INTRODUCTION TO ENGLISH 7
Week 1

Lesson: 1
Class
A2

Period: 01
Date of teaching

Attendance

A5
A9
I. OBJECTIVES
- Helps Sts understand something about country and people in England.
- Helps Sts understand something about English and have the way to
learn English.
1. Knowledge:
*Vocabulary: Use lexical items related to text book, and the way to learn English
in class; at home... some classroom languages.
* Grammar : to be; present simple tense; present continuous…
2. Competencies:
a. General competencies:
- By the end of the lesson, students will be able to know how to study
English effectively and how to use Global Success 7 textbooks and the
methods of using the textbooks and workbooks.
b. Specific competencies:
- Groupwork and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
- Have an overview on the structures, topics of English 7 as well as some
main grammar points Sts have to catch during the school year.
- Have a concept of exams, checking old lessons, doing home works,
follow requirements of teacher in class and out class.
3. Qualities:
- Have positive attitude towards learning English 7.
- Can make self-plan for learning during the school year, for balancing
learning time among all subjects including English.
- Raise Sts' interest of learning English at school.
- To teach Ss the love of English; the love of their new school. The
awareness about importance of learning English.
- Ss have good attitude to work in groups, individual work, pairwork,
cooperative learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…

Students: Text books, studying equipment's….
III. PROCEDURE
ACTIVITY 1: WARM-UP GW/PW/IW)
1. Aim:
- To create a friendly and atmosphere in the class before the lesson;
- To give T and Ss a chance to introduce themselves;
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the new class.
3. Products:
- Interest and concentration of Sts on the class activities.
4. Implementation:
- Teacher instructs
- Sts do as required
TEACHER AND STUDENTS' ACTIVITIES
CONTENTS
Step 1: Task delivering
- Teacher introduce his/herself and let the Sts
introduce themselves.
Step 2: Task performance
- Teacher give out some personal information, try
to make some fun to attract Sts' attention.
- Sts do as required
Step 3: Report and discussion
- Sts reply to the information from the Teacher,
then give their ideas.
- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion.
ACTIVITY 2: KNOWLEDGE FORMATION (15' - GW/PW/IW)
1. Aim:
- To help Sts have an overview on English Grade 7
- To get accquaintance to the class
2. Content:
- Structure of knowledge of English 7
3. Products:
- Sts know english 7 in general.
- Sts have correct learning attitude for the next school year.
4. Implementation:

TEACHER AND STUDENTS' ACTIVITIES
Step 1: Task delivering
- T provides some information about English 7 , let
Sts listen and answer the questions (if any)
Step 2: Task performance
Kim's game
- Introduces the students the subject
“English” and help them understand the way
how to learn the new English 7.

CONTENTS

- Trains them how to use English as
means of the simple communication by
listening, speaking, reading, and writing.
- helps sts know how to use textbook,
exercise books and other materials to learn EL
effectively
- lets sts know the way to do the tests
Step 3: Report and discussion
- Sts take note some information
- T asks, Sts answer some more questions about
the schedule
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim:
To talk about time and how to divide time for each part of knowledge in English 7
2. Content:
Duration of the school year, number of English periods
3. Products:
Some concepts about time to learn English 7 at school
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES
CONTENTS
Step 1: Task delivering
- T provide information about the books and let sts
answer the questions, take note.
Step 2: Task performing
- Helps sts to review the knowledge they
+ tenses
have learnt in grade 6
+ form of verbs

- Sts takes note as required

+ Conditional sentence
+ Comparison

- Teacher introduces Global Success 7

+ Vocabulary
- How many units are there in
English 7 text book?
- What are they about?
* There are 12 units . Each unit has
eight sections, providing materials
for 7 classroom lessons of 45
minutes.
- Section 1 : GETTING STARTED.
Introduce the topic of the unit.
Present the vocabulary and the
grammar items.
- Section 2 : A CLOSER LOOK
1 .Present and practice the
vocabulary and pronunciation of the
unit. Grammar items may also be
included in this section.
- Section 3 : A CLOSER LOOK 2 .
Deal with the main grammar point(s)
of the unit. The new language point
is presented in short text or a talk./
interview. Both a closer look 1,2
mainly give language focus and
practice of receptive skills.
- Section 4: COMMUNICATION.
Help Sts to use the functional
language in everyday life context and
consolidate what they have learnt....
- Section 5 : SKILL 1 . READING
AND SPEAKING. Develop Ss
reading abilities And provide further
practice which supports Ss in their
production of speaking English
freely.
- Section 6 : SKILL 2: LISTENING
AND WRITING. The listening
activity follows the oral practice in
speaking to provide Ss an

