UNIT 1: HOBBIES

Lesson 1: Getting started – My favourite hobby

Teacher: ………..
Class:……..
Unit 1: Hobbies
Time allotted: 01 period
Date of preparation: 28 June, 2023
Date of teaching:………..
I. Goals
1. Knowledge
- Gain an overview about the topic Hobbies
- Learn vocabulary to talk about hobbies
2. Core competencies:
- 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. Teaching tools and materials
- Grade 7 textbook
- Computer connected to the Internet
- Projector
III. Procedures:
Activity 1: Brief introduction of the topic
a. Objectives: To help Ss revise the structures they learned
- To activate Ss’ knowledge on the topic of the unit.
- To set the context for the listening and reading part.
b. Content: ask and answer questions.
c. Product: make sentences about hobbies.
d. Implementation process:
#1: T asks Ss about what they like doing in their free time, reminds ss to use the structures they learned from ED last year.
- Structures: to be into/ keen on/ interested in/ fond of.
#2: Ss answer the question individually.
Activity 2: Vocabulary presentation
a. Objectives:
- To provide Ss with vocabulary
- To get Ss well-prepared for the listening and reading tasks.
b. Content:
1. unusual (adj): not normal, not common
2. creativity (n): the ability to produce new ideas
3. dollhouse (n): small-scale toy house for dolls
4. cardboard (n): thick and stiff paper
5. glue (n): a sticky substance used for joining things together
6. making models: making a representation
c. Product: Ss understand the meaning of new words
d. Implementation process:
#1: T introduces the vocabulary.
#2: T explains the meaning of the new vocabulary.
#3: T checks Ss’ understanding of the new words with the “Maze Chase” game.
#4: Ss move the character to match the words with the suitable pictures.
#5: T asks Ss to read aloud the words.
#6: T checks students’ pronunciation and gives feedback.
#7: T reveals that these words will appear in the reading text and asks students to open their textbook to discover further.
Activity 3: Practice
a. Objectives:
- To help Ss prepare for the reading tasks.
- To help Ss get specific information of the text.
b. Content: Reading
c. Product: Ss complete exercise 1 & 2
Answer key:
1. F (She made it herself.)
2. T
3. T
 4. T
5. F (Her lesson starts at 8 a.m.)
d. Implementation process:
#1: T asks Ss to look at the pictures in the book and answer the questions:
#2: Ss answer the questions individually.
#3: T plays the recording. Ss listen and read.
#4: T tells Ss to read the conversation again and work independently to find the answers. T reminds Ss to underline the information
and correct the false statements.
#5: Ss work independently to find the answers.
#6: T has Ss compare the answers in pairs before checking with the whole class.
#7: T checks the answers and gives feedback.
Activity 4: Further practice
a. Objectives: to check Ss’s understanding of the vocabulary and provide some more phrases to talk about hobbies
b. Content: Matching pictures
c. Product: Ss complete Exercise 3
Answer keys:
1. making models 2. riding a horse 3. collecting coins
4. gardening 5. building dollhouses 6. collecting teddy bears
d. Implementation process:
#1: T checks Ss’ understanding of the new words with the “Maze Chase” game.
#2: Ss move the character to match the words with the suitable pictures.
#3: T asks Ss to read aloud the words.
#4: T checks Ss’ pronunciation and gives feedback.
Activity 5: Production
a. Objectives: To encourage Ss to cooperate with friends and put some activities into different categories.
b. Content: Sorting activities and further discussion
c. Product: Ss do Exercise 4 and take part in group discussion
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.)
d. Implementation process:
#1: T shows Ss some phrases about hobbies and asks Ss to categorise the activities.
#2: T explains the categories if needed.
#3: Ss work in groups, discuss the answers.
#4: Ss present their answers by using T’s laptop.
#5: T randomly puts Ss in groups of 4 or 5.
#6: Ss work in groups and make a list of the advantages of each category (doing things, creating things, collecting things).
Activity 6: Wrap-up and homework
T consolidates the main points in Unit 1 GS and assigns homework.
***
 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
For Pronunciatio Meaning Vietnamese equivalent
m n
1. jogging (n) the activity of running at a slow, regular speed,
/ˈdʒɒɡɪŋ / especially as a form of exercise đi / chạy bộ thư giãn

