 Week: 8
 Period: 22

UNIT 3: MUSIC AND ARTS

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

Lesson 1.3 – Pronunciation and Speaking (Page 22)

I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- pronoun the sounds /s/ and /z/ of “s” at the end of the verbs.
- ask and answer about whether a person likes a type of music or not.
- conduct a music survey.
1.2. Competences
- improve listening and speaking skills.
1.3. Attributes
- love music.
- relax with music.
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 to the words and focus
on the underlined letters.
- Listen and cross out the word
with the different sound.
- Read the words with the correct
sound to a partner.
- Point, ask and answer.
- Practice with their own ideas.
- Carry out a survey in groups of
4: Fill in the table with your own
information. Put a ✓ if you like
the music or a cross (x) if you
don't, and add an adjective to
give your opinion. Then, ask 3
friends and complete the table.

IV. PROCEDURES

Performance Products

Assessment Tools

- Ss' performance and
answers.
- Ss' answers.

- T's observation.

- Ss' performance.

- T's feedback/Peers' feedback.

- Ss' performance.
- Ss' performance.

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

- Ss' performance /
Presentation.

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

- T's feedback/Peers' feedback.

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: Review adjectives to describe films / review “s” or “es” after verbs spelling.
c) Expected outcomes: Ss remember old knowledge and use them in other speaking activities.
d) Organization of the activity:
TEACHER'S ACTIVITIES
 Option 1:
- Give Ss a list of adjectives, have Ss work in pairs to
divide them into 2 groups: positive and negative.
- Suggested adjective list: boring, interesting, fun,
terrible, exciting, beautiful, frightening, amazing,
incredible, bad, cool, romantic, tragic, violent, great.
- Call Ss to read answers.
- Give feedback.
Lead to the new lesson.
 Option 2: “s” / “es” ending spelling
- Give Ss a list of verbs, have Ss work in pairs to put “s”
or “es” after these verbs, using correct spelling.
- Suggested verb list: learn, study, play, touch, miss,
watch, listen, wash, go, get, do, like, sing, walk, eat,
reply, teach.
- Call Ss to read answers.
- Give feedback.
Lead to the new lesson.

STUDENTS' ACTIVITIES

- Work in pairs, then give answers.
Answer keys

- Positive adjectives to describe films:

interesting, fun, exciting, beautiful,
amazing, incredible, cool, romantic, great
- Negative adjectives to describe films: boring,
terrible, frightening, bad, tragic, violent
- Listen.
- Work in pairs, then give answers.
Answer keys
learns, studies, plays, touches, misses,
watches, listens, washes, goes, gets, does,
likes, sings, walks, eats, replies, teaches.
- Give answers.
- Listen.

B. New lesson (35')
 Activity 1: Pre-Speaking: Pronunciation (10')
a) Objective: Introduce the sound /s/, /z/ of “s” at the end of verbs.
b) Content:
- recognize the sound /s/, /z/ of “s” at the end of verbs.
- listen and check, find mistakes.
- practice.
c) Expected outcomes: Ss distinguish and use the sound /s/, /z/ of “s” at the end of verbs correctly in their speaking.
d) Organization of the activity:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Task a + b. Listen to the words and focus on the
underlined letters.
- Play the recording (CD1, track 26) using DCR.
- Listen.
- Ask Ss to listen and focus on the underlined letters
- Play the recording again, have Ss listen and repeat
- Listen again and repeat.
with a focus on the pronunciation feature.
- Explain more about the tips how to pronounce the
sound /s/, /z/ of “s” at the end of verbs.

*The pronunciation of the final “s” in plural words

and verbs in the third person singular depends on the
final consonant sound before that “s”. The ending is
pronounced /s/ after a voiceless sound, it is
pronounced /z/ after a voiced sound.
- Listen again and take notes.

Task c + d. Listen and cross out the word with the
different sound, then read the words with the
correct sound to a partner.
- Play the recording (CD 1 – Track 27) 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 correct pronunciation feature.
- Call some Ss to read the words in front of the class.
- Ask Ss to find some more English words with an “s”
ending which contains /s/ and /z/ sound.
- Give feedback and evaluation.