opportunity to listen.... Writing
focuses on developing Ss' wring
skills
- Section 7: LOOKING BACK &
PROJECT. Recycle language from
previous sections, consolidate and
apply what they have learnt in the
unit. The project helps Ss to improve
their ability to work by themselves
and in team, and extend their
imagination in a field related to the
unit
subject.(
extra-curricular
activity/ or homework).
- English is not too difficult but it
requires you working hard.
- Sts need learn by heart all
vocabulary and their usage.
- Review the lesson every day.
- Learn English every day.
Ss can practice all 4 skills
Step 3: Report and discussion
- let some Sts tell all class about their opinions
about the structures and topics of the new books as
well as the differences between English 6 and
- Sts's opinions
English in Primary Classes.
Step 4: Judgement
- T summarizes Sts' opinion, give some advices
and solutions in learning English 6.
ACTIVITY 4: APPLICATION (5' - GW/PW/IW)
1. Aim:
To make Sts get more familiar to Teacher and the new books
To give homework
2. Content:
- Questions and answer about building an effective English Class
- homework
3. Products:
T and Sts' agreement on methods of teaching and learning
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES
CONTENTS

Step 1: Task delivering (Home assignment)
- T summarize Sts's opinions and give some class
rules.
- Home assigment:
Find out more about England and English
Step 2: Task performance
- Teacher summarizes all opinions

- More speaking time
- More group work
- Less homework

- T let Sts take note the homework
Step 3: Report and discussion - ss summit the
tasks to T.
- T says something about the first class time.
- Sts tell about their thoughts
-Step 4: Judgement
T gives feedback and require Sts do homework.
IV. FEED-BACK:
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………….
……………………………………………………………………………………………….
………………………………………………………………………………………………..
Unit 1: HOBBIES
Lesson 1: GETTING STARTED
My favourite hobby
Week 1
Period: 02
Class

Date of teaching

Attendance

I. OBJECTIVES
1. Knowledge:
*Vocabulary:
- Vocabulary to talk about hobbies: unusual, creativity, dollhouse,
cardboard, glue, making models…

* Grammar:
- use the present simple tense
* Pronunciation:
Pronouncing the new words correctly
2. Competencies:
a. General competencies:
- By the end of the lesson students will be able to know the form and use
the present simple tense; Students can use Simple present tense to talk about
likes and dislikes.
b. Specific competencies:
- Group work and independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
- Ability of using Present Simple Tense, some popular verbs of liking.
- Sts can talk about their hobbies fluently
3. Qualities:
- To teach Ss the love of English; the love of their new school.
- The awareness about importance of learning English.
- Ss have the good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment's….
III. PROCEDURE
ACTIVITY 1: WARM-UP GW/PW/IW)
1. Aim:
- To activate Ss' knowledge on the topic of the unit.
- To set the context for the listening and reading part.
-To enhance Ss' skills of cooperating with team mates.
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the new class.
3. Products:
- Interest and concentration of Sts on the class activities.
- Introducing themselves to make more new friends.
4. Implementation:
- Teacher instructs
- Sts do as required
TEACHER AND STUDENTS' ACTIVITIES
CONTENTS
Step 1: Task delivering
- Chatting

Step 2: Task performance
Asking question:
* T asks Ss about what they like doing for
pleasure in their free time.
** Ss answer the question individually.
*** T sets the context for the listening
and reading text: Write the title on the board My
favorite hobby.
**** Ask Ss to guess what the conversation
might be about.- Answer the teacher's questions
and requirements.
- Open their book and write.
+ T Leads to the first unit of the new school year.
- Write the unit title Hobbies on the board and ask
Ss guest what they are going to learn this unit …
- Ask Ss to open their book to page 6 and introduce
what they are going to study…

Chatting.
What do you like doing in your
free time?
Do you like collecting dolls?
Do you like collecting glass
bottles?
Do
climbing?

