Kế hoạch bài dạy Tiếng Anh 7 Global Success - Năm học 2023-2024 - Trường THCS Quang Trung

Week: 1
Period: 1
 INSTRUCTION OF NEW TEXTBOOK 
 & LEARNING APPROACH
Preparing: 3/9/ 2023
Teaching: 5/9/ 2023

I. OBJECTIVE: 
Knowledge:
Help Ss get closer to the new textbooks and have good understanding about the topics, the skill requirements.
Competences:
Know how to prepare for each section and practice through the skills and activities. 
Character qualities
Be eager to learn English and take part in language activities.
II. TEACHING AIDS: 
- Teacher: Textbook, laptop, loudspeaker, projector, pictures.
- Students: Text books 
III. PROCEDURE
1. Warmer: Chatting
Aim: Introduce some personal information: Name, age, address, teaching subject
-T asks ss to introduce some personal information about themselves.
 Ex: a. My name is .
b. I am .... years old.
c. I live at 
d. I teach you English.
- Give feedback
a. What's my name?
b. Am I ... years old ?
c. Do I live at ..? 
d. What subject do I teach you?
Pre stage: Introduce Textbook:
Aim: Help Ss have an overall look at their textbook and elicit Ss' understanding about the units, the topics and the contents by the questions:
a. How many units are there in your textbooks?
b. How many parts / sections does each unit have? What are they? 
Key:
a. There are 12 units.
b. It has 7 parts / sections.
They are: Getting started
A closer look 1
A closer look 2
Communication
Skills 1
Skills 2
Looking back+ Project
c. What's Unit 1 about? 
 Unit 2
 Unit 3
 Unit 4
 Unit 5
 Unit 6
Key
Unit 1: Hobbies
Unit 2: Healthy living
Unit 3: Community service
Unit 4: Music and arts
Unit 5: Food and drink
Unit 6: A visit to a school
.....
During stage: Language skills and body senses: 
Aim: help ss know which skills are used in learning English
- Elicit body senses which help develop language skills by the questions:
a. What help you listen to the others?
b. What help you speak to the others?
c. What help you write?
d. What help you read? 
e. What skills are the most important in communication? 
f. What do you do to improve these skills?
Key
 a. Ears → listening
 b. Mouth ( tongue) → speaking
 c. Hands ( fingers) → writing 
 d. Eyes → reading
 e. Listening and speaking
 f. We have to practice speaking with friends, teachers, foreigners; practice listening to conversations, English programs on radio, television, etc.
4. Post stage: Rules of classroom
Aim: Help ss know how to learn in class and at home
V. HOMEWORK:
-Learn notes about
-Be ready for Unit 1: Getting started
* Feedback:
...
Week: 1
Period: 2
UNIT 1: HOBBIES
Lesson 1: GETTING STARTED

DP: 3/9/2023
DT: 6/9/2023

A. OBJECTIVES: By the end of this lesson, Ss will be able to:
I. Knowledge: Gain an overview about the topic Hobbies and vocabulary to talk about hobbies
II. Competences:
Develop communication skills and creativity.
Be collaborative and supportive in pair work and teamwork.
Actively join in class activities
III. Quality:
Love talking about their hobbies
B. TEACHING AIDS:
 Grade 7 textbook (Unit 1, A closer look 2), smart TV, visual aids, 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 team mates. 
Ask Ss about what they like doing 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?
Ask Ss answer the question individually.
Ask Ss to set the context for the listening and reading text: Write the title on the board My favorite hobby. 
Ask Ss to guess what the conversation might be about.
II. PRE – STAGE
Aims:- To provide Ss with vocabulary and help Ss well-prepared for the listening and reading tasks.
VOCABULARY (T-Ss)
Introduces the vocabulary.
1. unusual (adj) ≠ usual (opposite)
2. creativity (n) : sáng tạo (translation)
3. collect (v): sưu tầm (explanation)
4. making models (exp): làm mô hình (đồ chơi) (translation)
Checking vocab: 
Act 1: LISTEN AND READ. (Ex 1, p. 8)
Aims: To have Ss get to know the topic. 
Ask Ss Ss to look at the pictures in the book and answer the questions:
+ What can you see in each picture?	+ What may the hobby be?
Play the recording twice. Ss listen and read.
Check Ss’ prediction. T calls 3 Ss to read the conversation aloud.
Check students’ pronuciation give feedback.
III. DURING STAGE: 
Act 2: READ THE CONVERSATION AGAIN AND WRITE TRUE(T) OR FALSE (F). (Ex 2, p.9)
Aims: To have Ss get specific information of the text.
Tell Ss to read the conversation again and work independently to find the answers.
Remind Ss to underline the information and correct the false statements.