- Listen and cross out.
- Give answers.
- Listen again and check.
Answer keys

- Work in pairs.
- Read.
- Give answers.

 Activity 2: While-speaking (20')
a) Objective: Students can talk about whether a person likes a type of music or not, using adjectives to describe it.
b) Content:
- point to the pictures, ask and answer.
- do a music survey about favorite type of music, fill in the table with your own information , then ask 3 friends to
complete the table.
c) Expected outcomes: Ss produce the new language successfully.
d) Organization of the activity:
TEACHER'S ACTIVITIES

PRACTICE
*Point, ask and answer

STUDENTS' ACTIVITIES

- Use DCR to introduce the task.
- Demonstrate the activity by asking and answering
with a student.
- Have pairs take turns pointing, asking, and
answering using the pictures and words in the box.
- Remind Ss to pay attention to the adjectives to
describe film types in the box.
- Have some pairs demonstrate the activity in front of
the class.
SPEAKING: Music Survey
Task a. In fours: Fill in the table with your own
information. Put a tick (✔) if you like the music
or a cross (✘) if you don't, and add an adjective to
give your opinion. Then, ask three friends and
complete the table
- Demonstrate the activity by practicing the activity
with a student.
- Divide the class into groups of 4.
- Have students fill in the table for themselves.
- Have students ask three friends and complete the
table.
- Observe, give help if necessary.

- Observe, listen.
- Work in pairs.

- Present.

- Observe and listen.
- Work in groups of 4.

- Complete the survey.

 Activity 3: Production (5')
a) Objective: Students report to the class about the survey results.
b) Content: Answer: What is the most popular kind of music in your group?
c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing.
d) Organization of the activity:
TEACHER'S ACTIVITIES
SPEAKING: Music Survey
Task b. Answer the question: What is the most
popular kind of music in your group?
- Have students decide which is the most popular
kind of music in their group.
- Have some Ss share their findings with the class.
- Give feedback and evaluation.
C. Consolidation and homework assignments (5')
* Consolidation:

* Homework:
- Practice pronouncing words with “s” endings.

STUDENTS' ACTIVITIES

- Discuss.
- Present.
- Listen.

- Complete the survey for those who haven't finished it in class.
- Prepare: Unit 3 - Lesson 2 – New words and Listening (page 23 – SB).
- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook
(pages 16 & 17).
- 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: 8
 Period: 23

UNIT 3: MUSIC AND ARTS

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

Lesson 2.1 – New words and Listening (Page 23)

I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- know more words about other different types of music (which are unfamiliar with teenagers): blues, reggae,
electronic, RnB, folk (music), heavy metal.
- make plans to go to a music event.
- practice listening to a conversation between three friends about a music event (for general and specific details).
- invite someone to speak.
1.2. Competences
- improve communication, collaboration, and critical thinking skills.
1.3. Attributes
- love other music types in the world.
- be well-organized for planning to do some activities with friends.
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
- Activate some new words

Performance Products
- Ss' answers.

Assessment Tools
- T's feedback.

about music types.
- Match the words with the
description.
- Listen and repeat.
- Ask and answer about each
type of music. Do you like any
of them?
- Listen to three friends talking
about a music event. Where are
they?
- Listen and answer the
questions.
- Speak: What kind of music
concert would you like to go to?
Which band or singer would you
like to see?

- Ss' answers.

- T's observation/ DCR.

- Ss' performance.

- T's feedback/Peers' feedback.

- Ss' answers/ presentation.

- T's feedback/Peers' feedback.

- Ss' answers.

- T's feedback/Peers' feedback.

- Ss' answers.

- T's feedback/Peers' feedback.

- Ss' answers/ presentation.

- T's observation and feedback /
DCR.

