Preparing date: 14/ 09/ 2023
Week 3
Period 7

UNIT 1: HOBBIES
LESSON 6: SKILLS 2
A. OBJECTIVES By the end of this unit, students will be able to gain the following
things:
I. Knowledge:
- Develop Listening and writing skills.
- Listen for specific information about Trang's hobby
- Write a passage about her hobbies
+ Vocabulary: - Use the lexical items related to the topic Hobbies
+ Grammar: Present simple tense (Review).
- The use of the verbs of liking: like, love, enjoy, hate + V-ing; talking about likes and
dislikes.
II. Competences
1. Generic competences
a. Self-management and self-study competences.
- Students will be able to practice listening and writing skills.
- Write about their hobbies.
b. Communication and collaboration competences.
- Talking about their hobbies.
- Develop communication skills and creativity
c. Prolem-solving and creativity competences.
- Develop presentation skill
- Actively join in class activities.
2. Specific competences
a. Be able to revise and learn how to use present simple tense. Further practice with present
simple tense.
b. Develop communication skills and creativity.
c. Be collaborative and supportive in pair work and team work.
d. Actively join in class activities.
III. Qualities
1. Having benefits of their hobbies in daily life.
2. Learn more about their own hobby
3. Be encouraged to take up a new hobby if they haven't had one.
B. TEACHING AIDS
1.Teacher: textbook, laptop, projector, sachmem, videos,
2. Students: textbook, Student's book, pens.
C. CARRYING OUT
Class
Teaching date
7A3
7A4
1

D. PROCEDURES

7A5
ACTIVITY 1: WARM UP- (5')

* Objectives:
- II-1a, 1b, III- 1
- To create an active atmosphere in the class before the lesson
- To lead into the new lesson.
Content - Performance
Outcome
+ Greeting
+ Greeting
+ Revision on the old lesson. Chatting
+ Chatting
- Teacher (T) asks Ss some questions about + T_ Ss
them and class.
- Students (Ss) listen and answer the teacher's
* T asks Ss to answer the question: What
or friend's questions
will you mention when you talk about
someone's hobby?
Ss work individually to answer the
- Listen and know what they are going to
questions.
learn.
T calls Ss to give answers.
T gets feedback and write on the board.
T leads Ss to the new lesson.
+ Suggested answers:
+ Name of the hobby
+ The time he / she started the hobby
+ His / Her feeling about the hobby
+ His / Her future plan about the hobby
- T sets the scene: You are going to listen to
an interview about Trang's hobby and
complete the word web.
- Open their book and write the tittle of the
- Ask Ss to open their book and introduce
lesson
what they are going to study….
- T leads in the lesson.
ACTIVITY 2: LISTENING (12')
* Objectives: II- 1a, b, c, 2a, b; III- 1, 2, 3
Content - Performance
Outcome
1. Look at the picture. What hobby is it? 1. Look at the picture. What hobby is it?
Do you think it is a good hobby? Why or Do you think it is a good hobby? Why or
why not?
why not?
- T_ Ss
*) Teach vocabulary:
- Teacher uses different techniques to teach * Key: making models
vocabulary (situation, realia, translation .....)
if have. Follow the steps to teach
vocabulary.
- Have Ss look at the picture and answer the
2

Content - Performance

Outcome

questions.
- Ask Ss if they know anything about this
hobby and if they think it is useful. This is
an open activity, so accept all answers
provided that they make sense. Ss can use
the information they remember from
GETTING STARTED to answer the
questions.
2. Listen to an interview about Trang's
hobby. Fill in each blank in the mind map
with ONE word or number
- Tell Ss that they are going to listen to an
interview about Trang's hobby.
- Have Ss read the mind map. Have Ss guess
the word or number to fill in each blank and
write their guesses on the board.
- Play the recording and ask Ss to listen and
complete the mind map. Ss work in pairs to
compare their answers with each other and
with the words / numbers on the board.
- Play the recording a second time for pairs
to check their answers.
- Ask for Ss' answers and write them on the
board next to their guesses.
3. Read the text again. Complete each
sentence with no more than THREE
words.
- Ask Ss what they are going to do.
- Have Ss share how to do this exercise.
- 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.
- Ask Ss to repeat the steps (they can speak
in Vietnamese).
- Ask Ss to do the exercise individually and
then check their answers in pairs.
- Invite some Ss to share their answers.
Have them explain their answers.
- Confirm the correct answers.
3