2. coin (n) a small, round piece of metal, usually silver or

/kɔɪn/ 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 - Play the recording, the replay depends on the
and co-operating skills. 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- - To create an active WARM-UP: ASKING QUESTION: 7 mins
UP atmosphere in the class * Teacher asks students some questions about the hobbies: T-Ss
LEAD- before the lesson. 1. What is your favorite hobby?
IN - To lead into the new 2. When did you start your hobby?
lesson. ** Some students are invited to answer. Ss
*** Teacher and students discuss the answers. T-
**** Teacher introduces the lesson. Ss
T-
Ss
VOCABULA To introduce the new VOCABULARY: 15 mins
RY words. * Teacher introduces the vocabulary. T-
** Teacher introduces the vocabulary by: Ss
- providing the pictures T-
- providing the definition of the words. Ss
1. jogging (n)
2. coin (n)
*** Teacher asks students to repeat.
*** Teacher checks students’ understanding with the “Rub out and
remember” technique. T-
Ss
To present some action TASK 1: COMPLETE THE WORD WEBS BELOW WITH THE T-
verbs that go with WORDS FROM THE BOX. (Ex 1, p. 10) Ss
nouns to describe * Teacher has students read the action verbs and match them with
hobbies. suitable words the box. Remind them that a verb can go with more than
one word.
** Teacher asks students to work in pairs and quickly do the task. T-
*** Teacher allows students to peer check first.

Ss
 T-

Ss
Pair
work T-
Ss
 **** Teacher checks and confirms the answers. Then have students add T-Ss
more words that can go with these action verbs.
**** Have students read the Remember! box. Ask them to make some
examples with the verbs of liking and disliking.

Answer key:
go: jogging, swimming (others: go camping, go fishing, go cycling, etc.)
do: judo, yoga (others: do karate, do exercise, do sit-ups, etc.)
collect: dolls, coins (others: collect books, collect watches, collect pencils,
To help students etc.)
practise the verbs of
liking / disliking and TASK 2: COMPLETE THE SENTENCES, USING THE –ING
action verbs. FORM OF THE VERBS FROM THE BOX. (Ex 2, p. 10) T-Ss
* Teacher reminds students about the form of verbs of liking / disliking. Ss
** Have students do this activity individually. Have students read all the
sentences carefully to make sure they understand the sentences. Pair
*** Teacher lets them share their answers in pairs. Invite some students to
give the answers. work
**** Teacher writes the correct answers on the board.
T-Ss
Answer key:
To give further practice 1. collecting 2. going 3. playing 4. making 5. doing
with verbs of liking /
disliking. TASK 3: LOOK AT THE PICTURES AND SAY THE SENTENCES.
USE SUITABLE VERB OF LIKING OR DISLIKING AND THE –
ING FORM. (Ex 3, p. 10)
* Teacher has students look at the pictures in this exercise and say what T-Ss
the person / people is / are doing in each picture.
 - Ask them what the face in each picture means. (A sad face means ‘not
like’ and a happy face means ‘like’.)
- Ask students to look at the example to make sure they understand what Pair
to do. work T-
** Teacher asks students to work in pairs to make sentences. Ss
*** Teacher invites students to share their answers. T-Ss
**** 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.
PRONUNCIATIO - To help students TASK 4: LISTEN AND REPEAT. PAY ATTENTION TO THE 13 mins
N identify how to SOUNDS /Ə/ AND
pronounce the sounds /ɜ:/. (Ex 4, p. 11) T-Ss
/ə/ and /ɜ:/. * Teacher has some students read out the words first.
- To help students - Teacher plays the recording for them to listen and repeat the words they
practise pronouncing hear. Ask them to pay close attention to the two sounds. Play the recording
these sounds in words. as many times as necessary. T-Ss
** 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. T-
*** Teacher invites some students to say some words they know that
include the two sounds. Ss
**** Confirm the correct answers.
T-

Ss
 (Teacher can play the pronunciation guide video of this unit for students to
watch and learn).
To help students T-
pronounce the sounds TASK 5: LISTEN TO THE SENTENCES AND PAY ATTENTION Ss
/ə/ and /ɜ:/ correctly in TO THE UNDERLINED PARTS. TICK (✓) THE APPROPRIATE T-
sentences. SOUNDS. PRACTISE THE SENTENCES. (Ex 5, p. 11) Ss
* Teacher has students quickly read the 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 Ss
sounds. T-
*** Invite some students to share their answers. Ss
**** Confirm the correct ones.

Answer key:

/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.
PRODUCTIO To test students' quick GAME: WHO IS FASTER? 7 mins
N reaction to the targeted * Teacher divides students into groups of four, gives each group a piece of T-Ss
sounds. paper, asks them to write sentences including: hobbie(s) and one of the
sounds /ə/ and /ɜ:/.
- (e.g: Listening to music is a very common hobby.)
** Students play the game. Group
*** Teacher asks each group to hand in their papers and checks, the group work T-Ss
with the most correct sentences is the winner. Teacher invites the winner to
read aloud their sentences.
**** Teacher gives feedback. T-Ss

WRAP-UP To consolidate what Teacher asks students to talk about what they have learnt in the lesson. T-Ss 2 mins
students have learnt in
the lesson.

