Kế hoạch bài dạy Tiếng Anh 7 Global Success - Năm học 2023-2024

Week 1	 Preparing date: 03/9/2023
Period 1	Teaching day: 06/9/2023
INTRODUCTION
A. Objectives:By the end of the lesson, students will be able to:
1. Knowledge:
- Master the structure of English7 and the sections in each unit.
2. Competences: 
- Know how prepare for each section and practice through the skills and activities.
- Listen and observe to get information about the first day at school of a student.
- Develop communication skill and cooperation.
3. Character qualities: 
- Be eager to learn English and take part in language activities.
B. Teaching aids: Textbook, laptop, TV, sachmem.vn.
C. Procedure:
I. The structure of English 7:
- English 7consists of 2 student’s books with 4 themes: Our Communities, Our Heritage, Our World and Visions of the Future.
- Each student’s book consists of a book map, 6 units, 2 review and glossary.
- In the first term, you will learn from unit 1 to unit 6, and in the second term, you will learn from unit 7 to unit 12.
- Each unit has 7 lessons: 
+ Lesson 1: Getting started
+ Lesson 2: A closer look 1
+ Lesson 3: A closer look 2
+ Lesson 4: Communication
+ Lesson 5: Skills 1
+ Lesson 6: Skills 2
+ Lesson 7: Looking back and project
- The text book with beautiful pictures will help you very much in taking knowledge in English.
- The workbooks will help you practice what you have learnt.
- In each term we have the mid-term tests and the final tests.
- Teacher introduces the sachmem.vn.
II. Some rules in the class:
- Study seriously and actively. Do not make noises in the class.
- Learn the old lesson (vocabulary, structures, grammar,).
- Do the homework in the workbook regularly after each lesson.
- Prepare the new lesson at home before being in class.
III. Homework:
- Prepare for Unit 1: Getting started.
4. Further practice
Week 1	 Preparing date: 03/9/2023
Period 2	Teaching day: 09/9/2023
UNIT 1 HOBBIES
Lesson 1 Getting started 
A. OBJECTIVES: By the end of this lesson, Ss will be able to:
1. Knowledge: Gain an overview about the topic Hobbiesand vocabulary to talk about hobbies.
2. Competences:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
3. Character quality:
- Love talking about their hobbies.
B. TEACHING AIDS:Text book, laptop, TV, sachmem.vn.
C. PROCEDURES:
I. WARM – UP: Chatting(T-Ss )
Aims:To activate Ss’ knowledge on the topic of the unit, set the context for the listening and reading part and enhance Ss’ skills of cooperating with teammates.
T: askSs about what they like doing for pleasure in their free time. 
Question- What do you like doing in your free time?
	 - Do you like collecting dolls?
 - Do you like collecting glass bottles?
 - Do you enjoy mountain climbing?
T: ask Ssto answer the questions individually.
T: ask Ss to set the context for the listening and reading text: Write the title on the board My favorite hobby. 
T: ask Ss to guess what the conversation might be about.
II. PRE – STAGE
Aims:To provide Ss with vocabulary and help Ss well-prepared for the listening and reading tasks.
*VOCABULARY:
T: use different techniques to teach the vocabulary.
- unusual (adj) ≠ usual (opposite)
-creativity (n) : sáng tạo (translation)
- collect (v): sưu tầm (explanation)
- making models (exp): làm mô hình (đồ chơi) (translation)
-dollhouse (n): nhà búp bê (picture)
-horse riding (n): cưỡi ngựa (picture)
Checking vocab: 
Task 1:LISTEN AND READ. (Ex 1, p. 8)
T: ask SsSs to look at the pictures in the book and answer the questions:
+ What can you see in each picture?	+ What may the hobby be?
T: play the recording twice. Ss listen and read.
T: check Ss’ prediction. T calls 3 Ss to read the conversation aloud.
T: check students’ pronunciation give feedback.
III. DURING STAGE: 
Aims:-To have Ss get specific information of the text. 
- To give Ss a chance to cooperate with others to memorize the spelling of hobbies
Task 2: READ THE CONVERSATION AGAIN AND WRITE TRUE(T) OR FALSE (F). (Ex 2, p.9)
-T: tellSs to read the conversation again and work independently to find the answers.
- T: remind Ss to underline the information and correct the false statements.
- T: ask Ss work independently to find the answers.
- T: haveSs compare the answers in pairs, checkthe answers as a class and give feedback.
*Answer keys:
1. F (She made it herself.) 2. T 3. T 	 4. T 	5. F (Her lesson starts at 8 a.m.)
Task 3:WRITE THE WORDS AND PHRASES FROM THE BOX UNDER THE CORRECT PICTURES. THEN LISTEN, CHECK, AND REPEAT. (Ex 3, p. 9)
- T: ask Ss to name the pictures, has Ss work individually to match the words and phrases in the box with the pictures. Have them compare their answers with a partner. 
- T: ask Ss listen to the recording, check their answers, and repeat the words / phrases. Ask Ss to look at the answers on the board and say if they are right or wrong. Confirm the correct answers and give feedback.
*Answer keys:1. making models 2. ridi...s many times as necessary.
- T: explains to students the difference between the two sounds if needed. Tell students that /ə/ is the schwa sound while /ɜ:/ sounds like it has a soft /r/ in it.
- T: invites some students to say some words they know that include the two sounds.
- Confirm the correct answers.
Task 5: LISTEN TO THE SENTENCES AND PAY ATTENTION TO THE UNDERLINED PARTS. TICK (✓) THE APPROPRIATE SOUNDS. PRACTISE THE SENTENCES. (Ex 5, p. 11)
Aim: To help students pronounce the sounds /ə/ and /ɜ:/ correctly in sentences.
- T: plays the recording for students to listen to the sentences. Ask them to pay attention to the underlined parts and tick the appropriate sounds.

/ə/ 
/ɜ:/
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. 
√

*Answer key:
V. WRAP-UP:
Aim: To consolidate what students have learnt in the lesson.
