 Week: 6
 Period: 16

 Class teacher: Lê Huỳnh Tú
 Class: 7A

UNIT 2: HEALTH

Lesson 2.3 – Pronunciation and Speaking (Page 17)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills

- recognize and practice the sound changes in phrase “Do you…?”.
- practice a conversation about health problem and then ask for / give advice.
- ask about someone else's health.
- offer help politely.
1.2. Competences
- improve listening and speaking skills.
1.3. Attributes
- know how to ask for advice and give advice.
- lead a healthy life.
- know how to take care of themselves.
II. TEACHING AIDS AND LEARNING MATERIALS
1. Teacher's aids: Student book and Teacher's book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA
(từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides,
handouts.
2. Students' aids: Student's book, workbook, notebook, handouts.
III. ASSESSMENT EVIDENCE
Performance Tasks
- Listen and notice the sound
changes of the underlined
words.
- Listen and cross out the
sentence doesn't follow the note
in Task a.
- Read the sentences with the
sound changes noted in Task a
to a partner.
- Practice the conversation
between a doctor and a patient.
Swap the roles and repeat.
- Role-play: A doctor is giving
advice to a sick patient, using
questionnaire.

Performance Products

Assessment Tools

- Ss' performance and
answers.

- T's observation.

- Ss' answers.

- T's feedback/Peers'
feedback.

- Ss' performance.

- Ss' performance.
- Ss' performance /
Presentation.

- T's feedback/Peers'
feedback.
- T's feedback/Peers'
feedback.
- T's observation, T's
feedback/Peers' feedback.

- Swap the roles, answer the
questions in the questionnaire
and write down the advice.

- T's observation, T's
feedback/Peers' feedback.

- Ss' performance /
Presentation.

IV. PROCEDURES
A. Warm up: (5')
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention
at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps.
b) Content: Introduce the phrase: “Do you…?”
c) Expected outcomes: Ss have good preparation for the new lesson.
d) Organization of the activity:
TEACHER'S ACTIVITIES
 Option 1:
- Play a video clip with a lot of questions beginning with
“Do you…?”
- Have watch, listen and pay attention to the way he sings:
“Do you…?”
- Call Ss to make comment on the way the singer sings:
“Do you…?”
- Give feedback and lead to the new lesson: sound change
in the phrase: “Do you…?”

STUDENTS' ACTIVITIES
- Listen and watch, pay attention to the way
the singer sings: “Do you…?”.
- Give answers.
- Listen.

*Link: https://www.youtube.com/watch?v=frN3nvhIHUk
 Option 2:
- Divide class into 4 groups.
- Have Ss in each group write as many as possible
questions beginning with “Do you…?.
- Set a limit time (about 2-3 minutes).
- Have 4 group representatives write answers on the board,
or hang their extra-boards on the main board to check.
- Check Ss' answers, give feedback and evaluation.
- Announce the winner.
- Give a small present or extra marks to the winner.
Introduce the new lesson: sound change in the phrase:
“Do you…?”
B. New lesson (35')
 Activity 1: Pre-Speaking: Pronunciation (8')

- Take part in the class activity in groups.

- Listen.

a) Objective: Introduce sound change in the phrase: “Do you…?”
b) Content:
- recognize the sound change in the phrase: “Do you…?”
- listen and check, find mistakes.
- practice.
c) Expected outcomes: Ss distinguish sound change in the phrase: “Do you…?”and use it naturally in their speaking.
d) Organization of the activity:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Task a + b. Notice the sound changes of the
underlined words.

- Listen.
- Play the recording (CD1, track 21) using DCR.
- Ask Ss to listen and notice how sound changes of the
underlined words.
- Play the recording again, have Ss listen and repeat
with a focus on the pronunciation feature.
Task c + d. Listen and cross out the sentence that
doesn't follow the sound feature, then read the
sentences with the sound changes of the phrase “Do
you..?” to a partner.
- Play the recording (CD 1 – Track 22) using DCR,
have Ss listen and cross out the option that doesn't
follow the sound feature in “a”.
- Call Ss to give answers.

- Play the recording again and check answers as a
whole class.
- Then have Ss practice saying the examples with a
partner, using the pronunciation feature.
- Call some Ss to read the sentences in front of the
class.
- Ask Ss to make some more questions with the phrase
“Do you..?” and practice reading them with the right
sound feature of the lesson.

- Listen again and repeat.

- Listen and cross out.
- Give answers.

Answer keys

- Listen again and check.
- Work in pairs.
- Present.
- Give answers.