you

enjoy

mountain

Step 3: Report and discussion
- Sts work in group to introduce themselves
- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
- To set the context for the introductory;
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be
learned.
- To help Ss well-prepared for the listening and reading tasks.
2. Content:
Learn some new words. Read the conversation and find out new words.
3. Products:
- Vocabulary about the topic
- Understanding the conversation; topic of the lesson, grammar points…
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES
CONTENTS
Step 1: Task delivering

- T sets the scene/ context for the listening and
reading.
Step 2: Task performance
*Teach vocabulary:
+ Teacher uses different techniques to teach vocab
(situation, regalia, translation.)
* Teacher introduces the vocabulary.
** Teacher explains the meaning of the new
vocabulary by pictures.

* Vocabulary
1. unusual (adj)
2. creativity (n)

*** Teacher checks students' understanding
with the “Rub out and remember” technique.

3. dollhouse (n)

**** Teacher checks students' pronunciation
and gives feedback. Teacher reveals that these
four words will appear in the reading text and
asks students to open their textbook to discover
further

5. glue (n)

4. cardboard (n)
6. making models

+ Follow the seven steps of teaching vocab.
+ Check vocabulary.
+ Sts Take note
- Call on some groups of Ss to read the
conversation aloud.
TASK 1: LISTEN AND READ. (Ex 1, p. 8)
* Teacher asks Ss to look at the pictures
in the book and answer the questions:
- Ss answer the questions in pairs.
** Teacher plays the recording twice. Ss
listen and read.
*** Teacher checks Ss' prediction. T calls
3 Ss to read the conversation aloud.
****
Teacher
check
pronunciation ad give feedback.

students'

Step 3: Report and discussion
- Sts write down the new vocabulary
- T asks, Sts answer some more questions about

+ What can you see in each
picture?
+ What may the hobby be?

the conversation
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim:
-To have Ss get specific information of the text.
- To introduce the grammar point of this unit: the present simple.
- To introduce some vocabulary items related to hobbies.
-To help Ss practise using the vocabulary items related to hobbies.
- To learn some more words about hobbies
2. Content:
Listen and read the conversation. True/ false activity, filling in the gaps.
Understand the conversation; grammar points; present simple tense
3. Products:
Know more new words.
Understand the conversation; topic of the lesson
Vocab, grammar points…
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES
CONTENTS
Step 1: Task delivering
- T let Sts learn Task 2 – Getting Started - Unit 1
Step 2: Task performing
TASK
2:
READ
THE
CONVERSATION AGAIN AND WRITE
TRUE (T) OR FALSE (F). (Ex 2, p.9)
* Teacher tells Ss to read the conversation
again and work independently to find the
answers. Remind Ss to underline the
information and correct the false statements.

Answer key:
1. F (She made it herself.)
2. T
3. T

** Ss work independently to find the
answers.
*** Teacher has Ss compare the answers
in pairs before checking with the whole class.
**** Teacher checks the answers as a class and
gives feedback.

4. T
a.m.)

5. F (Her lesson starts at 8

TASK 3: WRITE THE WORDS AND
PHRASES FROM THE BOX UNDER THE
CORRECT PICTURES. THEN LISTEN,
CHECK, AND REPEAT. (Ex 3, p. 9)
* T asks Ss to name the pictures.
** T has Ss work individually to match
the words and phrases in the box with the
pictures. Have them compare their answers with
a partner. Then ask for Ss' answers. Quickly
write their answers on the board without
confirming the correct answers.
*** T has Ss listen to the recording, check
their answers, and repeat the words / phrases.
Ask Ss to look at the answers on the board and
say if they are right or wrong. Confirm the
correct answers.

Answer keys:
1. making models
2. riding a horse
3. collecting coins
4. gardening
5. building dollhouses
6. collecting teddy bears

**** Teacher checks the answers as a
class and gives feedback.
TASK 4: WORK IN PAIRS. WRITE
THE HOBBIES FROM 3 IN THE
SUITABLE COLUMNS. (Ex 4, p.9)
* Have Ss work in pairs and complete the

Answer key:

** Ss work in pairs and complete the

+ doing things: riding a horse,
gardening (others: travelling, skiing,
doing yoga, etc.)

