Ngày soạn: 2/9/2025

Ngày dạy: 7A: 9/9/2025

Bài: …………………….; tiết thứ (theo PPCT): 1

INTRODUCTION
INSTRUCTIONS FOR USING TEXTBOOKS, STUDYING MATERIALS
I.OBJECTIVES:
By the end of the lesson students will be able to gain the following things:
1. Cognition:
- To introduce new Tieng Anh 7 textbooks. Student’s book and Workbook
- Tell students something about Great Britain; England and English. Students learn how to
study English well and know the way to learn English.
*Vocabulary: Use lexical items related to text book, and the way to learn English in class; at
home... some classroom languages. (For the disabled: Identify some simple words of the unit.)
* Grammar: to be; present simple tense; present continuous…
2. Competences: Students will be able to know how to study English effectively and how to
use new Tieng Anh 7 textbooks and know the methods to study new Tieng Anh 7 textbooks.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities
3.Attribubes: To teach Ss the love of English; The awareness about importance of learning
English. Developing self-study skills.
II. INSTRUCTIONAL RESOURCES:
- TV
- Computer
- Audio devices
III. PROCEDURE:
1. WARM UP & INTRODUCTION (3’- 5’)
+ Greeting
+ Chatting
- Teacher (T) introduces himself/ herself
- T may introduce some warm-up activities to creat a friendly and relaxed atmosphere to inspire
Ss to warm up to the new class…
- Have Ss to introduce themselves.
- T encourages Ss to talk in English as much as possible
+ Lead to the first unit of the new school year.
- Write the unit title on the board and ask Ss guest what they are going to learn this unit …
- Ask Ss to open their book and introduce what they are going to study….
2. NEW LESSON (PRESENTATION) (12’-15’)
1. T. asks sts some questions about England.
- What do you know about England?
- T. gives sts something about England and English.
- It located in North-west coast of Europe with very mild weather not too hot but not too cold.
- It consists of four parts: England, Wales, Scotland and Ireland.
- It’s official name is the UK
- Each part has its own flag of UK.
2. English:
- How many people speak English as their mother tongue?
- How many people speak English as their second language or first foreign language?
- Why do you learn English?
- Is it important? Difficult? Useful? Interesting?
* English is an international language. Hundreds of million people speak English in the
world. 400 million people speak English as their first language, 600 million people speak
English as their second language or first foreign language. 4/5 of the world’s computers use
program in English. ¾ of all international correspondence is in English.
=> It’s very important, useful, interesting. It is the means of communication to one another.
3/ New English 7 text book:
- How many units are there in English 7 text book?
- What are they about?
There are 12 main units in the Student's Book. Each unit has seven sections and provides
language input for seven classroom lessons of 45 minutes each...At the beginning of each unit,
there are explicit learning objectives that clearly state the main language points and skills to be
taught in the unit.
- Section 1: GETTING STARTED.
It begins with a conversation followed by activities which introduce the topic of the unit. It then
presents the vocabulary and the grammar items to be learned and practised through the skills and
activities of the unit.
- Section 2: A CLOSER LOOK 1.
This section presents and practises the vocabulary and pronunciation of the unit. The active
vocabulary of the unit is given in an interesting and illustrated way so that it is easy for students
to memorise. Two sounds, which appear frequently in the unit, are given and practised in
isolation and in context. Stress pattern of two-syllable words, three-syllable words, and rising
and falling intonation for questions are also dealt with in the last units of the book. There are
different exercises focusing on intensive practice of vocabulary and pronunciation.
- Section 3: A CLOSER LOOK 2.
This section deals with the main grammar point(s) of the unit. The new language point(s) taught
in this section is / are already introduced in Getting Started. The exercises are well illustrated to
help students remember and use the grammar items effectively. The Remember! boxes appear
wherever necessary to give the rules or explanations and help students avoid common errors.
- Section 4: COMMUNICATION.
This section is designed to help students use functional language in real life contexts and
consolidate what they have learnt in the previous sections. It also gives students opportunities to
learn and apply the cultural aspects of the language learnt to their lives and provides cultural
information about Viet Nam and other countries.
Everyday English in this section gives students the skills to communicate effectively in various
everyday situations...
- Section 5: SKILL 1. READING AND SPEAKING. Reading
This section aims to develop students' reading abilities. The reading text is often based on the
vocabulary and structures that students have previously acquired to make the activity achievable.
Speaking
This section aims to provide further practice to support students in their spoken English....
- Section 6: SKILL 2: LISTENING AND WRITING.
Listening
The listening activity follows the oral practice in the Speaking section. It provides students with
an opportunity to listen to the language that they have practised orally, and trains them to listen
for general and specific information.
Writing
This section focuses on developing students' writing skills. It normally involves one of the text
types required for students' skill development.
- Section 7: LOOKING BACK & PROJECT.
Looking Back recycles the language from the previous sections and links it with the unit topic.
Its activities and exercises are designed to help students consolidate and apply what they have
learnt in the unit. Teachers can use this section to evaluate their students' performance and
provide further practice if necessary.
The Project activity helps students improve their ability to work independently and in a team. It
extends their imagination in a field related to the unit topic.
* English is not too difficult but it requires you hard working.
- Ss need learn by heart all vocabulary and their usage.
- Review the lesson every day.
- Learn English every day.
For the disabled: T asks her to tell the number of units in the textbook and the number of
lessons of each unit.
3. PRACTICE (15’)
Aims: To help Ss understand the lesson. Class room language
* How to learn English best?
- Tell us how you learn best?
- Tell us how you can learn English best?
* Some useful classroom languages:
- Who is the monitor?
- Who is absent today?
- Who is on duty today?
- May I go out?
- May I come in?.......
- How to improve your English:
- Listen to the teacher carefully, learn E. from many sources, always enrich your vocabulary, do
exercises carefully, practice speaking, listening, writing, reading every day. …
- Ss should work hard every day to improve their English.
“Hard work is the key to success”
4. PRODUCTION/ FURTHER PRACTICE (8’)
Aims: To revise / teach classroom languages.
- T gives some questions to introduce the class expressions.
- Have Ss listen and repeat.
- Teacher says “go out, please” Go out
- Teacher says “No”  Don’t go out
- Call on some pairs to practice in front of the class.
*The greetings: - Good morning
- Good afternoon
- Good morning
- Good bye ….
- We can say “May I go out”
- You can say “Stand up, please.
- Listen, please
- Read after me
- Repeat please ...
5. WRAP-UP & HOME WORK (2’)
* Instruct/ guide students to do their homework.
- Prepare textbook, workbook, exercise book,
* HOME WORK
- Learn classroom languages.
- Prepare new lesson Unit one My hobbies.