 Activity 2: While-speaking (21')
a) Objective: Students can ask for advice and give advice.
b) Content:
- Practice the conversation between a doctor and a patient. Swap the roles and repeat.
- Role-play: A doctor is giving advice to a sick patient, using questionnaire.
- Swap the roles, answer the questions in the questionnaire and write down the advice.
c) Expected outcomes: Ss produce the new language successfully and have a good role play.

d) Organization of the activity:
TEACHER'S ACTIVITIES
PRACTICE
Practice the conversation. Swap the roles and
repeat.
- Use DCR to show the task.
- Demonstrate the activity by practicing the role-play
with a student.
- Have pairs practice the conversation.
- Remind Ss the way to offer help politely at the
beginning of the conversation and give + ask for
advice with “should” and “shouldn't”.
- Have Ss swap roles and repeat, using the ideas on
the right.
- Have some pairs demonstrate the activity in front of
the class.
- Give feedback and evaluation.

STUDENTS' ACTIVITIES

- Observe, listen.
- Work in pairs to practice the conversation.

- Swap roles and continue the task.
- Present.

SPEAKING: How Are You Feeling Today?
Task a. Student B, go to page 118 - file 2. Student
A, you're a doctor giving advice to a sick patient.
Ask your patient questions, complete the
questionnaire, and give advice if you need to for
each question.
- Use DCR to show the task.
- Demonstrate the activity by practicing role-play
with a student.
- Have Ss work in pairs.
- Have student B go to page 118 - file 2.
- Have students ask and answer to complete the
questionnaire.
- Have some students share the ideas with the class.
- Observe, give help if necessary.
Task b. Swap roles. Student A, now you're the
patient. Answer the doctor's questions and write
down their advice.
- Have students swap roles and repeat.
- Observe, give help if necessary.
- T may call 1-2 pairs to present their role-play in
front of the class.
- Give feedback and evaluation.

- Observe and listen.

- Work in pairs to ask and answer to complete

the questionnaire.

- Swap roles and repeat.
- Present.

 Activity 3: Production (6')
a) Objective: Help Ss remember questions about health beginning with “Do you…?
b) Content: Retell some questions about health beginning with “Do you…?” that the doctor uses to ask his / her
patient.
c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing.

d) Organization of the activity:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Extra Task. Retell some questions about health
beginning with “Do you…? that the doctor uses
to ask his / her patient.
- Have Ss close all books and notebooks.
- Ask Ss to retell some questions about health
beginning with “Do you…?” that the doctor uses to
ask his / her patient.
- Pay attention to the way to pronounce the sound
change in the phrase “Do you…?”.
- Give feedback and evaluation.

- Close all books and notebooks.
- Remember and retell.
- Give answers.
- Listen.

C. Consolidation and homework assignments (5')
* Consolidation:

* Homework:
- Make 2 questions with the phrase “Do you…?”and practice reading them.
- Complete the questionnaire for those who haven't finished it in class.
- Prepare: Lesson 3 – Listening and Reading (page 18– SB).
- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook
(pages 12 & 13).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn
D. Reflection
a. What I liked most about this lesson today:
…………………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………

 Week: 6
 Period: 17

 Class teacher: Lê Huỳnh Tú
 Class: 7A

UNIT 2: HEALTH

Lesson 3.1 - Listening and Reading (Page 18)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- talk about healthy and unhealthy food.
- practice listening and understanding general and specific information about food in cafeteria.

- read a request letter for gist and detail.
1.2. Competences
- improve communication, collaboration, analytical and critical thinking skills.
1.3. Attributes
- choose healthy food for themselves.
- lead a healthy life.
II. TEACHING AIDS AND LEARNING MATERIALS
1. Teacher's aids: Student book and Teacher's book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA
(từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides.
2. Students' aids: Student's book, workbook, notebook.
III. ASSESSMENT EVIDENCE
Performance Tasks
- Speaking: What food and
drinks can you buy at your
school? Which are healthy and
unhealthy?
- Listen to an interview with
James Olive. Where is the
interview taken place?
- Listen again and circle the
correct answer.
- Read Tony's letter and circle
who you think Mrs. Clancy is.
-Read again and circle the
correct answer.
-Speaking: What can you buy
in your school cafeteria?

Performance Products

Assessment Tools

- Ss' answers.

- T's feedback.

- Ss' answers.

- T's feedback.

- Ss' answers.

- T's feedback/Peers'
feedback.

- Ss' answers.
- Ss' answers.
- Ss' answers / presentation.

