Giáo án Tiếng Anh Lớp 7 - Chương trình học kì I (Sách mới)

UNIT 1: HOBBIES
Lesson 1: Getting started – My favourite hobby
I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- An overview about the topic Hobbies 
- Vocabulary to talk about hobbies
2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Love talking about their hobbies
II. MATERIALS 
- Grade 7 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards	
- sachmem.vn
Language analysis 
Form
Pronunciation
Meaning
Vietnamese equivalent 
1. unusual (adj) 
/ʌnˈjuːʒuəl/
different from what is usual or normal
khác thường 
2. creativity (n) 
/ˌkriːeɪˈtɪvəti/
the ability to produce or use original and unusual ideas
sự sáng tạo 
3. dollhouse (n) 
/ˈdɒlhaʊs/
a toy that is a very small house, often with furniture and small dolls in it
nhà búp bê
4. cardboard (n) 
/ˈkɑːdbɔːd/
​stiff material like very thick paper, often used for making boxes
bìa các tông
5. glue (n) 
/ɡluː/
a sticky substance that is used for joining things together
keo dán, hồ
6. making models
/ˈmeɪkɪŋ ˈmɒdlz/
making a representation of something, usually on a smaller scale
làm mô hình
Assumption
Anticipated difficulties
Solutions
Ss may lack experience of group / team work.
Encourage Ss to work in groups so that they can help one another.
Give short, clear instructions, and help if necessary.
Board Plan
Date of teaching
Unit 1: Hobbies
Lesson 1: Getting started
*Warm-up
Asking questions
I. Vocabulary
1. unusual (adj) 
2. creativity (n) 
3. dollhouse (n) 
4. cardboard (n) 
5. glue (n) 
6. making models 
II. Practice
Task 1: Listen and read.
Task 2: Read the conversation again and write T (True) or F (False).
Task 3: Write the words and phrases from the box under the correct pictures. Then listen, check, and repeat.
Task 4: Work in pairs. Write the hobbies from 3 in the suitable columns.
III. Production
Task 5: Game: Find someone who
*Homework
III. PROCEDURES
Notes:
In each activity, each step will be represented as following: 
* 	Deliver the task
** 	Implement the task
*** 	Discuss
**** 	Give comments or feedback
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
To activate Ss’ knowledge on the topic of the unit.
To set the context for the listening and reading part.
To enhance Ss’ skills of cooperating with team mates. 
Asking question:
* T asks Ss about what they like doing for pleasure in their free time. 
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?
** Ss answer the question individually.
*** T sets 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.
T-Ss
S
T-Ss
T-Ss
3 mins
PRESENTATION
(VOCAB – 
PRE-TEACH)
- To provide Ss with vocabulary.
- To help Ss well-prepared for the listening and reading tasks.
VOCABULARY
* Teacher introduces the vocabulary.
** Teacher explains the meaning of the new vocabulary by pictures.
1. unusual (adj) 
2. creativity (n) 
3. dollhouse (n) 
4. cardboard (n) 
5. glue (n) 
6. making models
*** Teacher checks students’ understanding with the “Rub out and remember” technique. 
**** Teacher checks students’ pronunciation and gives feedback. Teacher reveals that these four words will appear in the reading text and asks students to open their textbook to discover further.
T-Ss
T-Ss
T-Ss
T-Ss
3 mins
PRACTICE
To have Ss get to know the topic.
To have Ss get specific information of the text.
To introduce some vocabulary items related to hobbies.
To give Ss a chance to cooperate with others to memorize the spelling of hobbies.
TASK 1: LISTEN AND READ. (Ex 1, p. 8)
* Teacher asks 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?
- Ss answer the questions in pairs.
** Teacher plays the recording twice. Ss listen and read.
*** Teacher checks Ss’ prediction. T calls 3 Ss to read the conversation aloud.
**** Teacher check students’ pronunciation ad give feedback.
TASK 2: READ THE CONVERSATION AGAIN AND WRITE TRUE (T) OR FALSE (F). (Ex 2, p.9)
* Teacher tells Ss to read the conversation again and work independently to find the answers. Remind Ss to underline the information and correct the false statements.
** Ss work independently to find the answers.
*** Teacher has Ss compare the answers in pairs before checking with the whole class.
**** Teacher checks the answers as a class and gives feedback.
Answer key:
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 asks Ss to name the pictures.
** T has Ss work individually to match the words and phrases in the box with the pictures. Have them compare their answers with a partner. Then ask for Ss’ answers. Quickly write their answers on the board without confirming the correct answers.
