ss to repeat the steps (they can speak in
Vietnamese).
- Ask Ss to do the exercise individually and then Key: 1. b 2.e 3.c 4.a 5.d
check their answers in pairs.
- Invite some Ss to share their answers. Confirm the
correct answers.
ACTIVITY 3 :
Aims: To help Ss develop the skill of reading for specific information (scanning)
* Content: Read the text again and circle the options.
* Outcome: Improve reading skills. Ss get more information about houses in the future.
3. Read the text again. Complete each sentence 3. Read the text again. Complete each
with no more than THREE words. sentence with no more than THREE
- Ask Ss what they are going to do. words.
- Have Ss share how to do this exercise. - T_ Ss
- Briefly tell them the steps: read the sentences, - Listen to the teacher’s instructions
underline the key words in the sentences, locate the carefully and follow them.
key words in the text and find the words to - Give the answer .
complete the sentences.
- Ask Ss to repeat the steps (they can speak in
Vietnamese).
- Ask Ss to do the exercise individually and then * Key:
check their answers in pairs. 1. doing things 2. insects and bugs
- Invite some Ss to share their answers. Have them 3. patient 4. join in
explain their answers. 5. an hour
- Confirm the correct answers.
- Ask Ss to tell the class the benefits of gardening
as mentioned in the text.
- Confirm the correct answers to the class.
4. FURTHER PRACTICE/ APPLICATION (8’)
ACTIVITY 4: (Follow up activity) Speaking
Aim: To help Ss identify the benefits of some hobbies and talk about their benefits.
* Content: Pair works. Do the Matching.
* Outcome: Ss do the Matching correctly.
4. Work in pairs. Match each hobby with its 4. Work in pairs. Match each hobby with
benefit(s). One hobby may have more than one its benefit(s). One hobby may have more
benefit. than one benefit.
Introduce some structures to talk about the benefits - T_ Ss
of hobbies: - Listen to the teacher’s instructions
+ to develop sth carefully and follow them.
+ to make sb + adj - Work in pairs
+ to reduce sth
- Practice speaking in front of the class.
+ to help sb/ sth do sth
- Give some examples.
Key: 1.c, d 2. b, c 3. a,c, d, e
- Have Ss work in pairs to match the hobby with its
benefit(s). Check as the whole class.
- Ask Ss to name other benefits of these hobbies.
- T and other Ss listen and make comments.
- T helps if necessary
ACTIVITY 5:
Aim: To give practice with asking and answering about the benefits of hobbies.
* Content: Questions and Answers. Present partner’s answers to the class.
* Outcome: Ss can answer the questions and tell about the hobbies.
* Organisation :
5.Work in groups. Ask one another the following 5.Work in groups. Ask one another the
questions. Then present your partners’answers following questions. Then present your
to the class. partners’answers to the class.
- Have Ss work in groups to ask and answer the two
questions. - T_ Ss
- Model the answers to the two questions if needed. - Listen to the teacher’s instructions
- Invite some Ss to share their partner's answers to carefully and follow them.
the questions. - Practice speaking in front of the class.
- Invite other Ss to comment on the answers.
- Comment on Ss'answers.
1. What is your favourite hobby?
- Encourage some Ss to speak in front of the class,
2. What are its benefits?
the class comments on their classmate's content,
pronunciation, fluency, language (grammar, use of
words, etc.), body language. T can help the class
give feedback. Example: My friend Mi’s favourite hobby
is collecting stamps. It helps her be more
patient....

+ Ask Ss to summarise what they have learnt in the lesson.
objectives they can do.
* HOME WORK.
- Practice telling about your future houses.
- Prepare new lesson. Skills 2.
===============================
Date of planning:…/…/ 2022 Peroid 7: UNIT 1 : HOBBIES

Date of teaching: ………..… Lesson 6 : SKILLS 2/ Listening and Writing
WEEK: 1
I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things
1. Knowledge:
- To develop Listening and writing skills.
- Use the lexical items related to the topic Hobbies
- Listen for specific information about Trang’s hobby
- Write a passage about her hobbies
+ Grammar: Present simple tense (Review).
2. Competence: Students will be able to revise and learn how to use present simple tense. Further
practice with present simple tense.
- Be collaborative and supportive in pair work and team work
- Learn more about their own hobby
- Be encouraged to take up a new hobby if they haven’t had one.
II. TEACHING AIDS:
- Sach mem.vn.
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.
Aims:
+ Revision on the old lesson. Chatting + Chatting
- Teacher (T) asks Ss some questions about them + T_ Ss
and class. - Students (Ss) listen and answer the
* T asks Ss to answer the question: What will teacher’s or friend’s questions
you mention when you talk about someone’s
hobby?
Ss work individually to answer the questions. - Listen and know what they are going to
T calls Ss to give answers. learn.
T gets feedback and write on the board.
T leads Ss to the new lesson.
+ Suggested answers:
+ Name of the hobby
+ The time he / she started the hobby
+ His / Her feeling about the hobby
+ His / Her future plan about the hobby
- T sets the scene: You are going to listen to an
interview about Trang’s hobby and complete the
word web.
- Ask Ss to open their book and introduce what - Open their book and write the tittle of the
they are going to study…. lesson
- T leads in the lesson.
ACTIVITY 1: Pre-listening
Aim: To prepare Ss for the listening text.
* Content: Look at the picture and disccuss.
* Outcome: Ss can get some information about hobbies.
1. Look at the picture. What hobby is it? Do 1. Look at the picture. What hobby is it?
you think it is a good hobby? Why or why Do you think it is a good hobby? Why or
not? why not?
*) Teach vocabulary: - T_ Ss
- Teacher uses different techniques to teach
vocabulary (situation, realia, translation .....) if
have. Follow the steps to teach vocabulary.
- Have Ss look at the picture and answer the
questions.
- Ask Ss if they know anything about this hobby
and if they think it is useful. This is an open
activity, so accept all answers provided that they
make sense. Ss can use the information they
remember from GETTING STARTED to
answer the questions. * Key:
3. While-listening (18’)
ACTIVITY 2 : While-listening
Aim: To help Ss develop the skill of listening for specific information.
* Content: Listen to an interview and do the filling
* Outcome: To get specific information about Trang’s hobby. Do the filling correctly.
* Organisation :
2. Listen to an interview about Trang’s 2. Listen to an interview about Trang’s
hobby. Fill in each blank in the mind map hobby. Fill in each blank in the mind map
with ONE word or number with ONE word or number
- Tell Ss that they are going to listen to an
interview about Trang's hobby. - T_ Ss
- Have Ss read the mind map. Have Ss guess the - Listen to the teacher’s instructions carefully
word or number to fill in each blank and write and learn how to do it.
their guesses on the board. - Give the answers
- Play the recording and ask Ss to listen and
complete the mind map. Ss work in pairs to
compare their answers with each other and with
the words / numbers on the board.
- Play the recording a second time for pairs to * Key:
check their answers. 1. dollhouses 2. three/3 3. cousin
- Ask for Ss' answers and write them on the 4. a) house b) cloth 5. creative
board next to their guesses.
ACTIVITY 3: Writing
* Pre - Writing
Aim: To brainstorm ideas and make an outline for Ss' writing.
* Content: Do the filling about the hobbies
* Outcome: Do the Filling about their own hobbies correctly.
* Organisation :
4. Work in pairs. Discuss your dream house, 4. Work in pairs. Discuss your dream
and fill the table. house, and fill the table.
- Have Ss work individually to complete the - Work in pairs
mind map. - Listen carefully and learn how to write
*Suggested answers:
Lan's hobby:
- If time allows, have some Ss present their 1. Name of the hobby: collecting waste
answers or write their answers on the board. paper
2. Started: 3 years ago
3. Person who shares he hobby with: Nga
4. To do this hobby Nga has to:
a. collect paper after use
b. make flowers, dishes, toys. boxes...
c. use it for drawing if possible
- T and other Ss listen and make comments. 5. Lan's feeling about the hobby:
interesting, useful, protect the environment
6. Future: continue the hobby
4. APPLLICATION (8’-10’)
ACTIVITY 4: While - Writing
Aim: To help Ss practise writing a paragraph about their hobby.
* Content: Write a paragraph of about 70 words about Ss’s hobbies.
* Outcome: Use information in 3 Ss can write a paragraph about about their hobbies.
* Organisation :
4. Now write a paragraph of about 70 words 4. Now write a paragraph of about 70
about your hobby. Use the notes in 3. Start words about your hobby. Use the notes in
your paragraph as shown below. 3. Start your paragraph as shown below.
- Have Ss write their paragraphs individually - Listen carefully and learn how to write
based on the information in their mind map. - Write themselves/ individually
- Ask one student to write his or her paragraph
on the board. Other Ss andT comment on the * Sample paragraph:
paragraph on the board. My hobby is ___________________
- Then T collects some writings to correct at _____________________________
home. _____________________________
*Alternative activity: _____________________________
- T uses the mind map to write a paragraph in Suggested writing:
the class as a model then go over some of its My hobby is building dollhouses. It's
features that Ss can use in their paragraphs. quite unusual hobby. I started it three years
- The class gives their comments. ago. I read an article about building
dollhouses. I loved the idea right away. My
cousin Mi loves building dollhouses, too. So
I usually share my hobby with her. It is easy
to build a dollhouse. I use cardboard and
glue to build the house and make the
* Post - Writing furniture. Then I make the dolls from cloth.
- T may have students do their writing on large
Finally, I decorate the house. When doing it ,
sheets of paper and organize a class gallery for
I'm more patient and creative. I will continue
students to display their writings on the board.
my hobby in the future.
Then students can go around to see their friends’
Suggested writing:
work, give and receive comments.
My favourite hobby is reading. I started
- If time is limited,T may ask Ss to write the
this hobby when I was 5 years old. I still
final version at home.
remember the first book I read, which was
- Other Ss and T comment on the writing.
about a lazy rabbit. I was so excited when I
read that book, so I kept reading. I enjoy
reading because it develops my imagination.
It also widens my knowledge. I can
understand why a nation has its name or
what causes natural disasters. Moreover,
it helps me connect with other students
because there is a book club at my school.
We gather once a week to share what we
have read.

Encourage Ss not to refer back to the unit. Ask them to keep a record of their answers to each
exercise so that they can use that information to complete the self-assessment table at the end of
the unit.
* HOME WORK.
- Finish writing . Copy in the note books.
- Prepare new lesson. LOOKING BACK
=======================
Sample 2:
My name is Sara. My favourite hobby is reading. I enjoy reading a book when I am free. I started to do
it when I was four years old. The first time I did it, I felt interested. So I kept reading. The teachers
taught me to read the difficult words. I was happy when I read a story with a happy ending . I was
thrilled when I read a detective story. I enjoy reading because I like to explore the imaginative world of
my favourite author, J.K. Rowling who writes “ Harry Potter” . There are a lot of advantages of
reading. Reading can make me relaxed and calm. I can also learn new vocabulary items. Then I can
further improve my English. Moreover, it can give me an unlimited imagination, so I can write books in
the future. I can learn the different cultures and customs of other countries in the world too. I read at
least one hour every day. I read books by myself . I usually read it at home. I wish I could read different
kinds of books because it might be very challenging.
* Minh’s hobby is singing. She enjoys singing very much. When her brother bought a karaoke set last
month, Minh was so glad that she sings every day after dinner. She likes to sing only English songs. In
fact, she has already sung all the songs found on the karaoke discs. Minh is singing in the karaoke
competition organized by the RC Center this Saturday. Her family is going there to support her.
Date of planning:………….. Period 8 : UNIT 1 : HOBBIES

Date of teaching: ………..… Lesson 7 : LOOKING BACK & PROJECT
WEEK: 2
I. OBJECTIVES:By the end of this lesson, students will be able to gain the following things :
1. Knowledge:
- To revise and Practice present simple.
- Review the vocabulary and grammar of Unit 1
- Apply what they have learnt (vocabulary and grammar) into practice through a project
+ Grammar: Revision on present simple tense.
2. Competence: Students will be able to revise and Further practice doing exercises on present
simple tense.
- Develop presentation skill.
- Develop critical thinking skill.
- Be collaborative and supportive in pair work and team work.
- Be more creative when doing the project
II. TEACHING AIDS:
- Students : Text books, Pictures, A0 paper.....
- Sach mem.vn.
III. PROCEDURE:
1. WARM UP & INTRODUCTION(3’)
Aims:
* This is the review and drill section of the unit. Encourage Ss not to refer back to the unit
pages. Instead they can use what they have learnt during the unit to help them answer the
questions.
- That will help you and your Ss see how far they have progressed, and which areas need further
practice.
+ GAME: Guessing Game. + GAME: Guessing Game.
* T divides the class into two big groups. - T_ Ss; S_S
- Ss take turns to think of a hobby for your partner - Students (Ss) listen and learn how to do.
to guess.
- Their partner can ask up to 10 yes / no questions
and he / she can only answer with a 'yes’ or 'no’.
- Time allowance: 3 minutes
E.g:1. I have a lot of bottles, dolls or stamps.
What is my hobby?
- T asks ss to listen carefully and say aloud the
name of the hobby. Who has the quicker and
correct answer will get one point. The group with
more points is the winner. .
- Ss work in groups to do the task.
- Ss give answer.
- T monitors and gives feedback. - Open their book and write .
2. PRESENTATION/ NEW LESSON ( 25’)

PRACTICE EXERCISES
ACTIVITY 1: Vocabulary
Aim: To help Ss revise the vocabulary items they have learnt in the unit.
* Content: Revision on the words about hobbies. Complete the sentences with appropriate
hobbies.
* Outcome: Review the words/ phrases. Complete the sentences correctly.
1. Complete the sentences with appropriate 1. Complete the sentences with
hobbies. (Ex 1, p. 16) appropriate hobbies.
- Have Ss do this activity individually then - T_ Ss
compare their answers with their partners. + Students (Ss) listen to the instructions
- Ask for Ss' answers or ask one student to write carefully and learn how to do the tasks.
his / her answer on the board. * Key:
- Confirm the correct answers 1. collecting coins 2. doing judo
3. making models 4. gardening
5. playing football
ACTIVITY 2:
Aim: To help Ss revise the vocabulary items they have learnt in the unit and create true
sentences.
* Content: Make sentences.
* Outcome: Make sentences about Ss themselves and family members correctly.
* Organisation :
2. Write the true sentences about you and your 2. Write the true sentences about you
family members. and your family members.
- Have Ss write true sentences about them and their - Ss work individually.
family members. - Do the tasks freely.
- Ask them to share their answers with a classmate. - I like reading books in my free time.
- My dad enjoys watching news on TV.
- Invite some Ss to write their sentences on the
- My mum doesn’t like drinking coffee.
board. - My grand mother loves cooking .
- T and other Ss listen and make comments. - My grandfather hates chatting./ making
- Check the answers as a class. noise. .....
ACTIVITY 3 : Grammar
Aim: To help Ss revise the present simple .
* Content: Revision on the use of the present tense. Complete the passage.
* Outcome: Ss can complete the sentences using the present simple form of each verb.
3. Use the present simple form of each verb to 3. Use the present simple form of each
complete the passage. verb to complete the passage.
- Ask Ss about the uses of the present simple that - T_ Ss
they have learnt in the unit. - Listen to the instructions clearly
- Have Ss do this exercise individually then - Do exercise individually and then
compare their answers with a partner. compare their answers.
- Call on some Ss to give the answers. - Copy
- Confirm the correct answers and write them on
the board * Key:
1. loves 2. has 3. enjoys
- Go round and offer help if needed. 4. don't like 5. is 6. is
- Check and confirm the correct answers. 7. go 8. begins
ACTIVITY 4:
Aim: To help Ss revise the present simple in questions and negative sentences.
* Content: Change the sentences into questions and negative ones.
* Outcome: Ss understand more the present simple tense. Change the sentences correctly.
* Organisation :
4. Change the following sentences into questions 4. Change the following sentences into
and negative ones. questions and negative ones.
- Have Ss do this exercise individually then - T_ Ss
compare their sentences with a partner. *Key :
- Invite some Ss to read their answers aloud. Give 1. Does this river run through your home
town?
feedback.
- This river doesn't / does not run through
- Call on some Ss to read the complete sentences in my home town.
front of the class. 2. Does your drawing class start at 8 a.m.
- T and other Ss listen and make comments. every Sunday?
- Check and confirm the correct answers. - My drawing class doesn't / does not start
at 8 a.m. every Sunday.
3. Do they enjoy collecting stamps?
- They don't / do not enjoy collecting
stamps.
4. Do you do judo every Tuesday?
- I don't / do not do judo every Tuesday.
5. Does your brother love making model
cars?
- My brother doesn't / does not love
making model cars.
3. PRODUCTION/ APPLICATION (12’-15’
Aim: To helps Ss improve their abilities to work individually and in a team. It extends
their imagination in field related to the unit topic if possible.
* Content: Prepare the projects and Present them in front of the class.
* Outcome: Think about appliances they want to have in the future.
+ Make a poster about it. To show their posters in front of the class and tell what the appliances
will do in their future houses.
* Organisation :
* PROJECT: - T_ Ss
- Ask Ss to read the instructions. Make sure they ** Ss should prepare the project as
understand what to do. Ask Ss to work in groups to assign groups in the previous lessons
do the project. Ss may draw their own pictures to beforehand.
decorate their poster or find suitable photos for it.
Remember to have the ‘show and tell’ session and - Listen to the teacher’s instructions
vote for the best poster. carefully.
- If time is limited, assign the project in earlier
lessons such as in GETTING STARTED lesson.
Make sure you guide them carefully and check - Do the tasks . Prepare the at home
their progress after each lesson. In the last lesson beforehand.
(LOOKING BACK), ask Ss to present their poster
to the class.
- Get them to share their posters in pairs or groups. - Ss should finish the project in class,
- The class gives comments. assign groups in the previous lessons.
- Don't focus on or correct Ss language mistakes.
This is an opportunity for them to experiment with
the language
- T comments.
4. WRAP-UP & HOME WORK(2’)