2. Listen to an interview about Trang's
hobby. Fill in each blank in the mind map
with ONE word or number
- T_ Ss
- Listen to the teacher's instructions carefully
and learn how to do it.
- Give the answers

* Key:
1. dollhouses
2. three/3 3. cousin
4. a) house b) cloth5. creative
3. Read the text again. Complete each
sentence with no more than THREE
words.
- T_ Ss
- Listen to the teacher's instructions carefully
and follow them.
- Give the answer .

* Key:
1. doing things
3. patient
5. an hour

2. insects and bugs
4. join in

Content - Performance
Outcome
- Ask Ss to tell the class the benefits of
gardening as mentioned in the text.
- Confirm the correct answers to the class.
ACTIVITY 3: WRITING (18')
* Objectives: II- 1a, b, c, 2a, b; III- 1, 2, 3
Content - Performance
Outcome
4. Work in pairs. Discuss your dream
4. Work in pairs. Discuss your dream house,
house, and fill the table.
and fill the table.
- Have Ss work individually to complete
- Work in pairs
the mind map.
- Listen carefully and learn how to write
*Suggested answers:
Lan's hobby:
- If time allows, have some Ss present their 1. Name of the hobby: collecting waste paper
answers or write their answers on the
2. Started: 3 years ago
board.
3. Person who shares he hobby with: Nga
4. To do this hobby Nga has to:
a. collect paper after use
b. make flowers, dishes, toys. boxes...
c. use it for drawing if possible
- T and other Ss listen and make
5. Lan's feeling about the hobby: interesting,
comments.
useful, protect the environment
6. Future: continue the hobby
ACTIVITY 4: APPLICATION (10')
* Objectives: II- 1a, b, c, 2c, d; III- 1, 2, 3
Content Outcome
Performance
. Now write a
4. Now write a paragraph of about 70 words about your
paragraph of about 70
hobby. Use the notes in 3. Start your paragraph as shown
words about your
below.
hobby. Use the notes in - Listen carefully and learn how to write
3. Start your paragraph - Write themselves/ individually
as shown below.
* Sample paragraph:
- Have Ss write their
My hobby is ___________________
paragraphs individually
Suggested writing:
based on the information My hobby is building dollhouses. It's quite unusual hobby. I
in their mind map.
started it three years ago. I read an article about building
- Ask one student to
dollhouses. I loved the idea right away. My cousin Mi loves
write his or her paragraph building dollhouses, too. So I usually share my hobby with her.
on the board. Other Ss
It is easy to build a dollhouse. I use cardboard and glue to build
andT comment on the
the house and make the furniture. Then I make the dolls from
paragraph on the board.
cloth. Finally, I decorate the house. When doing it , I'm more
4

Content Performance
- Then T collects some
writings to correct at
home.
*Alternative activity:
- T uses the mind map to
write a paragraph in the
class as a model then go
over some of its features
that Ss can use in their
paragraphs.
- The class gives their
comments.

* Post - Writing
- T may have students do
their writing on large
sheets of paper and
organize a class gallery
for students to display
their writings on the
board. Then students can
go around to see their
friends' work, give and
receive comments.
- If time is limited,T may
ask Ss to write the final
version at home.
- Other Ss and T
comment on the writing.