- T: askSs to talk about what they have learnt in the lesson.
VI. HOMEWORK
- Learn the new words by heart and practice pronouncing again&find 3 more words relating to hobbies that have the sounds /ə/ and /ɜ:/.
- Write at least 2 sentences including 2 features: school activities and one of the sounds 
- Prepare the lesson: Unit 1: A closer look 2
FEEDBACK:
Week 2	 Preparing date: 8/9/2023
Period 4	Teaching day: 11/9/2023
UNIT 1 HOBBIES
Lesson 3 A closer look 2
A. OBJECTIVES: By the end of this lesson, Ss will be able to:
1. Knowledge:
- Use the present simple tense to talk about hobbies.
2. Competences: 
- Develop communication skills.
- Be collaborative and supportive in pair work and team work.
- Actively join in class activities
3. Character qualities: 
- Be encouraged to know more about their classmate’s hobbies.
- Develop self-study skills.
B. TEACHING AIDS:Textbook, smart TV, laptop, sachmem.vn.
C. PROCEDURES:
I. WARM – UP: Game: Guessing game
Aims:To review some hobbies; increase Ss’ interest and enhance Ss’ skills of cooperating with teammates.
- T: divide the class into 4 teams, calls on a S from each team to go to the board 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 team with the most points is the winner.
- T and Ss discuss as a class.
- T: askSs to say the words aloud and makes sure they pronounce the words correctly. Teacher can ask for translation to check their understanding.
Lead-in: To introduce the targeted grammar.
-T: draw Ss’ attention to the form of the sentences created in the game and asks them whether they know the target tense.
II. PRE – STAGE:
Aims:To review the present simple tense.
- T: have the Ss review the forms and use of present simple before doing the exercises.
- Ss: retell the form and the uses of the tense: The present simple.
- T: comment and explain again.
- T: show each of the examples in the Remember box on the slide or have Ss read the examples in the book. T highlights the present simple form. Explain each use.
- T: have Ss read the orange box in the book again to help them understand better the uses of the present simple.
- T: 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.)
- T: check their answers as a class.
III. DURING STAGE:
Aims:To help Ss identify and remember the uses of the present simple.
Task1: MATCH THE SENTENCES TO THE CORRECT USES. (Ex 1, p. 11)
- T: ask Ss to do the exercise individually and then check their answers in pairs.
- Ss: do the exercise individually.
- T: invite some Ss to share their answers. 
- Confirm the correct answers.
*Answer key:	1. b 2. a 3. c 4. a 5. b
Task 2: COMPLETE THE SENTENCES. USE THE PRESENT SIMPLE FORM OF THE VERBS. (Ex 2, p. 12)
- T: have Ss do this exercise individually and then compare their answers with a partner.
- T: ask some Ss to write their answers on the board.
- T: check the answers with the whole class. Ask Ss to explain the use of the tense in each sentence.
- T: confirm the correct answers.
*Answer key:	1. make 2. does  do 3. have 
4. doesn’t like 5. Does  start
Task 3:FILL IN EACH BLANK WITH THE CORRECT FORM OF THE VERB IN BRACKETS. (Ex 3, p. 12)
-T: have Ss do this exercise in pairs and then compare the answers with another pair.
-T: ask some Ss to write their answers on the board.
-T: check the answers with the whole class. T asks Ss to explain the use of the tense in each sentence. T confirms the correct answers.
*Answer keys:	1. enjoys 2. spends 3. don’t like / do not like
4. go 5. begins 6. don’t enjoy / do not enjoy 
Task 4:COMPLETE SENTENCES, USING THE GIVEN WORDS AND PHRASES. YOU MAY HAVE TO CHANGE THE WORDS OR ADD SOME. (Ex 4, p. 12)
- T: have Ss work in groups to write the sentences. Give each group a large-size sheet of paper to write.
- Ss: work i...orative and supportive in pair work and team work.
- Develop presentation skill; Actively join in class activities.
3. Character qualities: 
- Understand more about their preference of different types of hobbies; Develop self-study skills.
B. TEACHING AIDS:Text book, laptop, TV, sachmem.vn.
C. PROCEDURES:
I. WARM – UP: LIST OUT AS MANY HOBBIES AS POSSIBLE
Aims: To create an active atmosphere in the class before the lesson and lead into the new lesson.
- T: introduce the objectives of the lesson and asks Ss to list out as many hobbies as possible within 1 minute.
- Ss: work in groups to brainstorm hobbies. Which teams can list out more correct answers wins.
- T: confirm answers as a class.
II. PRE - STAGE:
Aims: To lead in the reading skills.
Task 1: WORK IN PAIRS. LOOK AT THE PICTURE AND DISCUSS THE QUESTIONS BELOW. 
- T: haveSs look at the picture in the book or show the picture in the book on a slide. 
- T: ask Ss who they see in the picture and what they are doing.
- T: haveSs work in pairs to discuss the two questions. T invites some Ss to share their answers. Tell Ss that they are going to read a text about gardening.
III. DURING STAGE:
Aims:To develop reading skill for specific information.
Task 2: READ THE TEXT ABOUT GARDENING. MATCH EACH WORD IN COLUMN A WITH ITS DEFINITION IN COLUMN B. (Ex 2, p. 14)
-T: askSs how to do the exercise. Elicit answers from Ss.
*Answer key:	1. b 2. e 3. c 4. a 5. d
Task 3: READ THE TEXT AGAIN. COMPLETE EACH SENTENCE WITH NO MORE THAN THREE WORDS. (Ex 3, p. 14)
- T: ask Ss what they are going to do.
- T: haveSs share how to do this exercise.
- T: briefly tell them the steps: read the sentences, underline the key words in the sentences, locate the key words in the text and find the words to complete the sentences.
- T: ask Ss to repeat the steps (they can speak in Vietnamese).
- T: askSs to tell the class the benefits of gardening as mentioned in the text.