*** T has 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.
**** Teacher checks the answers as a class and gives feedback.
Answer keys:
1. making models 2. riding a horse 3. collecting coins
4. gardening 5. building dollhouses 6. collecting teddy bears
TASK 4: WORK IN PAIRS. WRITE THE HOBBIES FROM 3 IN THE SUITABLE COLUMNS. (Ex 4, p.9)
* Have Ss work in pairs and complete the table.
** Ss work in pairs and complete the table.
*** Teacher allows students to share answers before discussing as a class.
**** Write their answers on the board. Have Ss add more words to the table.
Answer key:
+ doing things: riding a horse, gardening (others: travelling, skiing, doing yoga, etc.)
+ making things: making models, building dollhouses (others: painting, making pottery, etc.)
+ collecting things: collecting coins, collecting teddy bears (others: collecting toys, collecting books,etc.)
T-Ss
T-Ss
Ss
T-Ss
T-Ss
Ss
Pair work
T-Ss
T-Ss
Ss
T-Ss
T-Ss
T-Ss
Pair work
T-Ss
T-Ss
4 mins
5 mins
8 mins
5 mins
PRODUCTION 
To help Ss practise using the vocabulary items related to hobbies.
TASK 5: GAME: FIND SOMEONE WHO (Ex 5, p.9)
Work in groups. Ask as many classmates as you can about which hobbies they like. Use the question ‘Do you like?’.
In the table below, write your classmates’ names beside the activities they like. 
* T lets Ss to move around the class to ask their classmates about their favourite hobbies in 3-5 minutes.
** Ss write the results into the table.
*** Then T asks some Ss to report their results. Whoever has the most names wins.
**** Teacher can ask students to read aloud the full sentences and correct their pronunciation if needed.
Ss-Ss
Ss
T-Ss
T-Ss
11 mins
WRAP-UP
To consolidate what Ss have learnt in the lesson.
T asks Ss to talk about what they have learnt in the lesson.
- An overview about the topic Hobbies 
- Vocabulary to talk about hobbies
T-Ss
2 mins
HOMEWORK
To review the lesson and prepare for the next lesson.
- Name a list of cheap hobbies, expensive hobbies, easy and difficult hobbies.
- Do exercises in the workbook.
- Prepare for Lesson 2 - A closer look 1
- Start preparing for the Project of the unit.
Teacher randomly puts Ss in groups of 4 or 5 and asks them to choose a popular hobby among teens and think about its benefits, then discuss to choose what to include. They have to find suitable photos or draw pictures then creat 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.)
T-Ss
2 mins
UNIT 1: HOBBIES
Lesson 2: A closer look 1
I. OBJECTIVES
By the end of this lesson, students will be able to gain:
1. Knowledge: 
- Vocabulary: 
+ The lexical items related to hobbies
+ Verbs of liking and disliking
- Pronunciation: Correctly pronounce words that contain the sounds /ə/ and /ɜ:/
2. Core competence 
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Love talking about their hobbies
- Develop self-study skills
II. MATERIALS
- Grade 7 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards	
- sachmem.vn
Language analysis 
Form
Pronunciation
Meaning
Vietnamese equivalent 
1. jogging (n)
/ˈdʒɒɡɪŋ /
the activity of running at a slow, regular speed, especially as a form of exercise
đi / chạy bộ thư giãn
2. coin (n)
/kɔɪn/
a small, round piece of metal, usually silver or copper coloured, that is used as money
đồng xu
Assumptions 
Anticipated difficulties
Solutions
1. Students may lack experience of group/ team work.
Encourage students to work in groups so that they can help each other.
2. Students may not have sufficient listening, speaking and co-operating skills.
Play the recording, the replay depends on the students’ need and level.
Encourage students to work in pairs, in groups so that they can help each other.
Provide feedback and help if necessary.
Board Plan
Date of teaching
Unit 1: HOBBIES
Lesson 2: A closer look 1
*Warm-up
Asking questions
I. Vocabulary
1. jogging (n)
2. coin (n)
Task 1: Complete the word webs.
Task 2: Complete the sentences, using the –ing form of the verbs from the box.
Task 3: Look and say the sentences. Use suitable verb of liking or disliking and the –ing form.
II. Pronunciation
Task 4: Listen and repeat. 
Task 5: Listen to the sentences. Tick (✓) the appropriate sounds. Practise the sentences.
III. Production
Game: Who is faster?
*Homework
III. PROCEDURES
Notes:
In each activity, each step will be represented as following: 
* 	Deliver the task
** 	Implement the task
*** 	Discuss
**** 	Give comments or feedback
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
LEAD-IN
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
WARM-UP: ASKING QUESTION: 
* Teacher asks students some questions about the hobbies:
1. What is your favorite hobby?
2. When did you start your ho ... exts.
To help students identify the words through different context.
