 Week: 5
 Period: 13

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

UNIT 2: HEALTH

Lesson 1.3 – Pronunciation and Speaking (Page 14)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- use intonation for Wh-questions correctly.
- ask and answer about how much people do something for a healthy lifestyle, using indefinite quantifiers.
- conduct a survey about healthy lifestyles.
1.2. Competences
- improve listening and speaking skills.
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 to the questions and
notice how the intonation falls.
- Listen and cross out the
sentence doesn't follow the
note: intonation for Whquestions falls.
- Read the questions with the
rising intonation to a partner.
- Ask and answer about how
much people do something for a
healthy lifestyle, using
indefinite quantifiers.
- Complete the survey about
healthy lifestyles for
themselves, then ask 2 more
friends about theirs, then write
score.

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

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: Review Wh- questions.
c) Expected outcomes: Ss remember old knowledge and use them in other speaking activities.
d) Organization of the activity:
TEACHER'S ACTIVITIES
 Option 1: Rearranging
- Have Ss work in pairs, rearrange the words given to
make meaningful questions.
1. much / you / every week / do / How / fast food / eat?
2. exercise / do / do / everyday / you / much / How?
3. water / How / do / drink / much / every day / you?
4. How / you / get / much / do / sleep / every night?

- Call Ss to read answers.
- Give feedback.
- Introduce intonation of Wh-questions.
Lead to the new lesson.

STUDENTS' ACTIVITIES

- Work in pairs, then give answers.
Answer keys

1. How much fast food do you eat every week?
2. How much exercise do you do every day?
3. How much water do you drink every day?
4. How much sleep do you get every night?

 Option 2: Question words
- Divide class into 2 groups. Group 1: say a question
- Take part in the class's activity.
word. Group 2: make a sentence with that question word
- Example: Group 1: When Group 2: When do you
go to school?
- T can change the role: Group 2 gives a question word
and group 1 makes a sentence
- Introduce intonation of Wh-questions
- Listen.
Lead to the new lesson.
B. New lesson (35')
 Activity 1: Pre-Speaking: Pronunciation (10')
a) Objective: Introduce intonation for Wh-questions.
b) Content:
- recognize the intonation for Wh-questions.
- listen and check, find mistakes.
- practice.
c) Expected outcomes: Ss distinguish and use intonation for Wh-questions correctly in their speaking.
d) Organization of the activity:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Task a + b. Listen to the sentence and notice how
the intonation falls.
- Play the recording (CD1, track 15) (using DCR).
- Listen.
- Ask Ss to listen and notice how the intonation falls.
- Play the recording again, have Ss listen and repeat
with a focus on the pronunciation feature.
- Listen again and repeat.
Task c + d. Listen and cross out the question that
doesn't follow the sound feature, then read the

questions with the falling intonation to a partner.
- Play the recording (CD 1 – Track 16) (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 questions in front of the class.
- Ask Ss to make some more wh-questions and
practice reading them with falling tone.

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

- Work in pairs.
- Present.
- Give answers.

 Activity 2: While-speaking (20')
a) Objective: Students can talk about how much they do something for a healthy lifestyle, using indefinite quantifiers.
b) Content:
- ask and answer about how much they do something for a healthy lifestyle, using indefinite quantifiers.
- do a survey about healthy lifestyle, fill in the survey for yourself, then ask 2 friends about their lifestyles, write
scores.
c) Expected outcomes: Ss produce the new language successfully.
d) Organization of the activity:
TEACHER'S ACTIVITIES

PRACTICE
Ask and answer
- Use DCR to show the task.
- Demonstrate the activity by asking and answering
with a student.
- Have pairs ask and answer, using the pictures.
- Have Ss pay attention to the time expressions and
the indefinite quantifiers in the box.
- Have some pairs demonstrate the activity in front of
the class.

SPEAKING: Who Has the Healthiest Lifestyle?
Task a. You're doing a survey about healthy
lifestyles. In threes: Fill in the survey for yourself,
then ask two friends about theirs. For each (+)
answer, add points, for each (-) answer, subtract
points.
- Use DCR to show the task.
- Demonstrate the activity by practicing the activity
with a student.

STUDENTS' ACTIVITIES

- Observe, listen.
- Work in pairs.
- Present.

- Observe and listen.