*Answer key:	1. doing things 2. insects and bugs 3. patient
4. join in 5. an hour 
IV. POST - STAGE:
Aim: To help Ss use what they have learnt so far to talk about hobbies.
Task 4: WORK IN PAIRS. MATCH EACH HOBBY WITH ITS BENEFIT(S). ONE HOBBY MAY HAVE MORE THAN ONE BENEFIT. (Ex 4, p. 14)
- T: introduce some structures to talk about the benefits of hobbies: to develop sth/ to make sb + adj/ to reduce sth/ to help sb / sth do sth 
- T:give some examples.
- Ss: work in pairs to match the hobby with its benefit(s). Check as the whole class.
Task 5: WORK IN GROUPS. ASK ONE ANOTHER THE FOLLOWING QUESTIONS. THEN PRESENT YOUR PARTNERS’ ANSWERS TO THE CLASS. (Ex 5, p. 14)
- T: have Ss work in groups to ask and answer the two questions. Model the answers to the two questions if needed.
- T: invite some Ss to share their partner’s answers to the questions.
- T: invite other Ss to comment on the answers.
- T: comment on Ss’ answers.
V. WRAP-UP: 
Aim: To consolidate what Ss have learnt in the lesson.
- T asks Ss to talk about what they have learnt in the lesson.
VI. HOMEWORK: 
- T: ask Ss to write down their opinion about carving eggshells.
- T: ask Ss to search for more information about this unique hobby.
FEEDBACK:
Week 3	 Preparing date: 15/9/2023
Period 7 	 Teaching day: 18/9/2023
UNIT 1 HOBBIES
Lesson 6 Skills 2
A. OBJECTIVES: By the end of the lesson, Ss will be able to:
1. Knowledge: 
- Use the lexical items related to the topic Hobbies.
- Listen for specific information about Trang’s hobby.
- Write a passage about her hobbies.
2. Competences: 
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Charater qualities: 
- Be encouraged to take up a new hobby if they haven’t had one.
B. TEACHING AIDS: Text book, laptop, TV, sachmem.vn.	
C. PROCEDURES: 
I. WARM-UP:Chatting:
Aim:To prepare for the listening text and lead in the listening tasks.
Question: What will you mention when you talk about someone’s hobby?
- T: ask to give answers.
- T: get feedback and write on the board.
- Lead to the new lesson: “You are going to listen to an interview about Trang’s hobby and complete the word web.”
II. PRE- STAGE:
Aim: To provide students with some lexical items before listening the text and help Ss understand and activate their knowledge of the topic.
* Vocabulary:
- decorate (v): [visual + explanation]
-benefit (n): [visual + explanation]
-patient (adj): [translation]
-furniture (n): [example]
* Checking vocab: What and where
*Task 1:
- T: ask Ss to work in pairs to answer the questions. 
+ Do you know anything about building dollhouses?
+ Do you think it is a good hobby? Why/ Why not?
T: monitor and accept all answers if they make sense.
T: explain the way to listen to Trang’s hobby and asks them to guess and complete the mind map.
T: make a prediction to lead Ss to the new lesson.
III. DURING- STAGE:
Aims:To help Ss develop the skill of listening for specif...actice through a project.
HOBBY POSTER
- T: ask Ss to use another face of their poster and draw the picture about the hobby that is considered to be easy or interesting. 
T: ask Ss to read the instructions again (T has already assigned the project since the first lesson of the Unit and check their progress after each lesson). Let students have some time to check their posters for the final time and make any adjustments if neccessary.
T: have groups show their posters and present the hobbies to the class. 
- T: have Ss vote for the best poster.
- T: give feedback.
V. WRAP-UP: 
Aim: To consolidate what Ss have learnt in the lesson
- Ask Ss to talk about what they have learnt in the lesson.
VI. Homework: 
- Review the whole unit 1
- Prepare for the next lesson: Unit 2 – Lesson 1: Getting started.
*FEEDBACK:
Week 3	Preparing date: 15/9/2023
Period 8 	 Teaching day: 20/9/2023
UNIT 1 SPORTS AND GAMES 
Lesson 7 GETTING STARTED
A. Objectives : By the end of this lesson students will be able to:
1.Knowledge:
- 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.
 2.Competences:  
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
 3. Quality:
- Be aware of protecting their body.
- Know some daily activities whether good or bad for health.
B. Teaching aids: 
Grade 7 textbook, sachmem.vn, laptop.
C. Procedure:
I. WARM-UP: BRAINSTORMING
Health problems
Aim: to create an active atmosphere in the class before the lesson and introduce the topic
	 flu
	 toothache
Divide class into 2 teams.
T gives example first.
Members of each team to think of words relating to health.
In team, Ss take turn to come to the board and write one word.
T: checks and corrects if Ss spell or pronounce the words / phrases incorrectly.
- The team which has more points or more correct answers will be the winner.
- Then, teacher asks student a question: “What should we do to be stronger?”
Students can have their own answers.
After that, teacher says: “There are many ways to be stronger and the most important thing is that: we should have a healthy living. And it’s also our topic in this unit”.
* Lead in:T draws students’ attention to the pictures in the textbook and asks them some questions about the pictures.
1. Who are they?
2. What might they talk about?
3. What are the people in the picture on the wall doing?
4. Are they healthy activities?
Suggested answers:
1. They are Mi and Mark.
2. They are looking at the picture on the wall and talking about it.
3. The people in the picture are doing (exercising, boating, etc.) and mention some things they need to avoid a health problem.
4. (Students’ answers)
- Ss work out and answer questions in pairs. 
- Ss share their answers as a whole class.
- T asks them to read and listen to the conversation to check their answers.To help students get the main idea of the text.
II. PRE-STAGE:
Aim: - Present Ss necessary lexical items related to the Topic: Healthy living
 - To have students get to know the topic
a/ Vocabulary
-T elicits words from students.