HOMEWOR To reactivate the Find 3 more words relating to hobbies that have the sounds /ə/ and /ɜ:/. T-Ss 1 min
K knowledge that
students have gained
 UNIT 1: HOBBIES
Lesson 3: A closer look 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the knowledge on present simple tense
2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be encouraged to know more about their classmate’s hobbies
- Develop self-study skills

II. MATERIALS
- Grade 7 textbook, Unit 1, A closer look 2
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis

For Exampl
m e
S + Vinf/ V(s/es) + … I usually collect bottles after use.
Present simple tense
S + don’t/ doesn’t + Vinf + … She doesn’t like swimming.
Do/ Does + S + Vinf + …? Do you like playing board games?
W/H + do/does + S + Vinf + …? What do you often do when you have free time?

Assumptions
Anticipated Solutions
difficulties
1. Ss may not remember the forms of present simple tense. Remind them quickly the forms and use of each tense.

2. Ss may not have sufficient speaking and co-operating Give clear instructions, give examples before letting Ss work
skills. in groups.
Provide feedback and help if necessary.
 Board Plan

Date of teaching
Unit 1: Hobbies
Lesson 3: A closer look 2
*Warm-up
Game: Guessing game
I. Grammar focus
Present simple tense: Review
II. Practice
Task 1: Match the sentences (1 – 5) to the correct uses (a – c).
Task 2: Complete the sentences. Use the present simple form of the verbs.
Task 3: Fill in each blank with the correct form of the verb in brackets.
Task 4: Write complete sentences, using the given words and phrases.
You may have to change the words or add some.
III. Production
Task 5: Game: Sentence race
*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 review some hobbies. Game: Guessing game 5 mins

- To increase Ss’ interest. * T divides the class into 4 teams. T-Ss
- To enhance Ss’ skills ** T calls on a S from each team to go to the board in turn. That S thinks of Group work
of cooperating with a hobby and says the keywords out loud.
teammates. 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. T-
**** Teacher asks students to say the words aloud and makes sure they Ss
pronounce the words correctly. Teacher can ask for translation to check T-
their understanding. Ss

Example:
A: water, grow, flowers, vegetable.
B: Is it gardening?
A: Yes, it is.

LEAD-IN To introduce the targeted T draws Ss’ attention to the form of the sentences created in the game and T-Ss 2 mins
grammar. asks them whether they know the target tense.

PRESENTATI To review the present THE PRESENT SIMPLE: REVIEW 4 mins

ON simple tense. * T has the Ss review the forms and use of present simple before doing the T-Ss
exercises.
** Ss retell the form and the uses of the tense: The present simple. Ss
*** T comments and explains again. T-
Ss
 - 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. T-Ss

PRACTICE To help Ss identify and TASK 1: MATCH THE SENTENCES (1 – 5) TO THE CORRECT 22 mins
remember the uses of the USES (A – C).
present simple. (Ex 1, p. 11) T-Ss
* T asks Ss to do the exercise individually and then check their answers in
pairs. Ss
** Ss do the exercise individually. T-
*** T invites some Ss to share their answers. Ss
**** Confirm the correct answers. T-
Answer key: Ss
1. b 2. a 3. c 4. a 5. b
To help Ss practise the
correct form of the present TASK 2: COMPLETE THE SENTENCES. USE THE PRESENT
simple. SIMPLE FORM OF THE VERBS. (Ex 2, p. 12)
* T has Ss do this exercise individually and then compare their answers with
a partner. Ss-
** T asks some Ss to write their answers on the board.
*** T checks the answers with the whole class. Ask Ss to explain the use of Ss
the tense in each sentence.
**** T confirms the correct answers. Ss
T-Ss

T-Ss
 Answer key:
1. make 2. does … do 3. have
4. doesn’t like 5. Does … start

To give further practice TASK 3: FILL IN EACH BLANK WITH THE CORRECT FORM OF
with the present simple THE VERB IN BRACKETS. (Ex 3, p. 12)
* T has Ss do this exercise in pairs and then compare the answers with Pair
another pair.
** T asks some Ss to write their answers on the board. work T-
*** T checks the answers with the whole class. T asks Ss to explain the use
of the tense in each sentence. Ss
**** T confirms the correct answers. T-

Answer keys: Ss
1. enjoys 2. spends 3. don’t like / do not like
4. go 5. begins 6. don’t enjoy / do not enjoy T-
To give further practice TASK 4: WRITE COMPLETE SENTENCES, USING THE GIVEN Ss
with the present simple. WORDS AND PHRASES. YOU MAY HAVE TO CHANGE THE
WORDS OR ADD SOME. (Ex 4, p. 12)
* T has Ss work in groups to write the sentences. Give each group a
large-size sheet of paper to write.
** Ss work in groups to write the sentences.
*** T has groups cross-check.
**** T sticks some sheets on the board. Comment and confirm the correct
answers.
T-Ss

Group
work
Group
work T-Ss
 Answer key:
1. The sun sets in the west every evening.
2. Do Trang and Minh play basketball every day after school?
3. The flight from Ho Chi Minh City doesn’t arrive at 10:30.
4. Our science teacher starts our lessons at 1 p.m. on Fridays.
5. Do you make models at the weekend / at weekends?
PRODUCTIO - To give Ss a chance TASK 5: GAME: SENTENCE RACE (Ex 5, p. 12) 7 mins
N to apply what they * T divides Ss into groups. Assign a group leader. T-Ss
have learnt. - T writes a verb on the board and have Ss make a sentence with the verb,
- To improve cooperative using the present simple form.
skill. ** The group leader records his / her group’s points. Group
*** T invites group leaders to read aloud the sentences. work T-Ss
**** T comments and announces the winners. T-Ss

WRAP-UP To consolidate what Ss T asks Ss to talk about what they have learnt in the lesson. T-Ss 3 mins
have learnt in the lesson.

