 Week: 4
 Period: 10

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

UNIT 1: FREE TIME

Lesson 4 – Review (Page 84)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- review words about free time activities (play badminton, bake cakes, make vlogs, play online games, play volleyball,
take photos, build models).
- review words about places of entertainment (sports center, ice rink, market, fair, water park).
- review grammar: prepositions of place, the Present Continuous.
- pronoun some sounds correctly: /ɒ/, /ɪ/, /aɪ/, / eɪ/.
1.2. Competences
- improve speaking, listening, reading and writing skills.
- improve the use of English.
1.3. Attributes
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- review the old lesson and have good preparation for any assessment.
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
- Listening: Listen to John
talking to his mom about his
friend's free time activities.
Which activity does each
person do? For each question,
write letter A-H next to each
person.
- Reading: Read about 3 people
and choose the correct answer.
- Vocabulary: Fill in the blanks
with the words from the box.
- Grammar: Unscramble the
sentences + Circle the correct
words.

Performance Products
- Ss' answers.

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

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

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

-Pronunciation: sound and
stress.

- 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 steps that followed.
b) Content: Reviewing vocabulary.
c) Expected outcomes: Ss are ready for the new lesson.
d) Organization of the activity:
TEACHER'S ACTIVITIES
 Option 1: Word Dictation
- Choose 7 words from Vocabulary tasks (pages 4 to
11), find mp3 sound.
- Play the mp3 sound of each word (or T reads the
words out loud), have Ss listen and write the word down
on the board.
- Check and correct Ss' answers.
- Give feedback.
 Lead to the new lesson.

 Option 2: Game: LEAVE ME OUT
- Give Ss some words with wrong spelling (There is 1
extra letter in each word).
- Have Ss find the extra letter to leave it out to make a
right English word.
- Have Ss read their answers.
- Give feedback.
Lead to the new lesson.

STUDENTS' ACTIVITIES

- Listen and write the words you can hear.
Answer Keys
1. badminton
2. online
3. volleyball
4. photo
5. model
6. bake
7. basketball
- Take part in the class activity.
- Give answers.
Answers keys

B. New lesson (35')
 Activity 1: Listening (7')
a) Objective: Help Ss improve their listening skill.
b) Content:
- Listening and writing letter A-H next to each person.
c) Expected outcomes: Ss listen in details and get familiar with the listening test format.
d) Organization of the activity:

TEACHER'S ACTIVITIES
You will hear John talking to his mom about his
friends' free time activities. Which activity does
each person do? For each question, write a letter
(A-H) next to each person.
- Use DCR to show the task.
- Have Ss read through the listening part.
- Demonstrate the activity by using the example.
- Play the audio (CD 2 – Track 34).
- Have Ss check answers with pairs and then give
answers.
- Check answers as a whole class.

STUDENTS' ACTIVITIES

- Read in silence.
- Listen and then give answers.
Answer keys

 Activity 2: Reading (7')
a) Objective: Students can improve their reading skill.
b) Content:

- Reading a text and choose the correct answer.
c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format.
d) Organization of the activity:
TEACHER'S ACTIVITIES
Read about three people. Choose the correct
answer (A, B or C).
- Use DCR to show the task.
- Demonstrate the activity by using the example.
- Have Ss read the text about three people and
choose the correct answer.
- Call Ss to give answers, explain.
- Give feedback and evaluation.

STUDENTS' ACTIVITIES

- Observe and listen.
- Work individually.
- Give answers, explain.
Answer keys

 Activity 3: Vocabulary (7')
a) Objective: Ss can review vocabulary about places of entertainment.
b) Content: Filling in the blanks with the correct words from the box.
c) Expected outcomes: Ss produce the new language successfully, and they can use these words in speaking and
writing.
d) Organization of the activity:
TEACHER'S ACTIVITIES
Fill in the blanks with the words from the box
- Use DCR to show the task.
- Have Ss read the sentences.
- Ask Ss to work in pairs to fill in the blanks with

STUDENTS' ACTIVITIES
- Read the sentences.
- Work in pairs.

the words from the box.
- Have Ss give answers, tell the meaning of the
words again.
- Check answers as a whole class.

- Give answers.

Answer keys

 Activity 4: Grammar (10')
a) Objective: Ss can review the use of English: The Present Continuous and prepositions of place.
b) Content:
- Unscrambling the sentences.
- Circling the correct words (using the map).
c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar points in speaking
and writing.
d) Organization of the activity:
TEACHER'S ACTIVITIES
Task a. Unscramble the sentences.
- Use DCR to show the task.
- Have Ss read the sentences and unscramble the
words to make a meaningful sentence.
- Ask Ss to work in pairs to check each other's
work.
- Have Ss write answers on the board.
- Check Ss' answers, give feedback.