To help students review grammar elements taught in Unit 5: How much, How many, some, a lot of.
To help students review grammar elements taught in Unit 4: more  than, different from, not as  as, the same as.
PRONUNCIATION
Task 1: Circle the word in which the underlined part is pronounced differently. Then listen, check and repeat. (p. 70)
* Teacher writes the sounds /ʃ/ and /ʒ/, /ɒ/ and /ɔ:/, /tʃ/ and /dʒ/on the board. 
- Teacher writes one word containing the sound below each of them. 
- Teacher asks students to read the words aloud.
** Students do the task by reading aloud each group and circling the odd one out.
*** Teacher can invite some pairs of students to read aloud.
**** Teacher check students’ pronunciation ad give feedback.
Answer key:
1. D
2. B 
3. C 
4. B 
5. C
VOCABULARY
Task 2: Match a word in A with a word/phrase in B. Then complete the sentences with the appropriate phrases (p.70)
* Teacher asks ss to read the verbs in A and match them with the nouns in B. Remind ss that they have learnt these phrases in the previous three units. Make sure they remember their meanings.
** Students do this exercise individually.
*** Teacher allows students to share their answers before discussing as a class.
**** Teacher checks the answers as a class and gives feedback.
Answer key:
1. e
2. d
3. a
4. b
5. c
1. play the guitar
2. need some apples
3. perform a classical concert
4. drink juice
5. pass an entrance exam
Task 3: Underline the correct word to complete the sentences (p.70)
* Teacher asks students to work individually to choose the correct words and complete the sentences.
** Students work individually to complete the task.
*** Teacher allows students to share answers before discussing as a class.
**** Teacher asks students to say the sentences aloud and makes sure they pronounce the words and phrases correctly. Teacher can ask for translation to check their understanding.
Answer key:
1. composers
2. apples
3. concert
4. gifted
5. outdoor activities
GRAMMAR
Task 4: Complete the passages about camping. Use the words and phrases from the box (p.70).
* Teacher asks students to work independently to fill in the blanks with the correct words from the box.
** Students work individually to complete the task.
*** Teacher allows students to share answers before discussing as a class.
**** Teacher asks students to say the sentences aloud and makes sure they pronounce the words and phrases correctly. Teacher can ask for translation to check their understanding.
Answer key:
1. How much
2. How many
3. a lot of
4. much
5. some
6. many
Task 5: Complete the second sentence, using the words in brackets (p.70).
* Teacher gives a brief revision of more  than, different from, not as  as, the same as then asks students to do the task individually. 
** Students do the task individually.
*** Teacher allows students to share answers before discussing as a class.
**** Teacher asks students to say the sentences aloud and makes sure they pronounce the words and phrases correctly. Teacher can ask for translation to check their understanding.
Answer key:
1. I think rock and roll is more exciting than classical music.
2. The poster in the gallery is not different from the one in my house.
3. The ticket to the theatre is not as expensive as I expected.
4. The painting in the museum like the one in the gallery.
T-Ss
Ss
T-Ss
T-Ss
T-Ss
Ss
Pair work
T-Ss
T-Ss
Ss
Pair work
T-Ss
T-Ss
Ss
Ss-Ss
T-Ss
T-Ss
Ss
T-Ss
T-Ss
15 mins
20 mins
Wrap-up
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
3 mins
Homework
To prepare vocabulary for the next lesson.
Prepare for Review 2 – Skills.
T-Ss
2 
min
REVIEW 2 (Unit 4+5+6)
Lesson 2: Skills
I. Objectives
By the end of this lesson, Ss will be able to:
1. Knowledge
practice reading for specific information about one’s favourite kind of music;
practice talking about a visit to a lower secondary school;
practice listening for specific information about a meal at a restaurant;
practice writing a paragraph about a meal at a restaurant.
2. Core competence
Develop communication skills and cultural awareness
Be collaborative and supportive in pair work and teamwork
Actively join in class activities
3. Personal qualities
Develop self-study skills
II. Materials 
- Grade 7 textbook, Review 2 - Skills
- Computer connected to the internet
- Projector/ TV/ pictures and cards	
- sachmem.vn
Assumptions 
Anticipated difficulties
Solutions
1. Students may find the lesson boring due to a large number of language exercises. 
Encourage students to work in pairs, in groups so that they can help each other.
Design as many exercises as games as possible.
Provide feedback and help if necessary.
2. Some students will excessively talk in the class. 
Define expectation in explicit detail.
Have excessive talking students practice.
Continue to define expectations in small chunks (before every activity). 
Board Plan
Date of teaching
REVIEW 2 (Unit 4+5+6)
Lesson 2: Skills
* Warm-up
What kind of music?