HOMEWORK To reactivate & consolidate - Make 3 sentences in the present simple tense. T-Ss 1 min
the knowledge learnt in the - Complete the exercises in the Workbook.
lesson.
 UNIT 1: HOBBIES
Lesson 4: Communication

I. OBJECTIVES
By the end of this lesson, Ss will be able to describe and give opinions about hobbies.
1. Knowledge
- Use the lexical items related to the topic Hobbies
- Talk about likes and dislikes
- Ask and answer about hobbies.
2. Core competence
- Develop creativity and communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be ready to describe and give opinions about hobbies.
- Be interested more about new hobbies.

II. MATERIALS
- Grade 7 textbook, Unit 1, Communication
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
 Assumptions

Anticipated difficulties Solutions

1. Ss may not have sufficient listening skills. - Play the recording many times if necessary.
- Pick some Ss ask and answer the questions.
- Have Ss practise the dialogue in pairs.

2. Some Ss may excessively talk in the class. - Define expectation in explicit detail.
- Give some examples with these verbs.
- Model asking and answering with a student.

Board Plan

Date of teaching
Unit 1: Hobbies
Lesson 4: Communication
*Warm-up
Game: Arrange the following verbs of liking in descending order of preference.
I. Everyday English
Verbs of liking
Task 1: Listen and read the dialogue below. Pay attention to the questions and answers.
Task 2: Work in pairs. Ask and answer questions about what you like and don’t like doing.
II. All about your hobbies
Task 3: Answer the questions. Fill in column a with your answers.
Task 4: Now interview your friend, using the questions in Task 3. Write his / her answers in column B.
Task 5: Compare your answers with your friend’s. Then present them to the class.
*Homework
 Brainstorm some interesting and easy-to-do hobbies.

III. PROCEDURES
Note:
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 Interactio Time

n
WARM-UP - To introduce the topic. GAME: ARRANGE THE FOLLOWING VERBS OF LIKING IN T-Ss 5 mins
DESCENDING ORDER OF PREFERENCE.
LEAD-IN To lead in the targeted - T asks some Ss to make sentences about themselves, using the verbs of T-Ss 2 mins
vocabulary and liking / disliking.
pronunciation. - T introduces the objectives of the lesson: learning how to talk about likes
/ dislikes and about their hobbies.
Let’s find out more ways to give your opinion about something in this
lesson.

EVERYD - To introduce the use of We often use the – ing form after verbs of liking and not liking. T-Ss 10 mins
AY verbs of liking. ⮚ Example: I like going to the cinema.
ENGLIS She hates cleaning the floors.
H - To help Ss practise
talking about likes and Task 1+2: LISTEN AND READ THE DIALOGUE BELOW. PAY
dislikes. ATTENTION TO THE QUESTIONS AND ANSWERS. WORK IN
PAIRS. ASK AND ANSWER QUESTIONS ABOUT WHAT YOU
LIKE AND DON’T LIKE DOING.
(Ex 1, 2, p. 13) T-Ss
* Play the recording for Ss to listen and read the dialogue between Mi and
Ann at the same time.
- Ask Ss to pay attention to the questions and answers. Pair
** Have Ss practise the dialogue in pairs.
- T calls on some Ss to give examples. work T-
*** Teacher and students discuss the answers.
**** Teacher confirms the answers and gives feedback. Ss
T-Ss
 ALL To provide practice with TASK 3: ANSWER THE QUESTIONS. FILL IN COLUMN A WITH 8 mins
ABOUT answering about Ss’ YOUR ANSWERS. (Ex 3, p. 13)
YOUR hobbies. * T asks Ss to work individually and fill in column A T-Ss
HOBBIES ** Ss work individually to do the task. Ss
*** T invites some Ss to share their answers before checking with the T-
whole class. Ss
**** T gives feedback and comments.
T-Ss
Answer key:
Student’s opinions.

To let students further TASK 4: NOW INTERVIEW YOUR FRIEND, USING THE
practise asking and QUESTIONS IN 3. WRITE HIS / HER ANSWERS IN COLUMN
answering about hobbies. B. (Ex 4, p. 13)
 T-Ss
* T asks Ss to take turns being the person who asks the questions. This S
Pair
has to note down his/ her partner’s answers to report to the class later.
work T-
** Ss work in pairs to do the task.
Ss
*** T calls on some Ss to report the answers to the class.
T-Ss
**** T and other Ss give comments.