* Ask Ss to complete the self-assessment table.
- Identify any difficulties, weak areas, and provide further practice
* HOME WORK
- Make more sentences . Prepare UNIT 2: HEALTHY LIVING.
=======================
Date of planning:………….. Period .... : UNIT 2 : HEALTHY LIVING

Date of teaching: ………..… Lesson 1: GETTING STARTED
WEEK:
Let’s go out!
THIS UNIT INCLUDES:
Vocabulary Skills:
- Healthy activities - Reading about acne.
- Health problems - Talking about how to deal with some health
Pronunciation: problems.
- Sounds: /f/ and /v/ - Listening to some advice about healthy habits.
Grammar - Writing a paragraph of some advice to avoid
viruses.
- Simple sentences
Everyday English
- Asking for and giving health tips.
I. OBJECTIVES: * By the end of this unit, students will be able to:
- use the words about healthy activities and health problems;
- pronounce the sounds /f/ and /v/ correctly;
- recognise and write simple sentences;
- ask for and give health tips;
- read for general and information about acne;
- talk about how to deal with some health problems;
- listen for specific information about some advice about healthy habits;
- write a paragraph of some advice to avoid viruses.
1. Knowledge:
- To introduce topic of the lesson Healthy living. To practice listening and reading.
- Use the lexical items related to the topic Healthy living.
- Identify and talk about the daily activities and decide if they are good or bad for health.
+ Vocabulary: Use the words about healthy activities and health problems; Pronouncing the
sounds /f/ and /v/ correctly;
+ Grammar: - Recognise and write simple sentences;
Mi and Mark about healthy activities and health problems; Knowing more new words.
Understanding the main idea of the conversation.
3. Qualities: The love of living things; The awareness about importance of healthy living.
- Be ready to talk about Healthy living
- Know some daily activities whether good or bad for health
II. TEACHING AIDS:
- Sach mem.vn.
III. PROCEDURE:

Aims:
* Content: To have some warm-up activities to creat a friendly and relaxed atmostphere to
* Outcome: Introducing themselves to make more new friends.

+ Greeting + Greeting + Revision
+ Revision - T_Ss
- Review the previous unit before Ss open - Students (Ss) listen and learn how to introduce
their books. themselves.
- Organise a short vocabulary game to revise - Introduce themselves
+ Students (Ss) listen and learn how to do the
the words Ss learnt in Unit 1. For example, T
tasks.
can show pictures of different hobbies and Ss + build : a dollhouse, ...
say the words, or T says a verb (e.g. build) and + make : a model...
Ss say the nouns going with it (e.g. a + collect: dolls, coins...
dollhouse, a model, etc.).
- Lead to the new unit. Write the unit title - Answer the teacher’s questions
Healthy Living on the board.
- Ask Ss to guess what they are going to learn
about in this unit. Then write healthy activities
and health problems and ask Ss to give any
words or phrases they know related to them.
- Ask Ss to open their book to page 24 - 25 - Open their book and write .
and introduce what they are going to study….

ACTIVITY 1:
Aims:
- To set the context for the introductory conversation;
- To introduce the topic of the unit.
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be
learned.
* Content: Learn some new words . Read the conversation and find out new words.
* Outcome: Knowing more new words. Understanding the conversation; topic of the lesson,
grammar points…
* Organisation : Teacher’s instructions...
1. Listen and read: 1. Listen and read
*Teach vocabulary: - T_Ss
+ Teacher uses different techniques to teach * Vocabulary
vocab (situation, realia, translation.) - health (v): sức khỏe
+ Follow the seven steps of teaching vocab. - healthy living (n): sống khỏe mạnh.
+ Check vocabulary. - healthy activities (n):
+ Take note - problem (n) vấn đề
** Set the context: Have Ss look at the - boat (v): đi thuyền.
conversation and the picture and answer some - popular (adj):được nhiều người ưa thích; phổ
questions, e.g. What might Mi and Mark be biến,
talking about? Where are the people in the
picture? What are they doing? Are they
- fresh (adj): tươi, mới
- bring (v) mang
healthy activities? Encourage Ss to answer,
- suncream (n) kem chống nắng
but do not confirm their answers.
- sunburn (n) sự cháy nắng
- Play the recording twice for Ss to listen and
read along. Then invite some pairs of Ss to
read the conversation aloud.
- Refer to the questions previously asked.
Confirm the correct answers: Mi and Mark
are talking about the picture. They are at Yen
So Park. They are boating, exercising, fishing,
and walking. The activities are healthy. They
also mention some things (hat, suncream) they
need to avoid a health problem (sunburn).
- Call on some groups of Ss to read the
conversation aloud. - Listen carefully and read aloud.
ACTIVITY 2:
Aim: To help Ss understand the main idea of the conversation.
* Content: Listen and read the conversation. True/ false activitiy, filling in the gaps.
* Outcome: Knowing more new words. Understand the conversation; topic of the lesson,…
* Organisation : Teacher’s instructions.…..
2. What are Mark and Mi talking about? 2. What are Mark and Mi talking about?
- Ask Ss to answer without reading the - T_Ss
conversation again. - Work independently.
- Ask them to explain why they did not choose - Give the answers
the other two options. Then confirm the
correct answer. - Key: B
- Key: B
ACTIVITY 3:
Aim: To help Ss learn some vocabulary from the conversation visually (in pictures) to
ensure their understanding of the text.
* Content: Write a word under the picture. Understanding more the vocabulary.
* Outcome: Ss know more some words and phrases about healthy activities and health problems;
* Organisation :
3. Write a word or phrase from the box 3. Write a word or phrase from the box under
under its picture. its picture.
Ask Ss to read the words / phrase (and find - T_ Ss
where they appear in the text if necessary) and - Listen to the instructions clearly
look at the pictures. Ask them to write the - Ss to work independently
correct words / phrase under the pictures.
Then ask Ss to say the words / phrase aloud.
- Make sure they pronounce the words / phrase - Copy them
correctly. Key: 1. sunburn 2. suncream
- Check the answers as a class. 3. outdoor lunch 4. boating 5. cycling
ACTIVITY 4:
Aim: To help Ss develop the vocabulary about the topic.
* Content:To complete the sentences with a word in from the conversation.
* Outcome: Ss know the use of words and phrases about healthy activities and health problems;
* Organisation :
4. Complete each sentence with a word 4. Complete each sentence with a word from
from the conversation. the conversation.
- Ask Ss to work independently to fill in each - T_ Ss.
blank with a word from the conversation. - Ss do themselves
Allow - Ss to refer to the conversation if
needed. * Key:
- If needed, tell them where to find the words. 1. boating 2. park
- Check the answers as a class. 3. countryside 4. suncream
5. Health.

ACTIVITY 5:
Aim: To help Ss identify and talk about their daily activities and decide if they are good or
bad for their health.
* Content: Playing game: Good or bad for health.
* Outcome: Playing game. Talk about daily activities.
* Organisation : Teacher’s instructions
5. GAME: Good / bad for health? 5. GAME: Good / bad for health?
Work in groups. Each student names two - Do the task
daily activities. The class decides whether * Suggested answers:
each activity is good / bad for health. Give a Daily How often Good Bad
reason if possible. activities
- Allow Ss one minute to think about their Walking to Every day √
daily activities and write them down. school
- Call on Ss in turn to say aloud one activity. Eating Rarely √
Other Ss decide whether it is good or bad for breakfast
their health. Going Twice a √
- If T thinks an answer is not correct, T allows swimming week
the class to discuss it before confirming the Sleeping 12 hours per √
answer. day
Doing yoga Three times √
a week
… … … …

+ Write healthy activities, health problems on the board.
Ask Ss to say aloud some words / phrases they remember from the lesson related to each
category. Quickly write these words / phrases under the categories.
Ask if Ss can add some more under each category.
If there is a projector in the classroom, show the conversation and highlight the key words related
to the topic.
* HOME WORK
- Start preparing for the Project of the unit.
Teacher randomly puts Ss in groups of 4 or 5 and asks them to choose a bad habit that the
students in your school often do and think about some tips to change that habit. They have to find
suitable photos or draw pictures to create a poster about it. Students will show their posters and
present their ideas in Lesson 7 – Looking back and Project. (Teacher should check the progress of
students’ preparation after each lesson.)
- Prepare the vocabulary for the next lesson: A CLOSER LOOK 1.
=========================
Date of planning: …/……/2022 Period .... : UNIT 2 : HEALTHY LIVING
Date of teaching: ………..… Lesson 2 : A CLOSER LOOK 1
WEEK:
THIS UNIT INCLUDES:
Vocabulary Skills:
viruses.
- Simple sentences
Everyday English
I. OBJECTIVES: * By the end of this unit, students will be able to gain the following things:
1. Knowledge:
- To teach some new words .
+ use the lexical items related to the topic Healthy living.
+ use the words about healthy activities and health problems
- Pronunciation: pronounce and recognize the sounds /f/ and /v/ in isolation and in context
2. Competence: Students will be able to know more words and phrases about healthy activities and
health problems
- Be ready to know the words about healthy activities and health problems
II. TEACHING AIDS:
- Sach mem.vn.
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.
Aim: Vocabulary
- To create an active atmosphere in the class before the lesson
* Content: Review the previous lesson.
+ Asking questions: + Asking questions:
* Some students are invited to answer. * Teacher asks students some questions
* Teacher and students discuss the answers. about the hobbies:
* Teacher introduces the lesson. 1. What is your favorite hobby?
- Show some pictures of the hobbies Ss learnt in the 2. When did you start your hobby?
previous lesson. Have some say the hobbies. Lead - T_ Ss
to this lesson which focuses on action verbs, verbs - Students (Ss) listen and learn how to do.
of liking and disliking and the sounds /ә/and /з:/. - Open their book and write .
- Ask Ss to open their book and introduce what they
are going to study….
ACTIVITY 1:
- Aim : To present some action verbs go with nouns to describe hobbies.
* Content: Teach some new words, some action verbs go with nouns.
* Outcome: Ss learn how to use them . Put them in the columns correctly.
1. Match the phrases on the left with the correct 1. Match the phrases on the left with the
pictures on the right. correct pictures on the right.
+ Teacher may introduce the vocabulary by:
- providing explanations of the words;
- showing picture illustrating the word. * Vocabulary
+ Follow the steps to teach vocabulary 1. dim light (n.phr.) ánh sáng lờ mờ
- Repeat in chorus and individually 2. lip balm (n.phr.) son dưỡng môi
+ Check vocabulary
3. chapped lips (n.phr.) môi nứt nẻ
- Teacher checks students’ understanding with the
“Rub out and remember” technique. 4. red spots (n.phr.) đốm đỏ
+ Take note 5. coloured vegetables (n.phr.)
- Have Ss read the phrases and do the matching. If rau có màu sắc
it is difficult, ask Ss to match the phrases they can
easily recognise first: coloured vegetables, chapped
lips, dim light. Two left phrases in the list (lip balm
his way and red spots) are different as one is
singular and the other plural. In this way Ss can * Key:
complete the task. 1. c 2. e 3. d 4. a 5.b
- Have Ss read the phrases aloud. Correct their
pronunciation if needed.
- T may ask Ss for the Vietnamese equivalents of
these phrases.
3. PRACTICE (15’)
ACTIVITY 2:
Aim:To help Ss use the words / phrases in specific contexts.
* Content: Complete the sentences, using the words and phrases.
* Outcome: Ss can learn how to use the words and phrases.
* Organisation :
2. Complete the sentences with the correct words 2. Complete the sentences with the
and phrases below. correct words and phrases below.
- Ask Ss to read the words and phrases provided.
Remind Ss of their meanings if needed. - Listen carefully and learn how to do.
- Ask Ss to work individually. Then ask them to - Give the answer
* Key:
explain their answers.
1. coloured vegetables 2. Soft drinks
- Check Ss' answers as a class.
3. fit 4. skin condition 5. sunburn
ACTIVITY 3:
Aim: To help Ss talk about their daily activities and decide if each activity is healthy or
unhealthy.
* Content: Discussing and tick (√) each activity in the table.
* Outcome: Ss discuss and tick (√) each activity in the table correctly.
* Organisation :
3. Wok in pairs. Discuss and tick (√) each 3. Wok in pairs. Discuss and tick (√)
activity in the table as (H) Healthy or U each activity in the table as (H) Healthy
(Unhealthy). or U (Unhealthy).
- Ss should have no difficulty comprehending the - Ss to work in pairs
meanings of the sentences since there is only one - Ss do themselves.
new word (tofu). Ask Ss to work in pairs.
- Allow them time to discuss and complete the task.
- Ask Ss to add more activities. Say them aloud and * Suggested answers
the whole class decides if they are healthy or - Healthy: 1,3,4 .
unhealthy. - Unhealthy: 2, 5.
ACTIVITY 4 /f/ and /v/
Aim: To help Ss identify sounds /f/and /v/, and practise them in words.
* Content: Listen and repeat , pay attention to the sounds /f/and /v/.
* Outcome: Ss can learn how to pronounce the sounds /f/and /v/ correctly.
* Organisation :
4. Listen and repeat. Pay attention to the 4. Listen and repeat. Pay attention to
sounds /ә/and /з:/ the sounds /ә/and /з:/
- Have some Ss read out the words first.
- Then play the recording for them to listen and
- Listen carefully
repeat the words as a class, a group, and - Listen and repeat
individually.
- Play the recording as many times as necessary.
- Invite some Ss to say some words they know that * Audio script - Track 9:
include the two sounds. activity vitamin avoid food
* Teacher asks Ss to watch Tiếng Anh 7 - active breakfast affect fit
Pronunciation video Unit 2 _ ( link YouTube)