Ask Ss work independently to find the answers.
Have Ss compare the answers in pairs, check the answers as a class and give feedback.
Answer: 1. F (She made it herself.) 2. T 3. T 	 4. T 	5. F (Her lesson starts at... the person / people is / are doing in each picture. Ask them what the face in each picture means 
Teacher asks students to work in pairs to make sentences. 
Teacher invites students to share their answers. Confirm the correct answers.
Answer key:	1. He hates / doesn’t like doing judo.
 2. They like / love / enjoy playing football.
 3. They love / like / enjoy gardening.
 4. They enjoy / like / love collecting stamps.
 5. She hates / doesn’t like riding a horse / horse riding.
PRONUNCIATION:
Aim: - To help students identify how to pronounce the sounds /ə/ and /ɜ:/ and help students practise pronouncing these sounds in words.
Act 4: LISTEN AND REPEAT. PAY ATTENTION TO THE SOUNDS /Ə/ AND /ɜ:/. (Ex 4, p. 11)
Teacher has some students read out the words first. 
Teacher plays the recording for them to listen and repeat the words they hear. Ask them to pay close attention to the two sounds. Play the recording as many times as necessary.
Teacher 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.
Teacher invites some students to say some words they know that include the two sounds.
Confirm the correct answers.
Act 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.
Teacher 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:
WRAP-UP 
Teacher asks students to talk about what they have learnt in the lesson
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
Period: 5
UNIT 1: HOBBIES
Lesson 3: A CLOSER LOOK 2

PD: 10 /9/ 2023
TD: 11/9/ 2023
A. OBJECTIVES: By the end of this lesson, Ss will be able to:
I. Knowledge: to review the knowledge on present simple tense
II. Competences: 
- Develop communication skills; 
- Be collaborative and supportive in pair work and team work; 
- Actively join in class activities
III. Personal qualities: 
- Be encouraged to know more about their classmate’s hobbies; 
- Develop self-study skills
B. TEACHING AIDS:
Teacher: Grade 7 textbook (Unit 1, A closer look 2), smart TV , visual aids, 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 divides 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.
Teacher and students discuss as a class.
Teacher asks students 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 draws 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 has 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 comments and explains again.
T shows 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 has Ss read the orange box in the book again to help them understand better the uses of the present simple.
T asks 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.)
Teacher checks their answers as a class.
III. DURING- STAGE: 
Act 1: MATCH THE SENTENCES TO THE CORRECT USES. (Ex 1, p. 11)
Aims: To help Ss identify and remember the uses of the present simple.
T asks Ss to do the exercise individually and then check their answers in pairs.
Ss do the exercise individually.
T invites some Ss to share their answers. 
Confirm the correct answers.
Answer key:	1. b 2. a 3. c 4. a 5. b
Act 2: COMPLETE THE SENTENCES. USE THE PRESENT SIMPLE FORM OF THE VERBS. (Ex 2, p. 12)
Aims: To help Ss practise the correct form of the present simple.
T has Ss do this exercise individually and then compare their answers with a partner.
T asks some Ss to w...: I have one hour of free time a day, but my friend Lan has only about 30 minutes. 
 I like listening to music every day, and Lan likes it too. I don’t like exercising, but Lan does.
Ask Ss to read the example to understand how to report the answers, have them underline the words that can be used to make comparision in the example 
Ask Ss to work in pairs again to compare the answers and prepare a short presentation.
WRAP-UP:
Ask Ss to talk about what they have learnt, ticked the objectives they can do in the lesson.
HOMEWORK:
To prepare for the next lesson.’ Skills 1’
Brainstorm some interesting and easy-to-do hobbies.
FEEDBACK:
Week: 2
Period: 6
UNIT 1: HOBBIES
Lesson 5: SKILLS 1
DP: 10/9/ 2023
DT: 16/9/2023
A. OBJECTIVES: By the end of this lesson, Ss will be able to:
I. Knowledge: 
 Develop reading skill for general and specific information about Gardening
Talk about their hobbies and the benefits of them
II. Competences: 
Develop communication skills and creativity
Be collaborative and supportive in pair work and team work
Develop presentation skill; Actively join in class activities
III. Personal qualities: Understand more about their preference of different types of hobbies; Develop self-study skills
B. TEACHING AIDS:
Grade 7 textbook (Unit 1, A closer look 2), smart TV , visual aids, sachmem.vn
III. 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 introduces 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 confirms answers as a class.
II. PRE-STAGE
Act 1: WORK IN PAIRS. LOOK AT THE PICTURE AND DISCUSS THE QUESTIONS BELOW. 
Aims: To lead in the reading skills.
T has Ss look at the picture in the book or show the picture in the book on a slide. 