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Ngày soạn: 2/9/2025

Ngày dạy: 7A: 9/9/2025
Bài: 1; tiết thứ (theo
PPCT): 1

UNIT 1: HOBBIES
PERIOD: 2- 8
STAGE I. DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the unit, students will be able to:
1. Cognition/ knowledge: Identify the topic of this unit. Recognize the lexical items related to
the topic “Hobbies”, identify and use the sentence pattern of the Unit (the present simple tense),
use the verbs of liking and disliking, identify and pronounce the sounds /ə/ and /ɜ:/ in isolation
and in context. (For the disabled: Identify some simple words of the unit, identify three sounds
and recognize them in some simple words)
2. Competences:
General competences:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork by sharing their answers with
their partners and talking about their hobbies. (For the disabled: develop her communication
and collaboration skill through pair-work, group-work activities)
Specific competences:
- Read for general and specific information about hobbies.
- Talk about the benefits of hobbies.
- Listen about one’s hobby.
- Write a paragraph about one’s hobby.
3. Attributes/ personal qualities: Love for their hobbies through group work, pair work and
individual work.
B. LANGUAGE FOCUS
Key terms/ Vocabulary II. MATERIALS/TEACHING AIDS
- TV
- Computer
- Audio devices
III. PROCEDURES
LESSON 1: Getting started – My favorite hobby
STAGE I. DESIRED OBJECTIVES:
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Cognition/ knowledge: Identify the topic of this unit and lesson through the part 1,2.
Identify, recognize the lexical items related to the topic “My Favorite Hobby”: unusual,
creativity, cardboard, dollhouse, glue, horse riding, gardening, making models, ... (For the
disabled: identify some simple words)
2. Competences:
General competences:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
Specific competences: Scan and skim the conversation to do the exercises.
3. Attributes/ personal qualities: Love for their hobbies.
B. LANGUAGE FOCUS
Key terms/ Vocabulary:
unusual, creativity, cardboard, dollhouse, glue, horse riding, gardening, making models,...
C. INSTRUCTIONAL RESOURCES:
- TV
- Computer
- Audio devices
STAGE II. ASSESSMENT EVIDENCE.
Performance Tasks Performance Products Assessment Tools
1. Guess T or F Individual - oral answers T’s observation.
- Peer correction
- Teacher’s feedback
2.Listen and read the Whole class - oral answers - Teacher’s observation.
conversation again and - Teacher correction
check their answers. - Teacher’s feedback
3. Write words or phrases Pairs – oral and written T’ observation
from the box under each answers Peer’s correction
picture. T’s feedback
4. Write the hobbies from Pairs – oral and written T’s observation.
3 in the suitable column. answers Peer’s correction
T’s feedback
5. Find someone who… Groups- oral and written T’ observation
answers Peer’s correction
T’s feedback