FUTHE TASK 5: COMPARE YOUR ANSWERS WITH YOUR FRIEND’S. 10 mins

R THEN PRESENT
PRACTI THEM TO THE CLASS. (Ex 5, p. 13)
CE Example:
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
T-Ss
exercising,
Pair work
but Lan does.
* T asks Ss to read the example to understand how to report the answers.
** Ss work in pairs again to compare the answers and prepare a short
presentation.
 *** T invites some Ss to present their work. T-
**** T and other Ss give comments. Ss
T-
Ss
WRAP-UP To consolidate what Ss T asks Ss to talk about what they have learnt and ticked the objectives they T-Ss 3 mins
have learnt in the lesson. can do in the lesson.

HOMEWOR To prepare for the next Brainstorm some interesting and easy-to-do hobbies. T-Ss 1 min
K lesson.
 UNIT 1: HOBBIES
Lesson 5: Skills 1

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

1. Knowledge
- Develop reading skill for general and specific information about Gardening.
- Talk about their hobbies and the benefits of them.
2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Develop presentation skill
- Actively join in class activities
3. Personal qualities
- Understand more about their preference of different types of hobbies
- Develop self-study skills

II. MATERIALS
- Grade 7 textbook, Unit 1, Skills 1
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis

For Pronunciation Meaning Vietnamese equivalent

m
1. outdoor (adj) /ˈaʊtdɔː(r)/ happening outside rather than in a building ngoài trời

2. patient (adj) /ˈpeɪʃnt/ able to wait for a long time or accept annoying kiên nhȁn
behaviour or difficulties without becoming
angry
3. responsibility (n) /rɪˌspɒnsəˈbɪləti/ a duty to deal with or take care of trách nhiệm
somebody/something, so that you may be
blamed if something goes wrong
4. maturity (adj) /məˈtʃʊərəti / (of a person, an animal, or a plant) the state of sự trưởng thành
being fully grown or developed
5. valuable (adj) /ˈvæljuəbl/ very useful or important quý giá, quan trọng, hữu ích

Assumptions
Anticipated difficulties Solutions
1. Ss may lack knowledge about some lexical items. Provide Ss with the meaning and pronunciation of words.

2. Ss may not have sufficient reading, speaking and co- - Let Ss read the text again (if needed).
operating skills. - Create a comfortable and encouraging
environment for Ss to speak.
- Encourage Ss to work in pairs, in groups
so that they can help each other.
 - Provide feedback and help if necessary.

3. Some Ss may excessively talk in the class. - Define expectation in explicit detail.
- Have excessive talking Ss practise.
- Continue to define expectations in small
chunks (before every activity).

Board Plan

Date of teaching
Unit 1: Hobbies
Lesson 5: Skills 1
*Warm-up
List out as many hobbies as possible
I. Reading
Task 1: Work in pairs. Look at the picture and discuss the questions.
Task 2: Read the text about gardening. Match each word in column A with its definition in column B.
Vocabulary:
1. outdoor (adj)
2. patient (adj)
3. responsibility (n)
4. maturity (n)
5. valuable (adj)
Task 3: Read the text again. Complete each sentence with no more than THREE words.
II. Speaking
Task 4: Work in pairs. Match each hobby with its benefit(s).
Task 5: Work in groups. Ask one another the following questions. Then present your partners’ answers to the class.
* Homework
III. PROCEDURES
Note:
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 create an active LIST OUT AS MANY HOBBIES AS POSSIBLE 5 mins

atmosphere in the class * T introduces the objectives of the lesson and asks Ss to list out as many T-Ss
before the lesson. hobbies as possible within 1 minute.
- To lead into the new * Ss work in groups to brainstorm hobbies. Group
lesson. *** Which teams can list out more correct answers wins. work
**** T confirms answers as a class. Group
work T-Ss

PRE- To lead in the reading TASK 1: WORK IN PAIRS. LOOK AT THE PICTURE AND 4 mins
READING skills. DISCUSS THE QUESTIONS BELOW.
* T has Ss look at the picture in the book or show the picture in the book T-Ss
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. Pair
*** T invites some Ss to share their answers. work T-
**** Tell Ss that they are going to read a text about gardening. Ss
T-Ss

WHILE- To help students read to TASK 2: READ THE TEXT ABOUT GARDENING. MATCH EACH 15 mins
READING find some words in WORD IN COLUMN A WITH ITS DEFINITION IN COLUMN B. (Ex
context, and their 2, p. 14) T-Ss
meaning. * T tells Ss what they are going to do.
- T asks Ss how to do the exercise. Elicit answers from Ss.
- If needed, T will tell them to follow these steps:
+ Read the words in column A.
+ Locate each word in the text.
+ Read around the word to get the general meaning.
+ Read the definitions in column B, find the suitable meaning to match
each word.
- T asks Ss to repeat the steps (they can speak in Vietnamese). Ss
** Ss do the exercise individually and then check answers in pairs.
 *** T invites some Ss to share their answers. T-
**** Confirm the correct answers. Ss
T-
Answer key: Ss
1. b 2. e 3. c 4. a 5. d