- T's feedback/Peers'
feedback.
- T's feedback/Peers'
feedback.
- T's observation/ DCR and
T's feedback.

IV. PROCEDURES
A. Warm up: (5')
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention
at the beginning of the class by giving enjoyable and short activities as well as to engage them in the follow-up steps.
b) Content: Words about food and drinks.
c) Expected outcomes: Ss have general ideas about food and drinks at the school cafeteria, which they are
going to listen and read in the new lesson.
d) Organization of the activity:
TEACHER'S ACTIVITIES
 Option 1: Let's Talk!
- Use the “Let's talk!” part in the textbook– page 18 for
warm-up activity.

STUDENTS' ACTIVITIES

- Ask Ss to work in pairs to discuss what food and
drinks they can buy at school. Which are healthy and
which are unhealthy.
- Call Ss to share their answers with the whole class.
- Give feedback and evaluation.

- Work in pairs to discuss.
- Present.

Suggeted answers
- Healthy food / drinks: bread, mineral
water, …
- Unhealthy food / drinks: burger,
chocolate, chips, crisps, snack, soda…

- Lead to the new lesson.
 Option 2:
- Use some real pictures taken from school canteen to
show to Ss.
- Have Ss look at the pictures of their own canteen /
cafeteria to talk about what food and drinks they can
buy there.
- Ask Ss to state which are healthy and which are
unhealthy.
- Call some Ss to share their ideas with the whole class.
- Give feedback and evaluation.
- Lead to the new lesson.

- Look and discuss.

- Give answers.
- Present.
- Listen.

B. New lesson (35')
 Activity 1: Listening (17')
a) Objective: Students can develop their listening skill.
b) Content: Listening to an interview with James Olive about food and drinks.
c) Expected outcomes: Students can practice listening and understanding general + specific information about food
and drinks.
d) Organization of the activity:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Task a. Listen to an interview with James Olive.
Where is the interview taking place?
- Use DCR to show the task.
- Have Ss read the questions and guess the answers.
- Play audio (CD1 - Track 23).
- Have Ss listen and choose the correct answers.
- Call Ss to give answer, explain.
- Check answers as a whole class using DCR.

Task b. Now, listen and circle.
- Use DCR to show the task.
- Have Ss read through the content of Task b first.
- Play the audio again (CD1 - Track 23).
- Have Ss listen and circle the correct answers.

- Read.
- Listen and choose the correct answers.
Answer keys

- Read.
- Listen and circle the correct answers.
- Exchange answers.

- Have Ss check answers with their partners.
- Call Ss to give answers, explain.
- Check answers as a whole class using DCR.

- Give answers.

Answer keys

 Activity 3: Reading (18')
a) Objective: Students can develop their reading skill.
b) Content: Read a request letter and circle the correct answers.
c) Expected outcomes: Students can read a request letter for gist and detail, and they can talk about the food and
drinks at their school canteen / cafeteria.
d) Organization of the activity:
TEACHER'S ACTIVITIES
Task a. Read Tony's letter and circle who you
think Mrs. Clancy is.
- Use DCR to show the task.
- Have Ss read the question and guess the answer.
- Ask Ss to read the letter quickly and circle the
correct answer.
- Call 1 S to give answer.
- Check answers as a whole class using DCR.

STUDENTS' ACTIVITIES

- Read and guess.
- Scan the letter for general idea.
- Give answer.

Answer keys

Task b. Now, read and circle the correct answer.
- Have DCR to show the task.
- Have Ss read the questions and underline the key
words.
- Have Ss read the letter again and answer the
questions.
- Have Ss check their answers with a partner.
- Call Ss to give answers.
- Check answers as a whole class using DCR.

- Read and underline the key words.

Task c. Speaking: In pairs: What can you buy in
your school cafeteria?

- Discuss in pairs.
- Present.