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.
RnB.

b) Content: Introduce words about some more music types: electronic, heavy metal, reggae, blues, folk music,
c) Expected outcomes: Ss get to know some new words they are going to study in the lesson.
d) Organization of the activity:
TEACHER'S ACTIVITIES

 Option 1: Match the words with the descriptions.
Listen and repeat.
- Use the “New words” part a.– page 23 for the warm-up
activity.
- Show pictures with description (using DCR), have Ss
look at the pictures and read the description, then match
them with the words in the box (in pairs).
- Call Ss to give answers.
- Give feedback and show correct answers.
- Lead to the new lesson.
- Play the audio (CD1 – Track 28), have Ss listen and
repeat.
- Correct Ss' pronunciation if necessary.

STUDENTS' ACTIVITIES

- Work in pairs.
- Give answers.
- Listen.
- Listen and repeat.

Answer keys

 Option 2: Listen and identify music types
- Find some pieces of music of different music types on
the internet (mp3 files – each file lasts about 15-20
seconds). There are 6 sound files of 6 types: electronic,
heavy metal, reggae, blues, folk music, RnB.
- Play the mp3 sound files, have Ss listen and give
names of music types.
- Call Ss to give answers.
- Give feedback and evaluation.
Lead to the new lesson.

- Listen and guess the names of music
types.

B. New lesson (35')
 Activity 1: Pre-Listening (Vocabulary) (12')
a) Objective: Ss get to know words about music types and state whether they like them or not.
b) Content:
- Vocabulary study (electronic, heavy metal, reggae, blues, folk music, RnB).
- Speaking: Ask and answer about each type of music. Do you like any of them?
c) Expected outcomes: Ss know how to pronounce the new words correctly and use them when talking about music
types.
d) Organization of the activity:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Task a. Match the words with the descriptions.
Listen and repeat.
 Option 1 (If the teacher hasn't used this part for
the Warm-up activity)
- Demonstrate the activity on DCR, using the
- Look and listen.
example.
- Have Ss match the words with the descriptions.
- Work individually.
- Divide class into pairs and have them check their
answers with their partners.
- Work in pairs.
- Call Ss to give answers (read or write).
- Give answers.
- Check answers as a whole class.
- Play audio (CD1 – Track 28). Have Ss listen and
- Listen and repeat.
repeat.
Answer keys
- Correct Ss' pronunciation.



Option 2: Matching (If the teacher has used part
a. for the Warm-up activity)
- Have Ss review the words they have known in the
warm-up activity by matching music types with its
short description.

- Call Ss to read answers.
- Check answers as a whole class.
- Call some Ss to read the words again.
- Correct Ss' pronunciation if necessary.

Task b. In pairs: Ask and answer about each type
of music. Do you like any of them?
- Have Ss work in pairs to ask and answer about each
type of music.
- Have pairs discuss whether they like any of the types
of music in Task a.
- Have some pairs share their ideas with the class.
- Give feedback and evaluation.

- Work in pairs.

- Give answers.
- Read.

Answer keys

- Work in pairs.

- Present.

 Activity 2: While - Listening (17')
a) Objective: Students can develop their listening skill.
b) Content: Listen to three friends talking about a music event. Where are they?
c) Expected outcomes: Students can listen and understand general and specific information about a music event.
d) Organization of the activity:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Task a. Listen to three friends talking about a
music event. Where are they?
- Have Ss read the phrases, guess the answer.
- Play audio (CD1 - Track 29) using DCR.
- Have Ss listen and circle the correct answer.
- Check answer as a whole class.

Task b. Now, listen and answer the questions
- Have Ss read the through the questions in task b,
underline the key words.
- Play the audio again (CD1 - Track 29) using DCR.
- Have Ss listen and answer the questions.
- Remind Ss to give short answers, not a full
sentence to answer for each question.
- Have Ss check answers with their partners.
- Call Ss to give answers.
- Give feedback and show correct answers.

-Work individually.
- Listen.
- Circle the correct answers.
Answer keys

- Read and underline the key words.
- Do the task.
- Check answers.

Answer keys

 Activity 3: Post - Listening (6')
a) Objective: Students can use the vocabulary and the content in listening part to develop their speaking skill.
b) Content: Speaking: What kind of music concert would you like to go to? Which band or singer would you like to
see?
c) Expected outcomes: Students can have a free-talk about how to overcome sickness.
d) Organization of the activity:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Conversation skill
- Have Ss look at the Conversation skill box and
read.
- Play audio (CD 1 - Track 30) using DCR, have Ss
listen and repeat.
- Ask Ss to find more ways to invite someone to
speak.

Task c. In pairs: What kind of music concert
would you like to go to? Which band or singer
would you like to see?
- Have Ss work in pairs to discuss.
- Observe and give help if necessary.
- Call some pairs to share their ideas with the class
- Give feedback and evaluation.

- Look and read.
- Listen and repeat.
- Give answers.

- Work in pairs.
- Present.

C. Consolidation and homework assignments (4')
* Consolidation:
- Words about music types: electronic, heavy metal, reggae, blues, folk music, RnB.
- Language to invite someone to speak: What about you? / How about you? …
* Homework
- Learn the new words by heart.
- Practice making plans to go to a music event.
- Do the exercises in WB: New words and Listening (page 16).
- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 18).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn
- Prepare: Lesson 2.2 – Grammar (page 24 – 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: 8
 Period: 24

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

UNIT 3: MUSIC AND ARTS

Lesson 2.2 - Grammar (Page 24)

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 musical instrument.
- use prepositions of time and possessive adjectives correctly.
1.2. Competences
- improve speaking, listening and writing skills.
- improve the use of English.
1.3. Attributes
- love music.
- choose a musical instrument to try practicing playing it.
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.
- Study the grammar box.
- Fill in the blanks with in, on,
or at, and the correct
possessive adjectives.
- Look at the table and write
the answers.
- Ask and answer using the
information in the table (in
pairs).

Performance Products

Assessment Tools

- Ss' performance.
- Ss' task.

- T's feedback.
- T's observation.

- Ss' answers /performance.

- T's feedback/Peers' feedback.

- Ss' answers.

- T's feedback/Peers' feedback.

- 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: Introduce vocabulary about musical instruments / review phrases about time expressions.
c) Expected outcomes: Ss review words about musical instruments and 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
 Option 1: Musical instrument
- Have Ss look at the pictures and give names of musical
instruments.
- Call Ss to give answers.
- Check Ss' answers, give feedback and lead to the new
lesson.

STUDENTS' ACTIVITIES

- Work in pairs.
- Give answers.

1. guitar
2. piano
3. drum
4. saxophone
5. flute
6. violin

- Have Ss make sentences, using the vocabularies above.
 Lead to the new lesson.
 Option 2: Time Expressions
- Have Ss close all books and notebooks.
- Divide class into 4 groups.
- Have Ss in each group write down time expressions in
English as many as possible (in about 2 minutes).
- Call Ss to write answers on the board.
- Check Ss' answers, give feedback and evaluation.
- The group with the most correct answers will be the winner.
- Give a small present to the winner.
- Lead to the new lesson.

Answers keys

- Make sentences and read them.

- Close books and notebooks.
- Work in groups of 4.
Suggested answers

Time Expressions: yesterday, in the
morning, in the afternoon, in the evening, on
Sundays, on / at the weekends, at night, in the
winter, in March, in 2022, …

B. New lesson (35')
 Activity 1: Presentation (10')
a) Objective: Introduce Prepositions of time and Possessive adjectives.
b) Content:
- Listen and repeat.
- Introduce the grammar point: Prepositions of time and Possessive adjectives.
c) Expected outcomes: Ss know how to use Prepositions of time and Possessive adjectives to do some following
exercises.
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 31) 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 and read:
Prepositions of time.

- Have Ss look at the grammar explanation and read:
Possessive adjectives.

- Briefly explain the grammar point.
- Ask Ss to give more examples using Prepositions of
time and Possessive adjectives.

 Option 2:
- Have Ss close books.
- Show sample phrases, have Ss read them and make
comment on the way teacher uses preposition before
time expressions.
*Suggested sample phrases: in the morning, in the
afternoon, in the evening, on Sundays, on / at the

- Look and read.

- Look and read.

- Listen and take notes.
- Give examples.

- Close all books.
- Look and answer.

weekends, at night, in the winter, in March, in 2022, …

- Have Ss give answers.
- Give feedback and evaluation.
àLead to the grammar box and explain more:
Prepositions of time.

- Give answers.

- Open the books and read the grammar box.

- Next, show sample sentences, have Ss read them and
make comment on the way teacher uses possessive
adjectives (In each sentence: Identify which is

possessive adjective, identify possessive adjective's
position).
*Suggested sample sentences:
1. My father worked in that company in 2015.
2.I study with her son.
3. His piano is quite new.
4. Their music performance is very great.

- Have Ss give answers.
- Give feedback and evaluation.
Lead to the grammar box and explain more:
Possessive adjectives.

-Read and comment.

Suggested answers
1. Possessive adjectives: my, her, his, their
2. Position: before noun

- Open the books and read the grammar box.

- Have Ss give more examples of Prepositions of time
and Possessive adjectives, encourage them to make
sentences with their own ideas.
- Give feedback and evaluation.

- Give examples.

 Activity 2: Practice (19')
a) Objective: Students can use Prepositions of time and Possessive adjectives correctly.
b) Content:
- Fill in the blanks with in, on, or at, and the correct possessive adjectives.
- Look at the table and write the answers.
c) Expected outcomes: Students can use Prepositions of time and Possessive adjectives in their speaking.
d) Organization of the activity:
TEACHER'S ACTIVITIES
Task b. Fill in the blanks with in, on, or at, and
the correct possessive adjectives
- Demonstrate the activity on DCR, using the
example.
- Have Ss fill in the blanks with in, on, or at, and
the correct possessive adjectives.
- Have Ss work in pairs to check each other's
work.
- Have some Ss share their answers with the whole
class.
- Give feedback, correct Ss' answers if necessary.

STUDENTS' ACTIVITIES

- Look and listen.
- Work individually.
- Work in pairs.
- Write answers on the board.
Answer keys

Task c. Look at the table and write the answers.
- Demonstrate the activity on DCR, using the
example.
- Have Ss look at the table and write the answers.
- Have Ss check answers with their partners.
- Call Ss to read or write answers.
- Check Ss' answers, give feedback.
- Look and listen.
- Work individually.
- Work in pairs.
- Read or write answers.
Answer keys

 Activity 3: Production (6')
a) Objective: Students master the grammar point they study in the lesson.
b) Content: Speaking: Ask and answer using the information in the table.
c) Expected outcomes: Ss produce the new language successfully, and they can apply the grammar point they have
learnt in speaking and writing.
d) Organization of the activity:
TEACHER'S ACTIVITIES
Task d. In pairs: Ask and answer using the
information in the table
- Divide class into pairs.
- Have Ss ask and answer using the information in
the table.
- Then, encourage Ss to add their own ideas to
practice.
- Have some pairs demonstrate the activity in front
of the class.
- Give feedback and evaluation.
C. Consolidation and homework assignments (5')
*Consolidation
- Prepositions of time

STUDENTS' ACTIVITIES

- Work in pairs.
- Have conversation in pairs.
- Present.
- Listen.

- Possessive Adjectives

.
* Homework:
- Make 2 sentences, use prepositions of time and possessive adjectives.
- Do the exercises in WB: Grammar (page 17).
- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 19).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn
- Prepare: Lesson 2.3 – Pronunciation and Speaking (page 25 – SB).
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?

- Work in pairs.

Answers keys
1. What do you do in your free time?

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
the new lesson.
Lead to the new lesson.

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.

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).
- Play audio (CD1 – Track 03) and have Ss listen and
read the speech bubbles.
- Play the audio again and have Ss 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.
- Listen, then read.
- Listen and repeat.

- 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.

 Activity 2: Practice...