ACTIVITY 5:
Aim: To help Ss pronounce sounds /f/ and /v/ correctly in sentences.
* Content: Pratice saying the words pay attention to the underlined parts
* Outcome: Ss learn how to pronounce the words , the underlined parts correctly.
* Organisation :
5. Listen and repeat. Paying attention to the 5. Listen and repeat. Paying attention to
underlined words. the underlined words.
- Have Ss read the sentences. Tell them to pay - T_ Ss
attention to the underlined words with sounds /f/ * Key :
and /v/. * Audio script - Track 10:
- Play the recording for Ss to listen and repeat each 1. Coloured vegetables are good food.
sentence. Correct their pronunciation if needed. 2. My favourite outdoor activity is
- Call on some Ss to read the sentences cycling.
individually. 3. We need vitamin A for our eyes.
- Invite some pairs to read the sentences aloud. 4. Being active helps keep you fit.
- Comment on their pronunciation of the sounds 5. Jack never eats fish.

objectives they can do
* HOME WORK
- Do more exercises in workbook. Find 5 more words with the sound /f/ and 5 more words with
the sound /v/. Write them down and practice pronouncing the words.
- Prepare new lesson. A CLOSER LOOK - 2/ P. 28-29
=======================================
Date of planning: …/……/2022 Period .... : UNIT 2 : HEALTHY LIVING
Date of teaching: ………..… Lesson 3 : A CLOSER LOOK 2
WEEK:
THIS UNIT INCLUDES:
Vocabulary Skills:
viruses.
- Simple sentences
Everyday English
I. OBJECTIVES: * By the end of this unit, students will be able to gain the following things:
1. Knowledge:
- To recognize and teach Simple sentences.
+ use the lexical items related to the topic Healthy living.
+ Know how to recognize and write simple sentences
Types of simple sentences Examples
1. Having a subject and a verb I read.
2. Having an object I read science books.
3. Having an adverb I read science books every weekend.
+ Grammar: - Simple sentences;
2. Competence: Students will be able to know more words and phrases about healthy activities and
health problems
3. Qualities: The awareness about importance of healthy living.
- Be responsible and hard working.
II. TEACHING AIDS:
- Sach mem.vn.
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.
Aims:
+ Game: Guessing game + Game: Guessing game
- T divides the class into 4 teams. - T_ Ss
- T calls on a S from each team to go to the board - Students (Ss) listen and learn how to do.
in turn. That S thinks of a hobby and says the
keywords out loud.
The other teams try to guess What the hobby is.
They will get 1 point for each correct answer. The Example:
team with the most points is the winner. A: water, grow, flowers, vegetable.
- Teacher and students discuss as a class. B: Is it gardening?
- Teacher asks students to say the words aloud and A: Yes, it is.
makes sure they pronounce the words correctly.
- Teacher can ask for translation to check their
understanding.
- Invite some Ss to answer the questions.
- Introduce the three objectives of the lesson.
Write the objectives in the left corner of the board. - Open their book and write .

ACTIVITY 1:
Aim: To help Ss identify simple sentences.
* Content: Identify simple sentences.
* Outcome: Ss learn how to use the use of simple sentences .
Grammar: Simple sentences
* Have Ss read the Remember! box about simple sentences.
- Explain to them by writing the first example on the board. Underline the two main parts (I
read.).
- Write the next example under it. Underline the three parts ( I read science books.).
- Do the same with the last example. Tell Ss that a simple sentence has only one subject and one
verb.
- Ask them to determine the subject (S), the verb (V), the object (O) and the adverb (A) of the
sentences.
- Write the letters under the underlined parts like this.
a) I read.
SV
b) I science books.
S V O
c) I read science books every weekend.
S V O A
** REMEMBER!
* Simple sentences
– Some simple sentences have a subject and a verb.
Example: I read.
– Some simple sentences also have an object.
Example: I read science books.
– Some simple sentences also have an adverb.
Example: I read science books every weekend.
1. Tick (√) the simple sentences. 1. Tick (√) the simple sentences.
- Ask Ss to do the exercise individually and then - T_ Ss
compare their answers with a classmate. + Students (Ss) listen to the instructions
- Call on some Ss to explain their choice. carefully and learn how to do the tasks.
- Ss to explain why sentences 3 and 5 are not * Key:
simple sentences. Write sentences 3 and 5 on the - Simple sentences: 1,2,4
board. Underline the two subjects and predicates.

Circle the words ‘and’ and ‘but’.
- Confirm the correct answers as a class.
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To help Ss identify the missing part in a simple sentence.
* Content: Write S if subject is missing. V if the verb is.
* Outcome: Ss understand more using simple sentences correctly.
* Organisation :
2. Write S if the subject is missing from the 2. Write S if the subject is missing from
sentence and V if the verb is. the sentence and V if the verb is.
- Have Ss do this exercise individually. - T_ Ss
- Ask them to read each sentence carefully and - Listen carefully and learn how to do.
look for the two main parts. This helps them - Ss work individually
- Give the answers
decide which part is missing in each sentence.
- Call on some Ss to give and explain their
answers.
- Confirm the correct answers. * Key:
- If time allows, ask Ss to complete the sentences, 1. V 2. S 3. V 4. S 5. V
adding the missing parts.
- Checks Ss' answers as a class.
ACTIVITY 3:
Aim: To help Ss identify different parts of a simple sentence and put them in the correct
order to form a simple sentence.
* Content: Do the filling with the correct form of the verbs in brackets.
* Outcome: Ss can do exercises correctly. Further practice with the present simple.
* Organisation :
3. Rearrange the words and phrases to make 3. Rearrange the words and phrases to
simple sentences. make simple sentences.
- Allow Ss to work in pairs or individually. - Ss to work in pairs
- Ss do the tasks
- Call on 2 - 3 Ss to read aloud the complete Keys:
sentences. 1. My sister never drinks soft drinks.
2. Acne affects 80% of young people.
- Confirm the correct answers. 3. He has bread and eggs for breakfast.
4. We don't eat much fast food.
5. Fruit and vegetables have a lot of
vitamins.
ACTIVITY 4:
Aim: To give Ss further practice on writing out simple sentences from the prompts given.
* Content: Rearrange the words and phrases to make simple sentences, using the words given.
* Outcome: Ss can make sentences correctly.
* Organisation :
4. Write complete sentences from the prompts. 4. Write complete sentences from the
You may have to change the words or add prompts. You may have to change the
some. words or add some.
- Have Ss look at the prompts of each sentence - T_ Ss
and decide the two main parts of the sentence. - Do the tasks and share the answers.
- Have Ss do this exercise individually before they Key:
share their answers with a partner. 1. Tofu is healthy.
- Ask some Ss to read out their answers. 2. Many Vietnamese drink green tea.
3. She does not use suncream.
- Comment and confirm the correct answers. 4. My father does not exercise every
- Check the answers as a class. morning.
5. Most children have chapped lips and skin
in winter.

ACTIVITY 5:
Aim: To allow Ss more advanced practice in forming a simple sentence from two separate
ones.
* Content: Discuss and write a simple sentence.
* Outcome: Further practice using a simple sentence.
* Organisation :
5. Work in pairs. Discuss and write a simple 5. Work in pairs. Discuss and write a
sentence from the two given sentences. simple sentence from the two given
- Have Ss work in pairs. sentences.
- Guide them to read the two separate sentences, - T_ Ss.
discuss and determine the two main parts for the - Pair works
new sentence. Key:
- Then allow them some time to write the 1. We avoid sweetened food and soft
sentences. drinks.
- Check the answers as a class. 2. My dad and I love outdoor activities.
3. You should wear a hat and suncream.
4. My mother read and downloaded the
health tips.
- Summarise the main points of the lesson.

- Call on some Ss to make simple sentences if time allows.
*HOME WORK
- Make more simple sentences.
- Prepare new lesson. COMMUNICATION.
======================
Date of planning:…/…/ 2022 Period ..... : UNIT 2 : HEALTHY LIVING

WEEK:.....
1. Knowledge:
- learn how to ask for and give health tips
- practise using some grammar points and vocabulary related to the topic.
Mi and Mark about healthy activities and health problems; Knowing more new words.
Understanding the main idea of the conversation.
- Be ready to talk about Healthy living
- Know some daily activities whether good or bad for health.
- Be benevolent and responsible
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.
Everyday English Giving tips for health problems.
Aims:
relaxed atmostphere to inspire Ss to warm up to the new lesson
+ GAME: BRAINSTORMING + GAME: BRAINSTORMING
* Teacher divides class into 2 teams and asks
them to think of “health problems”.
* Ss have 1 min to think of the words related to
the topic or they can discuss with their partners.
* Each member from each team turn by turn run
to the board and write one word.
* Teacher corrects their answers. * Suggested answers:
- The team which has more correct words will be Asthma, a backache, a broken leg, a cold, a
the winner cough, an earache, a headache, a sore throat,
a toothache, sunburn, etc.
- Tell Ss that they are going to learn how to give
tips for health problems. - Open their book and write .

ACTIVITY 1+ 2:
- Aim: To introduce two ways to give tips for health problems and to allow Ss some practice.
* Content: To listen and read the conversation .Pay attention to the highlighted parts
* Outcome: Ss will be able to learn some tips for health problems.
* Organisation :
1. Listen and read the conversation. Pay 1. Listen and read the conversation. Pay
attention to the highlighted parts attention to the highlighted parts
1 - T_ Ss
Play the recording for Ss to listen and read the + Students (Ss) listen to the instructions
conversation about a health problem. carefully and learn how to do the tasks.
Tell them to pay attention to the highlighted parts.
Elicit the structures giving tips. Have Ss practise * Audio script - Track 71:
the conversation in pairs A: My eyes are tired.
B: You can use eyedrops.
A: Yes.
B: And you shouldn't read in dim light.
A: Thank you.
2. Make similar conversations for the health Structure: to give advice:
problems below. - You should/ shouldn’t …
- Ask Ss to work in pairs to make similar
- You can …
conversations, using the structures for giving tips.
Comment on their performance. - Do the tasks
- To give advice, you can use: - Make similar dialogues, using suggestions
-You should / shouldn't...
-You can...
- Move around to observe and provide help. Call
on some pairs to perform in front of the class.
3. PRACTICE (18’)
ACTIVITY 3: Tips for a healthy life
Aim: To provide Ss with more knowledge about healthy living and help them practise the
skill of reading for the main idea
* Content: Read the passage and choose the tittle for it.
* Outcome: Ss can choose the title for the passage.
* Organisation :
3. Read the passage and choose the correct title 3. Read the passage and choose the correct
for it. title for it.
- Have Ss read the text and choose the correct - Work individually to do this activity
answer of the main idea for the text.
A. How to live long - Key: A
B. What food to eat
- Ask Ss to explain their answers.
ACTIVITY 4:
Aim: To help Ss identify the main points in a reading and talk about them.
* Content: Discussing and make the tips for a healthy life.
* Outcome: Ss can make the tips for a healthy life.
* Organisation :
4. Work in pairs. Discuss and make a list of the 4. Work in pairs. Discuss and make a list
tips which help the Japanese live long lives. of the tips which help the Japanese live
Present it to the class. long lives. Present it to the class.
- Have Ss work in pairs. - Ss_ Ss
- Ask Ss to discuss and take notes of the tips for - Listen to the instructions clearly
for Japanese people's long life that they find in the
text.
- Copy them
- Then call on 2 - 3 pairs to share their lists. * Suggested answer:
The Japanese live long lives. The main
reason is their diet.
(1) They eat a lot of fish and vegetable.
(2) They cook fish with little cooking oil.
(3) They also eat a lot of tofu, a product
from soybeans. Tofu has vegetable protein
and vitamin B. It doesn't have any fat.
(4) The Japanese work hard and do a lot of
outdoor activities too. This helps them
keep fit.

ACTIVITY 5:
Aim: To help Ss practise giving health tips in their own context.
* Content: Further practice to make a list of tips that the Vietnamese can do to live longer.
* Outcome: To improve speaking skills. Discussing and present it to the class.
* Organisation :
5. Work in groups. Discuss and make a list of 5. Work in groups. Discuss and make a list
tips that the Vietnamese can do to live longer. of tips that the Vietnamese can do to live
Present it to the class. Does the class agree with longer. Present it to the class. Does the
you? class agree with you?
- This is a task which allows Ss to apply what they - T_ Ss
have learnt so far in this unit (ideas, vocabulary
and grammar) to find tips for a long life for
- Listen carefully
Vietnamese people.
- Ask Ss to form groups of 4 - 5. Allow them
- Work in pairs. Check the
some time to discuss and come up with some tips answers.
for how the Vietnamese can live longer.
- Ask them to take notes of the group's ideas. * Suggested answers:
Then share them with the class. 1. avoid overeating
- Invite some Ss to present their work. 2. do more outdoor activities.
- Comment on their answers. 3. drink enough water
4. sleep before 10 p.m
5. eat more nuts.
6. do more exercises.
7. …
– Go to bed early and get enough sleep.
– Eat more fruit and vegetables, and less fast
food.
– Drink enough water, but not soft drink.
– Be active and exercise everyday.
– ...............

* Ask Ss to summarise what they have learnt in the lesson. Have Ss look at the objectives written
* HOME WORK
- Practice talking about healthy living.
- Prepare new lesson. SKIILS-1/ P.23
================================
Date of planning::…/…/ 2022 Period ..... : UNIT 2 : HEALTHY LIVING

Date of teaching: ………..… Lesson 5 : SKILLS_1/ Reading and Speaking
WEEK:.....
I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things:
1. Knowledge:
- To develop Reading and Speaking skills.
- Reading for specific information about acne
- Talking about how to deal with some health problems.
+ Vocabulary: - Use the lexical items related to the topic Healthy living.
+ Grammar: Simple sentences .
2. Competence: Students will be able to practice reading and speaking skills. Identify and talk
about the daily activities and decide if they are good or bad for health.
- Develop presentation skill
- Be ready to talk about Healthy living. Be benevolent and responsible.
II. TEACHING AIDS:
- Sach mem.vn.
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.
Aim:
Pre – reading
* Content: Having some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the new lesson.

+ Playing GAME + Playing GAME
- T_ Ss
GAME: HANGMAN GAME: HANGMAN
SKINCONDITION SKINCONDITION
- Teacher divides class into 2 teams and asks - Playing game in 2 teams.
them to think of the word which has 13 letters
in it related the topic “health problems”.
- Ss have 1 min to think of the words related to
the topic or they can discuss with their
partners.
- Each member from each team turn by turn
guesses the letter in the secret word.
- Teacher corrects their answers.
- The team which can find or guess the secret
first will be the winner.
- Teacher leads students into the lesson by
telling what they are going to learn: “We are
going to read a passage about one of the most
common “Skin condition” among teenagers.
- Lead to the new lesson: Reading and lesson .
Speaking lesson about hobbies and their
benefits.
- Introduce the objectives of the lesson.
Aim: To introduce words related to skin conditions to Ss and help Ss have a general idea of
what they are going to read.
* Content: Look at the picture and discuss and write words.
* Outcome: Ss will be able to learn more some new words .
* Organisation :
1. Work in pairs. Discuss and write each 1. Work in pairs. Discuss and write each
word or phrase under the correct picture. word or phrase under the correct picture.
Which skin condition is the most common Which skin condition is the most common
among teenagers? among teenagers?
* Pre- teach vocabulary: - T_ Ss
+ Teacher may introduce the vocabulary by: * Vocabulary
- providing explanations of the words; 1. acne (n): [explanation] mụn trứng cá
- showing picture illustrating the word. 2. disease (n): [explanation] bệnh tật
+ Providing the synonym or antonym of the 3. serious (a): [explanation] nghiêm trọng
words. 4. take care of (phr v): [symnonym] chăm sóc
5. pop (v): [visual + explanation] nặn, bóp
+ Providing the definition of the words
* Follow the steps to teach vocabulary
- Repeat in chorus and individually
+ Check vocabulary.
- Ask Ss to look at the pictures first and ask if
they know the skin condition shown in each
picture. This does not cause difficulty since
these problems are popular for teenagers.
- Then ask them to read the words / phrase and * Key:
do the matching. Ask Ss to share their 1. chapped skin 2. acne 3. sunburn
answers. Confirm the correct answers.
ACTIVITY 2 :
Aim: To help Ss develop their reading skill for specific information (scanning) and help
them focus on the problem of acne.
* Content: Read the text and Do the matching .
* Outcome: Ss get some specific information about the text. Do the matching correctly.
* Organisation :
2. Read the passage and match the 2. Read the passage and match the
beginnings in A with the endings in B. beginnings in A with the endings in B.
- Have Ss read the text in detail to do the - T_ Ss
exercise. - Listen to the teacher’s instructions carefully
- Elicit answers from Ss. If needed, tell them and learn how to do.
- Ss work individually first.
to follow these steps:
+ Read the beginnings in A. They all start with
'acne' plus the verbs (is, affects, causes).
+ Locate the part of the text where they find - Compare the answers with partners
the information. They all appear right in the - Give the answers
first paragraph. Read that part and do the
matching. * Key: 1. b 2.d 3. a 4.c
- Tell Ss to compare their answers in pairs
before giving the answers to T.
Confirm the correct answers.
ACTIVITY 3 :
Aims: To help Ss further develop their reading skill for specific information (scanning).
* Content: Read the passage again and choose the correct answers.
* Outcome: Improve reading skills. Ss get more information about acne.
* Organisation :
3. Read the passage again and choose the 3. Read the passage again and choose the
correct answer A, B, or C. correct answer A, B, or C.
- Ask Ss to apply the techniques they use for - T_ Ss
2: reading each question, locating where the - Listen to the teacher’s instructions carefully
information appears in the text, reading that and follow them.
part carefully and circling the correct answer. - Give the answer .
- Have Ss compare their answers in pairs. * Key:
- Check and confirm the correct answers. 1. A 2. C 3. B 4. B 5. A
- Ask them to explain their answers.