- Read the letter again for detail.
- Exchange answers.
- Give answers.
Answer keys

- Have Ss discuss the questions in pairs.
- Call Ss some s to share their answers with the
whole class.
- Give feedback and evaluation.
C. Consolidation and homework assignments (5')
*Consolidation:
- Vocabulary: Healthy food: fruit, mineral water, egg, bread, mineral …
*Homework
- Practice talking about the food and drinks in your school canteen or cafeteria.
- Do the exercises in WB: Listening and Reading (page 12).
- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 14).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn
- Prepare: Lesson 3 – Writing and Speaking (page 19 – SB).
D. Reflection
a. What I liked most about this lesson today:
…………………………………………………………………………………………
c. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………
 Week: 6
 Period: 18

 Class teacher: Lê Huỳnh Tú
 Class: 7A

UNIT 2: HEALTH

Lesson 3.2 – Speaking and Writing (Page 19)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- study format of a request letter.
- discuss healthy food (food which help Ss to study better).
- write a request letter to ask for better food in the school cafeteria.
1.2. Competences
- improve communication, collaboration, writing and critical thinking skills.
1.3. Attributes
- choose healthy food for themselves.
- lead a healthy life.
- make a polite request for better things in everyday life.
II. TEACHING AIDS AND LEARNING MATERIALS

1. Teacher's aids: Student book and Teacher's book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA
(từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides.
2. Students' aids: Student's book, workbook, notebook.
III. ASSESSMENT EVIDENCE
Performance Tasks
- Speaking: Look at the pictures.
Discuss which foods you think
would help you study better.
Why or why not? Can you buy
any of these at your school?
- Complete the table about your
school.
- Writing: Read about writing
request letters. Then, read
Tony's letter again and fill in the
labels.
- Number the sentences (1-7).
Use the skill box.
- Write a letter to your school's
principal asking for better food
in your cafeteria.

Performance Products

Assessment Tools

- Ss' answers.

- T's feedback.

- Ss' answers.

- T's observation/ DCR.

- Ss' answers.

- T's feedback/Peers'
feedback.

- Ss' answers.
- Ss' answers/ presentation.

- T's feedback/Peers'
feedback.
- T's observation and feedback.

IV. PROCEDURES
A. Warm up: (5')
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention
at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps.
b) Content: Food names / Introduce: Request.
c) Expected outcomes: Ss remember names of some food that they are going to talk about in the lesson.
d) Organization of the activity:
TEACHER'S ACTIVITIES
Option 1:
- Divide class into groups.
- Give Ss a list of food.
- Have Ss work in groups to divide foods into 4 groups:
vegetables, fruit, dairy and protein.
- Ask Ss in 4 groups to give answers.
- Ask Ss extra question: Which food is good for your
brain?

- Have Ss give answers.
- Give feedback and evaluation.
- Lead to the new lesson.
*Suggested food list: lettuce, banana, cheese, apple,
broccoli, yoghurt, egg, butter, ham, carrots,
watermelon, milk, potatoes, beef, cream, pork, guava…

STUDENTS' ACTIVITIES

- Take part the games in groups.
- Give answers.
- Listen.

Answer keys
- Vegetables: lettuce, broccoli, carrots,
potatoes
- Fruit: banana, apple, watermelon, guava

- Dairy: cheese, yoghurt, butter, milk,
cream
- Protein: egg, ham, beef, pork, …

 Option 2: Game: Wheel of Fortune
- Have Ss play the game: Wheel of fortune.
- Design the game, have some voluntarily Ss spin the
wheel and say a letter in English alphabet. If this letter is - Take part in the game.
included in the key word, he / she will receive the thing
in the wheel where the arrow stops. If he / she gets the
wrong answer, T calls another one.
- Call Ss to spin and guess letters until the keyword is
Keyword: REQUEST
opened.
- The first S to give the right keyword will be the
winner.
- Give feedback.
Lead to the new lesson: Introduce “REQUEST” 
- Listen.
request letter.

B. New lesson (35')
 Activity 1: Pre-Writing (Speaking) (10')
a) Objective: Ss prepare for what they are going to write about.
b) Content:
- Speaking: Look at the pictures. Discuss which foods you think would help you study better. Why or why not? Can
you buy any of these at your school?
- Complete the table about your school.
c) Expected outcomes: Ss know more vocabularies about food and apply the language from speaking to their writing.
d) Organization of the activity:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Task a. Look at the pictures. Discuss which foods
you think would help you study better. Why or
why not? Can you buy any of these at your school?
- Use DCR to show the task.
- Have Ss observe the pictures, then work in pairs to
- Look and discuss.
which foods you think would help you study better,
explain for their answers.
- Have some Ss share their ideas with the class.
- Give answers.
- Give feedback and evaluation.
Task b. Complete the table about your school
- Use DCR to show the task.
- Have Ss complete the table about their school.

- Complete the table.

- Go round and give help if necessary.
- Have some pairs share their ideas with the class.
- Give feedback and evaluation.

- Present.