STAGE III: TEACHING PROCEDURE/ LEARNING EXPERIENCES:

Warm-Up (3 minutes): https://www.youtube.com/watch?v=90LfcLAjLiI - Hobbies
Step 1: Introduce the topic of the unit
T: Watch the video in 1m50’ then tell me the name of the song after you finish
P: Watch and sing along
Step 2: Report
T: What is the name of the song?
P: Whole class: “The Hobbies Song for Kids/ What do you like to do?”
T: (Ask some students) What’s your hobby?/ What do you like to do?
How do you feel today? Do you happy?
Are you ready to learn the first period?
T: So today we begin Unit 1: Hobbies
Please open your book page 6,7
For the disabled: Answer the questions number 3 and 4.
Getting started: My favorite hobby
Activity 1. Lead in (3 minutes): Look at the picture and answer the questions.
 Step 1: The teacher asks students to look at picture on page 6,7 of the textbook, and answer two
questions (you have 1 minute- in pair)
+ What can you see in each picture?
+ What may the hobby be?
Step 2: Students do the task in pair and the teacher goes around class to give a hand.
Step 3: Groups answer and others comment or correct.
Step 4: The teacher comments and confirms the correct ones.
Suggested answers:
+ We can see 2 pictures; picture 1(a girl and a dollhouse) picture 2 (a girl is riding a horse)
+ The hobby may be building dollhouses and horse riding.
Activity 2 (8 minutes): Guess T or F
Step 1: T: Before listening to the conversation close your book and guess these statements are
T or F (Write in your notebook and guess)- 2 students write on board
1. Trang needs help with building dollhouses.
2. Trang uses glue and cardboard to build her dollhouse.
3. To build a dollhouse, you need to use your creativity.
4. Ann goes to a horse - riding club every Sunday.
5. Ann’s lesson starts at 8 p.m.
P: Do the task individually
Step 2:
T: Play the tape 2 times
P: Listen to the tape the first time (close the book) and take notes the things they have listened
Listen to the tape the second time (open the book) and check the answers after listening
Role - play to practice the conversation
Step 3:
P: Compare the answers with some partners to find out the similarities and the differences
Discuss to explain the reasons, the clues in the conversation
P: 2 students write their answers on board
T: Go around to support
Step 4:
T: give comments, explain and confirm the answers.
1. F (She made it herself.)
2. T
3. T
4. T
5. F (Her lesson starts at 8 a.m.)
Activity 3 – Exercise 3 (5 minutes): WRITE THE WORDS AND PHRASES FROM THE
BOX UNDER THE CORRECT PICTURES. THEN LISTEN, CHECK, AND REPEAT.
(Ex 3, p. 9)
Step 1:
T asks Ss to name the pictures.
Step 2:
T has Ss work in pairs to match the words and phrases in the box with the pictures. Have them
compare their answers with a partner. Then ask for Ss’ answers. Quickly write their answers on
the board without confirming the correct answers.
Step 3:
T has Ss listen to the recording, check their answers, and repeat the words / phrases. Ask Ss to
look at the answers on the board and say if they are right or wrong. Confirm the correct
answers.
Step 4:
Teacher checks the answers as a class and gives feedback.
Answer keys:
1. making models 2. riding a horse 3. collecting coins
4. gardening 5. building dollhouses 6. collecting teddy bears
For the disabled: Read aloud some simple phrases.