Outcome
patient and creative. I will continue my hobby in the future.
Suggested writing:
My favourite hobby is reading. I started this hobby when I was 5
years old. I still remember the first book I read, which was
about a lazy rabbit. I was so excited when I read that book, so I
kept reading. I enjoy reading because it develops my
imagination. It also widens my knowledge. I can understand
why a nation has its name or what causes natural disasters.
Moreover, it helps me connect with other students because
there is a book club at my school. We gather once a week to
share what we have read.
Sample 2:
My name is Sara. My favourite hobby is reading. I enjoy reading
a book when I am free. I started to do it when I was four years
old. The first time I did it, I felt interested. So I kept reading. The
teachers taught me to read the difficult words. I was happy when
I read a story with a happy ending . I was thrilled when I read a
detective story. I enjoy reading because I like to explore the
imaginative world of my favourite author, J.K. Rowling who
writes “ Harry Potter” . There are a lot of advantages of
reading. Reading can make me relaxed and calm. I can also
learn new vocabulary items. Then I can further improve my
English. Moreover, it can give me an unlimited imagination, so I
can write books in the future. I can learn the different cultures
and customs of other countries in the world too. I read at least
one hour every day. I read books by myself . I usually read it at
home. I wish I could read different kinds of books because it
might be very challenging.
* Minh's hobby is singing. She enjoys singing very much. When
her brother bought a karaoke set last month, Minh was so glad
that she sings every day after dinner. She likes to sing only
English songs. In fact, she has already sung all the songs found
on the karaoke discs. Minh is singing in the karaoke competition
organized by the RC Center this Saturday. Her family is going
there to support her.

* Homework:
- Write about your hobbies.
- Do Ex E1,2 - P8,9 (Workbook)
- Prepare new lesson. Looking back & Project.
5

*********************************************
Preparing date: 14/ 09/ 2023
Week 3
Period 7

UNIT 1: HOBBIES
LESSON 6: LOOKING BACK & PROJECT
A. OBJECTIVES By the end of this unit, students will be able to gain the following
things:
I. Knowledge:
- Develop revise and Practice present simple.
- Review the vocabulary and grammar of Unit 1
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
+ Vocabulary: - Use the lexical items related to the topic Hobbies
+ Grammar: Revision on present simple tense.
- The use of the verbs of liking: like, love, enjoy, hate + V-ing; talking about likes and
dislikes.
II. Competences
1. Generic competences
a. Self-management and self-study competences.
- Develop critical thinking skill.
b. Communication and collaboration competences.
- Develop communication skills and creativity
c. Prolem-solving and creativity competences.
- Develop presentation skill.
2. Specific competences
a. Be able to revise and learn how to use present simple tense. Further practice with present
simple tense.
b. Develop communication skills and creativity.
c. Be collaborative and supportive in pair work and team work.
d. Actively join in class activities.
III. Qualities
1. Having benefits of their hobbies in daily life.
2. Be more creative when doing the project.
3. Develop self-study skills.
B. TEACHING AIDS
1.Teacher: textbook, laptop, projector, sachmem, videos,
2. Students: textbook, Student's book, pens.
C. CARRYING OUT
Class
Teaching date
7A3
7A4
7A5
D. PROCEDURES
6

ACTIVITY 1: WARM UP- (5')

* Objectives:
- II-1a, 1b, III- 1
- To create an active atmosphere in the class before the lesson
- To lead into the new lesson.
Content - Performance
Outcome
+ Greeting
+ Greeting
+ GAME:
Guessing Game.
+ GAME:
Guessing Game.
* T divides the class into two big groups.
- T_ Ss; S_S
- Ss take turns to think of a hobby for your
- Students (Ss) listen and learn how to
partner to guess.
do.
- Their partner can ask up to 10 yes / no questions
and he / she can only answer with a 'yes' or 'no'.
- Time allowance: 3 minutes
E.g:1. I have a lot of bottles, dolls or stamps.
What is my hobby?
- T asks ss to listen carefully and say aloud the
name of the hobby. Who has the quicker and
correct answer will get one point. The group with
more points is the winner.
- Ss work in groups to do the task.
.
- Ss give answer.
- T monitors and gives feedback.
- Ask Ss to open their book and introduce what
- Open their book and write.
they are going to study.
ACTIVITY 2: PRACTICE (12')
* Objectives: II- 1a, b, c, 2a, b; III- 1, 2, 3
Content - Performance
Outcome
1. Complete the sentences with
1. Complete the sentences with appropriate
appropriate hobbies. (Ex 1, p. 16)
hobbies.
- Have Ss do this activity individually then
- T_ Ss
compare their answers with their partners.
+ Students (Ss) listen to the instructions
- Ask for Ss' answers or ask one student to
carefully and learn how to do the tasks.
write his / her answer on the board.
- Confirm the correct answers
* Key:
1. collecting coins 2. doing judo
3. making models 4. gardening
5. playing football
2. Write the true sentences about you and 2. Write the true sentences about you and
your family members.
your family members.
- Have Ss write true sentences about them
- Ss work individually.
and their family members.
- Do the tasks freely.
- Ask them to share their answers with a
- I like reading books in my free time.
7