1. popular (adj): 	phổ biến
2. fresh (adj): 	trong lành, tươi
3. join (v): = take part in : 	tham gia
4. sunburn (n): 	sự cháy nắng
5. sunburnt (adj): 	rám nắng
-T models -Ss-repeat 
-T writes down-Ss copy
* Checking vocab: R.O.R
Activity 1: Listen and read. (Ex 1, p. 18)
- Teacher plays the recording, asks students to underline the words related to the topic Healthy living. (Teacher may check the meaning of some words if necessary.)
-T can play the recording more than once.
-Ss listen and read.
-T can invite some pairs of students to read aloud.
- T refers to the questions previously asked.
 - Then, teacher confirms the correct answer.
III. DURING STAGE: 
Activity 2: Circle the correct answer. ( p. 19)
Aim: To help students understand the main idea of the conversation.
To help student develop the vocabulary about the topic.
T asks students to work independently to read the words, look at the pictures and write the correct words / phrase under the pictures
T allows students to share their answers before discussing as a class. 
T calls some students to check. 
T confirms the right answers and writes on the board.
Answer key:
1. sunburn
2. suncream
3. lunch box
4. boating
5. cycling

Activity 4: Complete each sentence with a word from the conversation.
- T asks students to work independently to fill in each blank with a word from the conversation.
- Ss do exercise 3 individually.
- T asks them to tell where to find the words.
- T checks the answers as a class.
Answer keys:
1. boating
2. park
3. countryside
4. suncream
5. health
IV. POST STAGE:
Aim: To help student identify and talk about their daily activities and decide if they are good or bad for their health.
Activity 5: Surve...y and correct their pronunciation.
5. Act 5. Listen and repeat. Pay attention to the underlined words.
- T has Ss read the sentences and tell them to pay attention to the underlined words with sounds /f/ and /v/.
- T plays the recording for Ss to listen and repeat each sentence.
- T corrects their pronunciation if necessary.
- T calls on some students to read the sentences individually.
IV. POST-STAGE:
Aim: To give students chance to apply what they have learnt.
GAME: TONGUE TWISTER
1. Victoria fried some fresh fish.
2. Van fried the fish in half a vat of fat.
- T asks Ss to focus on 2 sentences on the board and try to say it.
- T models, then calls some Ss to read and corrects pronunciation if necessary.
- Ss practice saying the sentences.
- T has students try to read the whole sentence as quick as possible without making any mistakes.
- T corrects if necessary.
WRAP-UP:
Aim: To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
HOMEWORK:
- Learn vocabulary by heart.
- Prepare for the next lesson: Unit 2: Closer look 2.
FEEDBACK:
Week: 4
Period: 11

Preparing date: 22/9/2023
Teaching date: 25/9/2023
UNIT 2: HEALTHY LIVING
Lesson 3: A CLOSER LOOK 2
A. OBJECTIVES: By the end of the lesson, Ss will be able to 
1. Knowledge: 
- know how to recognize and write simple sentences and use simple sentences to talk about healthy living.
2. Competencies:
- be collaborative and supportive in pair work and team work
- actively join in class activities
3. Character qualities: Ss will be more aware of be responsible and hard working 
B. TEACHING AIDS: textbook, laptop, TV, sachmem.vn, 
C. PROCEDURES:
I. WARM-UP:
* Aim: To activate students’ prior knowledge and vocabulary related to the targeted grammar.
Play game: JUMBLED SENTENCES
1. books / I / science / read /.
2. games / children / love / outdoor /.
3. their / every day / they / clean / house /.
4. night / watched / I / T.V / last /.
5. learn / words / every day / You / should / the / new /.
- T gives instructions.
- T asks Ss to work in groups of 4, discussing to rearrange the words to make meaningful and completed sentences.
- The group which can finish all the sentences first and has all correct answers will be the winner
- T checks and corrects Ss’ answers.
Answer key:
1. I read science books.
2. Children love outdoor games.
3. They clean their house every day.
4. I watched T.V last night.
5. You should learn the new words every day.
- T says: “This lesson today is going to tell you about “simple sentences”.
II. PRE STAGE:
* Aim: To introduce students the form of simple sentences
SIMPLE SENTENCES
- T draws students’ attention to the sentences in the answers from the Warm-up and writes 1 more example, then underlines the main parts of each sentence.
- T wites some simple sentences on the board.
Itrained.
 S V
Ireadscience books.
S V O
IwatchedT.Vlast night.
S V O A
- T asks Ss to look at the board and listen to the teacher’s questions to identify each part of a sentences.
- Ss answer the teacher’s questions, then read REMEMBER box in Ss’ book.
- T tells Ss that a simple sentence has only one subject and one verb, some simple sentences also have an object, some simple sentences also have an adverb.
III. DURING STAGE:
Aim: To help students identify the correct form of simple sentences, the subject and the verb in a simple sentence, and different parts of a simple sentence.
1. Activity 1: Tick the simple sentences.
- T asks students to do the exercise individually and then compare their answers with a classmate.
- T call some Ss to explain their choices.
- T confirms the correct answers.
Answer key: Simple sentences: 1, 2, 4
2. Act 2: Underlined and write S for the subject and V for the verb in each simple sentence below.
- T has students do this exercise individually by reading each sentence carefully to look for the two main parts.
- Ss give and explain their answers.
- T confirms the correct answers.
Activity 3: Rearrange the words and phrases to make simple sentences.
- T asks Ss to work in pairs.
- Ss work in pairs to do the task.
- T calls on Ss to read aloud the complete sentences.
- T confirms the correct answers.
Answer key:
1. My sister never drinks soft drinks.
2. Acne affects 80% of young people.
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.
IV. POST STAGE:
Aim: To give Ss further practice on writing out simple sentences from the prompts given, and 
allow Ss more advanced practice in forming a simple sentence from two separate ones.
Activity 4: Write complete sentences from the promts. You may have to change the words or add some.
- T asks Ss to look at the prompts of each sentence and decide the two main parts of the sentence.
- Ss do the task individually then share their answers with a partner.
- T calls on some ... outdoor activities.
IV. POST- STAGE:
Aim: To help students practise giving health tips on their own context.