ACTIVITY 4: ( Follow up activity ) Speaking
Aim: To help Ss talk about how they apply the tips in the reading to themselves.
* Content: Read the passage. Pick the tips for acne which you can easily follow
* Outcome: Ss read and pick the tips for acne; which tip they can easily follow.
* Organisation :
4. Work in pairs. Read the passage again. 4. Work in pairs. Read the passage again.
Pick the tips which you can easily follow. Pick the tips which you can easily follow.
Share your ideas with your partner. Share your ideas with your partner
- Ask Ss to work in pairs. Tell them to focus - T_ Ss
on the tips for acne in the text. - Listen to the teacher’s instructions carefully
- Allow them some time to talk about which and follow them.
tip they can easily follow. - Work in pairs
- Go around and listen. Give help if needed. - Practice speaking in front of the class.
- Then call on some Ss to share their answers
with the class.
- If there is a tip they cannot follow, ask them
to explain why not.
- This activity helps prepare Ss for 5.
ACTIVITY 5:
Aim: To provide Ss an opportunity to practise giving tips for health problems.
* Content: Read about the health problems. Discussing and making notes of some tips...
* Outcome: Ss can make notes of some tips they can give each person.
* Organisation :
5. Work in groups. Read about the health 5. Work in groups. Read about the health
problems below. Discuss and make notes of problems below. Discuss and make notes of
some tips you can give each person. Then some tips you can give each person. Then
share your ideas with the class share your ideas with the class
- These health problems are common and Ss
are expected to have some ideas about how to - T_ Ss
deal with them. Have Ss work in groups. - Listen to the teacher’s instructions carefully
- Ask them to take turns to give tips for each and follow them.
health problem. - Practice speaking in front of the class.
- Go around and listen. Give help if needed. Suggested tips:
Then call on some groups to share their 1. Use some lip balm.
- Use coconut oil.
answers with the class.
2. Eat less fast food, beef, and ice cream.
- Encourage some Ss to speak in front of the - Eat more fruit and vegetable.
class, the class comments on their classmate's 3. Get enough sleep, 7 - 8 hours a day.
content, pronunciation, fluency, language - Don't go to bed too late.
(grammar, use of words, etc.), body language. 4. Keep warm and stay in bed.
- T can help the class give feedback. - Drink plenty of water and eat light food.
- Comment on Ss' answers. 5. Avoid washing your hair every day.
- Have students give comments on their - Take vitamins.
friends and vote for the most interesting and
informative presentation.
- Teacher gives feedback and comments.

+ Have Ss summarise what they have learnt in the lesson with the two skills.
objectives they can do.
* HOME WORK.
- Prepare new lesson. Skills 2.
===============================
Date of planning:…/…/ 2022 Peroid 7: UNIT 2 : HEALTHY LIVING

Date of teaching: ………..… Lesson 6 : SKILLS 2/ Listening and Writing
WEEK: 1
1. Knowledge:
- To develop listening and writing skills.
- Listen for specific information about some advice about healthy habits.
+ Write some advice to avoid viruses.
2. Competence: Students will be able to practice reading and speaking skills. Identify and talk
about the daily activities and decide if they are good or bad for health.
- Develop communication skills and creativity. Be supportive in pair work and team work
II. TEACHING AIDS:
- Sach mem.vn.
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.
Aims:
+ Chatting + Chatting
- Teacher writes on the board the word “Healthy + T_ Ss
habits” and asks Ss some questions: - Students (Ss) listen and answer the
+ What does this word mean? teacher’s or friend’s questions
+ What do we do to have “healthy habits”?
+ Can you name some “healthy habits?”
- Ss think of these questions and discuss with - Listen and know what they are going to
their partners if needed. learn.
- Teacher calls some students to give their
answers.
- Teacher listens and give comments.
- Ask Ss to open their book and introduce what - Open their book and write the tittle of the
they are going to study…. lesson
Aim: To help Ss brainstorm the topic and prepare for the listening text.
* Content: Discussing.
* Outcome: Ss can get some information about the habits are good for your health.
* Organisation :
1. Work in pairs. Discuss and tick (✓) the 1. Work in pairs. Discuss and tick (✓) the
habits you think are good for your health habits you think are good for your health
- Ask Ss to work in pairs.
- Ask them to read the sentences and discuss if
they are good or bad for their health.
- Call on some Ss to share their answers.
- T_ Ss
* Suggested answers: Good for health: 2, 3
3. While-listening (18’)
ACTIVITY 2 : While-listening
Aim: To help Ss develop their skill of listening for specific information.
* Content: Listen and tick (✓) the habits
* Outcome: To get specific information about correctly.
* Organisation :
2. Listen and tick (✓) the habits mentioned 2. Listen and tick (✓) the habits
- Have Ss read the categories of habits. This mentioned
helps them have some ideas of what they are - T_ Ss
going to listen to and the information they need - Listen to the teacher’s instructions carefully
for answering the questions. and learn how to do it.
- Play the recording twice for Ss to do the - Ss work independently to guess then listen
to the recording once to check their guess.
exercise. For stronger classes, ask Ss to take
notes of the information to explain their answers.
- Give the answers
- Have Ss share their answers in pairs.
- Invite some pairs to answer and confirm the * Key:
correct ones. - Categories mentioned: 1, 2, 4, 5, 7
- Play the recording again if needed, stopping at
places where students are having difficulties.
- Ask for Ss' answers and write them on the
board next to their guesses.
ACTIVITY 3: Writing
* Pre - Writing
Aim: To help Ss further develop their skill of listening for specific information.
* Content: Do the filling about the hobbies
* Outcome: Do the Filling about their own hobbies correctly.
* Organisation :
3. Listen again and give short answers to the 3. Listen again and give short answers to
questions the questions
- Have Ss read the questions and determine what - Work in pairs
information they need for answering the - Listen carefully and learn how to write
questions. Remind them that the questions ask
for short answers.
- Play the recording once or twice more for Ss to
do the exercise.
- Have Ss share their answers in pairs. *Key:
- Invite some pairs to answer and confirm the 1. disease 2. (a lot of) vitamins
correct ones. 3. 8/eight hours/hrs 4. tidy and clean
- Play the recording again if needed, stopping at 5. When the weather is fine. / On fine days.
the places where students are having difficulties.
4. APPLLICATION (8’-10’)
Aim: To help Ss make simple notes of what they have listened to.
* Content: Write a paragraph of about 70 words about Ss’s hobbies.
* Outcome: Use information in 3 Ss can write a paragraph about about their hobbies.
* Organisation :
4. Work in groups. Discuss and make notes of 4. Work in groups. Discuss and make
the tips from the listening. Then share them notes of the tips from the listening. Then
with the class. share them with the class.
- Tell Ss to work in groups.
- Ask them to discuss and make notes of the tips - Listen carefully and learn how to write
they can remember from the listening. - Work in groups.
- Encourage Ss to write in full sentences: e.g. Don’t eat too much meat and cheese.
e.g. Don't eat too much meat and cheese.
- Move around and offer help if needed.
- The class gives their comments.
Aim: To help Ss practise writing a passage to give advice on how to avoid viruses.
* Content: Write a passage of about 70 words to give advice on how to avoid viruses.
* Outcome: Using information, Ss can write a passage of about 70 words to give advice on how
to avoid viruses.
* Organisation :
5. Write a passage of about 70 words to give 5. Write a passage of about 70 words to
advice on how to avoid viruses give advice on how to avoid viruses
- T can write the words flu, COVID 79, etc. on - Listen carefully and learn how to write
the board as examples of diseases caused by - Write themselves/ individually
viruses. This helps them have an idea about the
kind of disease they are seeking advice about.
- Ask Ss to look at the pictures and read the
advice.
- Check their understanding. Then allow them
some time to write out the passage
- Encourage Ss to add some more tips.
- Go round and offer help if needed.
- Call on some Ss to read aloud their writings.
- Check them as a class. * Sample answer:
We can do a lot of things to avoid viruses.
* Post - Writing
First, always keep your surroundings clean.
- T may have students do their writing on large
Sweep your house, clean your furniture, and
sheets of paper and organize a class gallery for
change your pillow covers and bed sheets
students to display their writings on the board.
often. Remember to take a bath daily. Wash
Then students can go around to see their friends’
your hands with soap regularly. Drink a lot
work, give and receive comments.
of water and eat more fruit and vegetables.
- If time is limited, T may ask Ss to write the
Exercise three times a day for at least 15
final version at home.
minutes each time. When you go out wear a
- Other Ss and T comment on the writing.
mask and avoid crowds.

Encourage Ss not to refer back to the unit. Ask them to keep a record of their answers to each
exercise so that they can use that information to complete the self-assessment table at the end of
the unit.
* HOME WORK.
- Finish writing . Copy in the note books.
- Prepare new lesson. LOOKING BACK
=======================
Date of planning:………….. Period ..... : UNIT 2 : HEALTHY LIVING

WEEK: .....
1. Knowledge:
- To revise and Practice simple sentences.
2. Competence: Students will be able to identify and talk about the daily activities and decide if
they are good or bad for health.
- Develop communication skills and creativity. Be supportive in pair work and team work
3. Qualities:- The awareness about importance of Healthy living.
II. TEACHING AIDS:
- Sach mem.vn.
III. PROCEDURE:
Notes:
* Deliver the task.
* Discuss.

Aims:
* This is the review and drill section of the unit. Encourage Ss not to refer back to the unit
pages. Instead they can use what they have learnt during the unit to help them answer the
questions.
practice.
BRAINSTORMING BRAINSTORMING
- Teacher asks Ss to think of what they have learnt - T_ Ss; S_S
already in Unit 2. - Students (Ss) listen and learn how to do.
- Ss work in pairs to do the task.
- Teacher calls some students to retell.
- Teacher confirms and leads them to do all the
exercises in books
- Ss give answer.
- T monitors and gives feedback.
- Ask Ss to open their book and introduce what they
are going to study….

PRACTICE EXERCISES
Aim: To help Ss revise the vocabulary items (verbs) they have learnt in the unit.
* Content: Revision on the words about hobbies. Complete the sentences with verbs below.
* Outcome: Review the words/ phrases. Complete the sentences correctly.
1. Complete the sentences with the verbs below. 1. Complete the sentences with the
(Ex 1, p. 26 ) verbs below. (Ex 1, p. 26 )
- Have Ss read the verbs in the box and see if they - T_ Ss
still remember their meanings. + Students (Ss) listen to the instructions
- Let Ss do this activity individually, then compare carefully and learn how to do the tasks.
their answers with their partners.
- Ask for Ss' answers. * Answer key:
- Confirm the correct answers 1. keep 2. affects
3. avoid 4. are
5. exercise
ACTIVITY 2:
Aim: To help Ss revise the vocabulary items (adjectives) they have learnt in the unit.
* Content: Write words next to their definitions.
* Outcome: Ss can write words next to their definitions correctly.
* Organisation :
2. Write the words below next to their 2. Write the words below next to their
definitions. definitions.
- Have Ss read the adjectives in the box and see if - Ss work individually.
they still remember their meanings. - Do the tasks freely.
- Ask them to read each definition and write the Key:
word next to it.
- Let Ss do this activity individually, then compare 1 . active 2. healthy
their answers with their partners.
3. Tidy
- Ask for Ss' answers.
- Confirm the correct ones. 4. Fit 5. dirty
Aim: To help Ss revise simple sentences.
* Content: Revision on Simple sentences.
* Outcome: Ss can tick the Simple sentences correctly
3. Tick (✓) the simple sentences. 3. Tick (✓) the simple sentences.
- Remind Ss of simple sentences first by writing - T_ Ss
two sentences (one simple and one compound) on - Listen to the instructions clearly
the board and ask them which one is the simple - Do exercise individually and then
compare their answers.
sentence.
- Copy
- Allow them 1 - 2 minutes to read the Remember!
box in A CLOSER LOOK 2 if needed. * Key:
- Have Ss do the exercise individually, and then + Simple sentences: 2, 3, 5
exchange their answers with a classmate.
- Go round and offer help if needed.
ACTIVITY 4:
Aim: To help Ss revise simple sentences.
* Content: Change the sentences into simple ones
* Outcome: Ss understand more simple sentence. Change the sentences correctly.
* Organisation :
4. Change the following sentences into simple 4. Change the following sentences into
ones. simple ones.
- Ask Ss to read each original sentence and decide
how to write a simple sentence from it by - T_ Ss
identifying the main parts of the new sentence.
- Have Ss do this exercise individually. *Key :
- T may call 1 - 2 Ss to write the sentences on the 1. Both you and your brother are active.
board. Then check Ss' answers. 2. Your room looks dark and untidy.
- Explain if needed. 3. The Japanese work hard and exercise
regularly.
- Check and confirm the correct answers.
4. My mother eats a lot of fruit and
vegetables.
3. PRODUCTION/ APPLICATION (12’-15’)

Aim: To helps Ss improve their abilities to work individually and in a team. It extends
their imagination in field related to the unit topic if possible.
- To help Ss identify a bad habit for healthy living in their school and offer some tips to
change that habit.
* Content: Prepare the projects and then Present them in front of the class.
* Outcome: Ss identify a bad habit for healthy living in their school and offer some tips to
change that habit.
* Organisation :
* PROJECT: - T_ Ss
- Ss work in groups. ** Ss should prepare the project as
- Discuss and list some of bad habits Ss do to their assign groups in the previous lessons
school environment. beforehand.
- Choose one, then work out some tips to reduce or
get rid of it. - Listen to the teacher’s instructions
- Find or draw a picture to illustrate the bad habit carefully.
and write the tips on a large piece of paper.
- Present it to the class.
- If time is limited, T can assign the project in - Do the tasks . Prepare the at home
earlier lessons such as in GETTING STARTED. beforehand.
- Make sure you guide them carefully and check
their progress after each lesson.
- In the last lesson (LOOKING BACK), ask Ss to - Ss should finish the project in class,
present their poster. assign groups in the previous lessons.
- Get them to share their posters in pairs or groups.
- Select some Ss to show their posters in front of
the class and tell what the appliances will do in
their future houses.
- The class gives comments.
the language
- T comments.