 Activity 2: While - Writing (20')
a) Objective: Students can develop their writing skill.
b) Content:

- Read about writing request letter. Read Tony's letter (page 18) again and fill in the labels.
- Number the sentences of a request letter.
- Write a request letter to your school's principal asking for better food in your cafeteria.

c) Expected outcomes: Students can write a request letter, using vocabulary about food and polite language.
d) Organization of the activity:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Task a. Read about writing request letter.
Read Tony's letter (page 18) again and fill
in the labels.
- Briefly explain the Writing skill box (using
DCR).
- Have Ss read the Writing skill box and
Tony's letter again (page 18), then fill in the
labels.
- Have Ss check their answers with a partner.
- Call Ss to give answers.
- Check answer as a whole class.

Task b. Number the sentences (1-7) of a
request letter.
- Use DCR to show the task.
- Have Ss read the sentences, then number 17.
- Have Ss check their answers with a partner.
- Call Ss to give answers.
- Check answer as a whole class.

*Let's Write: Now, write a request letter to
your school's principal asking for better
food in your cafeteria. Use the feedback

- Listen.
-Work in pairs.
- Exchange their answers with a partner.
- Give answers.
Answer keys

- Read and number the sentences.
- Exchange answers.
- Give answers.

Answer keys

form to help you.
- Draw Ss' attention to the feedback form
(using DCR).
- Have Ss use their notes in speaking part and
the form of the request letter to write a request
letter to ask for better food in the school
cafeteria.
- Have some Ss write their letter on the board.

- Look and listen.
- Do the writing part.
-Write.

Suggested writing

 Activity 3: Post - Writing (5')
a) Objective: Help Ss realize their mistakes in writing and correct them.
b) Content: Correcting Ss' writings.
c) Expected outcomes: Students know whether their letters follow the model and use the correct structures and
language, whether their writings are interesting and understandable or not.
d) Organization of the activity:
TEACHER'S ACTIVITIES
- Give feedback, correct Ss' mistakes.
- Use the feedback form to give evaluation. Focus
on:
+ the format, the structures.
+ the understandability.
+ the coherence and cohesion.
C. Consolidation and homework assignments (5')
* Consolidation:
- Format of a request letter:

STUDENTS' ACTIVITIES
- Look, listen and correct mistakes.

* Homework
- Remember how to write a request letter.
- Finish the writing part.
- Do the exercises in WB: Writing (page 13).
- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 15).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn
- Prepare: Unit 2 – Review.
D. Reflection
a. What I liked most about this lesson today:
…………………………………………………………………………………………
d. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………

UNIT 1: FREE TIME

Lesson 1.2 - Grammar (Page 5)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- listen to 2 people asking and answering about a free time activity.
- talk about habits or things that happen regularly.
- use the Present Simple correctly.
- write simple sentences about habits.
1.2. Competences
- improve speaking, listening and writing skills.
- improve the use of English.
1.3. Attributes
- take up a useful hobby and spend a suitable amount of time on this hobby.
- build good habits for themselves and kick bad ones.
II. TEACHING AIDS AND LEARNING MATERIALS
1. Teacher's aids: Student book and Teacher's book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA
(từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides,
handouts.
2. Students' aids: Student's book, Workbook, Notebook.

III. ASSESSMENT EVIDENCE
Performance Tasks
- Listen and repeat.
- Fill in the blanks with the
correct form of the verbs.
- Write sentences about habits
using the pictures and prompts.
- Ask your partner about what
they do and don't do in their
free time.

Performance Products

Assessment Tools

- Ss' performance.

- T's feedback.

- Ss' answers.

- T's feedback/Peers'
feedback.
- T's feedback/Peers'
feedback.

- Ss' answers.
- Ss' answers/ presentation.

- T's observation, T's
feedback/Peers' feedback.

IV. PROCEDURES
A. Warm up: (5')
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention
at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps.
b) Content: Jumbled word or rearranging words to make a meaningful sentence.
c) Expected outcomes: Ss review words about hobbies or Ss have general ideas about the grammar point they
are going to study in the new lesson.
d) Organization of the activity:
TEACHER'S ACTIVITIES
- Give greetings.
- Check attendance.
 Option 1: Game “JUMBLED WORD”
- Have Ss rearrange letters to make a meaningful word.
- Call Ss to give answers.
- Check Ss' answers, give feedback and lead to the new
lesson.
1. bbohy
2. deloms
3. moiccs
4. lonnie
5. bouYutre
- Have Ss make sentences, using the words they have just
made.

STUDENTS' ACTIVITIES
- Greet T.

- Take part in the game.
- Give answers (write on the board).
Answers keys
1. hobby
2. models
3. comics
4. online
5. Youtuber
- Read sentences.