To develop reading skill TASK 3: READ THE TEXT AGAIN. COMPLETE EACH
for specific information. SENTENCE WITH NO MORE THAN THREE WORDS. (Ex 3, p. 14)
* 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 T-Ss
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 do the exercise individually and then check their answers in
pairs.
*** T invites some Ss to share their answers. Have them explain their
answers.
**** Confirm the correct answers. Ss
– T asks Ss to tell the class the benefits of gardening as mentioned in the Pair
text. work
T-
Answer key:
1. doing things 2. insects and bugs 3. patient Ss
4. join in 5. an hour
T-

Ss
PRE- To help Ss form the ideas TASK 4: WORK IN PAIRS. MATCH EACH HOBBY WITH ITS 5 mins
SPEAKING for their speaking. BENEFIT(S). ONE HOBBY MAY HAVE MORE THAN ONE
BENEFIT. (Ex 4, p. 14) T-Ss
* 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
– Give some examples. Pair
** Ss work in pairs to match the hobby with its benefit(s). Check as the
whole class.
– T asks Ss to name other benefits of these hobbies. work T-
*** Invite some Ss to share their answers.
**** Confirm the answers.
Ss
Answer key: T-Ss
1. c, d
2. b, c
3. a, c, d, e
WHILE- To help Ss use what they TASK 5: WORK IN GROUPS. ASK ONE ANOTHER THE 8 mins
SPEAKI have learnt so far to talk FOLLOWING
NG about hobbies. QUESTIONS. THEN PRESENT YOUR PARTNERS’ ANSWERS TO
THE CLASS. T-Ss
(Ex 5, p. 14)
* Have Ss work in groups to ask and answer the two questions. Group
– Model the answers to the two questions if needed. work T-Ss
** Ss work in groups to ask and answer the two questions.
*** Invite some Ss to share their partner’s answers to the questions. T-Ss
– Invite other Ss to comment on the answers.
**** Comment on Ss’ answers.
POST- - Check Ss’ *T allows Ss to give comments for their friends and vote for the most Ss-Ss 3 mins
READING understanding about the interesting and informative presentation.
AND reading passage. ** Ss do as required. Ss
SPEAKING - To help some Ss *** T calls Ss to share answer. T-
enhance presentation ****T gives feedback and comments. Ss
skill. T-
Ss
WRAP-UP To consolidate what Ss T asks Ss to talk about what they have learnt in the lesson. T-Ss 2 mins
have learnt in the lesson.

HOMEWORK To review the lesson that - T asks Ss to write down their opinion about carving T-Ss 2 mins
they have learnt and eggshells.
prepare for the next - T asks Ss to search for more information about this unique
lesson Skills 2. hobby.
 UNIT 1: HOBBIES
Lesson 6: Skills 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Hobbies
- Listen for specific information about Trang’s hobby
- Write a passage about her hobbies
2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Learn more about their own hobby
- Be encouraged to take up a new hobby if they haven’t had one

II. MATERIALS
- Grade 7 textbook, Unit 1, Skills 2
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
 Language analysis

For Pronunciation Meaning Vietnamese equivalent

m
decorate /ˈdekəreɪt/ to make something look more attractive by trang trí
putting things on it
benefit (n) /ˈbenɪfɪt/ an advantage that something gives you; a helpful lợi ích
and useful effect that something has

Board Plan

Date of teaching
Unit 1: Hobbies
Lesson 6: Skills 2
*Warm-up
Chatting
I. Listening
Task 1: Look at the picture. What hobby is it? Do you think it is a good hobby? Why or why not?
Task 2: Listen and complete the mind map.
II. Writing
Task 3: What is your hobby? Fill in the blanks below.
Task 4: Write a paragraph about your hobby.
* 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- - To prepare Ss for the CHATTING 6 mins
UP listening text. * T asks Ss to answer the question: What will you mention when you talk T-Ss
LEAD- - To lead in the about someone’s hobby?
IN listening tasks. ** Ss work individually to answer the questions. Ss
*** T calls Ss to give answers. T-
**** T gets feedback and write on the board. Ss
**** T leads Ss to the new lesson. T-
Ss
Suggested answers: T-
+ Name of the hobby Ss
+ 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.