*** Teacher allows students to share
answers before discussing as a class.

+ making things: making models,
building
dollhouses
(others:
painting, making pottery, etc.)

table.
table.

**** Write their answers on the board.
Have Ss add more words to the table.

TASK 5: GAME: FIND SOMEONE
WHO… (Ex 5, p.9)

+ collecting things: collecting coins,
collecting teddy bears (others:
collecting toys, collecting books,etc.)

Work in groups. Ask as many
classmates as you can about which hobbies
they like. Use the question 'Do you like…?'.
In the table below, write your
classmates' names beside the activities they
like.
* T lets Ss to move around the class to
ask their classmates about their favourite
hobbies in 3-5 minutes.
** Ss write the results into the table.
*** Then T asks some Ss to report their
results. Whoever has the most names wins.
**** Teacher can ask students to read aloud the
full sentences and correct their pronunciation if
needed.
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers.
ACTIVITY 4: APPLICATION (5' )
1. Aim:
To consolidate what Ss have learnt in the lesson.
To review the lesson and prepare for the next lesson.
To give Home assigment
2. Content:
Home assigment
3. Products:
Know more some words about hobbies
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES
CONTENTS
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they have
learnt.
- Ask Ss to say aloud some words they remember

from the lesson.
- Home assigment
Step 2: Task performance
-T asks Ss to talk about what they have learnt in
the lesson.
- An overview about the topic Hobbies
- Vocabulary to talk about hobbies
- T let Sts take note the homework

* Home assigment:
- Read again the conversation on
page 6.
- Do more exercises in workbook.
- Name a list of cheap hobbies,
expensive hobbies, easy and difficult
hobbies.

Step 3: Report and discussion
- T says something about the class time.
-Step 4: Judgement
T gives feedback and requires Sts do homework.
IV. FEED-BACK:
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………….
……………………………………………………………………………………………….
………………………………………………………………………………………………..

Unit 1: MY NEW SCHOOL
Lesson 2: A CLOSER LOOK 1
Week 1
Period: 03
Class

Date of teaching

I. OBJECTIVES
1. Knowledge:
*Vocabulary:
+ The lexical items related to hobbies
+ Verbs of liking and disliking

Attendance

- Use the words related to the topic : jogging, coin, camping, sit-ups,
karate, collect watches.
* Grammar:
- use the present simple;
- use the verbs of liking to talk about hobbies
* Pronunciation:
Correctly pronounce words that contain the sounds /ə/ and /ɜ:/
2. Competencies:
a. General competencies:
- By the end of the lesson students will be able to revise/ introduce the
names of school subjects, and some nouns related to school and school
activities. Ss know how to pronounce the sounds /a:/ and / / .
b. Specific competencies:
- Group work and independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
- Ability of using Present Simple Tense, some verbs of liking
3. Qualities:
- To teach Ss the love of English; the love of their new school.
- The awareness about importance of using free time.
- Ss have the good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment's….
III. PROCEDURE
ACTIVITY 1: WARM-UP GW/PW/IW)
1. Aim:
- Revise the old lesson.
- Do some activities to creat a friendly and relaxed atmostphere to warm up to the
new lesson…
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the new class.
3. Products:
- Interest and concentration of Sts on the class activities.
- A friendly and relaxed atmostphere to the new lesson
4. Implementation:
- Teacher instructs
- Sts do as required

TEACHER
AND
STUDENTS'
ACTIVITIES
Step 1: Task delivering
- Chatting
Step 2: Task performance
WARM-UP: ASKING QUESTION:
* Teacher asks students
questions about the hobbies:

some

** Some students are invited to
answer.

CONTENTS

Chatting.
1. What is your favorite hobby?
2. When did you start your hobby?
Answers

*** Teacher and students discuss the
answers.
**** Teacher introduces the lesson.Answer the teacher's questions and
requirements.
- Open their book and write.
+ T Leads to the new lesson.
- Ask Ss to open their book to page 7 and
introduce what they are going to study…
Step 3: Report and discussion
- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
To present some action verbs that go with nouns to describe hobbies.
To help students practise the verbs of liking / disliking and action verbs.
2. Content:
-verbs of liking
- Pair work to put the words in the correct columns
3. Products:
- Vocabulary about the topic
- usage of verbs of liking with Simple Present Tense
4. Implementation:
TEACHER AND STUDENTS'

CONTENTS

ACTIVITIES
Step 1: Task delivering
- T sets the scene/ context for the listening
and reading.
- T ask the whole class to do the Tasks in A
Closer Look 1
Step 2: Task performance
TASK 1: COMPLETE THE
WORD WEBS BELOW WITH THE
WORDS FROM THE BOX. (Ex 1, p. 10)
* Teacher has students read the
action verbs and match them with 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.