- Divide the class into groups of 3.
- Have Ss complete the survey for themselves.
- Have Ss ask and answer to complete the survey
with their partners.
- Observe, give help if necessary.

- Work in groups of 3.

- Complete the survey.

 Activity 3: Production (5')
a) Objective: Students report to the class about the survey results.
b) Content: Answer: Who has the healthiest lifestyle?
c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing.
d) Organization of the activity:
TEACHER'S ACTIVITIES
SPEAKING: Who has the healthiest lifestyle?
Task b. Answer the question: Who has the
healthiest lifestyle?
- Have Ss discuss who has the healthiest lifestyle in
their group.
- Have some Ss share their findings with the class
(scores included).
- Give feedback and evaluation.

STUDENTS' ACTIVITIES

- Discuss.
- Present.
- Listen.

C. Consolidation and homework assignments (5')
* Consolidation:
- Intonation falls for Wh-questions.
* Homework:
- Make 2 Wh-questions, then practice reading them.
- Complete the survey for those who haven't finished it in class.
- Prepare: Unit 2 - Lesson 2 – New words and Listening (page 15 – SB).
- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook
(pages 10 & 11).
- 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: 5
 Period: 14

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

UNIT 2: HEALTH

Lesson 2.1 – New words and Listening (Page 15)
I. OBJECTIVES

By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- give advice and persuade someone to have a healthy lifestyle.
- practice listening to a conversation between a student and his doctor (for general and specific details).
- offer help politely and practice offering help.
1.2. Competences
- improve communication, collaboration, and critical thinking skills.
1.3. Attributes
- give advice and persuade someone to have a healthy lifestyle.
- lead a healthy lifestyle for 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.
2. Students' aids: Student's book, workbook, notebook.
III. ASSESSMENT EVIDENCE
Performance Tasks
- Activate some health problems
that Ss may know.
- Number the pictures.
- Listen and repeat.
- Discuss more health problems
and advice and note them down.
- Listen to Jacob visiting his
doctor. Circle the reason for
Jacob's visit.
- Listen and fill in the blanks.
- Speak: What do you do when
you're sick? Why?

Performance Products

Assessment Tools

- Ss' answers.

- T's feedback.

- Ss' answers.
- Ss' performance.

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

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

- T's feedback/Peers'
feedback.
- T's feedback/Peers'
feedback.
- 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.
b) Content: Introduce words about health problems and advice.
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: Number the pictures. Listen and repeat.

STUDENTS' ACTIVITIES

- Use the “New words” part a.– page 15 for the warm-up
activity.
- Show pictures and words (using DCR), have Ss look at
the pictures and read phrases from 1-8, then number the
pictures (in pairs).
- Call Ss to give answers.
- Give feedback and show correct answers.
- Lead to the new lesson.
- Play the audio (CD1 – Track 17), have Ss listen and
repeat.
- Correct Ss' pronunciation if necessary.

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

Answer keys

 Option 2: Health problems and advice
- Give Ss some phrases about health problems and
equivalent advice, but not in order.
- Have Ss work in pairs to match health problems with
suitable advice.

- Call Ss to give answers.
- Give feedback and evaluation.
Lead to the new lesson

- Work in pairs.

- Give answers.
- Listen.

Answer keys

B. New lesson (35')
 Activity 1: Pre-Listening (Vocabulary) (12')
a) Objective: Ss get to know words and phrase about health problems and how to give advice.
b) Content:
- Vocabulary study (feel weak, have a sore throat, get some rest, take vitamins, have a fever, take medicine, stay up
late, keep warm).
- Speaking: Discuss more health problems and advice and note them down (page 15).

c) Expected outcomes: Ss know how to pronounce the new words / phrases correctly and use them when talking
about health problems and giving advice.
d) Organization of the activity:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Task a. Number 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 number the pictures.
- Work individually.
- 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.
- Play audio (CD1 – Track 17). Have Ss listen and
- Listen and repeat.
repeat.
Answer keys
- Correct Ss' pronunciation.



Option 2: Filling in the blanks (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 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.

Task b. In pairs: Discuss more health problems
and advice and note them down.
- Have Ss work in pairs to discuss more health
problems and advice and note them down.
- T can ask Ss to use the health problems and advice
they have known in the Warm-up activity as a
reference.
- Have some pairs share their ideas with the class.
- Give feedback and evaluation.

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

Answer keys
1. take medicine
2. keep warm
3. have a sore throat
4. stay up late
5. have a fever
6. get some rest

- Work in pairs.

- Present.

Suggested ideas

 Activity 2: While - Listening (17')
a) Objective: Students can develop their listening skill.
b) Content: Listen to a conversation between Jacob and his doctor, circle the reason for Jacob's visit and then listen
again to fill in the blanks.
c) Expected outcomes: Students can listen and understand general and specific information about a health problem
and how to overcome it.
d) Organization of the activity:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Task a. Listen to Jacob's visiting the doctor.
Circle the reason for Jacob's visit.
- Have Ss read the sentence, guess the answer (using
DCR).
- Play audio (CD1 - Track 18).
- Have Ss listen and circle the correct answer.
- Check answer as a whole class.

Task b. Now, listen and fill in the blanks
- Have Ss read the through the uncompleted
sentences in task b, guess what types of words /
parts of speech that will be possible for each blank
(using DCR).
- Play the audio again (CD1 - Track 18).
- Have Ss listen and fill in the blanks.
- 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 guess.
- 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 do you do when you are sick?
c) Expected outcomes: Students can have a free-talk about how to overcome sickness.
d) Organization of the activity:

TEACHER'S ACTIVITIES
Conversation skill
- Have Ss look at the Conversation box and read
(using DCR).
- Play audio (CD 1 - Track 19), have Ss listen and
repeat.
- Ask Ss to find more ways to offer help.

Task c. What do you do when you are sick?
Why?
- 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.

STUDENTS' ACTIVITIES
- Look and read.
- Listen and repeat.
- Give answers.

- Work in pairs.
- Present.

- For more practice, have Ss play a game with DHA.
C. Consolidation and homework assignments (4')
* Consolidation:
- Words about health problems and giving advice: feel weak, have a sore throat, get some rest, take vitamins, have
a fever, take medicine, stay up late, keep warm.
- Language to offer help: What can I do for you? / How can I help? / May I help you? …
* Homework
- Learn the new words by heart.
- Practice asking and answering about giving advice for a health problem.
- Do the exercises in WB: New words + Listening (pages 10, 11).
- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 12).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn
- Prepare: Lesson 2 – Grammar (page 16 – 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: 5
 Period: 15

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

UNIT 2: HEALTH

Lesson 2.2 - Grammar (Page 16)

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 health problem and advice.
- use “should” and “shouldn't” to ask for and give advice.
1.2. Competences
- improve speaking, listening and writing skills.
- improve the use of English.
1.3. Attributes
- know how to ask for advice and give advice.
- 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,
handouts.
2. Students' aids: Student's book, workbook, notebook.
III. ASSESSMENT EVIDENCE
Performance Tasks

Performance Products

- Listen and repeat.
- Study the grammar box.
- Use the prompts to give
advice for each problem.
- Fill in the blanks using
“should” or “shouldn't”.
- Ask for and give advice using
the prompts (in pairs).

- Ss' performance.
- Ss' task.
- Ss' answers /performance.
- 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: Review vocabulary about health problems / Introduce “should”.
c) Expected outcomes: Ss review words about health problems 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: Health problems

STUDENTS' ACTIVITIES

- Have Ss look at the pictures and give names of health
problems.
- Call Ss to give answers.
- Check Ss' answers, give feedback and lead to the new
lesson.

- Work in pairs.
- Give answers.

1. headache
2. stomachache
3. fever
4. sore eye
5. earache
6. cough
- Have Ss make sentences, using the vocabularies above.
 Lead to the new lesson.
 Option 2: Game: Letter Lingo
- Have Ss close all books and notebooks.
- Show some pictures, have Ss choose number at random and
then give names of the pictures.
- Have Ss use the red letter of their answers (the red letter is
shown on the screen) to form a new word.
- The first student to give the correct key word in the shortest
time will be the winner.
- Give praise or a small present to the winner.
*Illustration:

Answers keys

- Read sentences.

- Close books and notebooks.
- Choose number and answer.

Answers keys
Keyword: SHOULD

- Tell Ss about the grammar point they are going to study in the
new lesson: “should” and “shouldn't”.
Lead to the new lesson.

- Listen.

B. New lesson (35')
 Activity 1: Presentation (10')
a) Objective: Introduce “should” and “shouldn't”.
b) Content:
- Listen and repeat.
- Introduce “should” and “shouldn't” (affirmative, negative and interrogative form).
c) Expected outcomes: Ss know how to use “should” and “shouldn't” 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 20) 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

- Look and read.

DCR).

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

- Explain more about the form and the usage of
“should” and “shouldn't”, have Ss pay attention to the
negative and the question form.
Form:
(+) S + should + VB.I …
(-)S + shouldn't + VB.I …
(?)Should + S+ VB.I …
Usage: to ask for and to give advice.
*Note: VB.I = verb in bare infinitive form
- Have some Ss read aloud the sentences in the
Grammar Box.
- Ask Ss to give more examples using “should” and
“shouldn't”.

 Option 2:
- Have Ss close books.
- Show sample sentences in the grammar box (using
DCR).

- Look and read.

- Listen and take notes.

- Read.
- Give examples.

- Close all books.
- Look and answer.

.

- Have Ss read the sentences aloud
- Have Ss make comment on the way they use
“should” and “shouldn't” by asking Ss some
questions:
*Suggested questions:

- Read.

- Call Ss to give answers, comment on Ss' answers
- Then have Ss open the books and read the grammar
box
- Have Ss give more examples of “should” and

- Answer the questions.

1.What type of verb is used after “should” and
“shouldn't”?
2.In each sentence, what so they use “should” and
“shouldn't” for?
3. How do we answer question with “should”?

“shouldn't”, encourage them to make sentences with
their own ideas.
- Give feedback and evaluation

- Open the books and read the grammar box.
- Give examples.

 Activity 2: Practice (19')
a) Objective: Students can use “should” and “shouldn't” to ask for and give advice.
b) Content:
- Use the prompts to give advice for each problem.
- Fill in the blanks using “should” and “shouldn't”.
c) Expected outcomes: Students can apply “should” and “shouldn't” to ask for and give advice in their speaking.
d) Organization of the activity:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Task b. Use the prompts to give advice for each
problem.
- Demonstrate the activity, using the example (using
DCR).
- Have Ss use the prompts to give advice for each
problem (in individual).
- 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.
- Write answers on the board.
Answer keys

- Give feedback, correct Ss' answers if necessary.

- Look and listen.
Task c. Fill in the blanks using “should” and
“shouldn't”
- Demonstrate the activity, using the example (using
DCR).
- Have Ss fill in the blanks using “should” and
“shouldn't”.
- Have Ss check answers with their partners.
- Call Ss to read answers.
- Check Ss' answers, give feedback.

- Work individually.
- Work in pairs.
- Read answers.
Answer keys

 Activity 3: Production (6')
a) Objective: Students master the grammar point they study in the lesson.
b) Content: Speaking: Ask for and give your partner advice using the prompts.
c) Expected outcomes: Ss produce the new language successfully, and they can apply “should” and “shouldn't” in
speaking and writing.
d) Organization of the activity:
TEACHER'S ACTIVITIES
Task d. In pairs: Ask for and give your partner
advice using the prompts.
- Use DCR to show the task.
- Divide class into pairs.
- Have Ss ask for and give their partner advice using
the prompts.
- Encourage Ss to use more words about health
problems and give advice with their own ideas.
- Have some pairs demonstrate the activity in front
of the class.
- Give feedback and evaluation.

STUDENTS' ACTIVITIES

-Listen and take notes.
- Have conversation in pairs.
- Present.
- Listen.

C. Consolidation and homework assignments (5')
*Consolidation
- “should” and “shouldn't”
Form:
Form:
(+) S + should + VB.I …
(-)S + shouldn't + VB.I …
(?)Should + S+ VB.I …
Usage: to ask for / give advice
.
* Homework:
- Make 2 sentences, use “should” and “shouldn't to ask for / give advice.
- Do the exercises in WB: Grammar (page 11).
- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 13).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn
- Prepare: Lesson 2 – Pronunciation and Speaking (page 17 – 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?
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).

- Look and read.

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

- 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?
- 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.
 Activity 2: Practice (19')

Expected answer: The sentences are about
habits or activities that happen regularly.
- Read.
- Give examples.
- Listen.

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 individua...