T-Ss
PRE- To provide students with VOCABULARY T-Ss 4 mins
LISTENING some lexical items before - Teacher introduces the vocabulary by:
listening the text. + Providing the pictures of the words.
+ Providing the definition of the words.
 1. decorate (v): [visual + explanation]

2. benefit (n): [visual + explanation]

To help Ss understand
and activate their TASK 1: LOOK AT THE PICTURE. WHAT HOBBY IS IT? DO YOU T-Ss
knowledge of the topic. THINK IT IS A GOOD HOBBY? WHY OR WHY NOT? (Ex 1, p. 15)
* T asks Ss to work in pairs to answer the questions.
+ Do you know anything about building dollhouses?
+ Do you think it is a good hobby? Why/ Why not?
 Pair
work Ss-
Ss
T-
Ss
T-
Ss
** Ss work in pairs to answer.
*** Ss share their answers. T monitors and accepts all answers if they
make sense.
*** T explains the way to listen to Trang’s hobby and asks them to guess
and complete the mind map.
+ What is Trang’s hobby? (name of the hobby)
+ When did she start the hobby? Ss
+ Who shares the hobby with Trang?
+ To do this hobby what does Trang have to ?
+ How does she feel about the hobby?
+ Does she intend to continue her hobby in the future ?
**** Ss share their answer.
WHILE- To help Ss develop the TASK 2: LISTEN AND COMPLETE THE MIND MAP. (Ex 2, p. 15) 10 mins
LISTENI skill of listening for * T asks Ss to work individually to listen and complete the word web. T-Ss
NG specific information. ** Ss work individually to listen and complete the word web. Ss
** Ss work in pairs to compare their answers with each other and with the Pair
word / phrase on the board. work
** T plays the recording a second time for pairs to check their answers.
Pair work
 *** T asks Ss to write the answers on the board. T-
**** T checks and corrects. Ss
T-
Suggested answers: Ss
1. dollhouses 2. three / 3 3. cousin
4. a) house b) cloth 5. creative
Audio script – Track 7:
Lan: Today we’ll talk about hobbies. I know that your hobby is building
dollhouses. It’s quite unusual, isn’t it?
Trang: Not really. A lot of girls like
it. Lan: When did you start doing
this?
Trang: Three years ago. I read an article about building dollhouses. I loved
the idea right away.
Lan: Do any of your friends or relatives build dollhouses too?
Trang: Yes, my cousin Mi loves building them too.
Lan: Is it hard to build a dollhouse?
Trang: No, it isn’t. I use cardboard and glue to build the house and make
the furniture. Then I make the dolls from cloth. Finally, I decorate the
house.
Lan: What are the benefits of the hobby?
Trang: Well, I’m more patient and creative now.

**** T gives further comments

T-Ss
POST- To check Ss’ SUMMARIZE THE INFORMATION OF THE LISTENING PART. 5 mins
LISTENING understanding of the * T asks Ss to work in groups of four. T-Ss
listening part. ** Ss work in groups of four. Group
work T-Ss
 **T asks Ss to summarize the information in the listening part and talk
about it. T-
**T helps if necessary. Ss
*** Ss give answers. SS
**** T gives comments and feedback. T-Ss

PRE- - To brainstorm ideas and TASK 3: WHAT IS YOUR HOBBY? FILL IN THE BLANKS 5 mins
WRITING make an outline for Ss’ BELOW. (Ex 3, p. 15) T-
writing. * T tells Ss that they are going to write about his / her hobby. Ss
- To help Ss take notes ** T asks Ss to use the word web as a way to organize their ideas. T-
and make outline for the ** T models with a S (Ex: Lan) Ss
next writing passage. *** Ss work individually to do Task 3. T-S
*** T checks the answer. Ss
**** T give more comments and feedback. T-
Ss
Suggested answers: T-
Lan's hobby: Ss
1. Name of the hobby: collecting waste paper
2. Started: 3 years ago
3. Person who shares he hobby with: Nga
4. To do this hobby Nga has to:
a. collect paper after use
b. make flowers, dishes, toys. boxes...
c. use it for drawing if possible
5. Lan's feeling about the hobby: interesting, useful, protect the
environment
6. Future: continue the hobby
WHILE- To let Ss write about TASK 4: WRITE A PARAGRAPH ABOUT YOUR HOBBY. (Ex 4, 8 mins
WRITING their hobby. p.15) T-Ss
* T asks Ss to write their paragraphs individually based on the information
in their word webs. T-
** Ss listen to the teacher then do the task. Ss
*** T asks one S to write his / her paragraph on the board. T-S
**** T asks Ss to check the writing. T-
**** T gives comments to the students. Ss
POST- To cross check and final T may have students do their writing on large sheets of paper and organize a Ss-Ss 4 mins
WRITING check Ss’ writing. 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.
WRAP-UP To consolidate what Ss Ask Ss to summarize what they have learnt in the lesson. Have Ss look at T-Ss 2 mins
have learnt in the lesson. the objectives written on the board at the beginning of the lesson and tick
the objectives they can do.