* Ask Ss to complete the self-assessment table.
- Identify any difficulties, weak areas, and provide further practice.
* HOME WORK
- Make more Simple sentences . Prepare UNIT 3: COMMUNITY SERVICE
=======================
Date of planning:………….. UNIT 3: COMMUNITY SERVICE

Date of teaching: ………..… Period 2 : Lesson 1: GETTING STARTED
WEEK: SOUNDS LIKE GREAT WORK!
I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain:

- Use the words related to community activities;
- Pronounce the sounds /t/, /d/, /id/ correctly;
- Use the past simple to talk about past activities;
- Give compliments;
- Read for specific information about community activities at a school;
- Talk about the reasons why students join different community activities;
- Listen for specific information about some community activities and their benefits;
- Write an email about community activities one did last summer.
1. Knowledge:
- To introduce the topic “Community service”. To practice listening and reading.
- An overview about the topic “Community service”
- Lexical items related to community activities
+ Vocabulary: Use the lexical items related to community activities.
- “Community service” (work that people do without payment to help other people); community
activity ; donate; nursing home ; homeless; elderly; nursing; orphanage; proud.....
- Pronouncing the sounds /t/, /d/, and /id/ .
+ Grammar: - Past simple
2. Competence: Students will be able to pratice listening and reading the conversation between
Minh and Tom , who are talking about community activities in their school.
- Develop communication skills and enhance awareness of preserving the culture
- Be co-operative and supportive in pair work and teamwork.
3. Qualities: - To educate the voluntarily participation in community service or community
activities. Raise students’ awareness of the need to keep their neighbourhood green.
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.

Aims:
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to
* Outcome: Having a chance to speak English.
+ Picture describing + Picture describing
* Teacher shows the picture and asks - T_Ss.
students questions:
- What can you infer from this picture?
- Students raise hands to answer the
questions.
- Teacher and students discuss the
questions.
- Teacher accepts all students’ questions
and explains the term “Community + Students (Ss) listen and learn how to do the tasks.
service” (work that people do without
payment to help other people).
- T encourages Ss to talk in English as - Answer the teacher’s questions
much as possible
- Lead to the new unit. Write the unit title
Community Service on the board. - Open their book and write .
- Ask Ss to guess what they are going to
learn about in this unit. Then write
community activities and ask Ss to give
any words or phrases they know related to
these activities.
- Ask Ss to open their book and introduce
what they are going to study….
ACTIVITY 1:
Aims: To set the context for the introductory conversation;
- To introduce the topic of the unit.
* Content: Learn some new words . Read the conversation and find out new words.
* Outcome:Knowing more new words. Understanding the conversation; topic of the lesson,
grammar points…
* Organisation : Teacher’s instructions..
1. Listen and read: (Ex 1, p. 28) 1. Listen and read
Set the context: Have Ss look at the - T_Ss
conversation and the picture, and answer
some questions, e.g. What can you see in
the pictures? Where do you think the boys
and the girls are? What do you think they
are doing? Encourage Ss to answer, but
do not confirm whether their answers are
right.
- Play the recording twice for Ss to listen
and read along. Then invite some pairs of
Ss to read the conversation aloud.
- Refer to the questions previously asked.
Confirm the correct answers:
+ In picture 1: I can see a boy with a box.
He is arranging books and toys (and may
be clothes).
+ In picture 2: I can see a girl and some
small children. They are in a classroom.
The girl is teaching the small children.
+ In picture 3: I can see two girls and a
boy. They are in the garden. They are
gardening.
- To help Ss understand the main idea of
the conversation, ask Ss to answer the
question: What are Tom and Minh talking
about? (They are talking about
community activities in their school.)
*Teach vocabulary: * Vocabulary
+ Teacher uses different techniques to
1. community activity (n.phr.) hoạt động cộng
teach vocab (situation, realia, translation.)
+ Teacher introduces the vocabulary by: đồng
- providing the pictures 2. donate (v) quyên góp, ủng hộ
- eliciting the definition of the words 3. nursing home (n.phr.) viện dưỡng lão
4. homeless (adj) vô gia cư
+ Teacher do the “Rub out and remember” 5. pick up (v) nhặt rác
checking technique. 6. teach - taught (v) Dạy học.
+ Teacher checks students’ pronunciation
and gives feedback. Teacher reveals that - Listen carefully and read aloud.
these words will appear in the reading text
and asks students to open their textbook to
discover further.
- Call on some groups of Ss to read the
conversation aloud.
ACTIVITY 2:
Aim: To help Ss read for specific information about Minh and Tom's community activities.
* Content: Listen and read the conversation. Tick the appropriate box.
* Outcome: Understanding more the conversation; vocab,; grammar points…
* Organisation :
2. Read the conversation again and tick 2. Read the conversation again and tick (✓) the
(✓) the appropriate box. appropriate box.
- Ask Ss to underline the words and - T_Ss
phrases about community activities in the - Work individually.
conversation. For example, Ss can - Give the answers
* Key:
underline the phrase pick up litter.
- Then ask them to work in pairs to read Community activity Minh’s Tom’s
the conversation. club club
- Have pairs tick the appropriate boxes. 1. picking up litter ✓
2. planting vegetables ✓
Ask pairs to say the answers aloud:
3. donating books ✓
Mirth's club picks up litter; Tom's club 4. donating vegetables ✓
donates books, etc. 5. teaching English ✓
- Make sure they pronounce the words /
phrases correctly.
ACTIVITY 3:
Aims:
- To help Ss use phrases related to community activities;
- To help Ss further understand the text.
* Content: Complete the pictures with the verbs.
* Outcome: SS know more the use of words and phrases in context.
* Organisation :
3. Complete the phrases under the 3. Complete the phrases under the pictures with
pictures with the verbs below. the verbs below.
- Ask Ss to work individually to complete - T_ Ss
the phrases under the pictures with the - Listen to the instructions clearly
given verbs. - Ss to work independently
- Ask Ss to say the phrases aloud. Make - Copy them
sure they pronounce the words and
phrases correctly. * Key:
- Check the answers as a class. 1. pickup 2. help 3. recycle
4. donate 5. clean
ACTIVITY 4:
Aim: To help Ss use the vocabulary related to community activities in the right contexts
* Content: Complete the sentences with correct words or phrases.
* Outcome: Ss know more some words about community activities.
* Organisation :
4. Complete the sentences with the 4. Complete the sentences with the correct words
correct words or phrases below. or phrases below.
- Ask Ss to work independently to - T_ Ss. Work independently
complete each sentence with a word or - Ss do themselves
phrase from the box.
- Allow Ss to refer to the pictures and
phrases in 3 or the conversation if needed.
- T may instruct them where to find the
correct words / phrases, e.g. by looking * Key:
for where the sentences appear in the 1. homeless children 2. Litter
conversation or in 3. 3. old people 4. taught
- Check the answers as a class. 5. planted
- Ask several Ss to read aloud the full
sentences. Correct Ss' pronunciation if
needed.
ACTIVITY 5:
Aims:
- To help Ss review and reuse the learnt vocabulary;
- To create a fun atmosphere in the class.
* Content: Review and reuse the vocabulary.
* Outcome: Ss can remember the words. Learn more new words.
* Organisation :
5. GAME: Vocabulary Ping-pong. 5. GAME: Vocabulary Ping-pong.
- Ask Ss to play in teams of five or six
players. - Work in groups of five or six.
- Instruct Ss to play the Vocabulary Ping- + Listen to the instructions carefully and do the
pong game: Ask Ss to think of the topic tasks.
Community Service. One student from
team A shouts out a word related to the
topic. Then one student from team B
makes a sentence with that word. Then
switch roles. The team that cannot give a
word or make a correct sentence loses and
A: Litter.
the other team gets a point.
B: We often pick up litter in the park. _Trees.
- Point out the example in the Student's
A: We plant trees in our school every year. Book.
Book: ...........
A: Litter.
B: We often pick up litter in the
park._Trees.
A: We plant trees in our school every
year. _Book.
........
- Stop the game when time is up. The
team that makes the most correct
sentences wins.

- Refer to the unit title again then together with Ss, orally list the community activities Ss do at
school.
- Ask Ss to say several words or phrases about community activities that they remember from
the lesson.
* HOME WORK
- Read again the conversation on page 28.
- If there is a projector in the classroom, show the conversation, highlight the key words related
to the topic. It would be helpful if T highlights the past simple, and the words in the conversation
and tells Ss that they will learn these language points in the upcoming lessons…..
=========================
Date of planning:…………. Peroid .....: UNIT 3: COMMUNITY SERVICE

Date of teaching: ………..… Lesson 2 : A CLOSER LOOK - 1
WEEK:
THIS UNIT INCLUDES:

Vocabulary Skills:
- Community activities - Reading about community activities at a school
Pronunciation: - Talking about the reasons why students join different
- Pronunciation Sounds: /t/, /d/, and /id/ community activities
Grammar - Listening to a talk about some community activities
and their benefits
- Past simple
- Writing an email about community activities one did
last summer
Everyday English
- Giving compliments
1. Knowledge:
- To introduce topic of the lesson Community serv ice. To teach some new words .
- Vocabulary: Use words related to community activities.
- Pronunciation: Correctly pronounce the sounds: /t/, /d/, /ɪd/ in isolation and in context.
2. Competence: Students will be able to practice listening for specific information about some
community activities and their benefits; Practicing writing an email about community activities one
did last summer.
3. Qualities : - Raise students’ awareness of the need to keep their neighbourhood green.
- Have the good attitude to working in groups, individual work, pair work, cooperative learning.
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.

Vocabulary
Aim: To introduce some verbs and verb phrases that are often used to describe community
activities.
* Content: Review the previous lesson. Guessing game
+ Playing game: Matching game + Playing game : Matching game
* Teacher has students play in two groups and - T_ Ss
explains the game rules. - Students (Ss) listen and learn how to do.
- Each group will have a list of verbs and Set of word cards:
nouns. Students match the verbs they have recycle help plant
with the correct nouns.
-Teacher and students discuss the answers. The
small
group with the most correct answers wins. trees vegetables
children
old people
-Teacher confirms the answers and gives
homeless
feedback. books bottles litter
children
- Show the winners.
ACTIVITY 1:
Aim: To introduce some verbs and verb phrases that are often used to describe community
activities.
* Content: Teach some new words . Match a verb in A with a word or phrase in B
* Outcome: Ss know more new words. Learn how to use them . Do the Matching correctly.
* Organisation :
1. Match a verb in A with a word or phrase 1. Match a verb in A with a word or phrase
in B. in B.
- Teacher uses different techniques to teach * Vocabulary:
vocabulary (situation, realia, translation .....) 1. exchange (v) trao đổi
+ Teacher may introduce the vocabulary by: 2. pick up (phr. v.) nhặt lên
- providing explanations of the words; 3. tutor (v) dạy kèm
- showing picture illustrating the word. .......
+ Follow the steps to teach vocabulary
+ Students (Ss) listen to the instructions
+ Check vocabulary carefully and learn how to do the tasks.
- Have Ss read aloud the verbs in A and
words / phrases in B.
* Key:
- Ask Ss to work in pairs to match the verbs in 1. e 2. a 3. d 4. c 5. b
A with words / phrases in B. The only new
word is tutor, and it can also be inferred when
all other options have been matched.
- Tell Ss that to tutor means to teach.
- Invite Ss to take turns to read out their
answers. Correct their pronunciation if needed.
- T can also ask Ss to add more words / phrases
to the verbs to make up other activities they
can do. This way, T can broaden Ss'
vocabulary if they are ready.
3. PRACTICE (15’)
ACTIVITY 2:
Aim: To allow Ss to use the learnt words / phrases in contexts
* Content: Complete the sentences with a suitable word or phrase.
* Outcome: Ss can complete the sentences correctly. Learn how to use the words.
* Organisation :
2. Complete each of the sentences with a 2. Complete each of the sentences with a
suitable word or phrase from the box. suitable word or phrase from the box.
- Ask Ss to work individually to complete each
of the sentences with a suitable word / phrase - Listen carefully and learn how to do.
from the box. All of these words / phrases have - Give the answer
been learnt in 1.
* Key:
- Have some Ss read aloud the complete 1. litter 2. used paper for
sentences.
- Correct Ss' pronunciation if necessary. notebooks
3. water 4. donate 5.
tutor
ACTIVITY 3:
Aim: To have Ss practise producing full sentences using the learnt phrases.
* Content: Write full sentences under the correct pictures
* Outcome: Ss can write full sentences under the correct pictures correctly:
* Organisation :
3. Use the phrases from the box to write full 3. Use the phrases from the box to write full
sentences under the correct pictures. sentences under the correct pictures.
- Ask the whole class to read aloud the six - Ss to work individually.
phrases. Correct their pronunciation if
necessary.
- Ask Ss to work in pairs to describe the
pictures, using the given phrases. Ask some Ss
to re-describe the pictures to the class.
- Then ask them to work individually to write
full sentences, using the given phrases. Then
they share their answers with a partner.
- T can also ask some Ss to write answers on
the board, then check their answers as a class.
* Key:
1. She's reading books to the elderly.
2. They're giving gifts to old people.
3. He's exchanging used paper for notebooks.
4, They're donating clothes to poor children.
5. She's planting trees in the park.
* Key
Sounds /t/, /d/, and /id/
ACTIVITY 4
Aims:
- To help Ss identify how to pronounce the sounds /t/, /d/, and /id/;
- To help Ss practise pronouncing the sounds in words.
* Content: Listen and repeat the word to pay attention to the sounds: /t/, /d/, and /id/.
* Outcome: Ss can learn how to pronounce the sounds: /t/, /d/, and /id/.
* Organisation :
4. Listen and repeat. Pay attention to the 4. Listen and repeat. Pay attention to the
sounds /t/, /d/, and /id/. sounds /t/, /d/, and /id/.
- Have Ss listen to the recording once first.
Then ask Ss to read out the words.
- Listen carefully
- Play the recording for them to listen again - Listen and repeat
and repeat each word as a class, then as
individuals.
- Play the recording as many times as possible. * Audio script- track:
- Call on some Ss to say the words In front
ofthe class. /t/ /d/ /id/
- Check their pronunciation If necessary. cooked watered collected
- Call on some Ss to read the words aloud. passed cleaned donated
helped voluteered provided

ACTIVITY 5:
Aim: To help Ss practise pronouncing the sounds /t/, /id/, and /id/ in sentences.
* Content: Listen and pay attention to the underlined parts
* Outcome: Ss will be able to pronounce the sounds correctly.
* Organisation :
5. Listen to the sentences and pay attention 5. Listen to the sentences and pay attention
to the underlined parts. Tick (✓) the to the underlined parts.Tick (✓) the
appropriate sounds. Practise the sentences. appropriate sounds. Practise the sentences.
- Have some Ss read the sentences first. Ask - T_ Ss
them to pay attention to the underlined parts. - S do the tasks
- Play the recording for Ss to listen then have
them tick the appropriate sounds.
- Invite some Ss to share their answers. * Audio script
Confirm the correct ones.
- Play the recording again and ask Ss to repeat * Key + Audio script-Track 16:
each sentence after the recording.
- Correct Ss if necessary.
- Call some Ss to read the sentences
individually.
- Comment on their pronunciation .

- Ask them to list some phrases about community activities they learnt in the lesson.
- Ask them to list some verbs in the past simple, paying attention to their pronunciation.
* HOME WORK
- remember some verbs in the past simple
- Prepare new lesson. A CLOSER LOOK_2
=======================================
Date of planning:…………. Peroid .....: UNIT 3: COMMUNITY SERVICE
Date of teaching: ………..… Lesson 2 : A CLOSER LOOK -2
WEEK:
1. Knowledge:
- Understand the use of the past simple tense.
- Practice using the past simple to talk about past activities.
+ Grammar: - Past simple tense.
did last summer.
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.