5. Act5: Discuss and make a list for the tips that the Vietnamese can do to live longer. 
- T asks students to work in groups of 4- 5.
- Ss work in group of 4- 5 to discuss and come up with some tips for how the Vietnamese can live longer.
- Some groups share ideas with the whole class and other groups listen and add more their ideas.
- T listens and corrects if necessary.
Suggested answers:
1. avoid overeating
2. do more outdoor activities.
3. drink enough water
4. sleep before 10 p.m
5. eat more fruit and vegetables.
6. do more exercises.
	 7. eat less fast food.
WRAP-UP:
Aim: To consolidate what students have learnt in the lesson.
- T asks students to talk about what they have learnt in the lesson.
- Some students retell what they have learnt in the lesson.
HOMEWORK:
- Learn structures by heart.
- Do Ex C1, C2, C3 page 12,13 in textbook
	 - Prepare for new lesson: Skills 1.
* FEEDBACK:
Week: 5 
Period: 13          

Preparing date: 29/9/2023
Teaching date: 02/10/2023
UNIT 2: HEALTHY LIVING
Lesson 5: SKILLS 1  
A. OBJECTIVES: By the end of the lesson, Ss will be able to
1. Knowledge: 
- Read for general and specific information about acne - a typical skin condition. Ss get acquainted with scanning reading skill. 
- Practice speaking skill – talk about how to deal with some health problems.
2. Competence: 
- Develop communication skills; 
- Be collaborative and supportive in pair work and team work.
 - Actively join in class activities.
3. Character qualities: 
- Love their bodies, gain confidence again after getting some common knowledge about acne. 
- Apply the helth tips to themselves and improve their self-care skills
B. TEACHING AIDS: 
- Text book, laptop, TV, sachmem.vn 
C. PROCEDURE:
I. WARM-UP:BRAINSTORMING
Aim: to review/ introduces words related to skin conditions 
Skin conditions
Chapped skin
II. PRE STAGE: 
Aims:
- To know some vocabularies related to the lesson
- To help Ss have a general idea of what they are going to read
1. Vocabulary:
- acne (n ): 	mụn trứng cá
- serious (adj): 	nghiêm trọng
- avoid + V-ing/ N (v): 	tránh xa
- touch (v): 	chạm vào
- take care of: 	chăm sóc, quan tâm
- pop (v): 	nặn(mụn)
- T uses different techniques to teach vocabulary (situation, realia, translation .....)
+ Follow the steps to teach vocabulary
- Ss repeat in chorus and individually
+ Check vocabulary: Slap the board
- Ss take note the words
2.Activity1: (page 23)
- T asks Ss to look at the pictures first and ask if they know the skin condition shown in each picture.
- Ss read the words / phrase aloud and do the matching in pairs; then share their answers
- T confirms the correct answers
Key: 1. Chapped skin 2. acne 3. Sunburn
Free-reading: Which skin condition is the most common among teenagers?
- T gets Ss to make a guess and give reasons if they can.
- T may help Ss get some general knowledge before reading the passage.
III. DURING STAGE:
Aims: To help Ss develop their reading skill for specific information (scanning) and read the text in detail to answer the questions.
1. ACTIVITY 2: (page 23)
-T has Ss read the text in detail to do Act 2; then elicits answers from them and gives feedback
-Ss compare their answers in pairs before volunteering to present their answers.
Key: 1.b 2.d 3.a 4c
2. ACTIVITY 3: (page 23) – GAME (Lucky numbers/)
- T asks Ss to scan the passage again and locate the information to choose the best answers. 
- Ss follow the instructions, take notes where they find the information.When finishing, Ss can compare their answers before discussing them as a class.
- T tells ss to show the evidence to support their answers, then checks and confirms the correct answers.
* Key:1. A 2.C 3.B 4.B 5.A
IV. POST STAGE: 
Aims: To practice speaking skill and talk about how to deal with some health problems.
1. ACTIVITY 4: (page 24)
- Ss work in pairs and talk about some tips the can easily follow
- T goes around and helps if necessary.
- Ss volunteer to share their answers with the class,{explain the reasons why they can’t apply some tips to themselves (good Ss).
2. ACTIVITY 5: (page 24)
1. Activity 4: Make notes about your neighbourhood. Think about what you like / dislike about it.(page 44)
- Ss work in groups of 5 and give tips for each health problem
- T goes around and gives help if needed
- T calls on some groups to share their ideas with the whole class
WRAP-UP:
Aim: To consolidate what students have learnt in the lesson.
T asks students to talk about what they have learnt in the lesson.
HOME WORK
- Learn by heart new words and memorise some useful health tips
- Do exercises C, D (page 12-14) in workbook.
- Prepare the new lesson. Skills 2
* FEEDBACK:
Week:  5 
Period:   14          
 Preparing date:29/9/2023 
 Teaching date: 02/10/2023
UNIT 2: HEALTHY LIVING 
Lesson 5: SKILLS 2

...y have learnt.
T divides the whole class into 2 teams to play the game, then gives the rule of the game.
T gives the cue of the key word: “It is a health problem when the body temperature increases”.
 1
 2
 3
 4
 5

+ Row 1: (sentence 2) 
+ Row 2: (sentence 1)
+ Row 3: (sentence 3) 
+ Row 4: (sentence 4)
+ Row 5: (sentence 5) 
T decides the winner.
Answer key:
A
F
F
E
C
T
S
K
E
E
P

A
V
O
I
D

A
R
E
E
X
E
R
C
I
S
E
 1
 2
 3
 4
 5
II. PRE-STAGE: 
Aim: To help Ss revise the vocabulary items (adjectives) they have learnt in the unit.
1. Activity 2: Write the words below next to their definitions: 
- T has Ss work individually read the adjectives in the box and see if they remember their meanings.
- Ss do this activity individually, then compare their answers with their partners.
- T asks for Ss’ answers.
- T confirms the correct ones.
Answer key:
active
healthy
tidy
fit
dirty
2. Grammar: Simple sentences
- T revises language notes related to simple sentences.