- For more vocabulary games, use DHA.
 Lead to the new lesson.
 Option 2: REARRANGING
- Have Ss rearrange the words to make a meaningful English
sentence.
1. do / do / free time / What / you / your / in?
2. play / you / Do / soccer?
3. reading / like / comics / I
4. online / He / on / plays / games / Sundays
5. We / on / like / movies / the / watching / weekends.
- Have Ss read their answers.
- Tell Ss about the grammar point they are going to study in

- Work in pairs.

Answers keys
1. What do you do in your free time?
2. Do you play soccer?
3. I like reading comics.
4. He plays online games on Sundays.
5. We like watching movies on the weekends.

- Give answers.
- Listen.

the new lesson.
Lead to the new lesson.

B. New lesson (35')
 Activity 1: Presentation (10')
a) Objective: Help Ss review Present Simple (form, usage).
b) Content:
- Listen and repeat.
- Review the form and usage of the Present Simple.
c) Expected outcomes: Ss remember the Present Simple and use it in some exercises that follow.
d) Organization of the activity:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Task a. Listen and repeat.
- Have Ss look at the picture (using DCR).
- Look.
- Play audio (CD1 – Track 03) and have Ss listen and
- Listen, then read.
read the speech bubbles.
- Play the audio again and have Ss listen and repeat.
- Listen and repeat.
Grammar box
 Option 1:
- Have Ss look at the grammar explanation (using
DCR).

- Have Ss look at the box and read examples of
different forms.

- Look and read.

- Read.

- Explain more about the form and the usage of the
Present Simple, have Ss pay attention to the negative
and the question form.
Form:
Be:
(+) S + am / is / are + …
(-) S + am / is / are + not + …
(?) Am / Is / Are + S + …
Normal verb: (+) S + V s/es
(-) S + don't / doesn't + V bare infinitive
(?)Do / Does + S + V bare infinitive
Usage: to talk about habits or things that happen
regularly.

- Listen and take notes.

- Have some Ss read aloud the sentences in the
Grammar Box aloud.
- Ask Ss to give more examples using the Present
Simple.

- Read.
- Give examples.

 Option 2:
- Have Ss close books.
- Close all books.
- Give some model sentences, ask Ss to indicate which
tense is being used, then have Ss retell form of the
- Look and answer.
Present Simple.
*Suggested model sentences:
1.I always watch TV after I finish my exercises.
2.We go to the library every Saturday.
3.My father often has a cup of coffee every morning.

- Call Ss to give answers, comment on Ss' answers
- Ask Ss: What are these sentences about?

Expected answer: The sentences are about
habits or activities that happen regularly.

- Then have Ss open the books and read the grammar
box.
- Have Ss give more examples of the Present Simple,
encourage them to make sentences with their own
ideas.
- Give feedback and evaluation.

- Read.
- Give examples.
- Listen.

 Activity 2: Practice (19')
a) Objective: Students can use the “Present Simple for habits” to do the given exercises.
b) Content:
- Filling in the blanks.
- Writing sentences about habits, using the pictures and prompts.
c) Expected outcomes: Students can get used to the use of Present Simple and use it correctly.
d) Organization of the activity:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Task b. Fill in the blanks with the correct form of
the verbs.
- Demonstrate the activity, using the example (using
DCR).
- Have Ss fill in the blanks with the correct form of
the verbs.
- Have Ss work in pairs to check each other's work.
- Have some Ss share their answers with the whole
class.

- Look and listen.
- Work individually.
- Work in pairs.
- Read answers.

Answer keys

- Give feedback, correct Ss' answers if necessary.

Task c. Write sentences about habits, using the
pictures and prompts.
 Option 1:
- Demonstrate the activity, using the example (using
DCR).
- Have Ss write sentences about habits, using the
pictures and prompts, remind Ss to pay attention to
the form (negative, affirmative, or interrogative)
- Have Ss check answers with their partners.
- Call Ss to write answers.
- Check Ss' answers, give feedback.

- Look and listen.
- Work individually.
- Work in pairs.
- Write answers.
Answer keys (use DCR)

- Listen and memorize.

 Option 2:
- Help Ss remember the activities in the pictures
given in the exercise first (using DCR).
- Have Ss work in pairs to give names of activities in
the pictures.
Eg: Picture 1: collect soccer stickers

- Work in pairs.
Expected answers:
Picture 2: bake cakes / bake a cake
Picture 3: play online games
Picture 4: build models
Pi...