Ask Ss who they see in the picture and what they are doing.
T has Ss 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. WHILE-READING 
Act 2: READ THE TEXT ABOUT GARDENING. MATCH EACH WORD IN COLUMN A WITH ITS DEFINITION IN COLUMN B. (Ex 2, p. 14)
Aims: To help students read to find some words in context, and their meaning.
T asks Ss how to do the exercise. Elicit answers from Ss.
Answer key:	1. b 2. e 3. c 4. a 5. d
Act 3: : READ THE TEXT AGAIN. COMPLETE EACH SENTENCE WITH NO MORE THAN THREE WORDS. (Ex 3, p. 14)
Aims: To develop reading skill for specific information.
T asks Ss what they are going to do; 
T has Ss share how to do this exercise.
T briefly tells 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 asks Ss to repeat the steps (they can speak in Vietnamese).
T asks Ss 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 
. PRE-SPEAKING:
Aim: To help Ss form the ideas for their speaking.
Act 4: WORK IN PAIRS. MATCH EACH HOBBY WITH ITS BENEFIT(S). ONE HOBBY MAY HAVE MORE THAN ONE BENEFIT. (Ex 4, p. 14)
T introduces 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 gives some examples.
Ss work in pairs to match the hobby with its benefit(s). Check as the whole class.
5. WHILE-SPEAKING:
Aim: To help Ss use what they have learnt so far to talk about hobbies.
Act 5: WORK IN GROUPS. ASK ONE ANOTHER THE FOLLOWING QUESTIONS. THEN PRESENT YOUR PARTNERS’ ANSWERS TO THE CLASS. (Ex 5, p. 14)
Have Ss work in groups to ask and answer the two questions. Model the answers to the two questions if needed.
Invite some Ss to share their partner’s answers to the questions.
 Invite other Ss to comment on the answers.
Comment on Ss’ answers
6. POST-READING AND SPEAKING:
Aim: To check Ss’ understanding about the reading passage and help some Ss enhance presentation skill.
T allows Ss to give comments for their friends and vote for the most interesting and informative presentation.
T calls Ss to share answer and gives feedback and comments.
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.
7. HOMEWORK: 
Aim: To review the lesson that they have learnt and prepare for the next lesson Skills 2.
T asks Ss to write down their opinion about carving eggshells.
T asks Ss to search for more information about this unique hobby.
Feedback: 
Week: 3rd 
Period:7
UNIT 1: HOBBIES
Lesson 6: SKILLS 2
DP: Sept, 16th 2023
DT: Sept , 18th 2023

A. OBJECTIVES: 
1. Knowledge: Students learn to 
+ Use the lexical items related to the topic Hobbies
+ Listen for specific information about Trang’s hobby
+ Wri....
1. Task 1: work in groups
- Have Ss do this activity in groups they have learnt then compare their answers with their partners.
- Ask for Ss’ answers or ask one student to write his / her answer on the board.
- Confirm the correct answers.
* Answer key:
1. collecting coins 2. doing judo 3. making models
4. gardening 5. playing football
2. Task 2: work in pairs
- Have Ss talk about their family members’hobbies.
- Ask them to share their answers with a classmate.
- Invite some Ss to write their sentences on the board. 
- Give comments. 
3. Task 3: (work in groups)
- Ask Ss about the uses of the present simple that they have learnt in the unit.
- Have Ss do this exercise on their group posters 
- Have Ss compare their answers with a partner. Call on some Ss to give the answers. 
- Confirm the correct answers and write them on the board.
*Answer key:
1. loves 2. has 3. enjoys 4. don’t like
5. is 6. is 7. go 8. begins
4. Task 4: work in groups of three
- Have Ss do this exercise individually then compare their sentences with a partner.
- Invite some Ss to read their answers one by one aloud. 
- Give feedback.
* Answer key:
1. Does this river run through your home town?
 This river doesn’t / does not run through my home town.
2. Does your drawing class start at 8 a.m. every Sunday?
 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.
III. PROJECT
* Aim: To allow Ss to apply what they have learnt (vocabulary and grammar) into practice through a project.
HOBBY POSTER
- Ask Ss to use another face of their poster and draw the picture about the hobby that is considered to be easy or interesting. 
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.
Have groups show their posters and present the hobbies to the class. 
- Have Ss vote for the best poster.
- Give feedback.
* Wrap-up: To consolidate what Ss have learnt in the lesson
- Ask Ss to talk about what they have learnt in the lesson.
*Homework: 
- Review the whole unit 1
- Prepare for the next lesson: Unit 2 – Lesson 1: Getting started.
*Feedback:
.