Aims:
+ CHATTING + CHATTING
* Teacher asks students some questions: - T_Ss
What did you do last weekend? - Students answer the questions, using the past
What did you watch yesterday? simple.
Who did you meet two days ago? - Teacher and students discuss the answers.
................
- Students answer the questions, using the
past simple.
- Teacher and students discuss the answers. - Students (Ss) listen and learn how to do.
- Teacher corrects students answers if
needed and confirms the use of the past
simple (to talk about completed actions in
the past).
- Teacher asks students to study the
Grammar box.
- Teacher draws students’ attention to the
meaning and use of the past simple.
- Teacher then asks some more able students
to give some more examples.
* We use the past simple to talk about
completed actions in the past.
- We often use specific time expressions,
such as yesterday, last month, 3 weeks ago,
or in 1999 with the past simple
- Teacher and students discuss the answers. - Open their book and write .
- Teacher confirms the answers and gives
feedback.
- Ask Ss to open their book and introduce
what they are going to study….

ACTIVITY 1:
Aim: To review Ss' knowledge of the past simple tense.
* Content: Form and use the use of the past simple tense.
* Outcome: Ss can learn how to form and use the past simple tense.
Grammar: The past simple
Positive S + V-ed (played)
S + did not / didn’t V (did not / didn’t
Negative
play)
Did + S + V (play)?
Questions and short
 Yes, S + did.
answers
 No, S + didn’t.
- Focus Ss’ attention on the Remember! box.
- Explain the uses of the past simple.

1. Circle the correct answer A, B, or C to 1. Circle the correct answer A, B, or C to
complete each sentence. complete each sentence.
* Remember!/ Page 31. - T_ Ss
- Ask Ss to work individually to circle the + Students (Ss) listen to the instructions carefully
correct answers. and learn how to do the tasks.
- Ask Ss to take turns to give their answers. - Answer the teacher’s questions.
- Ask several Ss to read aloud full sentences
with the correct answers. Correct their
pronunciation if necessary.
* Key:
- Teacher lets students work in pairs and 1. B 2. A 3. B 4. A 5. C
exchange the answers before checking with
the whole class (explain each sentence if
necessary).
- Teacher confirms the answers and gives
feedback.
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To raise Ss' awareness of the past simple tense and the past form of some verbs.
* Content: Complete the sentences by circling the correct answer A, B or C.
* Outcome: Ss understand more using Past simple tense. Complete the sentences correctly.
2. Complete the sentences with the past 2. Complete the sentences with the past simple
simple form of the given verbs. form of the given verbs.
- Have Ss work individually to complete the - T_ Ss
sentences with the past simple form of the - Listen carefully and learn how to do.
given verbs. - Ss work individually
- Give the answers
- Ask some Ss to read out their sentences.
* Key:
Correct grammar and pronunciation mistakes 1. took 2. joined 3. helped 4. sent
if necessary. 5. volunteered
- Check the answers as a class
ACTIVITY 3:
Aim: To help Ss distinguish between the present simple, present continuous and past
simple in specific context.
* Content: Complete the sentences with the correct form of verbs.
* Outcome: Ss can complete the sentences with the correct form of verbs correctly.
* Organisation :
3. Complete the sentences with the correct 3. Complete the sentences with the correct
forms of the verbs from the box. forms of the verbs from the box.
- Ask the whole class to read aloud the verbs - Ss to work individually
in the box. Then have Ss work individually
to complete the sentences with the correct
- Ss do themselves. - Copy them
forms of the verbs from the box.
- Ask some Ss to read out the complete
sentences. Correct grammar and
* Key:
pronunciation mistakes if necessary. 1. cook 2. planted 3. are picking up
- Check the answers as a class. 4. recycled 5. read
ACTIVITY 4:
Aim: To help Ss write full sentences using the correct form of the verbs.
* Content: Write complete sentences from the prompts.
* Outcome: Ss can write complete sentences from the prompts correctly.
* Organisation :
4. Write complete sentences from the 4.Write complete sentences from the prompts.
prompts. - T_ Ss
- Have Ss work individually to write
complete sentences from the prompts. Then - Do the tasks and share the answers.
ask them to work in pairs to swap their Key:
answers. 1. Last year, our club donated books to children
- Check the answers as a class. in rural areas.
- Have the class read out the sentences. 2. Children sent thank-you cards to us a week
Correct grammar and pronunciation mistakes ago.
if necessary. 3. I taught two children in grade 2 last summer.
- Invite one or two Ss to say out their 4. Last spring, we helped the elderly in a nursing
answers in front of the class. home.
- Check the answers as a class. 5. We helped people in flooded areas last year.

ACTIVITY 5:
Aim: To enable Ss to ask and answer questions related to past activities;
* Content: Ask and answer about Tom’s project in 2016 and 2018.
* Outcome: Further practice using past simple tense. Answer the questions.
* Organisation :
5. Work in pairs. Tom is from the Red 5. Work in pairs. Tom is from the Red Cross.
Cross. Look at the fact sheet and ask Tom Look at the fact sheet and ask Tom about his
about his projects in 2016 and 2018. projects in 2016 and 2018.
- To help Ss be aware of some community - T_ Ss
activities that Ss in other countries do. * Tom’s project:
- Introduce the Red Cross projects and
activities in 2016 and 2018.
- Have Ss work in pairs to practise asking
and answering questions based on the fact
sheet.
- Tell Ss to follow the example. Remind
them to use the past simple when they ask
and answer questions about the past
activities.
- Invite some pairs to make short Example:
conversations as an example. Tom: I’m from the Red Cross. I worked on the
- Correct any grammar and pronunciation Help Lonely People project in 2016.
Lan: What did you do?
mistakes if necessary.
Tom: We helped 200 lonely people…

- Reactivate the knowledge that students have gained
- Have them say out loud the past forms of the verbs they learnt in the lesson.
Extention: Alphabet game
- Put Ss in groups of three or four.
- Ss take turns to use the past simple in a sentence. The first letter of the verbs must follow the
sequence of the alphabet. If Ss can't think of one, they are out of the game. The next student
continues with the next letter.
For example:
A: He asked me my name.
B: I bought a hat.
C: I came here last month.
*HOME WORK
- Remember the form and use the past simple tense.
- Prepare new lesson: COMMUNICATION.
=======================
Date of planning:………….. Peroid .....: UNIT 3: COMMUNITY SERVICE
WEEK:
1. Knowledge:
- Know how to give compliments
- Discuss and present the benefits of community activities
- To practise giving compliments.
- Vocabulary on community activities.
- Grammar: structures to give compliments.
community activities and their benefits;
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.
Everyday English Giving compliments
Aims: To provide Ss with the way of giving compliments
- Ask Ss to look at the conversation in GETTING STARTED and check if they find any phrases
or clauses that Minh and Tom use to compliment the other for doing something good deeds.
- When Ss have found the clause: That's fantastic; Sounds like great work!, tell them that they
can use these to make compliments.
- Tell Ss that they are going to practise giving compliments. Ask Ss to look at
COMMUNICATION on page 32.

+ Revision + Revision
- Teacher (T) asks Ss some questions about them - T_ Ss
and class. - Students (Ss) listen and learn how to do.
- Ask Ss what they did lastnight? + Answer the questions.

ACTIVITY 1+ 2:
Aims:
- To introduce two ways to give compliments;
- To help Ss practise giving compliments.
* Content: To introduce the way of giving compliments. Listen and read the dialogue.
* Outcome: Ss learn some new word and how to give compliments.
+ Sound like great work!
+Wonderful!
1. Listen and read the dialogue between Lan 1. Listen and read the dialogue between
and Mark. Pay attention to the highlighted Lan and Mark. Pay attention to the
parts. highlighted parts.
1. Listen and read the dialogue - T_ Ss
- Play the recording for Ss to listen and read the + Students (Ss) listen to the instructions
dialogue between Lan and Mark. Ask Ss to pay carefully and learn how to do the tasks.
attention to the highlighted parts. Emphasise the Audio script - Track 17:
use of the compliments. Have Ss practise the Lan: What did you do to help your
dialogue. community last summer, Mark?
- Ask Ss to work in pairs to make similar Mark: We planted some trees in the
dialogues, using the contexts given and the sample schoolyard and picked up a lot of rubbish
compliments. Give feedback on their dialogues. along the nearby roads.
2. Work in pairs. Make similar conversations. Lan: Sounds like great work! We collected
1. Mi helped lonely elderly people. books and warm clothes for our friends in the
2. Tom and his friends cleaned and decorated mountainous areas.
parts of their neighbourhood.
Mark: Wonderful!
3. PRACTICE (18’)
ACTIVITY 3: Changing our neighbourhood.
Aims:
- To help Ss learn more about some benefits of community activities;
- To help Ss practise reading for specific ideas.
* Content: Read the poster. Write project number (1-3) next to its benefits.
* Outcome: Ss learn more about some benefits of community activities when they join the
projects.
* Organisation :
3. Work in pairs. Read the poster about the 3. Work in pairs. Read the poster about
volunteer activities for teenagers at Lending the volunteer activities for teenagers at
Hand. Write the project number (1 – 3) next to Lending Hand. Write the project number
its benefit (A – E). (1 – 3) next to its benefit (A – E).
- Have Ss work in pairs to read the poster. Ask - Work in pairs to do this activity
them questions like: How many projects does - Listen carefully and learn how to do.
Lending Hand offer? What activities can you do - Give the answers
/join in Projects 1,2 and 3?
- Have pairs write the number of the projects (1 - * Key:
3) next to the benefits (A - E). Ask some pairs to 1. B, E 2. C,D 3. A
read out their answers. Correct if necessary.
ACTIVITY 4:
Aims:
- To help Ss practise asking and answering questions about which activities they want to
join and why;
- To help Ss practise giving reasons.
* Content: Ask and answer questions about which activities they want to join and why;
* Outcome: Ss can answer the questions correctly.
* Organisation :
4. Work in pairs. Ask and answer which 4. Work in pairs. Ask and answer which
activities in 3 you want to join. Give reasons. activities in 3 you want to join. Give
- Have Ss work in pairs to ask and answer reasons.
questions about which activities they want to join - T_ Ss
and why. Ask them to use the example in the - Listen to the instructions clearly
Student's Book. Elicit any other benefits they can - Learn how to do it
think of.
- Invite some pairs to role-play, asking and
answering questions in front of the class.
- Correct any grammar or pronunciation mistakes
if necessary.

ACTIVITY 5:
Aims: To help Ss practise asking and answering questions about which activities they choose
to join and the benefits of those activities;
- To help Ss practise giving reasons;
- To help Ss practise reporting.
* Content: Further practice talking about which activities they choose to join and the benefits of
those activities;
* Outcome:Improve speaking skills. Talking about the benefits of activities.
* Organisation :
5. Work in groups. Discuss which activity each 5. Work in groups. Discuss which activity
member of your group chooses and the each member of your group chooses and
benefit(s) of the activity. Present your group’s the benefit(s) of the activity. Present your
answers to the class. group’s answers to the class.
- Have Ss work in groups to discuss which activity - T_ Ss
each member of their group chooses and the
benefits of each activity.
- Listen carefully
- Tell them that they can give more than one - Work in pairs. Check the
benefit to any activity or any benefits they can
think of in addition to those they find in the answers
Student's Book.
- Ask them to follow the example in the book.
- Invite group representatives to report their * Example: Mai wants to donate food to
group's answers. street children because this helps feed them.
- Give feedback on their reports. Lan wants to join clean-up activities because
these activities make our neighbourhood
cleaner

* Ask Ss what they have learnt in the lesson.
* HOME WORK
- Practice speaking the volunteer activities.
- Prepare new lesson. SKILLS_1
================================

Date of teaching: ………..… Lesson 5 : SKILLS 1/ Reading and Speaking
WEEK:
1. Knowledge:
- To introduce topic of the lesson Community service.
- Develop reading skill for specific information about community activities at a school.
- Develop speaking skill: Talking about the reasons why students join different community.
activities
2. Competence: Students will be able to practice reading skill for specific information about
community activities at a school. Talking about the reasons why students join different community.
Develop presentation skill
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.
( Pre – reading )
Aim: - To remind students of some community activities.
- To enhance students’ skills of cooperating with team mates.
+ Play Game: + Play Game:
GAME: WHO IS FASTER? GAME: WHO IS FASTER?
* Teacher divides the class into 2 teams. - T_ Ss
- Each team will have to run in a relay to the board 1. collecting rubbish
to match the correct description with each picture. 2. donating clothes
- The team with more correct answers will be the 3. planting trees
4. helping old people
winner.
5. tutoring homeless children
- Students play the game in team mode. 6. cleaning the street
- Teacher and students discuss the answers.
- Teacher confirms the answers and gives feedback.
* Have Ss open their books to page 44 (SKILLS 1). lesson .
- T leads in the lesson. - Copy the new words.
* Teach some new words in contexts if necessary. * Vocabulary:
*) Pre- teach vocabulary: 1. monthly (adj/adv) hằng tháng
- Teacher uses different techniques to teach 2. proud (adj) hài lòng, tự hào
vocabulary (situation, realia, translation .....)
+ Teacher may introduce the vocabulary by:
providing explanations of the words;
showing picture illustrating the word.
+ Follow the steps to teach vocabulary
+ Check vocabulary
Aims:
- To remind Ss of some community activities;
- To help Ss brainstorm some more community activities.
* Content: Cirle the activities Ss would like to do at school.
* Outcome: Ss learn more community activities at school.
1. Work in pairs. Circle the activities you would 1. Work in pairs. Circle the activities you
like to do at your school. would like to do at your school.
- Have the class read out loud the three activities in - T_ Ss
1. + Students (Ss) listen to the instructions
- Ask Ss to work in pairs to circle the activities they carefully and learn how to do the tasks.
would like to do at their school. * Take note
- Ask them to name some more activities they
would like to do at their school if the class is more
fluent.

ACTIVITY 2 :
Aims:
- To improve Ss' knowledge of vocabulary related to community activities;
- To improve Ss' skill of reading for details.
* Content: Read the text and Match the highlighted words with their meaning .
* Outcome: Ss can get some specific information related to community activities;
* Organisation :
2. Read the passage and match the highlighted 2. Read the passage and match the
words with their meanings. highlighted words with their meanings.
- Ask Ss to work individually to read the passage - T_ Ss
and find the highlighted words. - Listen to the teacher’s instructions
- Have Ss match the highlighted words with their carefully and learn how to do.
- Check the meaning of the words
meanings in the box. Remind them to use the
context to help them. - Ss work individually first.
- Check the answers as a class. * Key:
- Confirm the correct answers as a class. 1. donate 2. exchange 3. monthly
4. proud 5. tutor
ACTIVITY 3 :
Aim: To improve Ss' skill of reading for details.
* Content: Read the text again and Tick T/F
* Outcome: Ss can understand more about community activities.
* Organisation :

3. Read the passage again and tick (✓) T (True) 3. Read the passage again and tick (✓) T
or F (False). (True) or F (False).
- Have Ss look at the statements in this activity. - T_ Ss
Ask them how to do it. Give them some strategies - Listen to the teacher’s instructions
to do the exercise. carefully and follow them.
- Have Ss work individually for some minutes and
tickT (True) or F (False).
- Ask Ss to take turns to give the answers. Ask * Key:
them to show the part in the reading where they 1.T 2. F 3.T 4. F 5.T
find the answers.
- Confirm the correct answers to the class.