Content - Performance

Outcome
classmate.
- My dad enjoys watching news on TV.
- Invite some Ss to write their sentences on
- My mum doesn't like drinking coffee.
the board.
- My grand mother loves cooking .
- T and other Ss listen and make comments. - My grandfather hates chatting./ making
- Check the answers as a class.
noise. .....
ACTIVITY 3: GRAMMAR (18')
* Objectives: II- 1a, b, c, 2a, b; III- 1, 2, 3
Content - Performance
Outcome
3. Use the present simple form of each
3. Use the present simple form of each verb
verb to complete the passage.
to complete the passage.
- Ask Ss about the uses of the present
- T_ Ss
simple that they have learnt in the unit.
- Listen to the instructions clearly
- Have Ss do this exercise individually then - Do exercise individually and then compare
compare their answers with a partner.
their answers.
- Call on some Ss to give the answers.
- Copy
- Confirm the correct answers and write
* Key:
them on the board
1. loves
2. has
3. enjoys
- Go round and offer help if needed.
4. don't like 5. is
6. is
- Check and confirm the correct answers.
7. go
8. begins
4. Change the following sentences into
4. Change the following sentences into
questions and negative ones.
questions and negative ones.
- Have Ss do this exercise individually then - T_ Ss
compare their sentences with a partner.
*Key :
- Invite some Ss to read their answers
1. Does this river run through your home
aloud. Give feedback.
town?
- Call on some Ss to read the complete
- This river doesn't / does not run through my
sentences in front of the class.
home town.
- T and other Ss listen and make
2. Does your drawing class start at 8 a.m.
comments.
every Sunday?
- Check and confirm the correct answers.
- My drawing class doesn't / does not start at 8
a.m. every Sunday.
3. Do they enjoy collecting stamps?
- They don't / do not enjoy collecting stamps.
4. Do you do judo every Tuesday?
- I don't / do not do judo every Tuesday.
5. Does your brother love making model cars?
- My brother doesn't / does not love making
model cars.
ACTIVITY 4: APPLICATION (10')
* Objectives: II- 1a, b, c, 2c, d; III- 1, 2, 3
8

Content - Performance

PROJECT:
- Ask Ss to read the instructions. Make sure they
understand what to do. Ask Ss to work in groups to do
the project. Ss may draw their own pictures to
decorate their poster or find suitable photos for it.
Remember to have the 'show and tell' session and
vote for the best poster.
- If time is limited, assign the project in earlier lessons
such as in GETTING STARTED lesson. Make sure
you guide them carefully and check their progress
after each lesson. In the last lesson (LOOKING
BACK), ask Ss to present their poster to the class.
- Get them to share their posters in pairs or groups.
- The class gives comments.
- Don't focus on or correct Ss language mistakes. This
is an opportunity for them to experiment with the
language
- T comments.
* Homework:
- Practice telling about your future houses.
- Do Ex E3 - P9 (Workbook).
- Prepare new lesson: Unit 2 Healthy living.

Outcome

- T_ Ss
** Ss should prepare the project
as assign groups in the previous
lessons beforehand.
- Listen to the teacher's instructions
carefully.
- Do the tasks . Prepare the at home
beforehand.
- Ss should finish the project in
class, assign groups in the previous
lessons.

*********************************************
Preparing date: 14/ 9/ 2023
Week 3
Period 9

UNIT 1: HEALTHY LIVING
LESSON 1: GETTING STARTED
A. OBJECTIVES By the end of this unit, students will be able to gain the following
things:
I. Knowledge:
- To introduce topic of the lesson Healthy living.
- To practice listening and reading.
- Use the lexical items related to the topic Healthy living.
- Identify and talk about the daily activities and decide if they are good or bad for health.
- Write a paragraph of some advice to avoid viruses.
+ Vocabulary:
- Use the words about healthy activities and health problems
- Pronounce the sounds /f/ and /v/ correctly.
9

