Lesson 5: Skills 1

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Date of planning: Date of teaching:

PERIOD 1:INTRODUCE HOW TO LEARN NEW ENGLISH CLASS 7 English 7: The whole year:3 periods x 37 weeks = 111 periods

Term I: 3 periods x 19 weeks = 57 periods Term II: 3 periods x 18 weeks = 54periods Each unit has 7 periods:

Period 1: Getting Started Period 2:A Closer Look 2 Period3: A Closer Look 2 Period 4: Communication Period 5: Skiil1 Period 6: Skill 2

Period7: Looking Back PROJECT: Do at home.

REVISION

I. Learning outcome:

After the lesson, students will review the main contents of the lessons which are learned before: The simple present tense, the present continuous tense, near future, present perfect, conditional sentences, modal verb wh- questions,…

II. Content :

1. The tenses of verbs a. The present simple tense.

* Ordinary verbs:

(+) I (-) I

We + V (without To) We + don’t + V You You

They They He He She + Vs(es) She + doesn’t +V It It (?) I He

We Does She + V ? Do You + V ? It

They

b. The present continuous tense:

(+) S + am / is / are + Ving.

(-) S + am / is / are + not + Ving.

(?) Am / is / are + S + Ving?

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c. Near future :

(+) S + am / is / are + going to + V.

(-) S + am / is / are + not + going to + V.

(?) Am / is / are + S + going to + V?

d.Present perfect:

* Form: (+) S + have/ has + P2 (-) S + have/has + not + P2 (?) Have/ Has + S + P2?

* Meaning:Thì hiện tại hoàn thành diễn tả một hành động bắt đầu xảy ra trong quá khứ,kéo dài lien tục đến hiện tại và có thể xảy ra trong tương lai.

2. Adverbs of time:

ever, never, so far, several times, just, already, yet.

3. The way of usage “For” and “Since”

+ For: nói đến khoảng thời gian (Được bao lâu) +Since: nói đến môc thời gian ( Từ khi nào) Eg: I have English for 10 years.

She has lived in Nha Trang since she was 5 years old.

e.The past simple tense:

* To be:

a. I/ She/ He/ It : was We/ You/ They: were b. Form: (+): S + was/ were + ……

(-): S + wasn’t/ weren’t + …….

(?): Was/ Were + S + …..?

- Yes, S + was/ were - No, S + wasn’t/ weren’t

* Verb ordinary:

a. Regular verb : + ed

Irregular verb: go – went – gone b. Form: (+) S + Ved/ V (BQT)

(-) S + didn’t + V (?) Did + S + V?

d. Cách thêm đuôi ed:

- Thông thường V + ed (walk – walked) - V có tận cùng la e + d (live – lived) - V có tận cùng là y:

- Nếu trước y là 1 nguyên âm + ed (play – played)

- Nếu trước y là một phụ âm biến y  i + ed (try – tried, study –studied)

- V một vần, tận cùng bằng 1 phụ âm trước khi + ed(stop – stopped, plan – planned)

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- V có 2 vần, trọng âm ở vần hai mà tận cùng là 1 phụ âm, trước là 1 nguyên âm, ta gấp đôi phụ âm trước khi thêm ed (omit – omitted, permit – permitted )

e. Cách phát âm đuôi ed:

1. /t/: khi đứng sau : /p, k, f, s/

look – lookedlaugh – laughed watch – watched miss – misses wash – washed

2. /id/ khi đứng sau /t, d/

want – wanted need – needed

3. /d/ khi đứng sau các phụ âm còn lại hoặc nguyên âm play – played seem – seemed

* Usage:

Thì quá khứ được dung diễn tả:

a. Sự kiện đã xảy ra và cham dứt hoàn toan trong quá khứ b. Sự kiện trong quá khứ với thời gian được xác định.

Trong câu thường có: yesterday, last, ago (cách đây), first (lần đầu tiên),in 1998, ….

2.Modal verbs:

Can/could

May/might + V (infi) Should

Must

3.Conditional sentence - Type 1

-Câu điều kiện loại 1 dùng để diễn tả sự việc có thể xảy ra ở hiện tại hoặc tương lai.

If + S + V (present simple), S +will/ won’t + V(inf)

Eg:

1.If it is sunny, I will go fishing.

2.If you eat a lot of sweet, you will have a stomachache.

4. Wh- questions:

* What:

- What’s your name? => My name is An.

What’s her name? => Her name is Hoa.

- What do you do? => I am a teacher.

What does he do? => He is a doctor.

* Where:

Where do you live? => I live on Nguyen Du street.

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Where does she live? => She lives at 135 Hang Bai Street.

* How many + Ns/es .

How many students are there in your class?

* What time /When

What time do you usually get up?

When do you do your homework?

* How:

- How are you? => I’m fine, thanks.

- How do you go to school every day? => I go to school by bike.

* How old: How old are you?

* Why: Why does he have bad marks?

* Which: Which shirt do you like: red or blue?

* Who: Who is Mrs Lan talking to?

III. Practice:

Ask Ss to do exercises, then the teacher corrects them.

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Date of planning:Date of teaching:

PERIOD 2: UNIT 1:MY HOBBIES

Lesson 1: Getting Started–My favourite hobby I. Objectives:

By the end of this lesson, students will be able to:

- Listen and read for specific information about a conversation “My favourite hobby”

- Practice listening and speaking with the lexical items related to the topic.

II. Language Focus:

1. Vocabulary:the items related to hobbies: unusual, guess.

2. Grammar: Review The present simple and the future simple tense.

Verbs of liking + V-ing.

III. Teaching aids: Course book, CD player, pictures.

IV. Procedures:

Steps Learning activities Contents Modes

Warm up(5’) - Ss say what they like doing for pleasure in their free time.

-Write the unit title on the board “My hobby”.

Warm up:

What do you like doing in the free time?

- Talking about some hobbies

whole class

Getting

started (5’) Task 1

Aim: Ss will be able to get the main content of the dialogue -Ss look at the picture on

page 6 and answer the questions below.

-Ss answer the questions.

-Ss open the book, listen to the recording while

reading at the same time to check their guess.

- Some Ss give the correct answer.

-Ss work in pairs to practice the dialogue.