HOMEWORK To wrap up and Write about one of your family members’ hobby in about 60 words. T-Ss 1 mins
consolidate what Ss have
learnt in the lesson.
 UNIT 1: HOBBIES
Lesson 7: Looking back & Project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 1
- Apply what they have learnt (vocabulary and grammar) into practice through a project
2. Core competence
- Develop communication skills and creativity
- Develop presentation skill
- Develop critical thinking skill
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be more creative when doing the project
- Develop self-study skills

II. MATERIALS
- Grade 7 textbook, Unit 1, Looking back & Project
- Computer connected to the Internet
- Pictures, A0 paper
- Projector / TV
- sachmem.vn
 Anticipated difficulties Solutions

1. Ss may not have sufficient speaking, writing and co- - Encourage Ss to work in pairs, in groups
operating skills when doing the project. so that they can help each other.
- Provide feedback and help if necessary.

2. Some Ss may excessively talk in the class. - Define expectation in explicit detail.
- Have excessive talking Ss’ practice.
- Continue to define expectations in small
chunks (before every activity).

Board Plan

Date of teaching
Unit 1: Hobbies
Lesson 7: Looking back & Project
*Warm-up
Game: Guessing game
I. Looking back
Task 1: Complete the sentences with appropriate hobbies.
Task 2: Write true sentences about you and your family members.
Task 3: Use the present simple form of each verb to complete the passage.
Task 4: Change the sentences into questions and negative ones.
II. Project
Hobby poster
*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 revise the vocabulary GAME: GUESSING GAME 3 mins

related to the topic and * T divides the class into two big groups. T-Ss
lead in the next part of - Ss take turns to think of a hobby for your partner to guess.
the lesson. - Their partner can ask up to 10 yes / no questions and he / she can only
- To enhance Ss’ skills answer with a 'yes’ or 'no’.
of cooperating with - Time allowance: 3 minutes
team mates. 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 T-Ss
has the quicker and correct answer will get one point. The group with
more points is the winner. Group
** Ss work in groups to do the task.
*** Ss give answer. work T-Ss
**** T monitors and gives feedback.

LOOKING To help Ss revise the TASK 1: COMPLETE THE SENTENCES WITH APPROPRIATE 17 mins
BACK vocabulary items they HOBBIES. (Ex 1, p. 16)
have learnt in the unit * Have Ss do this activity individually then compare their answers with T-Ss
their partners.
 ** Ss do this activity individually. Ss
*** Ask for Ss’ answers or ask one student to write his / her answer on the T-
board. Ss
**** Confirm the correct answers.
T-Ss
Answer key:
1. collecting coins 2. doing judo 3. making models
4. gardening 5. playing football

To help Ss revise TASK 2: WRITE TRUE SENTENCES ABOUT YOU AND

vocabulary relating to YOUR FAMILY MEMBERS. (Ex 2, p. 16)
hobbies. * T has Ss write true sentences about them and their family members.
** Ss write true sentences about them and their family members. T-Ss
*** T asks them to share their answers with a classmate. Ss
**** T invites some Ss to write their sentences on the board. T and other T-
Ss comment Ss
T-
To help Ss revise TASK 3: USE THE PRESENT SIMPLE FORM OF EACH VERB TO Ss
the present simple. COMPLETE THE PASSAGE. (Ex 3, p. 16)
* Ask Ss about the uses of the present simple that they have learnt in the
unit.
** Have Ss do this exercise individually.
*** Have compare their answers with a partner. Call on some Ss to give T-Ss
the answers.
**** Confirm the correct answers and write them on the board. Ss
Pair
Answer key: work
1. loves 2. has 3. enjoys 4. don’t like
T-Ss
 5. is 6. is 7. go 8. begins
To help Ss revise the TASK 4: CHANGE THE FOLLOWING SENTENCES INTO
present simple in QUESTIONS AND NEGATIVE ONES. (Ex 4, p. 16)
questions and negative * Have Ss do this exercise individually then compare their sentences with a T-Ss
sentences. partner.
** Ss do this exercise individually. Ss
*** Invite some Ss to read their answers aloud. T-
**** Give feedback. Ss
T-
Answer key: Ss
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.

PROJECT To allow Ss to apply HOBBY POSTER 22 mins

what they have learnt * Ask Ss to read the instructions again (T has already assigned the project T-Ss
(vocabulary and since the first lesson of the Unit and check their progress after each Group work
grammar) into practice lesson). Let students have some time to check their posters for the final
through a project. time and make any adjustments if neccessary. Team work
 ** T has groups show their posters and present the hobbies to the class.
Remember to have the “show and tell” session and vote for the best poster. Ss-
*** Students vote for the best poster. Ss
**** Teacher gives feedback. T-
Ss

WRAP-UP To consolidate what Ss T asks Ss to talk about what they have learnt in the lesson. T-Ss 2 mins
have learnt in the lesson.

HOMEWORK To prepare for the next Prepare for the next lesson: Unit 2 – Lesson 1: Getting started. T-Ss 1 min
lesson.

* Pictures' source: From Internet