+ Grammar:
- Recognise and write simple sentences
II. Competences
1. Generic competences
a. Self-management and self-study competences.
- Learn some vocabulary items related to the topic Healthy living.
b. Communication and collaboration competences.
- Talk about how to deal with some health problems
- Collaborate and work in groups effectively.
c. Prolem-solving and creativity competences.
- Be able to solve tasks in the lesson.
2. Specific competences
a. Students talk about what they like doing for pleasure in their free time.
b. Students will be able to practice listening and reading the conversation between Trang and
Ann about Hobbies for details.
c. Remember vocabulary items related to hobbies.
d. Practise using the vocabulary items related to hobbies by asking and answering about their
classmates' hobbies.
III. Qualities
1. The love of living things.
2. The awareness about importance of healthy living.
3. Be ready to talk about Healthy living.
4. Know some daily activities whether good or bad for health.
B. TEACHING AIDS
1.Teacher: textbook, laptop, projector, sachmem, videos.
2. Students: textbook, Student's book, pens.
C. CARRYING OUT
Class
Teaching date
7A3
7A4
7A5
D. PROCEDURES
ACTIVITY 1: WARM UP- (5')
* Objectives:
- II-1b, 1c, 2a, III- 1,3
- Review self- introductions of the students.
- Identify the knowledge Ss have about the topic.
- Draw students' attention and generate Ss' interest.
Content - Performance
Outcome
+ Greeting
+ Greeting + Revision
+ Revision
- T_Ss
- Review the previous unit before Ss open their - Students (Ss) listen and learn how to
books.
introduce themselves.
10

Content - Performance
- Organise a short vocabulary game to revise the
words Ss learnt in Unit 1. For example, T can show
pictures of different hobbies and Ss say the words,
or T says a verb (e.g. build) and Ss say the nouns
going with it (e.g. a dollhouse, a model, etc.).
- Lead to the new unit. Write the unit title Healthy
Living on the board.
- Ask Ss to guess what they are going to learn about
in this unit. Then write healthy activities and health
problems and ask Ss to give any words or phrases
they know related to them.
- Ask Ss to open their book to page 24 - 25 and
introduce what they are going to study….

Outcome
- Introduce themselves
+ Students (Ss) listen and learn how
to do the tasks.
+ build : a dollhouse, ...
+ make : a model...
+ collect: dolls, coins...
- Answer the teacher's questions

- Open their book and write .

ACTIVITY 2: VOCABULARY (12')
* Objectives: II- 1a. b, c, 2 b, c; III- 1, 2, 3.
Content - Performance
Outcome
Listen and read:
1. Vocabulary
1. Teach vocabulary:
- health /helθ/ [N] the condition of a
+ Teacher uses different techniques to teach person's body or mind : sức khỏe
vocab (situation, realia, translation.)
We are both in excellent health.
+ Follow the seven steps of teaching vocab.
- healthy living /ˈhelθi ˈlɪvɪŋ/ [N Phr.] a
+ Check vocabulary.
way of living that LOWERS THE RISK of
+ Take note
being seriously ill or dying early: sống
khỏe mạnh
Healthy living is more than simple daily
habits; it's a lifestyle.
- healthy activities /ˈhelθi ækˈtɪvətiz/ [N
Phr.] popular ways to be active can be done
at any level of skill and for enjoyment by
everybody: hoạt động lành mạnh
Walking, cycling, wheeling, sports, active
recreation and play are healthy activities.
- problem /ˈprɒbləm/ [N] a thing that is
difficult to deal with or to understand: vấn
đề
She has a lot of health problems.
- boat /bəʊt/ [N] a vehicle (smaller than a
ship) that travels on water, moved by oars,
sails or a motor: thuyền
You can take a boat trip along the coast.
- popular /ˈpɒpjələ(r)/ [adj] liked or
11

Content - Performance

Outcome
enjoyed by a large number of people :được
ưa chuộng; phổ biến
Ha Long Bay is a popular tourist
destination.
- fresh /freʃ/ [adj] (usually of food) recently
produced or picked and not frozen, dried or
preserved in tins or cans: tươi, mới
Eat plenty of fresh fruit and vegetables.
- bring /brɪŋ/ [V] to come to a place with
somebody/something: mang
Don't forget to bring your books with you.
- suncream /ˈsʌn kriːm/ [N] cream that you
put on your skin to protect it from the
harmful effects of the sun: kem chống
nắng
Remember to put suncream on your skin
before you go out.
- sunburn /ˈsʌnbɜːn/ [N] the condition of
having painful red skin because you have
spent too much time in the sun: bị cháy
nắng
He was taken to hospital suffering from
severe sunburn.

ACTIVITY 3: PRACTICE (17')
* Objectives: II- 1a, b, c, 2a, c, d; III- 1, 2, 3
Content - Performance
Outcome
2. What are Mark and Mi talking about?
2. What are Mark and Mi talking about?
- Ask Ss to answer without reading the
- T_Ss
conversation again.
- Work independently.
- Ask them to explain why they did not
- Give the answers
choose the other two options. Then confirm
the correct answer.
- Key: B
- Key: B
Set the context: Have Ss look at the - Listen carefully and read aloud.
conversation and the picture and answer
some questions, e.g. What might Mi and
Mark be talking about? Where are the people
in the picture? What are they doing? Are
they healthy activities? Encourage Ss to
answer, but do not confirm their answers.
- Play the recording twice for Ss to listen and
12

Content - Performance
read along. Then invite some pairs of Ss to
read the conversation aloud.
- Refer to the questions previously asked.
Confirm the correct answers: Mi and Mark
are talking about the picture. They are at
Yen So Park. They are boating, exercising,
fishing, and walking. The activities are
healthy. They also mention some things (hat,
suncream) they need to avoid a health
problem (sunburn).
- Call on some groups of Ss to read the
conversation aloud.
3. Write a word or phrase from the box
under its picture.
Ask Ss to read the words / phrase (and find
where they appear in the text if necessary)
and look at the pictures. Ask them to write
the correct words / phrase under the pictures.
Then ask Ss to say the words / phrase aloud.
- Make sure they pronounce the words /
phrase correctly.
- Check the answers as a class.
4. Complete each sentence with a word
from the conversation.
- Ask Ss to work independently to fill in each
blank with a word from the conversation.
Allow - Ss to refer to the conversation if
needed.
- If needed, tell them where to find the
words.
- Check the answers as a class.

Outcome

3. Write a word or phrase from the box
under its picture.
- T_ Ss
- Listen to the instructions clearly
- Ss to work independently
- Copy them
Key: 1. sunburn
3. outdoor lunch

2. suncream
4. boating 5. cycling

4. Complete each sentence with a word
from the conversation.
- T_ Ss.
- Ss do themselves
* Key:
1. boating
2. park
3. countryside
4. suncream
5. Health.

ACTIVITIES 4: APPLICATION (6')
* Objectives: II- 1a, b, c, 2; III- 1, 2c, d
Content - Performance
Outcome
5. GAME: Good / bad for health?
5. GAME: Good / bad for health?
Work in groups. Each student names two
- Do the task
daily activities. The class decides whether
* Suggested answers:
each activity is good / bad for health. Give a
Daily
How often Good Bad
reason if possible.
activities
- Allow Ss one minute to think about their
Walking to Every day
√
13

Content - Performance
daily activities and write them down.
- Call on Ss in turn to say aloud one activity.
Other Ss decide whether it is good or bad for
their health.
- If T thinks an answer is not correct, T allows
the class to discuss it before confirming the
answer.

school
Eating
breakfast
Going
swimming
Sleeping
Doing yoga
…

Outcome
Rarely

√

Twice a
√
week
12 hours
per day
Three times
√
a week
…
…

√

…

* Homework:
- Start preparing for the Project of the unit.
Teacher randomly puts Ss in groups of 4 or 5 and asks them to choose a bad habit that the
students in your school often do and think about some tips to change that habit. They have to
find suitable photos or draw pictures to create a poster about it. Students will show their
posters and present their ideas in Lesson 7 – Looking back and Project. (Teacher should check
the progress of students' preparation after each lesson.)
- Prepare: Unit 2: A closer look 1
********************************************
Duyệt kế hoạch, ngày

14

tháng

năm 2023