I.Listen and read

1.Can you guess who they are?

2.Where are they?

3.What can you see on the shelf? What may the hobby be?

Whole class

Work in pairs

Doing (20’) Task 2

Aim: Ss will be able to have a proper understanding of the dialogue - Ss work in groups

- Ss read the sentences and

II. Practice

1a. Are the sentences below true

Work in groups

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decide if they are true or false.

-Ss share the answers with a partner before discussing as a class.

- Ss correct the sentences with together.

- Ss can refer back to the conversation to answer the questions (b).

orfalse?

* Key:

1. F 2. T 3. F 4. F 5. T b. Answer the questions

* Key:

1.She receives dolls on special occasions.

2.No, they aren’t.

3.She keeps the bottles after using them.

4.No, she doesn’t.

5.No, he hasn’t.

Work in pairs

Whole class

Task 3

Aim: Ss practice pronouncing the words and phrases related to the topic - Ss listen and repeat the

words/ phrases.

- Ss practice reading the words/ phrases out loud.

- Ss repeat the words chorally

2. Listen and repeat.

Cycling Taking photos

Cooking Bird-watching

Gardening

Arranging flowers

Skating Playing the guitar Playing the games

Whole class

Whole class Task 4

Aim: Ss will be able to enrich their vocabulary about leisure activities -Ss look at all the picture

given.

- Ss use the words in 2 to match the words/ phrases with the pictures in pairs.

- Ss check the answer with teacher.

3. Choose the words/ phrases in 2 that match the pictures below. Write them in the spaces.

* Key:

1. Playing board games 2. Taking photos

3. Bird-watching 4. Cycling

5. Playing the guitar 6. Gardening

7. Cooking

8. Arranging flowers 9. Skating

Whole class

Work in pairs

Whole class

Task 5

Aim: Ss can express their opinion about different hobbies in terms of cost and level of difficulty

- Ss work in pairs and complete the table.

- Some Ss write their

4. Complete the tables. Work in pairs

Some

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answers on the board.

- Ss explain their answers.

- Ss add more words to the

table. * Suggestions:

Cheap hobbies: playing board games, gardening, collecting old bottles…

Easy hobbies: taking photos, playing board games….

students

Whole class

Performing

(10’) Task 6

Aim: Ss practice asking questions about hobbies - Ss go around the class

and as their friends about hobbies using “Do you like…?

- Ss have to write read aloud the names on the list. Ss try to give full sentences.

5.Game:

Find someone who…

* Example:

A: Do you like gardening?

B: No, I don’t

Whole class

Outcome and homework

(5’) - Ss retell the main lesson they have just learnt -Ss take notes.

III.Homework

- Learn the new vocabulary -Practice reading the dialogue -Dothe exercises in exercise book - Prepare for next lesson

(A closer look 1)

Whole class

Experiences:

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Date of teaching:

PERIOD 3: UNIT 1: MY HOBBIES

Lesson 2: A Closer Look 1 I. Objectives:

- Pronounce correctly the sounds /ə/ and /ɜ:/ in isolation and in context - Use lexical items related to hobbies

- Listen, speak and write perfectly.

1. Vocabulary:The lexical items related to the topic “My hobby” collect, take, catch, paint, gymnastics

2. Pronunciation: sounds /ə/ and /ɜ:/

III. Teaching aids: Course book, CD player.

IV. Procedures:

Warm up (5’)

-Ss listen teacher’s sentences

-Ss guess the hobbies when T gives clues.

-( Lead to the topic of the lesson)

Warm-up : Guessing game:

Ready ?

SS guess the hobbies when T gives clues.

T: I love comics. (reading comics) T: My sister likes music. (listening to music)

T: I love dolls. ( collecting dolls)

T: My Mom enjoys making good food for the family. (cooking)

Whole class

Vocabulary

(20’) Task 1

Aim: Ss learn some new words and some collocations related to the topic - Ss read in chorus

and guess the

meaning of the words.

- Ss read the words individually.

- Ss read the action verbs in column A and match them with the suitable words/ phrases in column B.

- Ss check and confirm the correct answers with teacher

I. Vocabulary

1.collect (v) : (example): sưu tập 2.take photo (v): ( visual): chụp ảnh 3.catch (v) : ( example) : bắt

4.paint (v ) : ( example): sơn

5.gymnastics ( n) : example): thể dục, sự rèn luyện

Class 7a5: Ss have to guess the meaning of the words and mark the stress of the words.

1. Match the correct verbs with the hobbies. Some hobbies may be used with more than one verb.

* Key:

1. d, e, i 2. g 3. b, c, j 4. f, h 5. c 6. a

Whole class

Work individually

Whole class

Work in pairs

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Task 2

Aim: Ss identify the difference between hobbies and action verbs - Ss read all the

sentences carefully to make sure they

understand the sentences.

- Ss read all the words relating “ hobbies or action Verbs”

- Ss write the correct answers on the board.

- Ss checking with another pair.

2. Fill in each blank in the sentences with one hobby or one action verb from the box.

* Key:

1. swimming, swim

2. listen, listening to music.

3. plant, gardening 4. catch, fishing.

5. painting, paints.

Work individually

Work in pairs Task 3

Aim: Ss get familiar with the term “key word” and practice identifying keywords in specific sentences

- Ss listen to teacher’s instruction on how to locate keywords for

“listening to music”.

- Ss write the answers on the board in pairs.

- Ss check the answers with teacher.

-Ss quickly to look at “ Look out”

- Ss take note in their notebook.

3. Write down keywords to describe the hobbies in the table.

* Key:

- Listening to music: melody, songs, headphones, noise, rhythm, lyrics…

- Gardening: trees, flowers, garden, plant, vegetables, grow, fruit…

Fishing: lake, exciting, catch, fish, water, boat…

- Painting: creative, colours, pictures, artist, painting…

- Swimming: pool, fun, water, keep fit, swim…

Whole class

Work in pairs

Whole class

Pronunciation (10’)

Task 5

Aim: Ss practice pronouncing the words which contain the two sounds - Ss read out the words

first.

II. Pronunciation:

5. Listen and tick the words you hear.

Repeat the words.

* Key:

Whole class

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- Ss listen to the recording.

- Ss repeat the words.

 Away

 Burn

 Hurt

 Birth

 Answer

 Neighbour

 Heard

Whole class

Task 6

Aim:Ss identify the difference between the two sounds and practice them -Ss read out the words

first.

- Ss work in groups to put the words in the right columns while they listen.

- Some Ss write the answers on the board - Ss check with teacher.

6. Listen again and put the words in the correct

* Key:

/ə/ /ɜ:/

Away Answer Neighbour

Common

Burn Birth Hurt Heard

Whole class Work in groups

Work individually Whole class Task 7

Aim:Ss identify the sounds /ə/ and /ɜ:/ in different words - Ss underline the

words which contain the two sounds.

-Ss listen and do the task.

- Ss practice the sentences.

7. Listen to the sentences and tick /ə/

and /ɜ:/.

Work individually Whole class Whole class Performing

(5’)

Activity 4:

Aim: Ss play mini game Using the key word related to the hobby - Ss work in groups to

play the guessing game.

-Each group chooses a leader to record other Ss’ points. One student is the group’s secretary who writes down other Ss’ hobbies.

4. The key to my hobby!

* Example:

A: Water, grow, flowers, vegetables.

B: Is it gardening?

A: Yes, it is.

Work in groups

Outcome &

homework (5’)

Aim: Ss will be able to have an overview about what they have learnt in the lesson

* Consolidation - Ss say the difference between/ə/ and /ɜ:/.

- Ss retell some

collocations related to

III. Homework

- Learn the new vocabulary by heart - Write the new words in the notebook - Practice saying the sounds

-Prepare for the next lesson

Whole class

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the topic Experiences:

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PERIOD 4: UNIT 1: MY HOBBIES

-Use the present simple and the future simple tense and verbs of liking + V-ing correctly and appropriately.

1. Vocabulary:the items related to hobbies.

2. Grammar:Review the present simple and the future simple tense.

III. Teaching aids: Course book, CD player, extra board…

IV. Procedures:

Warm up

(5’) - Ss play a game in groups -ss read the words aloud -stick a card on the board -write down the ss you can make from the words on the cards.

-Ss underline the verbs in ss.

(Lead in the lesson)

Warm-up : Jumbled sentences T prepares some cards and gives ss some cards.

WILL, WALKS, SHE, A, BUT LAN, BIKE, TOMORROW, OFTEN

Key:

Lan usually walks, but tomorrow she will ride a bike.

Which tenses are they?

Work in groups

Whole class Grammar 1

(30’) Task 1

Aim: Ss review the present simple and future simple - Ss present the form and

usage of these two tenses in front ofthe class.

- Ss do this exercise

individually and then compare the answers with a partner.

- Ss check and correct the answers with teacher.

II. Grammar 1:

The present simple and future simple: review.

1. Complete the sentences. Use the present simple or future simple form of the verbs

* Key:

1. loves, will not/ won’t continue.

2. take 3. does… do 4. will enjoy 5. do…do 6. will… play

Work individually

Whole class

Task 2

Aim: Ss can use the present simple to complete the passage - Ss spend about 3minutes

to read and complete the 2. Read the table and complete his

report using the present simple. Whole class

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table.

- Ss look at the table and make sure they understand it. (T can explain that x 3 per week means three times a week).

- Ss read the correct answersin front of the class.

* Key:

1. Like 2. Watch 3. Don’t love 4. Go

5. Enjoy 6. Play 7. Plays

8. Doesn’t like 9. Plays

Work individually

Whole class Work individually Task 3

Aim: Ss use the present simple tense to practice talking and writing about their hobbies

- Ss draw a table similar to the one in 2. The first column is for the activities.

The other columns are for the rest of the group.

- Each group writes a short report similar to Nick’s report in 2.

3. Work in group.

a. Think of some activities and make a table like the table in 2

* Example:

Do you listen to music every day?

Do you play basketball every day?

Do you go shopping every day?

b. Write a short report about what you have found out. Use Nick’s report in 2 as an example.

* Example:

We asked some our classmate about their hobbies and I got some interesting results…………

Work in groups

Work in groups Whole class

-Ss look at “Look out” and read carefully

- Ss take notes.

III. Grammar 2

VERBS OF LIKING + V-ing Whole class

Work individually

Task 5

Aim: Ss practice using the –ing form of the verbs to indicate hobbies - Ss do the exercise

individually.

- Ss compare their answers

4. Complete the sentences, using the - ing form of the verbs in the box.

* Key:

1. Riding

Work individually Work in

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with a classmate.

- Some Ss read out the answers.

2. Watching; going 3. Talking

4. Playing 5. Eating 6. Walking

pairs Work individually Task 6

Aim: Ss use verbs of likingto write sentences

-Ss do this activity individually.

- Ss compare with a partner.

- Ss write the sentences using the pictures as clues.

- Some Ss write the answers on the board.

- Ss check with teacher.

5. Look at the pictures and write sentences. Use suitable verbs of liking or not liking and the –ing form.

* Suggested answers:

1. He doesn’t like eating apples.

2. They love playing table tennis.

3. She hates playing the piano.

4. He enjoys gardening.

5. She likes dancing

Work individually

Work in pairs

Work individually Work in pairs

Whole class

Performing

(5’) Task 7

Aim:Ss can use the “ing” form of verbs to write about their family members’

hobbies

- Ss do this exercise individually.

-Ss compare their

sentences with a classmate.

- Ss write the answers on the board.

IV. Production:

6. What does each member in your family like or not like doing? Write the sentences.

* Key:

1. My father likes…

2. My father hates…

3. My mother enjoys…

4. My mother doesn’t like…

5. My brother/sister loves…

6. My brother/sister doesn’t like…

Work individually Work in pairs Work individually

Outcome &

homework (5)’

* Consolidation:

- Ss Retell the main content of the lesson - Ss listen to the teacher’s

V. Homework:

- Review the present simple and future simple

Whole class

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guide and write what they

will do at home. - Rewrite the report

- Find the new words in next lesson - Prepare for the next lesson

Experiences:

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PERIOD 5 UNIT 1: MY HOBBIES

Lesson 4: Communication I. Objectives:

By the end of this lesson, students will be able to describe and give opinions about hobbies.