I. Practice
* Reading
Task 1: Choose the appropriate option (A, B or C) to fill in each gap of the paragraph (p.70).
* Speaking
Task 2: Work in pairs. Imagine you have just visited a lower secondary school. Ask and answer the questions, using the suggestions (p.70).
* Listening
Task 3: Listen to a man talking about his meal at a restaurant and tick the adjectives you hear (p. 70).
Task 4: Listen again and fill in each gap with ONE word (p.70).
* Writing 
Task 5: Write a paragraph of about 60 words about a meal you had at a restaurant (p.70).
* Homework
Procedures
Notes
In each activity, each step will be represented as following 
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To lead in the lesson.
What kind of music?
* Teacher lets ss listen to some pieces of music and asks students to discuss what types of music they are.
** Students raise hands to answer.
*** Teacher and students discuss the answers.
**** Teacher checks the answers as a class.
1. Country music
2. Classical music
4. Rock music
5. Hip hop music
6. Pop music
T-S
Ss
T-Ss
T-Ss
3 mins
Practice
To help students practise reading specific information.
To help students practise asking and answering about a visit to a lower secondary school.
To help students practise listening for specific information.
To help students practise writing a paragraph about a meal in a restaurant.
READING
Task 1: Choose the appropriate option (A, B or C) to fill in each gap of the paragraph (p.70).
* Teacher has ss read the paragraph carefully and decide which option goes with which gap. 
** Students read the text fully and choose the correct answers.
*** Teacher asks students how can they choose the option.
**** Teacher confirms the answers as a class.
Answer key:
1. C 
2. A
3. B 
4. C 
5. A
SPEAKING
Task 2: Work in pairs. Imagine you have just visited a lower secondary school. Ask and answer the questions, using the suggestions (p.70).
* Teacher asks students imagine that they have just visited a lower secondary school so that they can form their own ideas of where the school is, how many teachers and students there are, what school facilities are, what school outdoor activities students do.
Let ss read the questions to focus on the information they are going to answer.
** Students work in pairs, asking and answering the provided questions. 
*** Teacher calls on some pairs to report their answers for the class. Each pair may answer just one question to allow room for more pairs.
**** Teacher checks the answers and add more information if necessary.
LISTENING
Task 3: Listen to a man talking about his meal at a restaurant and tick the adjectives you hear (p. 70).
* Teacher allows ss some time to read the words/adjectives. Check if the words/adjectives are new or not. Check comprehension, if necessary.
Play the recording once.
** Students listen and do the task.
*** Teacher allows students to share answers before discussing as a class.
**** Teacher invite one student to read the words/adjectives they have ticked.
Answer key:
1. ü
2. ü
3. 
4. ü
5. 
Task 4: Listen again and fill in each gap with ONE word (p.70).
* Teacher has ss read the table. Draw their attention to the meanings of the words: starter, main dish, dessert, drink.
Play the recording once or twice for the ss to complete the table.
** Students listen and do the task.
*** Teacher allows students to share answers with their partners before discussing as a class.
**** Teacher invite one student to read the words/adjectives they have ticked.
Audio script
Last weekend, I went to a restaurant near my sister’s home. For a starter, I had a fresh salad. My main dish was fish. I really enjoyed the spices in it. The vegetables were good – very fresh and tasty. For dessert, I had an ice cream. It’s usually delicious but this time it wasn’t very sweet. So, I didn’t eat much. Then I had a glass of juice. I think the meal was OK.
WRITING
Task 5: Write a paragraph of about 60 words about a meal you had at a restaurant (p.70).
* Teacher asks students to read the instruction and allow them some time to read the first sentence of the paragraph to think about the information they need to write.
** Students do the task individually.
*** Teacher go around and check if they are doing the task correctly and offer help if needed.
**** Teacher call one or two volunteers to read aloud the paragraphs. Call for others’ comments.
Suggested paragraph:
Last weekend, my parents and I had a meal at a small restaurant in the centre of town. For a starter, I had a salad. It was fresh. My main dish included rice, beef, and vegetables. The beef was tasty, and the vegetables were fresh. For dessert, I had a big ice cream. Then I drank a glass of orange juice with ice. The meal was great.
T-Ss
Ss
T-Ss
T-Ss
T-Ss
Pair work
T-Ss
T-Ss
T-Ss
Ss
Pair work
T-Ss
T-Ss
Ss
Pair work
T-Ss
T-Ss
Ss
T-Ss
T-Ss
7 mins
8 mins
8 mins
15 mins
Wrap-up
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
3 mins
Homework
To prepare vocabulary for the next lesson.
Prepare for Unit 7 – Getting started.
T-Ss
1 
min