III. DURING-STAGE:
Aim:- To help Ss revise simple sentences.
Activity 3: Tick the simple sentences: (p.26)
- T asks to do Act.3 in the textbook.
- Ss do the exercise individually and swap with their partners.
- T asks for Ss’ answers.
- T confirms the correct answers.
Answer key:
 Simple sentences: 2, 3, 5
Activity 4: Change the following sentences into simple ones: (p.26)
- T asks Ss to write a simple sentence by identifying the main parts of the new sentence.
- Ss do the exercise individually.
- T calls 1-2 Ss to write on the board.
- T checks and confirms their answers.
Answer key:
Both you and your brother are active.
Your room looks dark and untidy.
The Japanese work hard and exercise regularly.
	 4. My mother eats a lot of fruits and vegetables.
IV. POST STAGE: (Project)
Aim: To help Ss identify a bad habit for healthy living in their school and improve speaking skills in offering some tips to change that habit.
Activity 5: Posters exhibition: (Project, p. 27)
- T has Ss discuss and make their posters for the bad habit
- T has groups show their posters and present the badhabit and give tips to the class.
- Ss vote for the best poster.
- T gives feedback.
WRAP-UP:
Aim: To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
HOMEWORK:
- Do exercises in workbook.
- Prepare for the next lesson: Unit 3: Lesson 1: Getting started
* FEEDBACK:
Week 6	 Preparing date: 06/10/2023
Period 16	 Teaching day: 09/10/2023
UNIT 3 COMMUNITY SERVICE
Lesson 1 Getting started 
A. OBJECTIVES: By the end of the lesson, students will be able to:	
1. Knowledge: 
- Have an overview about the topic “Community service” 
- Use the vocabulary to talk about community activities.
2. Competences: 
- Know how to use some words of community activities topic
- Recognize the past simple tense.
3. Character qualities: 
- Develop self-study skills.
- Raise students’ awareness of the need to keep their neighbourhood green.
B. TEACHING AIDS: Textbook, laptop, TV, sachmem.vn.
C. PROCEDURES: 
I. WARM – UP: Matching
Aim:to introduce the topic and lead in the lesson	
4. giving gifts to old people
3. wateringvegetables in the school garden.
1. donating clothes to poor children
A.B.C.D.
2. plantingtrees in the park
*Answer key: A + 3 ; B + 2; C + 1; D+ 4
Teacher asks:What are these activities about? and explains the term “Community service” (work that people do without payment to help other people).
II. PRE – STAGE:
Aim:to teach Ss some words related tothetopicCommunity service; To help students well-prepared for the listening and reading tasks.
1. Vocabulary:(Follow all the seven steps of teaching vocabulary)
- community service (n.phr.) : dịch vụ cộng đồng (translation)
- community activity (n.phr.) : hoạt động cộng đồng (picture)
- donate (v): quyên góp, ủng hộ (explaination)
-nursing home (n.phr.): viện dưỡng lão(picture)
- homeless (adj) : vô gia cư (explaination)
* Checking vocab: ROR
2. Task 1: Listen and read -(Ex 1, p. 28)
-T:haveSs’ attention to the pictures in the textbook and asks them some questions about thepictures: What are the boys doing?
+What can you seein the bubble ? (Tomis donating books to homeless children)
 (Minhis donating vegetables to a nursing home; He is planting vegetables)
+What might they be talking about ?( Theymight be talking about community activities )
-T: confirm the answers and indicates that they are doing “community activities”.
- T: lead in the new lesson
- T: play the recording twice.
- Ss listen. 
- T: can invite some pairs of students to read aloud, checks students’ pronunciation and give feedback.
- T: elicit the past simple tense used in the text.
III. DURING STAGE:
Aims: To help students read for specific information about Minh and Tom’s community activities and use the vocabulary related to community activities in the right contexts.
1. Task 2 (Ex. 2, p. 29). Read...tudents to use the learnt words / phrases in contexts; To have students practise producing full sentences using the learnt words / phrases.
*TASK 1: Match the verb in A with a word or phrase in B. (Ex 1, p. 30)
- T:have read aloud the verbs in A and words / phrases in B.
- Ss: work in pairs to match the verbs in A with words / phrases in B. 
- T: ask them to share their answers in pairs before checking the answers as a class. 
- T: invite Ss to take turns to read out their answers and corrects their pronunciation if needed.
*Answer key:1. e 2. a 3. d 4. c 5. b
*TASK 2:Complete each of the sentences with a suitable word or phrase from the box. (Ex 2, p. 30)
- T: ask Ss to work individually to complete each of the sentences with a suitable word / phrase from the box. All of these words / phrases have been learnt in task 1
- Ss do the task individually.
- T: allow Ss to swap their textbooks to peer check first.
- T: confirm the answers and gives feedback, if necessary.
- T: ask some students to read aloud the complete sentences 
*Answer key:
1. litter 2. used paper for notebooks 3. water 4. donate 5. tutor
*TASK 3: Use the phrase from the bõ to write full sentences under the corect picture. (Ex 3, p. 30)
- T: askSs to work individually to write full sentences, using the given phrases.
- Ss: read aloud the six phrases and match with the appropriate pictures.
- T: ask Ss to work in pairs to swap their answers and peer check.
- T: check their answers as a class.
*Answer key:
1. She’s reading books to the elderly.
2. They’re giving gifts to old people.
3. They’re exchanging used paper for notebooks.
4. They’re donating clothes to poor children.
5. She’s planting trees in the park.
IV. PRONUNCIATION:
Aims:To help students identify how to pronounce the sounds /t/, /d/ and /ɪd/ and practise them in words and sentences.
*TASK 4: Listen and repeat.Pay attention to the sound /t/, /d/ and /ɪd/. (Ex 4, p. 30)
- T: haveSs listen to the recording once first.
- Ss: listen to the recordings and read out the words.
- T: play the recording for them to listen and repeat each word as a class, then as individuals.