1. Vocabulary:The lexical items related to the topic“My hobbies”:making pottery, unusual, making models, carving wood, take up sth

2. Grammar:Review the present simple and the future simple tense.

III. Teaching ads: Course book, CD player, pieces of paper.

IV. Procedures:

Warm up (5’)

-Ss listen teacher’s questions to answer.

-Give the ideas

Warm up: Network OPINION ADJECTIVES Ask some ss with the following qustions:

Do you like gardening? Why? ( not) Ask onother ss.

What about you? Do you think it’s boring?

It means your opinion.

(Lead in the lesson)

Whole class

Work individually

Vocabulary

(5’) Task 1

Aim: Ss will be able to expand their vocabulary about hobbies -Ss guess the meaning

-Ss read the words in chorus.

- Ss read individually.

- Ss write the words down in their notebook.

I. Extra Vocabulary

- making pottery: làm gốm - unusual: không bình thường - making models: làm mô hình - carving wood: khắc gỗ

- take up smt : mất một thứ gì đó

Whole class

Work individually

Communicatio n

( 25’)

Task 2

Aim: Ss apply the meaning of the new words to do the matching

-Ss look at the pictures.

- Ss do this exercise individually and compare their answer with a partner before discussing as a class.

II.Practice

1. Match the activity with the pictures

Whole class Work individually

Work in

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- Ss make one sentence with each picture

* Key:

A. carving

B. making models C. ice-skating D. dancing

E. making pottery

pairs

Whole class

Work individually

Task 3

Aim: Ss get to know some ways to express opinion and practice using them in sentences

- Ss read the Look Out!

Box to make sure they understand the different structures to give

opinion.

- Ss give some examples.

- Ss work individually and tick the appropriate boxes.

-Ss move on to complete the five sentences.

- Ss correct with the teacher.

2.Look at the table and tick the boxes.

Then, complete the sentences below by writing one reason to explain your choice.

* Example:

I find swimming interesting.

 find + doing sth + adj

They think (that) + swimming is interesting.

 think (that) + doing sth + is + adj Ss’ ideas

Whole class

Work individually Whole class

Performing

(5’) Task 4

Aim: Ss practice asking other student about their opinion on a specific hobby - Ss work in pairs to

make a conversation as 3. Interview a classmate about the

hobbies. Take note and present your Work in pairs

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in the example.

- Ss take turns being the person who asks the questions.

- Some Ss report the answers to the class.

partner’s answers to the class.

* Example:

You: What do you think about making pottery?

Mai: I think it is … / I find it … You: Why?

Mai: Because …

You: Will you take up making pottery in the future?

Mai: Yes, I will./ I’m not sure

Work in pairs Outcome &

homework (5’) * Consolidation:

- Ss retell the contents of this lesson

- Ss take notes

III. Homework

- Learn new vocabulary and practice using structure when you give your opinion about something.

- Write the words again

- Prepare for next lesson:Skill 1

Whole class

Experiences:

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PERIOD 6UNIT 1: MY HOBBIES

Lesson 5: Skills 1 I. Objectives:

- Read and talk for general and specific information about an unusual hobby.

- Speak about the hobbies II. Language Focus:

1. Vocabulary:eggshell, carve, gallery

2. Grammar:The present simple and the future simple tense.

III. Teaching aids: Course book, CD player, pieces of paper.

IV. Procedures:

Warm up (5’)

- Ss look at the pictures and answer these questions.

- Elicit the answers and quickly write them on the board.

Warm up: Discus the questions 1.What can you see in the picture?

2.What do you think the objects are made of?

3.Can you guess what hobby it is?

4.Do you think it is a special hobby?

(Lead in the lesson- Today you are reading a text telling about an unusual hobby, too.

Work in pairs

Whole class

Reading ( 17’)

Task 1

Aim: Ss will be able to get a general understanding of the passage - Ss read the questions and

underline keywords, then try to guess the possible answers.

-Ss read the text and check their guesses with the information from the text.

- Ss check the answer with teacher.

I. Reading

1. Look at the pictures and discuss the questions.

* Key:

1.A teddy bear, a flower, a bird and flowers.

2.They are made of eggshells.

3.The hobby is carving eggshells.

Work in pairs Work individually

Aim: Ss will be able to get a proper understanding of the passage - Ss skim the passages again, mark

where they find the information that help them answer the

2. Read the text again and answer the questions:

*Vocabulary:

-eggshell: vỏ trứng

Work individually

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questions.

- Ss answer and explain their answers.

-Ss can either paraphrase the original information from the text or read out loud the part of the text where the answer to each question is located.

- Ss listen to teacher’ comment.

-carve: khắc, -gallery: bộ sưu tập -fragile:dễ vỡ

* Key:

1.He thinks his father’s hobby is unusual because eggshells are very fragile and his father can make beautiful pieces of art from empty ones.

2.He saw the carved eggshells for the first time in an art gallery in the US.

3.They find it difficult and boring.

4.Yes, he does.

Work individually

Whole class

Task 3

Aim: Ss practice scanning for specific information in the text - Ss underline keywords and guess

the possible answers. Ss do the task.

- Ss share their answers with a partner.

3. Read the sentences below and use no more than three words from the text to complete them.

* Key:

1. Carving eggshells 2. The US

3. The internet 4. Time 5. Gifts

Work individually

Work in pairs

Whole class

Speaking (10’)

Task 4

Aim: Ss practice giving their opinion about other uses of eggshells - Ss work in pairs to discuss the

uses of carved eggshells.

- Some pairs present their ideas in front of the class.

II. Speaking

4.Discuss other uses of the pieces of artwork. Share your ideas with the class.

* Some uses:

Decorations at home

Souvenirs

Lights (with big eggs)

Work in pairs

Whole class

Performing (10’)

Task 5

Aim: Ss will be able to present about their hobby in groups -Ss work in groups and take turns

talking about their hobbies.

- Ss vote the most exciting hobby

5. Talk about your hobbies. Use questions in page 12 and your own to help.

* Questions:

1.What’s the name of your hobbies?

Work groups

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- Some Ss present about their hobbies in front of the class.

- Other Ss correct with the teacher.

2.When did you start your hobbies?

3.Is your hobbies easy or difficult? Why?

4.Is your hobby useful? Why?

Why not?

5.Do you intend to continue your hobbies in the future?

Outcome &

Homework (3’)

* Consolidation:

- Ss retell the main content of the lesson.

III. Homework:

-Read the text again

- Learn by heart the words - Practice speaking about the hobbies

-Write a short paragraph to talk about a hobby

Whole class

Experiences:

...

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PERIOD 7 UNIT 1: MY HOBBIES

Lesson 6: Skills 2 I. Objectives:

- Develop their listening skills

- Write a paragraph about a classmate’s hobby.

1. Vocabulary:review the items related to hobbies.

2. Grammar:the present simple and the future simple tense.

verbs of liking + V-ing.

III. Teaching aids: Course book, CD player, papers.

IV. Procedures:

Warm up (3’)

-Ss look at the picture.

-Ss read all the questions.

-Ss discuss about the questions in groups.

Warm up:

Chatting

- Do you know anything about collecting glass bottles?

- Do you think it is a good hobby?

- Why? / Why not?

Whole class

Whole class Work in groups

Listening

(15’) Task 2

Aim:Ss practice listening for specific information - Ss read through the word

web, underline keywords.

- Ss guess the word to fill in each blank and write their guesses on the board.

- Ss listen and complete the word web.

- Ss share their answers with a partner before listening to the recording a final time to check.

I.Listening:

2.Listen and complete each blank in the word web with no more than three words

* Key:

Whole class

Work individually

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1.Collecting glass bottles 2.Two years ago

3.Mother

4.Grandmother, flowers, lamps, home.

5.Useful

6.Continue the hobby Writing

(10’)

Task 3

Aim: Ss practice using a word web to organize the ideas for their writing - Ss work in pairs and

interview each other about their hobbies.

- Sscomplete the words web using the information they get from their partner.

- Ss present their friend’s answers in front of the class.

(or write on the board)

II. Writing

3.Ask and answer questions about each others’ hobby.

* Suggestions:

1. Name of the hobby:…

2. When he/ she started the bobby?

3. Who he/ she shares it with?

4. To do this hobby you have to:…

5. Feelings about the hobby:…

6. Future:…

Work in pairs

Work individually

Performing

(15’) Task 4

Aim: Ss use the information from the words web to complete their writing -Ss run through the

information in activity 3.

- Ss write their paragraphs individually based on the information in their word webs.

- Ss write their paragraph on the extra board in groups.

- Othergroups comment on the paragraph on the board.

-Sscorrect with the teacher

4. Write a paragraph about your classmate’s hobby.

* Example:

I have many hobbies, but I like reading books. I consider books to be my best friend. It is a good way to improve my knowledge. I started reading book when I was 7 years old. I usually share my hobby with my friend and my English teacher.

By reading, I get a better

concentration because it requires me to focus on what I am reading for long periods. I think reading is one of the most interesting hobbies, and I will keep this hobby forever.

Work individually

Work in groups

Whole class Outcome &

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homework

(2’) * Consolidation:

- Ss retell the main contents of this lesson

- Ss take note

III. Homework

- Rewrite a paragraph in your notebook.

- Prepare for next lesson

Whole class

Audio script:

Ngoc: Today we are talking about your hobby, collecting glass bottles. It’s quite unusual, isn’t it?

Mi: Yes, it is

Ngoc: When did you start your hobby?

Mi: Two years ago. I watched a TV programme about this hobby and I liked it right away.

Ngoc: Do you share this hobby with anyone?

Mi: Yes, my mum loves it too.

Ngoc: Is it difficult?

Mi: No, it isn’t. I just collect all the beautiful glass bottles after we use them. My grandmother also gives me some.

Ngoc:What do you do with these bottles?

Mi: I can make flower vases or lamps from them. I keep some unique bottles as they are and place them in different places in the house. They become home decorations.

Ngoc: Do you think you will continue your hobby in the future?

Mi: Certainly, it’s a useful hobby. It can help save the environment.

Ngoc: Thank you, Mi.

Experiences:

...

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PERIOD 8UNIT 1: MY HOBBIES

Lesson 7: Looking Back I. Objectives:

- Review all what they have learnt in this unit.

- Practice doing some exercises to consolidate and revise what they have learnt in unit 1 II. Language Focus:

1. Vocabulary:the lexical items related to hobbies.

2. Structures:The present simple and the future simple tense.

III. Teaching aids: Course book, CD player, poster.

IV. Procedures:

Warm up

(5’) -Ss retell the contents of unit 1

My hobbies

-Work in pairs to discuss . -Ss listen to teacher’s questions to answer.

Warm up

Contents of Unit 1

What is the main of grammar in this unit?

What are the words related to the topic?

All the class Work in pairs

Whole class

Looking back (25’)

Task 1

Aim : Ss review some vocabulary related to the topic “hobbies”

- Ss complete the sentences individually.

- Ss compare their answers with a partner.

- Ss read the sentences out loud.

A. Looking back I. Vocabulary

1. Complete the sentences with appropriate hobbies.

* Key:

1. Collecting 2. Bird-watching 3. Playing board games 4. Arranging flowers 5. Making pottery 6.Dancing

Whole class Work individually - Ss do this activity

individually.

- Ss compare their answers with a partner.

- Ss check the answers

2.Put one verb from the box in each blank. Use the correct form of the verb.

* Key:

1. Listens 2. Go 3. Plays

Whole class

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with teacher. 4. Read 5. Do 6. Collect

- Ss do this activity in groups.

- Ss try to add as many hobbies to the table as possible.

- Ss compare with their friends

- Ss hang on the board and check with teacher.

3. Add hobbies to each of the following lists.

* Key:

Easy hobbies Difficult hobbies Collecting label.

Collecting leaves

Playing board games

Skating Cooking painting

Cheap hobbies Expensive hobbies Collecting used

books Collecting leaves Painting

Collecting cars Taking pictures Travelling

Work in groups

Aim: Ss review the present simple, the future simple and verbs or liking -Ss retell the usage of

present simple and future simple.

- Ss do this exercise

individually, then compare their answers with a

classmate.

- Ss check and correct the answers with teacher.

II. Grammar:

4. Use the present simple or future simple form of each verb in brackets to complete the passage.

* Key:

1. Have 2. Likes 3. Plays

4. Doesn’t like 5. Enjoys 6. Walks 7. Will join 8. Loves 9. Don’t like 10. Will read

Work individually

Work in pairs

Whole class

- Ss do this exercise individually,

-then compare their answers with a partner.

-Ss write their answers on the board.

5.Write about yourself 1.I like watching TV

2.I enjoy listening to music 3.I love gardening

4.I don’t like making pottery 5.I hate climbing

Work individually Work in pairs Task 3

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Aim: Ss practice having an interview about hobbies

- Ss work in pairs and role play to interview with each other.

- Ss complete the self- assessment.

III. Communication

Role play

A: Good morning. Nice to meet you B: Good morning. Nice to meet you, too.

A: Can I ask you some questions about your hobbies?

B: Yes, of course.

A: What is your favourite hobby?

B:It’s painting.

Work inpairs

Work individually

Project (10’)

Task 4

Aim: Ss present their product in front of the class.

- Ss work in groups of three or four.

- Ss take turns talking briefly about their hobbies.

- Ss work together to cut and glue pictures from magazines or draw pictures of their group members’

hobbies.

- Ss show and describe their collage to the class.

Work in groups

Outcome &

homework (5’)

Whole class - Ss retell the main content

of the lesson IV. Homework:

- Review the words of unit 1 - Review the grammar

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- Ss take note - Rewrite the writing

- Prepare for unit 2 – Lesson1 Experiences:

...

(29)

PERIOD 9: UNIT 2: HEALTH

Lesson 1: Getting Started–Going out, or staying in?

I. Objectives:

- Understand the key language and structures in this unit.

- Use lexical items related to health issues.

- Know some new words related to the topic II. Language Focus:

1. Vocabulary:count sb out, sound down, put on weight, spot, allergy, sunburn, 2. Grammar:- Imperatives with more and less

- Compound sentences

III. Teaching aids: Course book, CD player, picture.

IV. Procedures:

Warm up

(5’) -SS look at the word on the board.

-make two lists on the board, healthy and unhealthy.

-Ss can brainstorming words relating to each list.

Warm up: Brainstorming

HEALTH SickStrong

Whole class

Work in groups Getting

started (5’) Task 1

Aim: Ss will be able to get a general understanding of the dialogue

- Ss guess what the picture might show or what the conversation might be about.

-Ss answer teacher’s questions.

- Ss make questions about the picture.

I. Listen and read

* Questions:

What can you see in the picture?

What time is it?

What do you think about the people in the picture are talking about?

Who do you think is healthier?

New words:

Whole class

Work inpairs

Whole class

(30)

- Ss listen 2 times.

- Ss work in pairs to read the dialogue.

- Ss guess the meaning of the words

- count sb out: bỏ ai đó ra - sound down: = feel said - put on weight: tăng cân - spot: nổi đốm, mụn - allergy: dị ứng - sunburn: cháy nắng

Whole class Work in pairs

Whole class

Doing (25’) Task 2

Aim: Ss will be able to get a proper understanding of the dialogue

- Ss complete the activity individually or in pairs.

- Ss use each item in a sentence.

- Ss read the conversation again and complete the table

individually.

- Ss write the answers on the board individually.

- Ss check and correct the answer with teacher.

II. Practice

1a. Can you find a word or phrase that mean:

* Key:

1. Zooniverse 2. I don’t feel like it 3. Sound down 4. Putting on weight 5. Won’t take no for an

answer

1b. Read the conversation again.

Who wants to do the following things?

Nick Phong

1. stay at home ×

2. play

computer games

× 3. go outside ×

4. go swimming

× 5. avoid getting

sunburnt ×

Work individually Work individually

Task 3

Aim: Ss learn and practice pronouncing words about health problems -Ss read the words first.

- Ss look at the picture and guess the meaning of the words.

2. Match the health problems in the box with the pictures. Then listen and repeat.

Whole class

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- Ss write the words below each picture.

- Ss listen and repeat.

- Ss correct the exercise with the whole class.

-Ss rank the health problems from the most common to the least common and share with a partner.

-Ss give reasons for their ranking.

-Sscorrect with the teacher.

* Key:

1. e 4.c 2. f 5.b 3. d 6.a

- Which problems do you think are the most common with your classmate?

- Rank the problems from the most common to the least common.

Work individually Whole class Whole class

Work individually

Whole class

Task 4

Aim: Ss learn about some healthy tips

- Ss read through the list of advice aloud.

- Ss complete the matching individually.

- Ss compare their answer with a partner.

- Ss check and correct with teacher.

3. Can you match the correct advice with the people

* Key:

1. c 2. d 3. e 4. b 5. a

Whole class

Work individually

Work in pairs

Whole class

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Performing

(5’) Task 5

Aim: Sspractice having a conversation about health problems and healthy tips - Ss look at the picture and answer

the questions in groups.

- Ss check and correct the answers with the teacher.

4. Game

Take a card with a health problem or piece of advice.

Walk around and try to find the person with the card that matches yours.

* Example:

A: I have spots.

B: Oh, I’m sorry. My advice is wear a hat/ Yes! My advise is “ wash your face regularly”

Work in groups

Outcome &

* Consolidation:

-Ss retell the main content of the lesson.

- Ss take note.

III. Homework:

- 1.Read the dialogue again - 2.Learn by heart the new

words

- Prepare for the next lesson:A closer look1

Whole class

Experiences:

...

(33)

PERIOD 10:UNIT 2: HEALTH

- Know more some words related to diseases - Pronounce the sounds / f / and /v/ correctly II. Language Focus:

1. Vocabulary:cough, headache, sore throat, stomachache, earache … 2. Sounds: / f/ and / v/

III. Teaching aids: Course book, CD player, picture.

IV. Procedures:

Warm up ( 5’)

- Ss tell some diseases which they know.

Warm up

* Example:

- headache, backache, toothache, etc

Whole class

Vocabulary

(20’) Task 1

Aim: Ss will be able to extend their vocabulary about health issues -Ss read the words from the first

columns.

-Ss try to guess the meaning of the words.

-Ss practice reading the words chorally and individually.

- Ss copy down the words in their notebook.

I. Vocabulary:

Have a: cough (ho), headache (đau đầu),sore throat (đau họng), temperature (sốt), (a) sunburn (bị cháy nắng), an allergy ( dị ứng), etc

Have: (the) flu, stomachache, toothache, earache, etc

Feel: sick, tired, weak, etc

Whole class Whole class Work individually Whole class Task 2

Aim:Ss use the new vocabulary to describe the pictures - Ss do the exercise individually.

- Ss compare their answer with a partner.

- Ss correct with teacher.

1. Write the problem below the picture of each patient

* Key:

1. Flu 2. Sunburn 3. Allergy 4. Tired/ weak

Work individually Work in pairs Whole class Task 3

Aim: Ss identify the health issues base on the symptoms

2.Now, read the doctor’s notes

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- Ss complete the exercise individually.

- Ss share their ideas with a partner.

- Ss correct the exercise as a class.

about his patients and fill in the missing words.

* Key:

1. (a) sunburn 2. (the) flu

3. tired, temperature 4. sick, stomachache 5. sore throat

Aim:Ss review the phrases related to health problems - Ss work in pairs to practice.

- Ss try to extend the conversation by giving some advice.

- Some pairs present in front of the class.

- Other Ss give feedback and listen to teacher’s comment.

3. Role-play the meeting with the doctor. Use the cues in 1, 2 or your own health problems.

* Questions:

- What was Mai’s problem?

- What advice did doctor Thao have?

Work in pairs

Work in pairs Whole class

Task 5

Aim: Ss practice having a conversation about health problems - One Ss model the conversation

with teacher.

- Other Ss try to extend the conversation by adding some more questions or advice.

- Ss work in groups and talk about a health problem.

- Some groups present in front of the class.

- Ss check the mistake with teacher.

4. Choose a health problem.

Work in groups. Tell your group about the last time you had that problem.

* Example:

A: I had flu 2 weeks ago.

B: Me too! I felt so weak.

C: Oh. I had a sore throat yesterday.

D: I had toothache. I think I ate too many sweets.

Whole class

Work in groups

Whole class Pronunciation Task 6

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(10’) Aim: Ss will be able to distinguish the two sounds /f/ and /v/ in different words - Ss watch a video which shows

how to pronounce the two sounds.

- Ss practice pronouncing the two sounds and the words in the table.

- Ss listen to the recording and circle the words they hear.

- Ss listen again and check with teacher.

II. Pronunciation:

5. Listen and circle the word you hear.

* Key:

1. fat 2. ferry 3. vast 4. vault 5. save 6. leave

Whole class

Work individually

Task 7

Aim: Ss practice identify the two sounds and practice saying the sentences - Ss listen to the sentences once

and repeat.

- Ss circle the words with /f/ and / v/ sounds.

- Ss listen to the recording again and give the correct answers to the entire class.

6. Listen and circle the word(s) with the /f/ or /v/ sounds. Then say the sentences

* Key:

1. Fat, food 2. Have, felt 3. Fatter

4. Having, lifestyle 5. Give

Whole class Work individually Whole class Outcome &

homework (5’)

* Consolidation

- Ss pronounce the two sounds and give some words about health problems.

- Ss take notes.

III. Homework

- Learn vocabulary by heart.

- Practice the sounds /f/ and /v/

more.

- Prepare for next lesson (A closer look 2)

Whole class

Experiences:

...

(36)

PERIOD 11 UNIT 2: HEALTH

- Use Imperatives with more and less and compound sentences correctly and appropriately.

- Talk about health issues and give advice on healthy living.

1. Vocabulary:review the lexical items related to the topic health issues.

2. Grammar:- Imperatives with more and less - Compound sentences

IV. Procedures:

Warm up

(5’) -Ss listen to teacher’s

commands and do the action. Warm up

- Give simple classroom commands.

Example: stand up, sit down, open your book…

Whole class

Grammar 1

(15’) Task 1

Aim: Ss will be able to know the use of imperatives with more and less

-Ss listen and answer teacher’s questions.

- (Lead in the grammar)

-Ss read the yellow box and try to work out the meaning and use of “more” and “less”.

- Ss take notes.

II. Grammar:

Imperatives with more and less.

Questions

When I feel tired, should I sleep more or less?

What should I do if I am doing poorly in school?

What should I do if I want to lose weight? Put on weight?

*We can use the imperative for direct commands, orders or suggestions - do more exercise

-eat more fruit/ vegetables -sleep more

-wash your hands more -eat less junk food -sunbathe less -watch less TV

-spend less time playing computer games

Work individually

Whole class

Task 2

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Aim: Ss practice giving healthy tips using “more” and “less”

- Ss look at the four pictures and tell the class what they see.

-Ss work individually to do this activity.

-Ss compare their answer with a partner.

- Some Ss write their sentences on the board.

1. Look at the pictures. Which health tips from the box above would you give each of these people?(page 19) Look at the picture and answer

* Suggested answers:

Pic-a. A:I have cough and flu

B:You should sleep more and take medicine.

Pic –b A:I can’t see clearly. My eyes are so weak

B:You should spend less time on mobile phone.

Pic- c A:I’m so fat.

B:You should eat less fat food.

Pic-d A: I got the sunburn.

B:You should sunbathe less.

Whole class

Work individually

Work in pairs

Work individually

Whole class

Task 3

Aim: Ss discuss to decide a list of the most important healthy tips - Ss look at the yellow box

again.

- Ss think about which six health tips that they think are the most important to teens.

- Ss discuss their ideas in pairs or groups of three.

2. Top health tips for teens

Look at the health tips in the yellow box. Which six do you think are the most important to you and your classmates? Explain why?

Ss’ ideas

Whole class Whole class Work in groups

Task 4

Aim: Ss practice summarizing the main ideas of the healthy tips

- Ss read through the Teen 3.Look at the article on the Teen Work

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Health website individually and complete the headings.

-Some Ss read the tips and their headings.

Health website. Fill in the blanks to complete their top six health tips.

* Key:

1. Do more exercise!

2. Sleep more

3. Eat less junk food 4. Wash your hands more 5. Watch less TV

6. Spend less time playing

individually

Some students Whole class

Grammar 2

( 15’) Task 5

Aim: Ss will be able to know the function and use of compound sentences -Ss read at the yellow box

and identify the function of compound sentences and some common coordinating conjunctions.

- Ss take notes.

- Ss read the examples in the table.

-Sslisten teacher’s explanation.

-Ss read “Remember” and take notes.

II.Grammar II

Compound sentences

- What do we call a sentence made by liking two simple sentences?

=> A compound sentence

- What does a coordinating conjunction do?

=> It joins two simple sentences.

REMEMBER:

There is usually a comma(,) after the first independent clause

Whole class

Task 6

Aim: Ss practice forming compound sentences using coordinating conjunctions - Ss work individually to do

this activity

- Ss compare their answers with a friend.

- Some Ss write the answers on the board.

4. Make compound sentences by joining the two simple sentences. Use the conjunction given. Remember to add comma.

* Key:

1. I want to eat some food, but I have a sore throat.

2. The Japanese eat healthily, so they live for a long time.

3. I feel tired, and I feel weak.

4. You can go and see the doctor, or you can go to bed now and rest.

Work individually

Work in pairs Some students Whole class

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Task 7

Aim: Ss will be able to fully understand the meaning of some coordinating conjunctions

-Ss look at the picture and all sentences.

- Ss work individually to do this task.

5. Math the beginnings of the sentences with the picture that completes them.

* Key:

1. d 2. c 3. a 4. b

Whole class

Work individually Whole class Performing

(5’) Task 8

Aim: Ss use their knowledge to form the second part of compound sentences -Ss look at the sentences and

complete the sentences individually.

-Ss compare their answer with friends.

6. Now, complete the second part of the compound sentences.

Complete the sentences

* Key:

1.Hung washes his hands a lot, so he rarely gets the flu.

2.David eats lots of junk food, and he drink a lot of fizzy drink too.

3.The doctor told Elena she should sleep more, or she would feel really tired.

5.My sister plays computer games, but she never forgets to do her homework.

Work individually

Work inpairs Whole class

Outcome &

homework (2’)

III.Homework: Whole class

* Consolidation:

- Ss retell the main content of the lesson.

- Ss take notes.

- Learn Grammar by heart.

-Make 5 sentence by using more and less, compound sentences

- Prepare next lesson (Communication) Experiences:

...

(40)

PERIOD 12UNIT 2: HEALTH

Lesson 4: Communication I. Objectives:

- Talk about health facts or myths II. Language Focus:

1. Vocabulary: myth, sushi, vitamins, sleeping in, vegetarians 2. Structures:Imperatives with more and less

Compound sentences

IV. Procedures:

Warm up (5’) - Ss are divided into 2 groups to play the game.

-Ss brainstorm about things that are healthy or unhealthy.

Warm up:

Brainstorming.

HealthyUnhealthy

Do exercise Stay up late

Work in groups

Extra Vocabulary

(5’)

Task 1

Aim: Ss will be able to know some more words related to the topic

- Ss guess the meaning of the words.

- Ss read the words individually.

- Ss write the words in their notebook.

I. Extra Vocabulary:

 myth: mean an idea or story that many people believe, but it is not true.

(huyền thoại, việc hoang đường)

 sushi:a Japanese dish that consists of small cakes of cooked rice served with raw fish.

 vitamins: a chemical substance in food that is necessary for good health.

 sleeping in:to let yourself later than usual in the morning.(eg: we usually sleep in on

Whole class

Work individually

Whole class

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Sunday mornings)-ngủ nhiều, ngủ nướng

 vegetarians:some one who does not eat meat of fish – người ăn chay Communication

(25’) Task 2

Aim: Ss discuss some healthy myths and facts - Ss read all the statements,

underline any new words.

- Ss can ask teacher to explain the meaning of the new words.

- Ss work in pairs to complete the exercise.

- Ss share the answers with the class.

- Ss explain their choices.

II. Practice

1. Discuss and write F (fact) or M ( myth) for each

statement

* Key:

1. F 2. M 3. F 4. F 5. M 6. M

Whole class

Work in pairs

Aim:Ss will be able to know some health facts and myths - Ss close their books, listen and

take notes.

- Ss open their books and

correct their answers using their notes (or from memory).

- Ss listen to the recording again and check a second time.

2. Listen to the radio show about heath facts or myths and check your answers in 1.

Ss check the answer

Aim: Ss show their background knowledge about some health facts and myths in Vietnam

-Ss read all the questions.

- Ss work in groups to discuss the questions.

- Other Ss listen and give their comment.

3.Discuss the following in groups.

 Which sentence are you most surprised by? Why?

 Do you know any health facts or myths in Viet Nam?

Ss’ ideas

Whole class

Work in pairs

Whole class

Task 5

Aim:Ss practice making up some health myths

4. Think of some ideas about

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- Ss think of some ideas about health, some are true and some are false.

- Ss work in groupsof 4 or 5 to complete the exercise.

health that are true. Then think of some that are false.

* Example:

 You can avoid disease by keeping yourself clean.

(This is true)

 You will turn orange when you eat a lot of oranges.

(this is false)

 Do you know any health facts or myths in Viet Nam?

Work in groups

Task 6

Aim: Ss try to spot the health myths - Ss test another group to see

how many of your health myths they can spot.

5. Test another group to see how many of your health myths they can spot.

How many of your health myths they can spot?

Work in groups

Outcome &

home work (5’) * Consolidation:

-Ss retell some health facts and myths.

III. Homework

- Learn by heart extra words - Practice speaking at home - Prepare for skills 1 by finding the new words

Whole class

Audio scrip:

A: So, can we smile more to live longer?

B: Yes, that’s absolutely true.

A: Does sleeping in help you recover?

B: No, false. Walking up at the same time is better.

A: Should we eat more fresh fish, like sushi?

B: No. Sushi is great. But we shouldn’t eat too much.

A: And sitting too close to the TV?

B: No, it’s not how close you sit. It’s how long you watch TV for.

A: How about picking up food we drop. Is it OK?

B: No, that’s a myth! You shouldn’t eat it, ever!

A: OK, last one. Do vegetarians get less vitamins?

B: No, that’s false. You don’t need meat to get your vitamins.

Feedback:

...