ACTIVITY 4: (Follow up activity) Speaking
Aims:
- To enable Ss to review and reuse the name of some community activities;
- To give Ss an opportunity to practice explaining their reasons.
* Content: Read and write the names of the projects they should join .
* Outcome: Ss can review and reuse the name of some community activities .
* Organisation :

4. Work in pairs. Read about these students. 4. Work in pairs. Read about these
Write the names of the projects you think they students. Write the names of the projects
should join in the Projects column. you think they should join in the Projects
- Have Ss work in pairs to read the sentences in the column.
table. Ask them to underline the key words in the - T_ Ss
sentences. Ask some Ss to stand up to answer the - Listen to the teacher’s instructions
questions: What did you learn about Nick / Ann / carefully and follow them.
Minh/Mark/Tom ? - Work in pairs
- Ask pairs to discuss and decide which student - Ss do the task
should join which project in the reading.
- Ask them to give some reasons for their choice
based on the information about the students.
- Ask pairs to write the names of the projects in the * Key:
Projects column. 1. C 2. A 3. B 4. D 5. E
- T helps if necessary
ACTIVITY 5:
Aims: To give Ss an opportunity to practise explaining reasons.
* Content: Discussing and telling about community activities using information in 4.
* Outcome: Ss can tell about community activities .
* Organisation :
5. Work in groups. Discuss which project in 4 5. Work in groups. Discuss which project
you would like to join, and why. Report your in 4 you would like to join, and why.
group’s answers to the class. Report your group’s answers to the class.
- Have Ss work in groups to discuss which project - T_ Ss
in 4 each of them would like to join. - Listen to the teacher’s instructions
- Ask them to give reasons. carefully and follow them.
- Tell them that they can give reasons based on - Practice speaking in front of the class.
their likes, dislikes, personalities, etc. as in 4. * Sample speaking :
- Invite one representative of each group to report Lan will join the Tutoring project
their group's answers to the class. because she is good at maths and English.
- Give feedback on their reports in terms of She also loves children.
language, reasoning skills or pronunciation.

* Have Ss summarise what they have learnt in the lesson with the two skills.
* HOME WORK.
- Prepare new lesson. Skills 2
====================================
Date of planning:………….. UNIT 3: COMMUNITY SERVICE

Date of teaching: ………..… Period ... : Lesson 6: SKILLS_2
WEEK: Listening and Writing
I. OBJECTIVES:*By the end of this lesson, Ss will be able to gain the following things:
1. Knowledge:
- Listen for specific information about some community activities and their benefits;
- Write an email about community activities one did last summer.
did last summer.
- Be cooperative and supportive in pair work and teamwork.
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.
1. WARM UP & INTRODUCTION ( 5’)

Aim: To activate Ss’ knowledge of the topic of the listening text.
* Content: Having some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the new lesson .
* Outcome: Having a chance to speak English and focus on the new lesson.
* Organisation : Teacher’s instructions….
+ Do the revision/ Chatting + Revision/ Chatting
- Teacher (T) asks Ss some questions about - T_ Ss
them and class. - Students (Ss) listen and answer the teacher’s
- Teacher reminds student of the homework of or friend’s questions
the previous lesson: Plan some school activities - Open their book and write the tittle of the
for next summer holiday. lesson .
- Students raise hands to talk about their plans.
- Teacher asks the whole class to discuss and
give feedback on their friends’ plans.
- Teacher chooses some useful and feasible and
leads in the topic of the lesson: school activities
in summer.
Aims:
- To help Ss brainstorm key words / phrases for listening;
- To help Ss practise describing pictures, using vocabulary related to community activities.
* Content: Discussing. Look at the pictures and talk.
* Outcome: Ss can describe the pictures to brainstorm key words / phrases .
1. What community activities are the children 1. What community activities are the
doing in the pictures? children doing in the pictures?
- Ask Ss to work in pairs to describe the pictures - Pair work.
or discuss what the children are doing in the + Look and describe the pictures
pictures.
- Elicit as many learnt vocabulary as possible.
- Ask one or two Ss to re-describe the pictures to
the class.
- Tell Ss that they are going to listen to a talk
between Tom and Kate about the community
activities they did last summer.
* Suggested answers:
a. reading books to the elderly
b. picking up litter
c. planting trees
*) Pre- teach vocabulary: * Vocabulary:
- Teacher uses different techniques to teach -The elderly (n) người già, lớn tuổi, cao tuổi
vocabulary (situation, realia, translation .....) - pick up (v) nhặt (rác)
+ Follow the steps to teach vocabulary - tutor (v) phụ đạo, dạy học
- Repeat in chorus and individually - collect (v) thu thập, sưu tầm.
+ Check vocabulary. - grow up (v) lớn lên.
- Take note all the new words
3. While-listening/ (10’-12’)
ACTIVITY 2 :
Aim: To improve Ss' skill of listening for details.
* Content: Listen and circle the correct answers.
* Outcome: Knowing some information about some community activities and their benefits;
* Organisation :
2. Listen to Tom and Linda talking about 2. Listen to Tom and Linda talking about
their community activities last summer. their community activities last summer.
Circle the correct answers. Circle the correct answers.
- Ask Ss to work individually to read through - Listen to the teacher’s instructions carefully
Questions 1 to 4 and underline the key words. and learn how to do it.
- For example, in Q1, Ss may underline the - Give the answers.
words: Linda, friends, taught;
Q2: Ss may underline Linda, friends, elderly;
Q3: Tom, friends, picked up;
Q4: Tom, friends.
- Play the recording once for Ss to listen and * Key:
1. C 2. B 3. C 4. A
circle the answers.
- Ask Ss to work in pairs and compare the
answers with each other.
- Play the recording a second time for pairs to
check their answers.
- Ask for Ss' answers and play the recording
again for them to better understand the
conversation.
ACTIVITY 3 :
Aim: To improve Ss' listening comprehension and note - taking skills.
* Content: Listen again to a talk. Do the filling
* Outcome: Ss complete the sentences correctly.
* Organisation :
3. Listen again and fill in each blank with no 3. Listen again and fill in each blank with
more than TWO words. no more than TWO words.
- Ask Ss to work in pairs to read the table and to - Listen carefully to the instructions
predict the words / phrases they will need to fill - T_ Ss
in each blank. * Ss learn how to do the tasks
- Tell them to think about the part of speech of Key:
the words / phrases they will need to use for 1. fun 2. good time 3. Skills
each blank (e.g. adjective, verb or noun).
* Audio script:
Remind them of the possible plural and singular + Audio script - Tracks 18+19:
forms of nouns.
- Play the recording once. Give them enough - Listen to the teacher’s instructions carefully
time to fill in the blanks. Remind Ss that they and tell about Mi
should write no more than TWO words for each
blank. - Free talk
- Play the recording again and check their 1. Linda and her friends did a lot of
answers as a class. community activities last year.
*Post-listening First, They tutored 3rd grade children and
Students tell about Linda and her friends; helped old people. They taught English and
Tom and his friends. Maths. They had a lot of fun.
- T gives instructions and encourage Ss to tell They also helped the elderly. They cooked for
about Linda, using information in Audio Script. them and did some cleaning, too.
* Invite one or two Ss to talk about Linda or 2. Tom and his friends : They did a lot of
Tom community activities last year, too. They
- T may give some clues picked up paper and bottles in a nearby park.
- Call on some Ss to talk freely. They also planted some trees. They watered
- Correct pronunciations, grammar, vocab, them very often the first few weeks and
intonation. enjoyed watching them grow. It was a really
- Lead to the writing part. good time. They worked and played together,
and they learnt some skills, too.
ACTIVITY 4: Writing
Aims:
- To provide Ss with a sample of an email; Improve Ss' reading skills;
- To prepare Ss for the writing activity.
* Content: Read Tom’s email . A sample ò an email.
* Outcome: getting some ideas for the writing.
* Organisation :

4. Read Tom’s email to Nam about his school 4. Read Tom’s email to Nam about his
activities last summer. school activities last summer.
- Ask Ss to work individually to read the email. - T_ Ss
- Ask Ss questions that elicit the format of an - Ss work individually.
email: Who is writing to whom? What is the
subject of the email? How did Tom start his
email? How did Tom end his email? What is the
purpose of the first / second / third paragraph of
the email?
- Ask Ss to underline the main activities that
Tom and his friends did. Then ask them to
underline the words / phrases that show their
feelings, and words / phrases that show the
benefits of their activities.
4. PRODUCTION/ APPLICATION (10’)

ACTIVITY 5:
Aim: To improve Ss' writing skills.
* Content: Write an email about the school activities last summer
* Outcome: Ss can write an email about the school activities last summer
* Organisation :
5. You are Nam. Now write an email of about 5. You are Nam. Now write an email of
70 words to Tom about your school activities about 70 words to Tom about your school
last summer. Start your email as shown activities last summer. Start your email as
below shown below
- Ask Ss to work in pairs to list the activities
they did and how they feel about doing them. - T_ Ss
- T can ask them to list the benefits that they got - Ss work individually.
from their community activities last summer. - Write email.
- Ask Ss to work individually to write.
- Asks one student to write his / her email on the To: [email protected]
board. Other Ss and T comment on the email on Subject: School activities last summer.
the board. Dear Tom,
- If time allows, T can also ask Ss to work in Things are good. We also did some
pairs or groups to write on an A1 / AO size interesting activities last summer. _______
piece of paper, then T organises a gallery walk. ________________________________
Ss walk round and offer feedback on peers' ________________________________
writing See you soon
Nam
* Suggested writing:
Dear Nam,
* Post writing How are things? Did your school have any
- Ask one or two Ss to write their email on the community activities last summer?
board. Other Ss and T comment on the email. We did some very interesting activities. We
- T collects some to correct at home. collected rubbish in a nearby park. We also
- Ask Ss to revise the email at home based on planted trees. Then we watered them every
the comments given and submit them at the next day, and it was enjoyable to watch them grow
lesson. up.
We also had a lot of fun and learnt some
skills.
Please write to me and tell me about your
school activities.
Best,
Tom

- Have Ss summarise what they have learnt with the two skills.
- T can instruct them to draw a mind map to summarise the main points of the lesson.
* HOME WORK.
- Rewrite the email on your notebook.
- Prepare for the next lesson: Lesson 7: LOOKING BACK & PROJECT
=============================

WEEK:
1. Knowledge:
- To help Ss consolidate and apply what they have learnt in the unit. Ss can evaluate their
performance and provide further practice. Do some practice exercises.
- Project helps Ss improve their abilities to work individually and in a team. It extends their
imagination in field related to the unit topic if possible.
2. Competence: Students will be able to practice reading skill for specific information about
community activities at a school. Talking about the reasons why students join different community.
Develop presentation skill
- Be more creative when doing the project.
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.

Aims:
- This is the review and drill section of the unit. Encourage Ss not to refer back to the unit
pages.
Instead they can use what they have learnt during the unit to help them answer the questions.
practice.
- Encourage Ss to review and drill section of the unit 3.
+ Revision. - T_ Ss
GAME: WHO’S FASTER? GAME: WHO’S FASTER?
* Teacher shows the pictures and asks students to - Students (Ss) listen and learn how to do.
give descriptions to them. Teacher can divide the 1. homeless children 2. the elderly
class into 2 teams and runs the game Who’s faster. 3. Food 4. bottles
5. litter 6. books
- Members of each team take turns to raise hands to
give description for each picture.
- Students discuss their friends’ answers.
- Teacher confirms the answers and gives feedback.
The group having more correct answers is the
winner.
1. homeless 2. the elderly
children
3. food 4. bottles
PRACTICE EXERCISES
Aims: - To help Ss revise the vocabulary learnt;
- To help Ss match the verbs with the appropriate nouns / noun phrases to make phrases
about community activities.
* Content: Revision on the words . Write the words/ phrases under the correct column
* Outcome: Ss remember the words/ phrases. Write the words correctly.
1. Complete the table with the words and 1. Complete the table with the words
phrases from the box. and phrases from the box. T_ Ss
- Have Ss work individually to write words / + Students (Ss) listen to the instructions
phrases in the correct columns. carefully and learn how to do the tasks.
- Check answers as a class. * Key :
help pick up donate
homeless children litter food
the elderly bottle books
ACTIVITY 2:
Aims: - To help Ss revise the vocabulary learnt in the unit;
* Content: Complete the sentences. Review the use the correct forms of the verbs.
* Outcome: Ss revise the form of verbs . Remember the use and form.
* Organisation :
2. Complete each sentence with one phrase from 2. Complete each sentence with one
1. Remember to use the correct forms of the phrase from 1. Remember to use the
verbs. correct forms of the verbs
- To help Ss use the correct phrases about - Ss work in pairs.
community activities in the correct context.
- Have Ss work individually to put the correct
phrases in 1 into the correct blanks;
- Check answers as a class.
* Key:
1. donated food 2. picked up bottles
3. helped the elderly 4. donated books
5. helped homeless children
Aim: To help Ss revise the past simple form of some verbs.
* Content: Revision on the use of past simple tense
* Outcome: Ss can complete the sentences using past simple correctly.
* Organisation :
3. Use the correct form of the verbs from the 3. Use the correct form of the verbs
box to complete the passage. from the box to complete the passage.
- Have Ss work individually to complete the - T_ Ss
passage using the correct form of the verbs in the - Listen to the instructions clearly
box first. Then ask Ss to work in pairs to swap and * Key:
check their answers. 1. had 2. collected 3. sold
- Check and confirm the correct answers. 4. donated 5. went
ACTIVITY 4:
Aim: To help Ss improve their writing about community activities.
* Content: Write sentences about activities the students did to help the community last year.
* Outcome: Ss improve the writing about community activities.
4. Write full sentences about the activities the 4. Write full sentences about the
students did to help their community last year. activities the students did to help their
- Ask Ss to work individually to write full community last year.
sentences as requested in the Student's Book. - T_ Ss
- Ask one or two students to go to the board and - Do the tasks
write their full sentences. - Give the answers
- Then ask the class to work in pairs. Tell them to *Key :
swap their writings and check their partners' 1. Mi sang and danced for the elderly at a
answers. nursing home.
- Check the sentences that some Ss have written on
2. Mark and his friends collected books
the board. and set up a community library.
- Have all Ss correct their partner's answers using
3. Lan and Mai grew and donated
the sentences on the board as a model. vegetables to a primary school.
- Ask some Ss to correct their answers on their
4. Minh and his friends gave food to young
notebooks. patients in a hospital.
5. Tom made and sent postcards to the
elderly at Christmas.
3. PRODUCTION/ APPLICATION (12’-15’)
Aims:
- To help Ss identify problems that their neighbourhood is facing and brainstorm possible
solutions to deal with those problems;
- To raise Ss' awareness of the need to keep their neighbourhood green;
- To improve Ss' teamwork and public speaking skills.
* Content: Present their presentations in front of the class.
* Outcome: Present their presentation about problems that their neighbourhood is facing and
find out some possible solutions to deal with those problems.
* PROJECT: - T_ Ss
- Have Ss work in groups. Discuss some ** Ss should prepare the project as
environmental problems their neighbourhood is assign groups in the previous lessons
facing and how they are going to solve the beforehand.
problems. - Listen to the teacher’s instructions
- Ask them to look at the pictures as clues to carefully.
brainstorm their ideas. Ss can draw pictures or take
photos to illustrate the problems and solutions. - Do the tasks . Prepare the at home
- Ask groups of Ss to pin / tape / glue the pictures / beforehand.
photos on a large piece of paper and present them
to the class. - Ss should finish the project in class,
- If time is limited,T can assign the project in assign groups in the previous lessons.
earlier lessons such as in GETTING STARTED - Do the same as units
lesson. Make sure you guide them in detail and
check their progress after each lesson. In the last
lesson (LOOKING BACK), ask Ss to present their
poster.
the language

*Ask students to talk about what they have learnt in the lesson.
- Ask Ss to complete the self-assessment table. Identify any difficulties and weak areas and
provide further practice.
* HOME WORK
- Prepare for the next lesson: REVIEW 1 (UNIT 1-2-3)
=======================
Date of planning:………….. Period ..... : REVIEW 1 (UNIT 1-2-3)