STUDENTS' ACTIVITIES
- Do the task.
- Exchange answers.
- Write answers on the board.
Answer keys

Task b. Look at the map and circle the correct

words.
- Use DCR to show the task.
- Ask Ss to work individually to circle the correct
answer.
- Have Ss work in pairs to check each other's work.
- Call Ss to give answers, explain for their choice.
- Check answers as a whole class.

- Work individually.
- Work in pairs.
- Give answers.

 Activity 5: Pronunciation (4')
a) Objective: Ss can review the word stress and vowels.

Answer keys

b) Content:
- Circling the word that has the underlined part pronounces differently from the others.
- Circling the word that has different stress from the rest.
c) Expected outcomes: Ss produce the new language successfully.
d) Organization of the activity:
TEACHER'S ACTIVITIES
Task a. Circle the word that has the underlined
part pronounced differently from the others.
- Use DCR to show the task.
- Have Ss distinguish the sound /i/ and / ai/, /ɒ/
and /eɪ/.
- Ask Ss to work individually to circle the answer.
- Have Ss work in pairs to check each other's work.
- Call Ss to give answers, pronounce the words
again.
- Give feedback, correct Ss' pronunciation if
necessary.

Task b. Circle the word that differs from the
other three in the position of primary stress in
each of the following questions.
- Use DCR to show the task.
- Remind Ss some basic rules of putting stress on
words with 2 or 3 syllables.
- Ask Ss to work individually.
- Have Ss work in pairs to check each other's work.
- Call Ss to give answers, pronounce the words
again.
- Give feedback, correct Ss' pronunciation if
necessary.

STUDENTS' ACTIVITIES

- Listen.
- Work individually.
- Work in pairs.
- Give answers.

Answer keys

- Listen.
- Work individually.
- Work in pairs.
- Give answers.

Answer keys

C. Consolidation and homework assignments (5')
* Consolidation:
* Grammar of Unit 1: The Present Continuous and prepositions of place.
* Vocabulary of Unit 1: Vocabulary about free time activities and places of entertainment.
* Homework:
- Review vocabulary, grammar of unit 1.
- Do the exercises in WB: Review of Unit 1 (page 62).
- Prepare: Unit 2 – New words and Reading (page 12 – SB).

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: 4
 Period: 11

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

UNIT 2: HEALTH

Lesson 1.1 - Vocabulary and Reading (Page 12)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- talk about a healthy and unhealthy lifestyle, using phrases: get some sleep, eat fruits and vegetables, eat fast food,
drink soda, healthy, unhealthy.
- practice reading and understanding general and specific information about Toby and Lisa's healthy living class
survey.
- use indefinite quantifiers.
1.2. Competences
- improve communication, collaboration, analytical and critical thinking skills.
1.3. Attributes
- lead a healthy lifestyle and ditch 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.
2. Students' aids: Student's book, workbook, notebook.
III. ASSESSMENT EVIDENCE
Performance Tasks

Performance Products

- Introduce some verb phrases
and adjectives about life style.
- Match the words with the
pictures in a.
- Listen and repeat.
- Discuss which things are
healthy and unhealthy.
- Read Toby and Lisa's class
report and circle the correct

- Ss' answers in notebooks.

- T's feedback.

- Ss' answers.

- T's observation/ DCR.

- Ss' answers/ presentation.

- T's observation.

- Ss' answers.

Assessment Tools

- T's feedback/Peers'

answer.
- Read the questions and circle
the correct answers.

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

- Ss' answers.

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: Introducing some verb phrases and adjectives about life style.
c) Expected outcomes: Ss have general ideas about the topic of the new lesson: “health”.
d) Organization of the activity:
TEACHER'S ACTIVITIES
 Option 1: Matching
- Use the “New words” part a.– page 12 for the warm-up
activity.
- Show pictures and words (using DCR), have Ss match
the words and phrases with the pictures (in pairs).
- Call Ss to give answers.
- Give feedback and show correct answers (using DCR).
- Lead to the new lesson.
- Play the audio (CD1 – Track 13), have Ss listen and
repeat.
- Correct Ss' pronunciation if necessary.

STUDENTS' ACTIVITIES
- Work in pairs to match the words and
phrases with the pictures.

- Give answers.
- Listen.

Answer keys

 Option 2: Game: CROSSWORD
- Explain the rules of the game.
- Design the game “Crossword Puzzle” with words and
pictures about food and drink.
- Let Ss play the game, encourage Ss to guess the key
word.
- If any S can give the correct key word, T hasn't
confirmed yet, the game will be continued until the
keyword is opened (to check whether his/her answer is
correct or not and to let other Ss take part in the game
eagerly).
- Give a small gift to the Ss who is the fastest to give the
correct key word.
- Ask Ss an extra question: Which food / drink is good /
not good for your health?
- Give feedback and lead to the new lesson.