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, etc.)

*** Teacher allows students to peer
check first.
**** Teacher checks and confirms
the answers. Then have students add 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.
TASK 2: COMPLETE THE
SENTENCES, USING THE –ING
FORM OF THE VERBS FROM THE
BOX. (Ex 2, p. 10)
* Teacher reminds students about
the form of verbs of liking / disliking.
** Have students do this activity
individually. Have students read all the
sentences carefully to make sure they
understand
the
sentences.

Answer key:
1. collecting
2. going
3. playing
4. making
5. doing

*** Teacher lets them share their answers
in pairs. Invite some students to give the
answers.
**** Teacher writes the correct answers on
the board.
Step 3: Report and discussion
- Sts write down the new vocabulary
- T asks, Sts answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim:
- To help students identify how to pronounce the sounds /ə/ and /ɜ:/.
- To help students practise pronouncing these sounds in words.
- To help students pronounce the sounds /ə/ and /ɜ:/ correctly in sentences.
2. Content:
- To use verbs of liking in combination with gerunds to do the exercises. Filling the words.
- To pronounce the sounds /ə/ and /ɜ:/correctly; Listen and repeat.
3. Products:
- Understand more about using the words in contexts.
- Pronouncing the sounds /ə/ and /ɜ:// correctly
4. Implementation:
TEACHER AND STUDENTS'
CONTENTS
ACTIVITIES
Step 1: Task delivering
- T let Sts learn Task 2 – Getting Started Unit 1
Step 2: Task performing
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 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
to
do.
** Teacher asks students to work in pairs
to
make
sentences.
*** Teacher invites students to share their
answers.
**** Confirm the correct answers.

TASK 4: LISTEN AND REPEAT. PAY
ATTENTION TO THE SOUNDS /Ə/
AND /ɜ:/. (Ex 4, p. 11)
* Teacher has some students read
out the words first.
- Teacher plays the recording for
them to listen and repeat the words they
hear. Ask them to pay close attention to the

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.
/ə/: amazing
yoga

two sounds. Play the recording as many
times
as
necessary.
** 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.
*** Teacher invites some students to say
some words they know that include the
two sounds.

collect
column
/ɜː/: learn
surf
work
thirteen

**** Confirm the correct answers.
(Teacher can play the pronunciation
guide video of this unit for students to
watch and learn).
TASK 5: LISTEN TO THE
SENTENCES AND PAY ATTENTION
TO THE UNDERLINED PARTS. TICK
(✓) THE APPROPRIATE SOUNDS.
PRACTISE THE SENTENCES. (Ex 5,
p. 11)
* 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 sounds.
*** Invite some students to share their
answers.
**** Confirm the correct ones.
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and
studying attitucde of Sts in class.

Answer key:
/
ə/
1.
My
hobby
collecting dolls.

is

/
ɜ:/

✔

2. I go jogging every
Thursday.

✔

3. My cousin
getting up early.

likes

✔

4. My best friend has
thirty pens.

✔

5. Nam enjoys playing
the violin.

✔

ACTIVITY 4: APPLICATION (5' )
1. Aim:
To consolidate what students have learnt in the lesson.
To reactivate the knowledge that students have gained
2. Content:
Make sentences using the new words and structures
Home assigment
3. Products:
Know more some words about school things
Take note Home assigment
4. Implementation:
TEACHER
AND
STUDENTS'
CONTENTS
ACTIVITIES
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they
have learnt.
- Ask Ss to say aloud some words they
remember from the lesson and make
sentences with them
- Home assigment
Step 2: Task performance
- Teacher summarizes the lesson
- T let Sts take note the home assignment

* Home assigment:
- Do more exercises in workbook.
- Find 3 more words relating to hobbies
that have the sounds /ə/ and /ɜ:/.