-T: check Ss’ pronunciation if needed.
*TASK 5: Listen to the sentences and pay attention to the underlined part.Tick the appropriate sounds. Practise the sentences (Ex 5, p. 31).
- T: have some Ss read the sentences first and asks them to pay attention to the underlined parts.
- T: play the recording for Ss to listen then have them tick the appropriate sounds.
- T: invite some Ss to share their answers. Confirm the correct ones.
- T: play the recording again and ask students to repeat each sentence after the recording. 
- T: confirm the answers.
*Answer keys:
V. POST-STAGE: GAME: BROKEN TELEPHONE
Aims:To test students' quick reaction to the targeted sounds
- T: explain the rules:Teacher divides the class into 2 teams and asks them to stand in 2 lines. The first student from each line will be told some words with the /t/, /d/ and /ɪd/sounds. Team members have to whisper one by one till the last. The last student from each line runs to the board and write down the words in the correct columns. The faster one with correct answers will be the winner. 
- Ss: play the game.
- T: help Ss in the game.
- T: give feedback.
*Suggested key:
/t/
/d/
/ɪd/
picked, booked, helped
tutored, watered, exchanged
donated, planted
VI.WRAP-UP:
Aims:To consolidate what students have learnt in thelesson.
- T: ask Ss to summarise what they have learnt in the lesson.
- T: ask them to list some phrases about community activities they learnt in the lesson.
- T: ask them to list some verbs in the past simple, paying attention to their pronunciation.
VII. HOMEWORK:
- Learn by heart all the new words.
-Answer the questions: What can you do to make your neighborhood to be a greener place? Write at least 3 activities.
- Prepare for the next lesson: Unit 3: A closer look 2.(Simple past tense)
*FEEDBACK:
Week 6	 Preparing date: 06/10/2023
Period 18	 Teaching day: 11/10/2023
UNIT 3 COMMUNITY SERVICE
Lesson 3 A closer look 2
A. OBJECTIVES: By the end of the lesson, students will be able to:
1. Knowledge: 
- Understand the use of the past simple tense
- Practice using the past simple to talk about past activities
2. Competences:
- Be collaborative and supportive in pair work and teamwork.
3. Character qualities:
- Develop self-study skills.
- Raise students’ awareness of the need to keep their neighbourhood green. 
B. TEACHING AIDS:Text book, laptop, TV, sachmem.vn.
C. PROCEDURES:
I. WARM UP:* Game: Sentence puzzlings
Aims: To activate students’ prior knowledge related to the targeted grammar of past simple tense and to increase students’ interest.
- T: divide the class into 4 groups.
- T: deliver a set of word cards which are jumble sentences in the past simple to each group.
- Ss will have to work in groups to create as many correct sentences from the word cards as possible.
- The ...ame: Guessing word: Community service
* Suggested key:
A. Teaching street children B.Collecting litter... C.Singing and dancing with the old people 	D. Planting trees E. Donating clothes
II. PRE-STAGE:
 Aim: -To teach useful vocabulary and phrases related to the topic.
- To introduce two ways to give compliments.
* Vocabulary:(Using different techniques to teach Vocab)
- (to) decorate :What action can you make something more beautiful.
- rubbish[explanation]: What make our environment dirty.
-raise money /reiz 'mʌni/ (v.phr): ủng hộ tiền
-mountainous area /ˈmaʊntɪnəs ˈeərɪə/ (n.phr): miền núi
*Structures:
Task 1: Listen and read the dialogue between Lan and Mark. Pay attention to the highlighted parts.
-T: ask Ss to listen to the dialogue between Lan and Mark.
-T: ask Ss to work in pairs and read the dialogue, pay attention to the highlighted parts.
- T: emphasize the use of the compliments and calls some students to read the dialogue again.
- T: confirm the answers and gives feedback, corrections (if necessary).
How to give compliments:
à Sounds like great work!
Wonderful / Great/ Fantastic.
III. DURING-STAGE
Aim:-To help students practise giving compliments and learn more about some benefits of community activities.
- To help students practise reading for specific ideas.
Task2:Work in pairs. Make similar conversations.
- T: haveSs work in pairs to make similar dialogues.
-Ss: work in pairs to make similar dialogues, using the contexts given and the sample compliments.
-T: ask some pairs to practice the dialogue so that the whole class can give comments.
-T: give feedback as a class.
*Answer keys:
Mi:    What did you do to help your community last summer, Tom?
Tom: My friends and I cleaned and decorated parts of their neighbourhood.
Mi:    Sounds like great work! I helped lonely elderly people in the area.
Tom: Wonderful!
Task 3: Work in pairs. Read the poster about the volunteer activities for teenagers at Lending Hand. Write the project number (1-3) next to its benefit (A - E).	
-T: haveSs work in pairs to read the poster and asks them questions like:
	+How many projects does Lending Hand offer? 
	+What activities can you do / join in Projects 1, 2 and 3?
-Ss: work in pairs to write the number of the projects (1 - 3) next to the benefits (A - E).
-T: ask some pairs to to read out their answers. 
-T: give feedback and correction (if needed).
*Suggested answer:
1 - B. making the neighbourhood greener./ - E. making the neighbourhood cleaner.
2 - C. helping feed children. / - D. helping children have a better future.
3 - A. making the elderly less lonely.
IV. POST-STAGE:
Aim:- To help students practise asking and answering questions about which activities they want to join and why.
- To help students practice giving reasons.
- To help students practise asking and answering questions about which activities they choose to join and the benefits of those activities.
- To help students practise giving reasons and reporting
Task 4:Work in pairs. Ask and answer which activities in 3 you want to join. Give reasons.
- T: ask Ss to work in pairs and ask and answer which activities in 3 they want to join, give reasons. (task 3,4)
- T: ask Ss to work in pairs to ask and answer questions about which activities they want to join and why. 
-Ss: work in pairs to do the task. They can use the example in the Student’s book. They should clarify any other benefits they can think of.
- T: invite some pairs to role-play, asking and answering questions in front of the class.