Date of teaching: ………..… Lesson 1: LANGUAGE / Pronunciation-
WEEK: … Vocabulary-Grammar
I. OBJECTIVES: By the end of this review, Ss will have revised the language they have
learnt and the skills they have practised in Units 1 -3.
1. Knowledge: - To revise the language and skills they have learnt in Unit 1-2-3.
- Revise the words related to hobbies and verbs of liking and disliking; healthy activities and health
problems; and words related to community activities;
- Pronounce the sounds /ə/, /ɜ:/, /f/, /v/, /t/, /d/, /ɪd/ correctly in isolation and in context;
- Revise the present simple tense, past simple to talk about past activities;
- Revise how to ask for and give health tips; how to give compliments.
a) Vocabulary: Ss revise the words related to hobbies and verbs of liking and disliking; healthy
activities and health problems; and words related to community activities;
b) Grammar : Revise the present simple tense, past simple to talk about past activities; Simple
sentences.
c) Writing : - Writing a paragraph about your hobby; Writing a passage to give advice on how to
avoid viruses; Writing an email about school activities last summer.
2. Competence: Develop communication skills and cultural awareness
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.
Aim: Introduction
- By the end of this review, students will have revised the language they have learnt and the skills
they have practised in Units 1 – 3.
- Ss revise what they have learnt so far in terms of language and skills.
- Summarise their answers in notes and write them in a top corner of the board. Briefly revise some
important / difficult ones before starting the review.
* Content: Having some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the new lesson.
* Organisation : Teacher’s instructions…...
+ Revision on the old lessons + T_Ss
- Teacher (T) asks Ss some questions about them - Students (Ss) listen and learn how to do.
and class.
A. LANGUAGE:
 Pronunciation
ACTIVITY 1:
Aim: To help Ss review the pronunciation of the sounds learnt in Units 1 - 3.
* Content: Review the pronunciation of the sounds. Choose the words …
* Outcome: Pronouncing the sounds correctly.
* Organisation : Teacher’s instructions…..
1. Choose the word whose underlined part is 1. Choose the word whose underlined part is
pronounced differently pronounced differently
- Write the sounds /a/ and /3:/; /t/, /d/ and /id/; /f/ - T_ Ss
and /v/ on the board. Write one word containing + Students (Ss) listen to the instructions carefully
the sound below each of them. Ask Ss to read the and learn how to do the tasks.
words aloud. - Answer the teacher’s questions and
enquirements.
- Ask Ss to do the task by reading aloud each
group and circling the odd one out.
* Key : 1. A 2.C 3. B 4. A 5. B
- Play the recording for Ss to listen and check * Audio script - Track 20:
their answers.
- Check Ss' answers as a class. 1. A. B. C.
- Play the recording again for Ss to listen and
proverb togeth exercis
repeat in chorus then individually .
- T may use the Language review as a self-test.
Ss do the exercises in 30 minutes, then T checks 2. A. er e
their answers
- Check and confirm the correct answers learn B. earn C. hear
3. A. B. C.
collecte cleane donate
d d d
4. A. B. C.
listened helped watche
5. A. B. d
laugh ghost C.
rough
Aim: To help Ss revise the phrases showing activities and identify if they benefit oneself or the
community.
* Content: Review the pronunciation , the vocab. Put the phrases in the correct column.
* Outcome: Remember the words . Put the phrases in the correct column correctly.
* Organisation :
2. Put the phrases below in the correct 2. Put the phrases below in the correct
columns. columns.
- Have Ss do this exercise individually. Ask Ss - Ss work individually.
to read the phrases carefully and make sure they - Do the tasks
remember their meanings. * Key:
- Ask Ss to categorise the activities as they do
them for their own sake or for the benefit of the
community.
- T checks as a class.
- If time allows, T can ask Ss to add more
activities to each category.
ACTIVITY 3 :
Aim: To help Ss revise more words from Units 1 - 3 and use them in context.
* Content: Complete the sentences.
* Outcome: Ss will be able to revsie more words and do exercises correctly.
* Organisation :
3. Complete the sentences with the words and 3. Complete the sentences with the words and
phrases below. phrases below.
- Have Ss do this exercise individually or in - T_ Ss
pairs. - Listen to the instructions clearly
- Ask Ss to read the words / phrases in the box - Copy
and make sure they remember their meanings.
- Ask Ss to read each sentence and decide what * Key:
word / phrase from the box can fit in. 1. coloured vegetables 2.
- Check the answers as a class. Write the correct
answers on the board. mountainous areas
3. hobby
4. chapped lips
5. community 6.
taking photo
Aim: To help Ss revise the use of the present and past simple.
* Content: Review the grammar points. Do the filling
* Outcome: Revision. Do the filling correctly.
* Organisation :
4. Fill in the blanks with the correct tense of 4. Fill in the blanks with the correct tense of
the verbs in brackets.
- Ask Ss to read the sentences first and underline the verbs in brackets. T_ Ss
the clues that help them decide if the verbs are - Listen to the instructions clearly
used in the present or past simple.
- Ask Ss to do the task. Remind them to use the
correct forms of the verbs (positive / negative
statements, or questions) as requested in each
sentence.
- Check the answers as a class. Explain if
necessary.T may then call on some Ss to read
* Key:
aloud the correct sentences. 1. reads 2. Do... do
3. need 4. could not
5. did not / didn't volunteer 6. joined
ACTIVITY 5: Grammar
Aim: To help Ss practise the present simple and past simple of verbs.
* Content: Review grammar elements taught in Units 1-3. Turn the sentences into negative...
* Outcome: Remember how to form and use them. Do exercises correctly.
* Organisation :
5. Look at the picture of a classroom. Choose 5. Look at the picture of a classroom. Choose
the best answers A, B, C. the best answers A, B, C.
- Ask Ss to read the sentences first and underline - T_ Ss
the verb in each sentence.
- Look at each verb and note if it is used in the * Key:
present simple or past simple. 1. She didn't like exercising.
- Ask Ss to do the task. Tell them to pay 2. My family doesn't always spend time doing
attention to the request for each sentence (change housework together on Sundays.
it into a negative statement or a question). 3.I didn't use a lot of suncream during my
- Check as a class. Explain if necessary. T may holiday.
call on some Ss to read aloud the correct 4. Did your community organise a fair to raise
sentences. money for the homeless last week?
- Check and confirm the correct answers. 5. Does Tim make beautiful pieces of art from
dry leaves and sticks?

- Summarise the main points.
- Ask Ss what they have learnt so far. Have them recall the important grammar points.
+ Words / phrases . Vocabulary; The grammar points.
* HOME WORK
- Read again the conversation
- Make more sentences using adverbs of frequency.
==========================
Date of planning:………….. Period ..... : REVIEW 1 (UNIT 1-2-3)

Date of teaching: ………..… Lesson 2 : SKILLS / reading- Speaking-
WEEK: …
Listening - Writing
I. OBJECTIVES: By the end of this review, Ss will have revised the language they have
learnt and the skills they have practised in Units 1 -3.
1. Knowledge: - To revise the skills they have learnt in Unit 1-2-3.
- Practise reading for general and specific information about a healthy life
- Practise talking about things related to community service
- Practise listening for specific information about a hobby
- Practise writing complete sentences from the prompts provided
* Revise the present simple tense, past simple to talk about past activities;
- Revise how to ask for and give health tips; how to give compliments.
a) Vocabulary: Ss revise the words related to hobbies and verbs of liking and disliking; healthy
activities and health problems; and words related to community activities;
b) Grammar : Revise the present simple tense, past simple to talk about past activities; Simple
sentences.
c) Writing : - Writing a paragraph about your hobby; Writing a passage to give advice on how to
avoid viruses; Writing an email about school activities last summer.
2. Competence:
- Develop communication skills and cultural awareness
II. TEACHING AIDS:
- Sach mem.vn
III. PROCEDURE:
* Deliver the task.
* Discuss.
Aims: Introduction
- By the end of this review, students will have revised the language they have learnt and the skills
they have practised in Units 1 – 3.
- Ss revise what they have learnt so far in terms of language and skills. Summarise their answers
and add some more information if necessary.
* Content: Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire
Ss to warm up to the new lesson.
+ Revision - T_ Ss
- Teacher (T) asks Ss some questions about old - Students (Ss) listen and learn how to do.
lessons and class.

PRACTICE EXERCISES - SKILLS
ACTIVITY 1 : Reading
Aim: To help Ss practise reading for general and specific information.
* Content: Practise reading. Choose the correct answer, A, B, C
* Outcome: SS get more general and specific information of the text.
1. Read the passage and choose A, B, or C for 1. Read the passage and choose A, B, or C for
each blank in the email below. each blank in the email below.
+ Teach vocabulary if have + Students (Ss) listen to the instructions
….. carefully and learn how to do the tasks.
- T may guide Ss by asking them to read the
questions first and decide where to look for the
information to answer the questions.
For example: Question 2 has ‘love’ It matches
the heading ‘Love others fully’. Explain that Ss
should look for the answer in this paragraph.
- Ask Ss to read the text fully and choose the
correct answers.
- Question 5 is asking for the general idea of the * Key:
1. C 2. C 3. A 4. B 5. A
whole text. Have Ss do this in pairs.
- Ask Ss where they find the answers.
- Explain the answers to Questions 5 (B and C
answer only parts of the text. A covers the
whole text) and 4 (based on the instructions in
the text).
ACTIVITY 2: Speaking
Aim: To help Ss revise and talk about things related to community service.
* Content: Ask and answer. Take not , and report the results
* Outcome: Ss ask and answer using questions . Report the results to the class.
2. Work in pairs. Interview each other using 2. Work in pairs. Interview each other using
the questions. Take notes of the answers and the questions. Take notes of the answers and
then report the results. then report the results.
- Ask Ss to work in pairs.
- Ask Ss to read the questions first and think - Ss work individually first then work in pairs
about the answers. This is an opportunity for Ss ask and answer the questions
* Key:
to revise what they have learnt in Unit 3. They
Suggested answers:
may also apply the knowledge of Units 1 and 2
1. Anybody.
to this activity.
2. Street children, old and sick people,
- Allow Ss time to exchange their ideas. Ask
abandoned / street animals, etc.
them to take notes of their answers. Pairs can
3. (It can be any tasks like) cooking / shopping
exchange their answers when they have
for the old / the sick; collecting books / clothes
finished.
for street children; opening classes to teach
- Call on some pairs to report their answers in
street children; adopting a dog / a cat; cleaning
front of the class. Each pair may answer just one
the neighbourhood / beach, painting walls at /
question to allow room for more pairs or groups.
decorating public places, reading to the people
Check the answers and add more information if in hospitals / nursing homes...
necessary.
If time allows, call on 1 - 2 pairs to present the
answers to all three questions.
ACTIVITY 3 : Listening
Aim: To help Ss practise listening for specific information.
* Content: Listen and complete to each sentence.
* Outcome: Ss listen and can complete the sentence correctly.
* Organisation :
3. Listen and complete the sentences with 3. Listen and complete the sentences with
ONE word. ONE word.
- Have Ss read the questions first to get an - T_ Ss
overall idea of what they are going to listen and - Listen to the instructions clearly
decide what information they need to complete - Listen and fill in the blanks with One word.
the sentences. * Key:
- Play the recording and allow Ss time to look 1. games 2. sandcastles
for the answers. 3. open 4. computer
- Check Ss' answers. 5. (Any of the following): food, water, compass
- Play the recording again and stop and answer
each question if needed.
Audio script:
Camping can be lots of fun. When we go In the evening, we can have dinner by an open
camping, there is plenty of time for games with fire. It’s a good time to enjoy the fresh air, tell
friends. If we camp near a beach, we can build stories and laugh with friends. While we go
sandcastles, go swimming, or play beach camping, there is no television or computer. But
volleyball. In other places, we can do other don’t worry. You’ll have a great time. Don’t
activities like playing football, cycling, bush forget to bring important things, like food and
walking, listening to music or drawing. water, a sleeping bag, a compass, and some
insect cream.
ACTIVITY 4: Writing
Aim: To help Ss practise writing complete sentences from the prompts provided.
* Content: Write complete sentences to make a passage.
* Outcome: Ss can write complete the passage about community activities.
* Organisation :
4. Write complete sentences to make a 4. Write complete sentences to make a
passage describing community activities. passage describing community activities
- Ask Ss to read all the six sentences first to help - Listen to the teacher’s instructions carefully.
them see the connection among them. - T_ Ss
- Ask Ss to decide which tense should be used - Give the answers
for each sentence, and which word(s) is / are * Key:
missing from the sentence. 1. We join community activities once a month.
- Allow Ss 6 - 8 minutes to complete the 2. Last month we planted (some) trees in the
sentences. park.
- T checks the answers as a class. Explain where 3. We dug some holes to put the young trees in.
it is needed. 4. Then we watered them for two or three weeks.
- If time allows, call on 1 - 2 Ss to read the text 5. Now the trees are growing very well.
out loud. 6. They will make the park greener and the air
fresher .
* Teacher asks students to talk about what they have learnt in the lesson .
- Summarise the main points.
- Ask Ss what they have learnt so far. Have them recall the important elements:
* HOME WORK
- Finish the writing. Copy into the notebooks.
===========================

Instructions For Using Textbooks, Studying Materials: Week: 1 Period 1

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Instructions For Using Textbooks, Studying Materials: Week: 1 Period 1

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Date of planning : …/… / 2022

Date of teaching : …/… / 2022

INSTRUCTIONS FOR USING TEXTBOOKS, STUDYING MATERIALS

Teacher’s & Student’s activities Content

Teacher’s & Student’s activities Content

Teacher’s Student’s activities Content

5. WRAP-UP & HOME WORK (2’)

Date of planning:…/……/2022 Period 3 : UNIT 1 : HOBBIES

4. FURTHER PRACTICE (8’)

Date of planning:…/....../ 2022 Period 4 : UNIT 1 : HOBBIES

2. PRESENTATION/ NEW LESSON (12’)

Date of planning:………….. Period 5 : UNIT 1 : HOBBIES

2. PRESENTATION/ NEW LESSON (12’)

5. WRAP-UP & HOME WORK ( 2’)

- Open their book and write the tittle of the

2. PRESENTATION/ NEW LESSON (12’)

5. WRAP-UP & HOME WORK (2’)

Date of planning:…/…/ 2022 Peroid 7: UNIT 1 : HOBBIES

5. WRAP-UP & HOME WORK (2’)

Date of planning:………….. Period 8 : UNIT 1 : HOBBIES

2. PRESENTATION/ NEW LESSON ( 25’)

4. WRAP-UP & HOME WORK(2’)

Date of planning:………….. Period .... : UNIT 2 : HEALTHY LIVING

1. WARM UP & INTRODUCTION ( 3’- 5’)

Teacher’s Student’s activities Content

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

5. WRAP-UP & HOME WORK (2’)

4. FURTHER PRACTICE (8’)

5. WRAP-UP & HOME WORK (2’)

1. Having a subject and a verb I read.

2. Having an object I read science books.

3. Having an adverb I read science books every weekend.

2. PRESENTATION/ NEW LESSON (12’)

board. Underline the two subjects and predicates.

4. FURTHER PRACTICE ( 8’)

5. WRAP-UP & HOME WORK (2’)

- Summarise the main points of the lesson.

Date of planning:…/…/ 2022 Period ..... : UNIT 2 : HEALTHY LIVING

2. PRESENTATION/ NEW LESSON (12’)

4. FURTHER PRACTICE (8’)

5. WRAP-UP & HOME WORK ( 2’)

Date of planning::…/…/ 2022 Period ..... : UNIT 2 : HEALTHY LIVING

Teacher’s activities Student’s activities

4. FURTHER PRACTICE/ APPLICATION (8’)

5. WRAP-UP & HOME WORK (2’)

Date of planning:…/…/ 2022 Peroid 7: UNIT 2 : HEALTHY LIVING

5. WRAP-UP & HOME WORK (2’)

Date of planning:………….. Period ..... : UNIT 2 : HEALTHY LIVING

1. WARM UP & INTRODUCTION(3’)

2. PRESENTATION/ NEW LESSON ( 25’)

3. PRODUCTION/ APPLICATION (12’-15’)

4. WRAP-UP & HOME WORK(2’)

Date of planning:………….. UNIT 3: COMMUNITY SERVICE

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain:

1. WARM UP & INTRODUCTION ( 3’- 5’)

5. WRAP-UP & HOME WORK (2’)

Date of planning:…………. Peroid .....: UNIT 3: COMMUNITY SERVICE

THIS UNIT INCLUDES: