1

Planning: September 2nd, 2022

Teaching: September 05th ,2022

Period 1
INTRODUCTION
I. Objectives: By the end of the lesson students will be able to:
- Know the structure of “English discovery 7” students' book and workbook
1. Knowledge:
Structure of each unit in “English discovery 7” and how to master the activities in each
unit.
2. Competences: Groupwork, independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
3. Qualities: Study seriously.
II. Preparation:
1. Teacher: Laptop, lesson plan, Active teach
2. Students: Books and notebooks.
III. Procedures:
ACTIVITY 1: Warm-up
1. Aim: To greet each other after a long vacation
2. Content: T – Ss welcome each other and share the interesting activities they
did in the summer.
3. Products: Ss are able to know more about their friends.
4. Implementation:
TEACHER AND
CONTENTS
STUDENTS' ACTIVITIES
Step 1: T's sharing:
- T draws the word “summer
read book come back home town
vacation” and some information on
the Bb, then talks about the
Summer
activities in the vacation.
vacation
Play sports
Step 2: Ss' sharing:
Cook favorite dishes
- T asks Ss to make a list of what
they did in the summer then share
with others.
Step 3: Judgment
- T and Ss identify the most
common activies
in the class'
members.
ACTIVITY 2: Introduce “English discovery 7” students'book
1. Aim: To helps Ss know the structure of the book in general and of each unit

2

in specific.
2. Content: Ss know how to solve each lesson in one unit.
3. Products: Ss remember the lessons in one unit.
4. Implementation:
* T's questions:
Step 1: Task delivering
1. How many units are there?
- T asks Ss open their textbook,
2. What are the name of each unit?
look through then answer T's
3. How may parts are there in each unit?
questions
Make a list of them.
* Notes:
Unit 0: 0.1 – Introducing Nam
0.2– Introducing Mai
Step 2: Task performance
0.3– Mai's home
- Ss discuss the questions in 4 group. 0.4 – Introducing Kim
0.5 – Revision
Unit 1 – 9:
Step 3: Report and discussion
0.1 – Vocabulary
- Which group gives more correct
0.2 – Grammar 1
information will be the winner.
0.3 – Reading & Vocabulary
0.4 – Grammar 2
0.5 – Listening and Vocabulary
Step 4: Judgment
0.6 – Speaking
- T gives some more details if
0.7 – Writing/ English in use
necessary.
0.8 – Vocabulary in action
0.9 - Revision
ACTIVITY 3: Introduce “English discovery 7” workbook
1. Aim: To helps Ss know the structure of the book in general and of each
unit in specific.
2. Content: Ss know how to solve types exercises of each each lesson in one
unit.
3. Products: Ss remember the lessons in one unit.
4. Implementation:
TEACHER AND
STUDENTS' ACTIVITIES
Step 1: Task delivering
- T asks Ss open their workbook,
look through then answer T's
questions

CONTENTS
* T's questions:
1. How many units are there?
2. What are the name of each unit?
3. How may parts are there in each unit?
Make a list of them.

3

Step 2: Task performance
- Ss discuss the questions in 4 group

* Notes:

Step 3: Report and discussion
- Which group gives more correct
information will be the winner.
Step 4: Judgment
- T gives some more details if
necessary.
HOME ASSIGNMENT
- Learn by heart the strucrure of English
- T assigns the home assignments.
discovery 7 textbook and work book
- Ss copy their home assignments.
- Prepare for Lesson 0.1: Introducing
- T explains it carefully.
Nam.
IV. FEED-BACK:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………

Planning: September 2nd, 2022

Teaching: September

th

,2022

4

Period 2 - UNIT 0: WELCOME
Lesson 0.1: Introducing Nam
I. OBJECTIVES: By the end of the lesson, students are expected to achieve the
following objectives:
1. Knowledge:
- Vocabulary: Spelling, family members.
- Grammar: Possessive adjectives, possessive 's, have got.
2. Competencies:
2.1 General competencies:
Form and/or improve such competencies as group work, independent working, pair
work, linguistic competence, and cooperative learning.
2.2 Specific competencies:
Improve communicative competence related to the use of language (vocabulary,
phonetics, grammar):
- For a language lesson: Ss are expected to use vocabulary to talk about family
members, and understand the main grammatical points, then do the tasks assigned in the
textbook. 
- For a skills lesson: Ss are expected to use the vocabulary and grammar points to talk
about their family members. 
3. Qualities:
- Being hard-working and attentive in class
- Have a positive attitude towards the lesson
- Being polite when asking others to spell their names
II. PREPARATIONS
1. Teacher: Textbooks, handout, PowerPoint slides, TV, projector, loudspeaker
2. Students: Textbooks, notebooks
III. PROCEDURE
ACTIVITY 1: INTRODUCE FAMILY MEMBERS
1. Aim: To introduce Nam's family members.
2. Content: Ss work individually to complete the assigned exercises under the
instruction of T.
3. Products: Ss are able to grasp the key information about Nam and his family
members.
4. Implementation:
TEACHER AND STUDENTS'
CONTENTS
ACTIVITIES
Presentation
Exercise 1:  Listen and read
Step 1: Task delivering
the text. Find the people in the
- T asks Ss to open their SB page 4, look
photos.
at exercise 1.
1. Mrs. Hien
Step 2: Task performance
2. Mr. Phong
- T calls a student to read the instruction
3. Lan

5

then checks Ss' understanding of it.
4. Nam
- T plays the audio and lets Ss listen.
Step 3: Report and discussion
- T calls some Ss to give answers
Step 4: Judgment
- T shows the answers on the slide.
Presentation
Exercise 2: Mark the sentences
Step 1: Task delivering
T (true), F (false). In pairs,
- T asks Ss to open their SB page 4, look at
correct the false sentences.
exercise 2.
2. T
Step 2: Task performance
3. F (brother => sister)
- T calls a student to read the instruction then
4. F (hasn't got a job => is a
checks Ss' understanding of it.
policeman)
- T asks Ss to work in pairs to complete the
5. F (Đà Nẵng => Huế)
activity.
Step 3: Report and discussion
- T calls some Ss to give answers
Step 4: Judgment
- T shows the answers on the slide.
ACTIVITY 2: PRACTICE VOCABULARY
1. Aim: To helps Ss review family vocabulary.
2. Content: Ss play the game called Lucky Stars
3. Products: Ss remember as many words related to family members as they can.
4. Implementation:
Presentation
Step 1: Task delivering
- T explains the game rules then checks
instructions.
Game rules:
 Choose stars for questions.
 Read the sentence carefully.
 Fill in the blank with one word.
 1 correct answer => get points.
Step 2: Task performance
- Ss join in the game individually.
Step 3: Report and discussion
- Which S gets more points will be the winner.
Step 4: Judgment
- T corrects Ss' pronunciation if any.
ACTIVITY 3: PRESENT GRAMMAR POINTS
1. Aim: To present possessive adjectives and present possessive 's in context.
2. Content: Ss work as a whole class to accomplish the exercise under the
instruction of T.
3. Products: Ss are able to understand the grammatical points of the lesson and
use them correctly to accomplish the given tasks.

6

4. Implementation:
TEACHER AND STUDENTS'
ACTIVITIES

CONTENTS

Presentation
Exercise 3: Look at Nam's
Step 1: Task delivering
family tree. Complete the
- T asks Ss to open their SB page 5, look at
sentences below with the
exercise 3.
correct possessive adjectives.
- T calls a student to read the instruction
Write the name of the person.
then checks Ss' understanding of it.
- T explains the grammar box.
2. Nam; Her 4. Mrs.
Step 2: Task performance
Huong; My
- T asks Ss to work in groups to complete
3. Mrs.
5. Mrs.
the activity.
Huong; Mrs. Huong; Our
Step 3: Report and discussion
Hien
- T calls some Ss to stand up and say their
answers.
Step 4: Judgment
- T shows the answers on the slide.
Presentation
Exercise 4: Add apostrophes
Step 1: Task delivering
('s) to the sentences about
- T asks Ss to open their SB page 5, look at
Nam's family.
exercise 4.
- T calls a student to read the instruction then
checks Ss' understanding of it.
- T explains the grammar box.
Step 2: Task performance
- T asks Ss to work in groups to complete the
activity.
Step 3: Judgment
- T calls some groups to give answers
Step 4: Report and discussion
- T shows the answers on the slide.
ACTIVITY 4: PRACTICE GRAMMAR
1. Aim: To help Ss practice grammar points.
2. Content: Ss individually play the game called Street Game.
3. Products: Ss are able to grasp the usage of possessive adjectives and
possessive 's.
4. Implementation:
Presentation
Adapted from ex2&3 WB p.2
Step 1: Task delivering
- T explains the game rules then checks
instructions.
Game rules:
- Read the sentence carefully.
- Choose a word to fill in the blank.

7

- 1 correct answer = 3 points.
Step 2: Task performance
- Ss join in the game individually.
Step 3: Report and discussion
- Which S gets more points will be the winner.
Step 4: Judgment
- T corrects Ss if any
ACTIVITY 5: PRACTICE SPEAKING
1. Aim: To encourage Ss to apply vocabulary and grammar points they have
learnt to talk about their family.
2. Content: Ss work in pairs and then individually to do the assigned exercises
under the instruction from T.
3. Products: Ss are able to talk about their family members and their partner's
family members
4. Implementation:
Step 1: Task delivering
Exercise 5: In pairs, ask and
- T asks Ss to look at exercise 5 (SB page 5).
answer about your family
- T calls a student to read the instruction then
members. Then tell the class
checks Ss' understanding of it.
about partner's family.
- T divides Ss into new pairs, then sets a time
limit for them to complete the activity.
Step 2: Task performance
- T asks pairs to talk about their family members.
- T walk around to listen and notes down
common mistakes for delayed feedback.
Step 3: Report and discussion
- T calls some pairs to come to the front of the
class, make conversations.
Step 4: Judgment
- T asks the rest to give comments on their
classmates' performance.
- T gives feedback on Ss' work.
HOME ASSIGNMENT
- Do exercises in the workbook
- T assigns the home assignments.
page 2.
- Ss copy their home assignments.
- Prepare for Lesson 0.2:
- T explains it carefully.
Introducing Mai.
IV. FEED-BACK:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………

Planning: September 2nd, 2022

Teaching: September

th

,2022

8

Period 3 - UNIT 0: Welcome
Lesson 0.2: Introducing Mai
I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
- Vocabulary: Free time activities.
- Grammar: Useful expressions to talk about free time.
2. Competencies:
2.1 General competencies:
Form and improve group work and independent working, pair work, and cooperative
learning.
2.2 Specific competencies:
Improve communicative competence related to the use of language (vocabulary,
phonetics, grammar)
- For a language lesson: Ss are expected to use vocabulary to talk about free time, and
understand the main grammatical points, then do the tasks assigned in the textbook.
- For a skills lesson: Ss are expected to use the vocabulary and grammar points to talk
about their favourite activities in their free time.
3. Qualities:
- Being hard-working and attentive in class.
- Have a positive attitude towards the lesson.
II. PREPARATIONS
Teacher: Textbooks, PowerPoint slides/ Active teach, TV, projector, loudspeaker
Students: Textbooks, notebooks
III. PROCEDURE
ACTIVITY 1: INTRODUCE MAI
1. Aim: To introduce Mai and to present vocabulary of hobbies and interests
in context.
2. Content: Ss work in pairs individually and in pairs to do the assigned
exercises under the instruction from T.
3. Products: Ss are able to read and listen to a text referring hobbies and
interests.
4. Implementation:
TEACHER AND STUDENTS'
CONTENTS
ACTIVITIES
Step 1: Task delivering
Exercise 1: Read the text. In
- Tasks Ss to open their SB page 6, look at
pairs, ask and answer questions
exercise 1.
below.
- T calls a student to read the instruction
1. Yes, they are.
then checks Ss' understanding of it.
2. Yes, they are.
Step 2: Task performance
3. Yes, she is. – swimming,
- T sets a time limit and asks Ss to work in
cycling.
pairs to complete the activity.
 
Step 3: Judgment
- T calls some pairs to give answers

9

Step 4: Report and discussion
- T shows the answers on the slide.
Step 1: Task delivering
Exercise 2: Read the text about
- T asks Ss to open their SB page 6, look
Mai again. What are her
at exercise 2.
hobbies and interests?
- T calls a student to read the instruction
She likes surfing the Internet,
then checks Ss' understanding of it.
taking photos, swimming, and in
Step 2: Task performance
summer, cycling.
- T sets a time limit and asks Ss for
answers.
Step 3: Judgment
- T calls some Ss to give answers
Step 4: Report and discussion
- T shows the answers on the slide.
Step 1: Task delivering
Exercise 3: Listen and check. If
- T asks Ss to open their SB page 6, look
you understand the words
at exercise 3.
below.
- T calls a student to read the instruction
then checks Ss' understanding of it.
Step 2: Task performance
- T lets Ss to listen once.
Step 3: Judgment
- T elicits the meaning of phrases from Ss
through the picture cues on the slide.
Step 4: Report and discussion
- T confirms the meaning of phrases then
drills them.
ACTIVITY 2: PRACTICE VOCABULARY
1. Aim: To help Ss practice using vocabulary in context.
2. Content: Ss work individually to play the game called Gift Box Secret
Game.
3. Products: Ss are able to recall and practice the vocabulary of the lessons.
4. Implementation: T introduces objectives to Ss.
Step 1: Task delivering
Gift Box Secret Game
- T explains the game rules then checks
(Adapted from ex.2 WB p.3)
instructions.
Game rules:
- Read the sentence carefully.
- Fill in the blank with a word.
- 1 correct answer = the candles in the gift
box
Step 2: Task performance
- Ss join in the game individually.
Step 3: Judgment
- Which S gets more candles will be the
winner.

10

Step 4: Report and discussion
- T corrects Ss if any.
ACTIVITY 3: PRESENT STRUCTURES
1. Aim:  To present expressions to talk about hobbies and interests in
context.
2. Content: Ss work individually to listen to the audio file talking about
Nam's free time activity.
3. Products: Ss are able to listen and understand the conversation referring
free time activity.
4. Implementation:
TEACHER AND STUDENTS'
CONTENTS
ACTIVITIES
Presentation
Exercise 4: Listen to Mai and
Step 1: Task delivering
Nam. What is Nam's free time
- T asks Ss to look at excersise 4 (SB page
activity? Choose the correct
6).
answer.
- T calls a student to read the instruction
C. Doing nothing.
then checks Ss' understanding of it.
Step 2: Task performance
- T plays the audio, lets Ss listen and answer
the question.
Step 3: Judgment
- T elicits answers from Ss.
Step 4: Report and discussion
- T checks as the whole class.
ACTIVITY 4: PRACTICE STRUCTURES
1. Aim: To help Ss practice building sentences about hobbies and interests.
2. Content: Ss work individually to play the game called “Hard Working
Ants Game”.
3. Products: Ss are able to make sentences relating to hobbies and interests.
4. Implementation:
Step 1: Task delivering
Hard Working Ants Game
- T explains the game rules then checks
(Adapted from ex4 WB p.3)
instructions.
Game rules:
- Reorder the given words to make correct
sentences.
- 1 correct answer = 2 points.
Step 2: Task performance
- Ss join in the game individually..
Step 3: Report and discussion
- Which S gets more candles will be the
winner.
Step 4: Judgment
- T corrects Ss if any.

11

ACTIVITY 5: PRODUCE
1. Aim: To help Ss apply what they have learnt to talk about favourite
activity in their free time.
2. Content: Ss work in groups to make a conversation about each other's
interests.
3. Products: Ss are able to talk about their hobbies and interests to their
partners.
4. Implementation:
Step 1: Task delivering
Exercise 5: Work in groups of
- T asks Ss to look at exercise 5 (SB page
three. Ask and answer about
6).
each other's interests.
- T calls a student to read the instruction
Complete the table below then
then checks Ss' understanding of it.
report to the class.
- T asks a student to read the sample
report.
Step 2: Task performance
- T divides Ss into groups of three, then sets
a time limit for them to complete the
activity.
- T walks around to listen and notes down
common mistakes for delayed feedback.
Step 3: Report and discussion
- T calls some groups to come to the front of
the class and report.
Step 4: Judgment
- T asks the rest to give comments on their
classmates' performance.
- T gives feedback on Ss' work.
HOME ASSIGNMENT
- Do exercises in the
- T assigns the home assignments.
workbook page 3.
- Ss copy their home assignments.
- Prepare for Lesson 0.3:
- T explains it carefully.
Mai's Home.
IV. FEED-BACK:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………

Planning: September 11th, 2022

Teaching: September 16th ,2022

12

Period 4 - UNIT 0: WELCOME
Lesson 0.3: Mai's Home
I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
- Vocabulary: Name possessions, key information about Mai
- Grammar: there is / there are with some / any.
2. Competencies:
2.1 General competencies:
Form and/or improve such competencies as group work, independent working, pair
work, linguistic competence, and cooperative learning.
2.2 Specific competencies:
Improve communicative competence related to the use of language (vocabulary,
phonetics, grammar)
- For a language lesson: s are expected to use vocabulary to talk about possessions, and
understand the main grammatical points, then do the tasks assigned in the textbook.
- For a skills lesson: Ss are expected to use the vocabulary and grammar points to talk
about their possessions.
3. Qualities:
- Being hard-working and attentive in class
- Have a positive attitude towards the lesson
II. PREPARATIONS
Teacher: Textbooks, pictures, PowerPoint slides/ activeteach, TV, projector.
Students: Textbooks, notebooks
III. PROCEDURE
ACTIVITY 1: WARM-UP
1. Aim: To help Ss review information about Mai that they have learnt in the
previous lesson.
2. Content: Ss work in pairs and then individually to do the assigned
exercises under the instruction from T.
3. Products: Ss are able to recall the knowledge they have learnt in the
previous lesson.
4. Implementation:
TEACHER AND STUDENTS'
CONTENTS
ACTIVITIES
Step 1: Task delivering
Extra activity: Read and tick 7
- T asks Ss to read the instruction on
correct sentences about Mai.
the
slide
then
check
their
understanding.
- T calls students to read the
sentences about Mai.
Step 2: Task performance
- T sets a time limit and asks Ss to

13

work in pairs to complete the
activity.
Step 3: Judgment
- T calls some pairs to give answers
Step 4: Report and discussion
- T shows the answers on the slide.
ACTIVITY 2: PRESENT VOCABULARY
1. Aim: To present vocabulary of possessions in context.
2. Content: Ss work individually to read the text about Mai's bedroom
3. Products: Ss are be able to recognize the vocabulary of possessions and
accomplish the given tasks.
4. Implementation:
Step 1: Task delivering
Exercise 1: Read about Mai's
- T asks Ss to open their SB page 7,
bedroom. Mark the sentences T
look at exercise 1.
(true), F (false)
- T calls a student to read the
Answer keys:
instruction
then
checks
Ss'
understanding of it.
2. F
4. T
Step 2: Task performance
3. T
5. T
- T lets Ss read the short text and all
the sentences.
Step 3: Judgment
- T calls Ss to give answers and asks
them to explain their answers.
Step 4: Report and discussion
- T checks as the whole class.
Step 1: Task delivering
Guessing Game
- T explains the game rules then
(Adapted from ex.1 WB p.4)
checks instructions.
Game rules:
Step 2: Task performance
 Look at the picture.
- Ss join in the game individually.
 Guess the thing.
Step 3: Judgment
 Choose 1, 2 or 3 then read the
- Which S gets more candles will be
word
the winner.
 1 correct answer = 1 point
Step 4: Report and discussion
- T corrects Ss if any.
ACTIVITY 3: PRACTICE VOCABULARY
1. Aim:
- To help Ss identify and name possessions.
- To help Ss correct their pronunciation of target vocabulary.
- To provide Ss with a chance to talk about their possessions.
2. Content: Ss work individually and in pairs to do the assigned exercises as
instructed by T.
3. Products: Ss are able to grasp the meaning as well as the usage of the
vocabulary related to their possessions.
4. Implementation:

14

TEACHER AND STUDENTS'
ACTIVITIES
Step 1: Task delivering
- T asks Ss to open their SB page 7,
look at exercise 2.
- T calls a student to read the
instruction then checks Ss'
understanding of it.
Step 2: Task performance
- T lets Ss listen and underline things
they see in the photo.
Step 3: Report and discussion
- T calls Ss to give answers.
Step 4: Judgment
- T correct Ss' pronunciation if any.

CONTENTS
Exercise 2:  Listen and underline the
things you can see in the photo.
book, camera, dictionary, headphones,
helmet, keys, laptop, photo, poster,
sports bag, sunglasses, trainers.

Step 1: Task delivering
Exercise 3: In pairs, use vocabulary
- T asks Ss to open their SB page 7,
box to tell your partner three things
look at exercise 3.
you have / haven't got / would like to
- T calls a student to read the
have. 
instruction
then
checks
Ss'
understanding of it.
Step 2: Task performance
- T sets time limit and asks Ss to
work in pairs to complete the
activity.
Step 3: Judgment
- T calls some pairs to practice
speaking in front of the class.
Step 4: Report and discussion
- T correct Ss' pronunciation if any.
ACTIVITY 4: PRESENT GRAMMAR
1. Aim: To present the use of there is / there are with a / an / some / any.
2. Content: Ss work individually to do the assigned exercises as instructed by T.
3. Products: Ss are able to understand the grammatical points of the lesson
and use them correctly to accomplish the given tasks.
4. Implementation:
Step 1: Task delivering
Exercise 4: Study the grammar box.
- T asks Ss to look at excersise 4 (SB
Use there is / there are with a / an /
page 7).
some / any to write sentences about
- T calls a student to read the
your bedrooms.
instruction
then
checks
Ss'

15

understanding of it.
Step 2: Task performance
- T lets Ss work in groups, study the
grammar box, read the model
sentences then make some new
sentences about their bedrooms.
Step 3: Judgment
- T elicits answers from groups
Step 4: Report and discussion
- T shows some suggestions.
ACTIVITY 5: PRACTICE STRUCTURES
1. Aim: To help Ss practice building sentences about hobbies and interests.
2. Content: Ss work individually to do the assigned exercises as instructed by
T, and then in groups to play the game called Bomb Stars Game.
3. Products: Ss are able to understand the grammar rules of there is / there
are to accomplish the given tasks.
4. Implementation:
Step 1: Task delivering
Exercise 4: Bomb Stars Game
- T explains the game rules then
(Adapted from ex4 WB p.4)
checks instructions.
Game rules:
Step 2: Task performance
- Make sentences with There is / There
- Ss join in the game individually.
are
Step 3: Report and discussion
- 1 correct answer => choose a star for
- Which S gets more candles will be
point(s)
the winner.
Step 4: Judgment
- T corrects Ss if any.
ACTIVITY 6: PRODUCE
1. Aim: To help Ss apply what they have learnt to talk about their
possessions.
2. Content: Ss work in pairs to make a conversation about their bedrooms
3. Products: Ss are able to use the vocabulary and grammar structures to ask
and answer about their possessions.
Implementation:
Step 1: Task delivering
Exercise 5: In pairs, ask and answer
- T asks Ss to look at excersise 5 (SB
questions about your bedrooms. Use
page 7).
the items from vocabulary box or
- T calls a student to read the
your own ideas.
instruction then checks Ss'
understanding of it.
- T asks a student to read the sample
dialogue.
Step 2: Task performance
- T divides Ss into new pairs, then sets
a time limit for them to complete the
activity.

16

- T walk around to listen and notes
down common mistakes for delayed
feedback.
Step 3: Judgment
- T calls some pairs to come to the
front of the class and make
conversations.
Step 4: Report and discussion
- T asks the rest to give comments on
their classmates' performance.
- T gives feedback on Ss' work.
HOME ASSIGNMENT
-- Do exercises in the workbook page 4.
- T assigns the home assignments.
-- Prepare for Lesson 0.4: Introducing
- Ss copy their home assignments.
Kim
- T explains it carefully.
IV. FEED-BACK:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Planning: September 17th, 2022

Teaching: September 19th ,2022

17

Period 5 - UNIT 0: WELCOME
Lesson 0.5: Introducing Kim
I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
- Vocabulary: School subjects, key information about Kim.
- Grammar: can / can't for skills / abilities..
2. Competencies:
2.1 General competencies:
Form and improve such competencies as group work and independent working, pair
work, and cooperative learning.
2.2 Specific competencies:
Improve communicative competence related to the use of language (vocabulary,
phonetics, grammar)
- For a language lesson: Ss are expected to use vocabulary to talk about skills / abilities,
and understand the main grammatical points, then do the tasks assigned in the textbook.
- For a skills lesson: Ss are expected to use the vocabulary and grammar points to talk
about their skills / abilities.
3. Qualities:
- Being hard-working and attentive in class
- Being collaborative while doing in-class exercises
II. PREPARATIONS
1. Teacher: Textbooks, pictures, TV, projector, loudspeaker
2. Students: Textbooks, notebooks
II. PROCEDURE
ACTIVITY 1: INTRODUCE KIM
1. Aim:
- To introduce Kim.
- To activate Ss' knowledge of school subjects and teach them.
2. Content: Ss work individually to complete assigned tasks under the instruction
of T.
3. Products: Ss are be able to recognize the school subjects.
4. Implementation:
TEACHER AND STUDENTS'
CONTENTS
ACTIVITIES
Step 1: Task delivering
Exercise 2: In pairs, match school
- T asks Ss to open their SB page 8, look at subjects 1-6 with A-F. What are Kim's
exercise 2.
favourite subjects?
- T calls a student to read the instruction
2. A
4. E
6.C
then checks Ss' understanding of it.
3. F
5. D
Step 2: Task performance
- T sets a time limit and asks Ss to work in
pairs to complete the activity.
Step 3: Judgment
- T calls some pairs to give answers then
shows the answers on the slide.
Step 4: Report and discussion

18

- T drills all the subjects.
ACTIVITY 2: PRESENT VOCABULARY 1
1. Aim: To help Ss practice vocabulary of school subjects.
2. Content: Ss work individually to do the assigned exercises as instructed by T,
and then in groups to play the game called Angry Birds Game.
3. Products: Ss are be able to grasp the meaning and the pronunciation of the
school subjects.
4. Implementation:
Step 1: Task delivering
Angry Birds Game
- T explains the game rules then checks
(Extra activity)
instructions.
Game rules:
- Read the definition.
- Choose the correct subject.
- 1 correct answer = 5 points.
Step 2: Task performance
- Ss join in the game individually.
Step 3: Judgment
- T corrects Ss' pronunciation if any
Step 4: Report and discussion
- T drills all the subjects.
ACTIVITY 3: PRESENT GRAMMAR
1. Aim: To present the grammar points in context.
2. Content: Ss work in pairs with the instruction from Teacher to accomplish the
given exercises respectively.
3. Products: Ss are able to understand the grammatical points of the lesson and use
them correctly to accomplish the given tasks.
4. Implementation:
TEACHER AND STUDENTS'
CONTENTS
ACTIVITIES
Step 1: Task delivering
Exercise 1: Read the text, answer
- T asks Ss to open their SB page 8, look at
the questions in pairs.
exercise 1.
1. She can draw, play the piano and
- T calls a student to read the instruction then
play basketball.
checks Ss' understanding of it.
2. She can't sing.
Step 2: Task performance
- T sets a time limit and ask Ss to work in
pairs
to
complete
the
activity.
Step 3: Report and discussion
- T calls some pairs to give answers.
Step 4: Judgment
- Check with the whole class.
ACTIVITY 4: PRACTICE GRAMMAR
1. Aim: To help Ss practice building sentences about hobbies and interests.
2. Content: Ss work individually to complete the assigned exercises under the
instruction of T.
3. Products: Ss are able to understand the grammar of can and can't as well as use
them correctly to accomplish the given tasks.
4. Implementation:
Step 1: Task delivering
Exercise 3: Complete the

19

- T asks Ss to open their SB page 8, look at
sentences with can or can't.
exercise 3.
- T calls a student to read the instruction then
2. can't 4. can't 6. can't
checks Ss' understanding of it.
3. can
5. can't
Step 2: Task performance
- T sets a time limit and ask Ss to work in groups
to complete the activity.
Step 3: Judgment
- T calls some groups to give answers
Step 4: Report and discussion
- T checks as the whole class.
ACTIVITY 4: PRESENT VOCABULARY 2
1. Aim: To present vocabulary of skills and abilities in context.
2. Content: Ss work in pairs to do the assigned tasks under the guidance of T.
3. Products: Ss are be able to understand the meaning and the pronunciation of
skills and abilities.
4. Implementation:
Step 1: Task delivering
Exercise 4: Listen to Kim and
- T asks Ss to open their SB page 8, look at
underline the ...