Week: 3rd 
Period: 9
UNIT 2: HEALTHY LIVING
Lesson 1 - GETTING STARTED
DP: Sept, 16th 2023
DT: Sept, 23rd 2023
I. 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 ready to talk about Healthy living
- Know some daily activities whether good or bad for health
II. Teaching aids: 
Grade 7 textbook 
Pictures/Projector
sachmem.vn
III. Procedure:
1. 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.
Teacher 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: Teacher 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.
2. PRE-STAGE:
Aim: Present Ss necessary lexical items related to the Topic: Healthy living
a/ Vocabulary
Teacher elicits words from students
- popular (adj): phổ biến
- fresh (a...rds related to healthy activities and health problems.
1. Vocabulary:
+ dim light (n.phr)	: ánh sáng lờ mờ 
+ lip balm (n.phr)	: son dưỡng môi 
+ chapped lips (n.phr)	: môi nứt nẻ 
+ coloured vegetables (n.phr)	: rau có màu sắc
+ red spots (n.phr) 	: đốm đỏ 
+ skin condition (n.phr) : tình trạng da
- T uses different techniques to teach vocab (Using Pictures to teach Vocab.)
- Checking vocabulary: slap the board
2. Activity 1. Match the phrases with the pictures 
- Ss read the phrases and the pictures then do the matching. 
- T asks Ss read the phrases aloud. Correct their pronunciation if needed.
- T checks Ss’ answers as a class.
Suggested answer: 1- c, 2- e, 3- d, 4- a, 5- b. 

III. DURING-STAGE:
Aim: To use the words/ phrases they have just learned in specific contexts, talk about their daily activities and decide if each activity is healthy or unhealthy, practise pronouncing sounds /f/ and /v/ in words and sentences. 
Activity 2: Complete the sentences with the correct words and phrases.
- T asks Ss to read the words and phrases provided aloud and give them their meaning if necessary.
- T asks Ss to work individually.
- Then, T calls some Ss to check and asks them to explain their answers.
- T checks Ss’ answers as a class.
Suggested answer: 
1. coloured vegetables 2. Soft drinks 3. fit 4. skin condition 
5. sunburn
 Activity 3: Discuss and tick each activity in the table as H (healthy) or U (unhealthy)
- T has Ss work in group of 4 - 6 to discuss whether each activity is healthy or unhealthy.
- T calls out some groups to give and explain their answers as a class.
- T listens and corrects their answers.
Suggested answers:
Healthy activities: 1, 3, 4
Unhealthy activities: 2, 5
IV. PRONUNCIATION:
Aim: help students identify how to pronounce the sounds /f/ and /v/ and practise pronouncing sounds /f/ and /v/ in words and sentences. 
- T writes on the board two words “fit” and “vegetables”.
- Then, T has Ss focus on the underlined letters “f” and “v”.
- T introduces 2 sounds /f/ and /v/ to Ss and instructs them how to pronounce these two sounds.
- T opens the record and asks them to listen and repeat.
- T asks Ss to give some words they know containing these sounds.
- T calls some Ss to read aloud again, others listen, then give comments.
  Activity 4: Listen and repeat. Pay attention to the sound /f/ and /v/. 
- T has Ss read out the words first.
- Ss practice saying the words independently.
- T asks Ss to listen and try to repeat the words as a class, a group, and individually.
- T may play the recording as many times as necessary and correct their pronunciation.
Activity 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.
V. 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 4th 
Period 11
UNIT 2: HEALTHY LIVING
Lesson 3: A CLOSER LOOK 2
DP: Sept, 23rd 2023
DT: Sept, 27th 2023

A. OBJECTIVES:
1. Knowledge: Ss will be able to know how to recognize and write simple sentences
2. Competences: Ss will be able to:
- use simple sentences to talk about healthy living.
- be collaborative and supportive in pair work and team work
- actively join in class activities
3.Quality: Ss will be more aware of be responsible and hard working 
B. TEACHING AIDS: textbook, laptop, TV, extra boards, 
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 ask 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’ answer.
Answer key:
1. I read science books.
2. Children love outdo...acher leads students into the lesson by telling what they are going to learn: “We are going to learn how to give tips for health problems”.
II. PRE-STAGE:
Aim: To introduce two ways to give tips on health problems and to allow Ss some practice.
 Activity 1: Listen and read the conversation. Pay attention to the highlighted sentences.
- T plays the record for Ss to listen and read the conversation about health problems. 
- Ss listen and practice saying with their partners.
- T asks Ss to pay attention to the highlighted sentences and asks them some questions to elicit the new structure:
	+ What do these sentences mean?
	+ When do we use these sentences?
- Ss answer teacher’s questions to find out new structure to give tips for health problems.
- Some students give the new structures to the teacher.
- Teacher corrects and writes on the board:
* Structure: to give advice:
- You should/ shouldn’t 
- You can 
	Ex : - You should use suncream.
	- You shouldn't eat fast food.
	- You can use lip palm	
III. DURING-STAGE:
Aim: To help students practise giving tips on health problems.
- To provide students with more knowledge about healthy living and help them practice the skill of reading for the main idea.
- To help students identify the main points in a reading and talk about them.
 Activity 2: Work in pairs. Make similar dialogues
- Teacher has Ss look at the situation in Ex 2 to make similar dialogue:
1. I’m tired.
2. I have acne.
3. My hands are chapped.
- T asks Ss to work in pairs
- T moves around to observe and provide help.
- T calls some pairs to practise in front of the class, then give comments on their performance
Suggested answers :
A: I am tired.
B: You can drink some milk.
A: Yes.
B: And you should have a nap.
A: Thank you.
 Activity 3: Read the passage and choose the correct title for it. 
- Teacher asks Ss to read the passage independently and choose the correct answer of the main idea.
- Ss do the task individually.
- Teacher calls some Ss to give their answers and explain them.
- Teacher confirms the correct answers.
Answer key: A 
- Ss take notes
 Activity 4: Discuss and make a list for the tips which help the Japanese live long lives.
- Teacher has students work in groups to discuss and takes notes of the tips for a long life that they find in the text.
- Ss work in groups.
- T calls 2-3 groups to share their lists.
- Teacher confirms and corrects if necessary. 
Suggested answers:
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.
4. The Japanese work hard and do a lot of outdoor activities. 
IV. POST- STAGE:
Aim: To help students practice giving health tips on their own context.
 Activity 5: Discuss and make a list for the tips that the Vietnamese can do to live longer. 
- Teacher 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.
- Teacher 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 les fast food
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.
- 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: 5th  
Period: 13       
UNIT 2: HEALTHY LIVING
Lesson 5: SKILLS 1
DP: Sep 30th , 2023
DT: October 2nd, 2023

A. OBJECTIVES: 
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.
Student with disabilities: Can identify the skin condition through pictures
2. Competences: By the end of the lesson Ss will be able to:
- Pratice reading and speaking skills
- Practice giving tips for health problems.
3. Quality: 
- Love their bodies, gian confidence again after getting know some common knowledge about acne. 
- Apply the helth tips to themselves and improve their self-care skills
B. TEACHING AIDS: 
- T: Text book, laptop, louspeaker, projector 
- Ss : Text books, studying equipments.
C. PROCEDURE:
I. WARM-UP: BRAINSTORMING 
Aims: 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.Pre- teach vocabulary:
- acne (n ): mụn trứng cá
- serious (adj): nghiêm trọng 
- avoid + V-ing/ N (v): tránh cgđ
- touch (v): chạm vào
- ta...e note the words
III. DURING STAGE - LISTENING: 
Aim: To help Ss develop their skill of listening for specific information.
Activity 2: (page 24) Listen and tick the habits mentioned.
- T has Ss read the categories of habits. This help them have some ideas of what they are going to listen and the information they need for answering the questions.
- T plays the recording twice for Ss listen and take note of the information for their answer, then share their answers in pairs
- Invite some pairs to answer and confirm the correct one.
* Answers: 1. eating 3. exercising 4. sleeping 6. cleaning
Activity 3 (P.25) Listen and answer the questions.
- T has Ss read the questions and determine what information they need for answering the questions
- T remind them that the question ask for short answers with no more than three words.
-T plays the recording for Ss to do exercise. Then share their answers in pairs.
- Invite some pairs to answer and confirm the correct one.
* Answers: 1. disease 2. vitamins 3. eight hours 4. tidy and clean
IV. POST STAGE –WRITING: 
Aim: to help Ss make simple notes of what they have listened then practice writing a passage to give advice on how to avoid viruses.
 Activity 4 (P.25). Discuss and make notes
- T tells Ss to work in groups to discuss and make notes of the tip they can remember from the listening.
- T moves around and offer help if needed
- T invites some Ss to share their answers. Encourage Ss to write in full sentences.
Ex: - Don't eat too much meat and cheese.
 - Eat more fruit and vegetables.
 - Drink enough water, but not soft drinks.
 - Keep your room tidy and clean.
 Activity 5 (P.25). Write a passage about 70 words.
-T asks Ss to look at the pictures and read the advice, checks their understanding.
-T can write the words flu, COVID 19 on the board as examples of disease caused by viruses.
-T goes round and offer help if needed.
 - Call on some Ss to read aloud their writing and check them.