Step 3: Report and discussion
- T asks, Sts answer about hobbies
-Step 4: Judgement
T gives feedback and requires Sts do
homework.
IV. FEED-BACK:
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………….
……………………………………………………………………………………………….

………………………………………………………………………………………………..
Unit 1: HOBBIES
Lesson 3: A CLOSER LOOK2
Week 2
Period: 04
Class

Date of teaching

Attendance

I. OBJECTIVES
1. Knowledge:
*Vocabulary:
- Vocabulary: learn some more words related to the topic Hobbies, .To
pronounce the new words correctly: rise, set, leave, flow through,timetable,
drawing class, arrive.
* Grammar:
- Review the present simple and the future simple
- How to use verbs of liking
* Pronunciation:
To pronounce the new words correctly
2. Competencies:
a. General competencies:
- By the end of the lesson students will be able to revise/ introduce the names of
some hobbies, and some nouns related hobbies and leisure activities.
b. Specific competencies:
- Group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
- Ability of using Present Simple Tense, some popular verbs of liking
- Ability of using some new words of hobbies to make sentences .
3. Qualities:
- Be encouraged to know more about their classmate's hobbies
- Ss have the good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.
II. PREPARATIONS

Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment's….
III. PROCEDURE
ACTIVITY 1: WARM-UP GW/PW/IW)
1. Aim:
- To revise the old lesson.
- To revise/ introduce GRAMMAR : The present simple tense.
2. Content:
- To review/ introduce the use and the form of the present simple tense.
3. Products:
- Interest and concentration of Sts on the class activities.
- A friendly and relaxed atmostphere to the new lesson
- Ss know the use and form of the present simple tense .
4. Implementation:
- Teacher instructs
- Sts do as required
TEACHER AND STUDENTS' ACTIVITIES
Step 1: Task delivering
- Chatting
Step 2: Task performance
- Teacher (T) asks Ss some questions about
them and class.
- Ask Ss to open their book and introduce what
they are going to study….
The present simple
* T prepare the following lines from the
conversation in GETTING STARTED … and
show them to Ss.
- T highlights / Underlines the present simple
structures in these lines.
- T asks Ss to look at the sentences in the
Remember! box. Remember to introduce all the
positive, negative and question forms of the
tense.

CONTENTS
The present simple
Positive
+ I/You/We/They
(work/study)

+

V

+ He / She / It + V-s / V-es
(works / studies)
Negative
- I/You/We/They + don't/do
not + v (don't/do not work/study)
- He / She / It + doesn't / does
not + V (doesn't / does not work /
study)
Questions and short answers
? Do I/ you / we/they + V
(work/study)?

- T explains to Ss that we use the present simple
to talk about actions or events that often happen,
or are fixed.
- Students (Ss) listen and learn how to do.

? Yes, I / you / we / they do.
- No, I / you / we / they don't.
? Does he / she/it + V
(work/study)?

- Open their book and write .
- T has Ss give some examples.
- T may give them some verbs to make
sentences (e.g.: live, like, play, walk, etc.).

- Yes, he/she/itdoes.
- No, he / she / it doesn't.

* T has Ss read the Remember! box. Direct
their attention to the present simple tense form
for third person singular./ Page 9
Step 3: Report and discussion
- Sts join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
-To help Ss identify and remember the uses of the present simple.
-To help Ss practise the correct form of the present simple.
2. Content:
- To pracice using the present simple in context.
- Pair work to put the words in the correct columns
3. Products:
- Vocabulary about the topic
- Use of the present simple by choosing correct answer.
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES
Step 1: Task delivering
- T sets the scene/ context for the listening and
reading.
- T ask the whole class to do the Tasks in A Closer
Look 2
Step 2: Task performance
TASK 1: MATCH THE SENTENCES
(1 – 5) TO THE CORRECT USES (A – C).

CONTENTS

(Ex 1, p. 11)

* Vocabulary:

*Pre-teach vocabulary:

rise,
set,
leave,
through,timetable, drawing
arrive.

+ Teacher uses different techniques to teach
vocabulary (situation, realia….)

flow
class,

+ Follow the seven steps of teaching vocab.
+ Check vocabualry.
* T ...