-T: correct any grammar or pronunciation mistakes if necessary.
*Example exchange: 
Minh: Which activity do you want to join?
Lan: I want to join some clean-up activities.
Minh: Why do you want to join these activities?
Lan: Because they make the neighbourhood cleaner.
Task 5: Work in groups. Discuss which activity each member of your group chooses and the benefit(s) of the activity. Present your group's answers to the class.
- T: letSs work in groups discuss which activity each member of their group chooses and the benefits of each activity.
-Ss: can give more than one benefit to any activity or any benefits they can think of in addition to those they find in the Student’s book.
-T: invite group representatives to report their group’s answers. 
-T: give feedback on their reports.
*Example: 
Mai wants to donate food to street children because this helps feed them.
Lan wants to join clean-up activities because these activities make our neighbourhood cleaner.
V. WRAP-UP:
Aim:To consolidate what students have learnt in the lesson.
- T: ask Ss to talk about what they have learnt in the lesson.
VI. HOMEWORK:
- Practice the dialogue and structure.
-Think about some environmental problems in your neighbourhood and the activities you want to do to solve those problems.
- Prepare for lesson 5(Skills 1) and project.
*FEEDBACK:
Week 7	 Preparing date: 13/10/2023
Period 20	 Teaching day: 16/10/20...of the lesson, Ss will be able to:
1. Knowledge: 
- Listen for specific information about some community activities and their benefits;.
- Write an email about community activities one did last summer.
2. Competences: 
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Character qualities:
- Develop self-study skills.
- Raise students’ awareness of the need to keep their neighbourhood green.
B. TEACHING AIDS:Textbook, TV, laptop, sachmem.vn.
C. PROCEDURES:
I.Warm – up: Brainstorming: 
Aim: To introduce the topic of the listening tasks.
-T: divide the class into 2 teams. Each team will have to take turns to run in a relay-race to write the community activities 
The team having the most suitable answers is the winner.
Community Activities
Plant trees 
* Suggested answers: read books to the elderly; water vegetables in the school garden; donate clothes to poor children; exchange used paper for notebooks; clean the playground; help homeless children; pick up litter on the beach; ........
- T: choose some useful and feasible and leads in the topic of the lesson: school activities in summer.
II. PRE - STAGE:
Aims:- To help Ss brainstorm key words/ phrases for listening;
- To help Ss practise describing pictures, using vocabulary related to community activities.
TASK 1: WHAT COMMUNITY ACTIVITIES ARE THE CHILDREN DOING IN THE PICTURES?
c)
b)
a)
- T: ask Ss to work in pairs to describe the pictures or discuss what the teenagers are doing in the pictures. 
- Ss:discuss with a partner. 
- T:elicit as many learnt vocabularies as possible and asks one or two students to re-describe the pictures to the class.
- T: give feedback and tell students that they are going to listen to a talk between Tom and Kate about the community activities they did last summer.
* Suggested answer:
a. reading books to the elderlyb. picking up litterc. planting trees
III. DURING STAGE:
Aim: - To draw students’ attention to listening skills: predicting, identifying keywords, and listening for specific details. 
- To improve students’ listening comprehension and note taking skills
TASK 2: LISTEN TO TOM AND LINDA TALKING ABOUT THEIR COMMUNITY ACTIVITIES LAST SUMMER. CIRCLE THE CORRECT ANSWERS.
- T: ask Ss to work individually to read through Questions 1 to 4 and underline the key words.
Ex: Sentence 1: Linda – friends – taught
 Sentence 2: Linda – friends – elderly
 Sentence 3: Tom – friends – picked up
 Sentence 4: Tom- friends
- T: play the recording once for students to listen and circle the answers. 
-T: ask Ss to work in pairs and compare the answers with other.
- T: play the recording a second time for pairs to check their answers again.
- T: confirm the answers and gives feedback.
*Answer key:	1. C 2. B 3. C 4. A
TASK 3: LISTEN AGAIN AND FILL IN EACH BLANK WITH NO MORE THAN TWO WORDS.
- T: ask Ss to read the table and to predict the words/ phrases they will need to fill in each blank.
- T: tellSs to think about the part of speech of the words / phrases they will need to use for each blank (e.g. adjective, verb or noun).
- T: remind Ss of the possible plural and singular forms of nouns.
- T: remind Ss that they should write no more than two words for each blank.
- T: play the recording again, ask Ss to listen and fill in the blanks.
-T: call some Ss to give the answers to the class and correct the mistakes where necessary, encourages students to explain their answers, share some tips on finding the information. 
*Answer key:1. fun 2. good time 3. Skills
IV. POST - STAGE:
Aim:- To provide students with a sample of an email.
- To improve students’ reading skills.
- To improve students’ writing skills.
 - To peer check, cross check and final check students’ writing.
TASK 4: READ TOM’S EMAIL TO NAM ABOUT HIS SCHOOL ACTIVITIES LAST SUMMER.
- T: ask Ss to work individually to read the email. 
- T: ask Ss questions that elicit the format of an email: 
+ Who is writing to whom? 
+ What is the subject of the third paragraph of the email?
- T: ask Ss to underline the main activities that Tom and his friends did and ask them to underline the words / phrases that show their feelings, and words / phrases that show the benefits of their activities.
- Ss:work individually as directed.
- T:ask Ss to work in pairs to discuss and peer check the results.
- T: give feedback and confirms the structure of an email as a class.
TASK 5: YOU ARE NAM. NOW WRITE AN EMAIL OF ABOUT 70 WORDS TO TOM ABOUT YOUR SCHOOL ACTIVITIES LAST SUMMER. START YOUR EMAIL AS SHOWN BELOW. 
-T:ask Ss to work in pairs to list: the activities they did and how they feel about doing them; the benefits that they got from their community activities last summer.
-Ss:work in pairs to write on an A1/ A2 size piece of paper.
- T: allow Ss to cross check first.
- T: go around to help (if necessary).
- T: ask Ss to stick their emai