Example answer: 
We can do a lot of things to avoid viusus. We should always keep your suroundings clean. Sweep your house, clean your furniture and change your pillow covers and bedsheets often. Remember to take a bath daily. Wash your hands with soap regularly. Drink a lot of water and eat more fruit and vegetables. Do exercise three times a day for at least 15 minutes each time. When you go out, wear a mask and avoid crowds.
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.
HOME WORK
- Learn by heart new words and memorise some healthy habits and tips to avoid viruses.
- Do exercises C, D (page 12-14) in workbook.
- Prepare the new lesson. Looking Back + Project
Feedback:
Week: 5th 
Period: 15
UNIT 2: HEALTHY LIVING
Lesson 7 : LOOKING BACK + PROJECT
DP: Sept 30th , 2023
DT: October 7th, 2023
A. OBJECTIVES:
1. Knowledge: By the end of the lesson, students will be able to: 
- use vocabularies about healthy activities and health problems
- identify simple sentences 
Student with disabilities: Can identify the healthy activities through pictures
2. Competences: Students will be able to make a poster about a bad habit that students in your school often do and give tips to change that habit. 
3. Quality: Ss will be able to be awareness of healthy living, collaborative and supportive in pair work and team work.
B. TEACHING AIDS: 
Grade 7 textbook, laptop, TV, extra boards (posters, pictures).
C. PROCEDURE:
I. WARM UP:  Crossword   (Act.1) 
Aim: - To help Ss revise the vocabulary items (verbs) they have learnt. 


 1
 2
 3
 4
 5
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”.
+ 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

II. PRE-STAGE: 
Aim: To help Ss revise the vocabulary items (adjectives) they have learnt in the unit. 
 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 ...ick up 	2. help 3. recycle 	4. donate 	5. clean
3. Activity 4 (Ex 3, p. 29): Complete the sentences with the correct words or phrases below:
-T runs through the words or phrases and the sentences.
-T asks students to complete each sentence with a word or phrase from the box.
- Ss work independently, fill in the blanks with the most suitable words / phrases.
- T allows students to share answers before discussing as a class.
- T can ask students to read aloud the full sentences and correct their pronunciation if needed.
Answer key: 1. homeless children 	 2. Litter 3. old people 	4. taught 	5. planted
IV. POST – STAGE: 
Activity 5(Ex 3, p. 29): GAME Vocabulary Ping-pong
Aims: To help students review and reuse the learnt vocabulary; To create a fun atmosphere in the class.
- T instructs students to play the Vocabulary Ping-Pong game:
- T asks Ss to think of the topic Community Service. 
- One student from team A shouts out a word or phrase related to the topic. Then one student from team B makes a sentence with that word or phrase. Then switch roles. 
Example: Team A: Litter
 Team B: We often pick up litter in the park. Trees.
 Team A: We plan trees in our school every year. Book.
- The team that cannot give a phrase or make a correct sentence loses and the other team gets a point. 
- Students play the game. -T goes around to help weaker students. 
-T stops the game when time is up. The team that makes the most correct sentences wins.
*WRAP-UP:
Aims: To consolidate what students have learnt in the lesson.
-T refers to the unit title again and have students orally list the community activities students do at school.
-T asks students to say several words or phrases about community activities that they remember from the lesson.
* HOMEWORK
- Learn by heart all the new words.
- Think about community activities that students can do (at least 3 activities).
- Project preparation: 
+ Teacher informs student of the final project of the Unit’s project.
+ Explain the requirements of the project: Think about some environmental problems in your neighbourhood and the solutions to those problems. Students will present their ideas in Lesson 7 – Looking back and Project. 
+ Teacher explains to students how they can get the information.
+ Put students into groups and ask them to discuss to assign tasks for each member. Help them set a deadline for each task.
(Teacher should check the progress of students’ preparation after each lesson.)
- Prepare for the next lesson: Unit 1: A Closer look 1.- Do Exercises 1,2 in Section B in Workbook / page 16,17 (Unit 3)
*Feedback: ...
Week: 6th 
Period: 17
UNIT 2: HEALTHY LIVING
Lesson 2: A CLOSER LOOK 1
DP: October 8th, 2023
DT: October 12th, 2023
A. OBJECTIVES: By the end of this lesson, students will be able to gain:
1. Knowledge: 
- Vocabulary: Use words related to community activities. 
- Pronunciation: Correctly pronounce the sounds: /t/, /d/, /ɪd/ in isolation and in context
Student with disabilities: Can identify the words relate to communicate activities through pictures. 
2. Competencies
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
Student with disabilities: Can join class activites and teamwork
3. Personal qualities
- Develop self-study skills
- Raise students’ awareness of the need to keep their neighbourhood green.