- Listen.
- Take part in the game by answering the
questions in horizontal line (not in order) and
try to guess keyword in the vertical column.

Keyword: HEALTH
B. New lesson (35')
 Activity 1: Pre-Reading (Vocabulary) (12')
a) Objective: Ss know some verb phrases about life style.
b) Content:
- Vocabulary study (get some sleep, eat fruits and vegetables, eat fast food, drink soda, healthy, unhealthy).
- Speaking: Discuss which things are healthy and unhealthy.
c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations.
d) Organization of the activity:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Task a. Match the words and phrases with the
pictures. Listen and repeat.
 Option 1 (If the teacher hasn't used this part for
the Warm-up activity)
- Demonstrate the activity, using the example (using
- Look and listen.
DCR).
- Have Ss match the words and phrases with the
- Work individually.
pictures.
- Divide class into pairs and have them check their
- Work in pairs.
answers with their partners.
- Call Ss to give answers (read or write).
- Give answers.
- Check answers as a whole class (using DCR).
- Play audio (CD1 – Track 13). 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 looking at the pictures and filling
in the blanks, (T uses different pictures from those in
the textbook).
- Call Ss to give answers (read or write).
- Check answers as a whole class.
- Call some Ss to read the words again.
- Correct Ss' pronunciation if necessary.

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

Answer keys
1. get some sleep
2. eat fast food

3. drink soda
4. eat vegetables
5. healthy food
6. unhealthy food

Task b. Discuss which things are healthy and
unhealthy.
- Have Ss discuss in pairs which things are healthy
and unhealthy.
- Have Ss share their ideas in front of the class.
- Give feedback and evaluation.

- Work in pairs.
- Present.

Suggested answers
Healthy: get some sleep, east fruit and
vegetables
Unhealthy: eat fast food, drink soda

- Have Ss give more activities related to lifestyle
which are divided into 2 groups: healthy and
unhealthy.
- Give feedback and evaluation.
 Activity 2: While - Reading (17')
a) Objective: Students can develop their reading skill.
b) Content: Reading Toby and Lisa's class report and choosing the correct answer, then reading Toby and Lisa's
Healthy Living Class Survey and circling the correct answer.
c) Expected outcomes: Students can read and understand general and specific information about a healthy living class
survey.
d) Organization of the activity:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Task a. Read Toby and Lisa's class report and
circle the correct answer
- Use DCR to show the task. Ask Ss to read two
options and find out key words.
- Have Ss read the class report individually.
- Have Ss circle the correct answers.
- Have some Ss share their answers with the class
(read), explain for their answers.
- Give feedback.
- Give feedback and correct Ss' answers if
necessary.

Task b. Now, read and circle the correct answers.
- Use DCR to show the task. Have Ss read the

-Work individually.
- Circle the correct answers.
- Read answers, explain.
- Check answers.
Answer keys

- Read and underline.

questions, underline key words and guess the
answers.
- Have Ss read the text again and circle the correct
answers – underline or highlight the supporting
ideas.
- Have Ss check answers with their partners.
- Call Ss to give answers, explain.
- Give feedback and evaluation.

- Do the task.
- Check answers.

Answer keys

 Activity 3: Post - Reading (6')
a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking skill.
b) Content: Speaking: Do you have a healthy lifestyle? Why / Why not?
c) Expected outcomes: Students can talk about their own lifestyle and try to lead a healthy lifestyle.
d) Organization of the activity:
TEACHER'S ACTIVITIES
Task c. In pairs: Do you have a healthy lifestyle?
Why / Why not?
- Have Students work in pairs to talk about their
lifestyle and decide whether it is healthy or not.
- Call some Ss to share their ideas with the whole
class.
- Give feedback and evaluation.

STUDENTS' ACTIVITIES
- Discuss in pairs.

- Listen.

- For more practice, have Ss play a game with DHA.
C. Consolidation and homework assignments (5')
* Consolidation:
- Verb phrases about lifestyle: get some sleep, eat fruits and vegetables, eat fast food, drink soda.
- Adjectives: healthy and unhealthy.
* Homework:
- Learn the new words by heart.
- Practice talking about lifestyle.
- Do the exercises in WB: Unit 2 - Lesson 1 - New words + Reading (pages 8,9).
- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 10).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn
- Prepare: Lesson 1.2 – Grammar (page 13 – 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: 4
 Period: 12

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

UNIT 2: HEALTH

Lesson 1.2 - Grammar (Page 13)

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 eating pizza.
- use indefinite quantifiers to talk about how much people so something.
- review countable and uncountable nouns.
1.2. Competences
- improve speaking, listening skills.
- improve the use of English.
1.3. Attributes
- lead a healthy lifestyle and give up 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.
- Circle the correct words.
- Look at the table and answer
the questions.
- Ask your partner about the
activities in task c.