B. TEACHING AIDS.
- Grade 7 textbook, Unit 3, A closer look 1
- Computer connected to the Internet
- Projector/ TV/ Pictures and cards	
C. PROCEDURE: 
I. WARM UP: MATCHING GAME
Aims: To recall students’ vocabulary on community activities
- Teacher has students play in two groups and explains the game rules.
- Each group will have a list of verbs and nouns. Students match the verbs they have with the correct nouns.
- Teacher and students discuss the answers. The group with the most correct answers wins.
- Teacher confirms the answers and gives feedback.
Set of word cards: 
recycle
 Help
 plant

trees
Vegetables
small children
old people
books
Bottles
cans
homeless children
II. PRE-STAGE:
Aims: To introduce some vocabulary related to the topic “Community service”
1.VOCABULARY: (Follow all the seven steps of teaching vocabulary)
- exchange (v): /ɪksˈʧeɪnʤ/ trao đổi (explaination) 
- pick up (phr. v) /’pɪk ʌp/ nhặt lên (Mining)
- tutor (v) /ˈtjuːtə/ dạy kèm (explaination)
* Checking vocab: ROR
III. DURING- STAGE:
Aims: To introduce some verbs and verb phrases that are often used to describe community activities; To allow students to use the learnt words / phrases in contexts; To have students practise producing full sentences using the learnt words / phrases.
Activity 1: Match the verb in A with a word or phrase in B. (Ex 1, p. 30)
- Teacher has read aloud the verbs in A and words / phrases in B.
- Students work in pairs to match the verbs in A with words / phrases in B. 
- Teacher asks them to share the...uzzlings
- T divides the class into 4 groups.
- Teacher delivers a set of word cards which are jumble sentences in the past simple to each group.
- Students will have to work in groups to create as many correct sentences from the word cards as possible.
- The group with more correct sentences will be the winner.
 	* Suggested answers:
1. We 
picked up
litter
around 
our school
yesterday.
2. Our club
donated
clothes
to
homeless children 
last winter.
3. They
helped 
old people
in 
the nursing home
last week.
4. Last summer,
she
taught
English
to 
poor children.
2. PRE-STAGE:
* Aim: To review students’ knowledge of the past simple tense.
Student with disabilities: can use the past simple tense to talk about past activties with the help of teacher.
- T sets the scene by asking some questions; What did you do last night? Did you review your lesson last night?
- Teacher asks students to study the Grammar box. The past simple
Positive
S + V-ed (played)
Negative
S + did not / didn’t + V (did not / didn’t play)
Questions and short answers
Did + S + V (play)?
Yes, S + did.
No, S + didn’t.
- 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.
 -Teacher and students discuss the answers.
- Teacher confirms the answers and gives feedback.
3. DURING-STAGE:
* Aims: - To review Ss’ knowledge of the past simple tense and raise Ss’s awareness of the past simple tense and the past form of some verbs. 
- To help Ss distinguish between the present simple, present continuous, and past simple in specific context and write full sentence using the correct form of the verbs.
Student with disabilities: can use the past simple tense to talk abour past activties with the help of teacher.
1. Activity 1: Circle the correct answer A, B or C to complete each sentence (p. 31).
- Ask Ss to work individually to circle the correct answers. 
- Teacher lets students work in pairs and exchange the answers before checking with the whole class (explain each sentence if necessary).
- Teacher confirms the answers and gives feedback.
- Ask several Ss to read aloud full sentences with the correct answers. Correct their pronunciation if necessary.
Answer key:
1. B 2. C 3. B 4. A 5. C
2. Activity 2: Complete the sentences with the past simple form of the given verbs. ( p. 31)
- Have Ss work individually to complete the sentences with the past simple form of the given verbs.
- Ask some Ss to read out their sentences. Correct grammar and pronunciation mistakes if necessary. 
- Check the answer as a class.
Answer key:
1. took 2. Did  join 3. helped 4. sent 5. volunteered
3. Activity 3 : Complete the sentences with the correct forms of the verbs from the box. ( p. 31)
- Teacher has students work by playing game : Lucky number.
1
4
3
2
6
7
8
5
- Class is divided into 2 groups.
- Teacher prepares 8 numbers which includes 5 questions in the textbook, and 3 lucky numbers.
Each team takes turns and chooses a number and answers the question behind the number. If the team answers the question correctly, they will get 1 point. If the team chooses the lucky number, they get 1 point without answering the question and may choose another number.
Answer key:
1. cook 2. Did  plant 3. are picking up 4. recycled 5. Read
4. Activity 4: Write complete sentences from the prompts. ( p. 32)
- Have Ss work individually to write complete sentences from the prompts. 
- Teacher lets students work in pairs and exchange the answers before checking with the whole class (explain each sentence if necessary).