Performance Products
- Ss' performance.
- Ss' answers.
- Ss' answers.
- Ss' answers/ presentation.

Assessment Tools
- T's feedback.
- T's feedback/Peers'
feedback.
- T's feedback/Peers'
feedback.
- 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: Reviewing countable and uncountable nouns / singular and plural nouns.
c) Expected outcomes: Ss review old grammar points which are very useful for them in the new lesson.
d) Organization of the activity:

TEACHER'S ACTIVITIES
 Option 1: Countable and Uncountable nouns
- Give a list of some nouns, have Ss divide them into 2
groups: Countable and Uncountable nouns.
- Call Ss to give answers.
- Check Ss' answers, give feedback.
*Noun list: pizza, exercises, water, junk food, cake,
soda, salad, student, candy, juice
 Lead to the new lesson
Option 2: Singular nouns and Plural nouns
- Give a list of some nouns, have Ss divide them into 2
groups: Singular nouns and Plural nouns.
- Call Ss to give answers.
- Check Ss' answers, give feedback.
*Noun list: bananas, chocolate, carrots, milk, juice,
apples, sandwiches, cheese, candies, cereal

STUDENTS' ACTIVITIES

- Work in groups.
- Read answers.
Answers keys
- Countable nouns: exercises, student, candy,
cake
- Uncountable nouns: soda, water, salad, pizza,
junk food, juice



 Lead to the new lesson.

- Work in groups.
- Read answers.
Answers keys

- Singular nouns: milk, chocolate, juice,

cheese, cereal
- Plural nouns: bananas, carrots, apples,
sandwiches, candies

B. New lesson (35')
 Activity 1: Presentation (10')
a) Objective: Introduce indefinite quantifiers.
b) Content:
- Listen and repeat.
- Go through the grammar point.
c) Expected outcomes: Ss know about indefinite quantifiers 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 14) 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).
- Look and read.

- Read.

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

- Ask Ss to give more examples using indefinite
quantifiers.

 Option 2:
- Have Ss close books.
- Show some model sentences (using DCR), ask Ss to
look at the nouns in blue and decide which are
countable and which are uncountable.

- Then have Ss pay attention to the bold words, make
comment on the way they use the bold words with
countable or uncountable nouns.
Introduce: indefinite quantifiers.
- Show grammar box, have Ss look and read.

- Ask Ss to make more examples using indefinite
quantifiers.
- Give feedback and evaluation.

- Read examples of different forms.

- Give more examples.

- Close all books.
- Look and give answers.

- Give answers.
- Look and read.

- Give more examples.

 Activity 2: Practice (19')
a) Objective: Students can use the indefinite quantifiers to do the given exercises.
b) Content:
- Circle the correct words.
- Look at the table and answer the questions.
c) Expected outcomes: Students can get used to the use of the indefinite quantifiers and use them correctly.

d) Organization of the activity:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Task b. Circle the correct words
- Demonstrate the activity, using the example (using
DCR).
- Have Ss read the sentences and circle the correct
words.
- 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. Look at the table and answer the questions
- Demonstrate the activity, using the example (using
DCR).
- Have Ss look at the table and answer the questions.
- Have Ss check answers with their partners.
- Call Ss to write answers.
- Check Ss' answers, give feedback and evaluation.

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

 Activity 3: Production (6')
a) Objective: Students master the grammar point they study in the lesson.
b) Content: Speaking: Ask your partner about the activities in Task c.
c) Expected outcomes: Ss produce the new language successfully, and they can use indefinite quantifiers in everyday
speaking and writing.
d) Organization of the activity:
TEACHER'S ACTIVITIES
Task d. In pairs: Ask your partner about the
activities in Task c
- Divide class into pairs.
- Have Ss take turns asking their partner about the
activities in Task c.
- Have some pairs demonstrate the activity in front
of the class.
- Give feedback and evaluation.
- For more practice, have Ss play a game with DHA.

STUDENTS' ACTIVITIES

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

C. Consolidation and homework assignments (5')
* Consolidation:
- Indefinite quantifiers: a little, not much, some, lots of / a lot of, not any.
* Homework:
- Make 3 sentences, use Indefinite quantifiers.
- Do the exercises in WB: Grammar (page 9).
- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 11).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn
- Prepare: Lesson 1 – Pronunciation and Speaking (page 14 – 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

Performance Products

Assessment Tools

- Ss' performance.

- T's feedback.

- Ss' answers.

- T's feedback/Peers'
feedback.

using the pictures and prompts.
- Ask your partner about what
they do and don't do in their
free time.

- 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: 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
the new lesson.
Lead to the new lesson.

- 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.

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 ...