- Teacher confirms the answers and gives feedback.
Answer key:
1. Last year, our club donated books to children in rural areas.
2. Children sent thank-you cards to us a week ago.
3. I taught two children in grade 2 last summer.
4. Last spring, we helped the elderly in a nursing home.
5. We helped people in flooded areas last year.
4. POST-STAGE:
* Aims: 
- To enable students to ask and answer questions related to past activities.
- To help students be aware of some community activities that students in other countries do.
 Activity 5: Work in pairs. Tom is from the Red Cross. Look at the fact sheet and ask Tom about his projects in 2016 and 2020 (p.32).
- Introduce the Red Cross projects and activities in 2016 and 2020.
- Have Ss work in pairs for 5 minutes to practise asking and answering questions based on the fact sheet.
- Ss use the past simple when they ask and answer questions about the past activities.
- Invite some pairs to make short conversations as an example.
- Corrects any grammar and pronunciation mistakes if necessary.
Example: 
Tom: I’m from the Red Cross. I worked on the Help Lonely People project in 2016.
Lan: What did you do?
Tom: We helped 200 lonely people
*. WRAP-UP: 
* Aims: To consolidate what students have learnt in the lesson.
- Ask students to summarise what they have learnt in the lesson...fits they can think of.
-Teacher invites some pairs to role-play, asking and answering questions in front of the class.
-Teacher corrects 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.
b) Activity 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.
-Teacher lets students work in groups discuss which activity each member of their group chooses and the benefits of each activity.
-Students 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.
-Teacher invites group representatives to report their group’s answers. 
-Teacher gives 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.
*. 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:
- 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: 7th 
Period: 20
 UNIT 3: COMMUNITY SERVICE
 LESSON 5: SKILLS 1
DP: October 14h, 2023
DT: October 19h, 2023

I. Objectives: By the end of the lesson, students will be able to:
1. Knowledge: 
 - Develop reading skill for specific information about community activities at school.
 - Develop speaking skill: Talking about the reasons why students join different community activities
2.Competences: 
- Read for general and specific information about community activities.
- Develop communication skills and creativity
-Develop presentation skill.- Actively join in class activities
3.Quality:
- Develop self-study skills.
- Raise students’ awareness of the need to keep their neighbourhood green.
* Student with disabilities: Identify the words, phrases or sentences about community activities at school.
II. Teaching aids: Lesson plan, text book, laptop, cards, pictures, projector, .....
III. Procedure:
I. WARM- UP: 	
*Aim:- To introduce the topic of reading.
 - To remind students of some community activities.
 - To enhance students’ skills of cooperating with team mates
GAME: WHO IS FASTER?
- The class is divided into 2 teams. - Teacher prepares 6 pictures and 6 phrases. 
- Each team will have to choose a number and match the correct description with each picture.
- The team with more correct answers will be the winner.
 1. 2. 3. 
 1. collecting rubbish 2. donating clothes 3. planting trees 
4. 5. 6. 
 4. tutoring homeless children 5. helping old people 6. cleaning the street
II. PRE-STAGE: 
*Aim: 
- To provide students with some lexical items before reading the text.
- To help Ss brainstorm some more community activities.
* Student with disabilities: can read some vocabulary with the help of teacher
A. READING
a) Vocabulary.
-T uses different techniques to teach vocab:
+ monthly (adv) hằng tháng 
+ develop (v) phát triển
+ proud (adj) tự hào ( explanation )
* checking Voc: What and where
b) Activity 1: Work in pairs. Circle the activities you would like to do at your school.
A. growing vegetables in the school garden
B. tutoring other students
C. collecting books for the school library 
- Teacher has the class read out loud the three activities.
- Students work in pairs to circle the activities they would like to do at their school.
- Students can name some more activities they would like to do at their school if the class is more fluent.
- Teacher accepts all students’ answers..
III. DURING-STAGE:
* Aim:
- To improve students’ knowledge of vocabulary related to community activities. 
- To improve students’ skill of reading for details.
* Student with disabilities: Identify the words, phrases or sentences about community activities at school.
a) Activity 2: Read the passage and match the highlighted words with their meanings. (Ex 2, p. 34)
- Teacher asks students to work individually to read the passage and find the highlighted words
- Tell ss to read the text quickly and check their ideas in .
- Set a strict time limit to ensure that ss read quickly for information and do the task.
- Teacher allows students to share their answers before discussing as a class and encourages them to give evidence.
- Teacher calls some students to give the answer, explain which sentences give them the information.
Answer key:
1. donate 2. exchange 3. monthly 4. proud 5. Tutor
b) Activity 3: Read the passage again and tick True or False. (Ex 3, p. 34)
- Teacher