Activity 4 – Exercise 4 (10 minutes): WORK IN PAIRS. WRITE THE HOBBIES FROM
3 IN THE SUITABLE COLUMNS. (Ex 4, p.9)
Step1:
Have Ss work in pairs and complete the table.
Step 2:
Ss work in pairs and complete the table.
Step 3:
Teacher allows students to share answers before discussing as a class.
Write their answers on the board. Have Ss watch a video and add more words to the table.
https://www.youtube.com/watch?v=N1o4oOXLOZc - Hobbies
Write down all the school things you see in the video on the sub-board (every member)
Exchange the board among the groups and compare.
T: goes around class to help if needed. Give clues.
P: Report the result by reading aloud the words they wrote after other pairs gave comments
Ask the teacher’ ideas.
Step 4:
T: Check, give comments and confirm the correct ones.
KEY:
+ doing things: riding a horse, gardening (others: travelling, skiing, doing yoga, etc.)
+ making things: making models, building dollhouses (others: painting, making pottery, etc.)
+ collecting things: collecting coins, collecting teddy bears (others: collecting toys, collecting
books, etc.)
Activity 5 – Exercise 5 (12 minutes): Further practice
GAME: FIND SOMEONE WHO… (Ex 5, p.9)
Work in groups. Ask as many classmates as you can about which hobbies they like. Use
the question ‘Do you like…?’.
In the table below, write your classmates’ names beside the activities they like.
Step 1:
T lets Ss to move around the class to ask their classmates about their favorite hobbies in 3-5
minutes.
 Step 2:
Ss write the results into the table.
Step 3:
Then T asks some Ss to report their results. Whoever has the most names wins.
Step 4:
Teacher can ask students to read aloud the full sentences and correct their pronunciation if
needed.
Activity 6: Wrap-up & Assignments (3 minutes)
*Wrap-up: T asks Ss to talk about what they have learnt in the lesson.
- An overview about the topic Hobbies
- Vocabulary to talk about hobbies
*Assignments:
- Name a list of cheap hobbies, expensive hobbies, easy and difficult hobbies.
- Do exercises in the workbook.
- Prepare for Lesson 2 - A closer look 1

REFLECTION:
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Ngày soạn: 2/9/2025

Ngày dạy: 7A: 12/9/2025
Bài: 1; tiết thứ (theo PPCT): 2
UNIT 1: HOBBIES
Lesson 2: A closer look 1 (page: 10-11)

STAGE 1: DESIRED OBJECTIVES/ OUTCOMES

A. OBJECTIVES
By the end of this lesson, students will be able to gain:
1. Cognition
- Vocabulary:
+ The lexical items related to hobbies
+ Verbs of liking and disliking
- Pronunciation: Correctly pronounce words that contain the sounds /ə/ and /ɜ:/
- Using the – Ing form of the verbs of liking or disliking (love, like, enjoy and hate)
(For the disabled: Identify and use some simple words, identify and pronounce three sounds in
some simple words)
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Attributes
 - Love for their hobbies
B. LANGUAGE FOCUS
Key terms/ Vocabulary
jogging (n), coin (n)….
C. INSTRUCTIONAL RESOURCES
- TV
- Computer
- Audio devices
STAGE II: ASSESSMENT EVIDENCE
Performance
Performance Tasks Assessment tools
products
1. 1. Complete the word webs. Pair - oral answers - T’s Observation/ - Others
students’ observation and Peer’s
correction
- T’s feedback
2. 2. Complete the sentences, Individual - written - T’s Observation
using the – Ing form of the answers -Peer’s correction
verbs from the box. - T’s feedback
3. Look and say the Pair - oral answers - T’s Observation
sentences. Use suitable verb - Peer’s correction
of liking or disliking and the - T’s feedback
– Ing form.
4. Listen and repeat. Whole class - oral - Teacher’s observation.
answers - Teacher correction
- Teacher’s feedback
5. Listen to the sentences. Whole class – oral and - T’s Observation
Tick (✓) the appropriate written answers - Peer’s correction
sounds. Practice the - T’s feedback
sentences.

STAGE III: TEACHING PROCEDURE/ LEARNING EXPERIENCES:

ACTIVITY 1: WARM-UP: ASKING QUESTION: 7 mins
Aims: To create an active atmosphere in the class before the lesson, to lead into the new
lesson.
Step 1: Teacher asks students some questions about the hobbies:
1. What is your favorite hobby?
2. When did you start your hobby?
Step 2: Some students are invited to answer.
Step 3: Teacher and students discuss the answers.
Step 4: Teacher introduces the lesson.
For the disabled: Answer the question number 1.
ACTIVITY 2: PRE- TEACHING VOCABULARY: 2 mins
 Step 1: Teacher introduces the vocabulary.
Step 2: Teacher introduces the vocabulary by:
- providing the pictures
- providing the definition of the words.
1. jogging (n)
2. coin (n)
Step 3: Teacher asks students to repeat.
Step 4: Teacher checks students’ understanding with the “Rub out and remember” technique.
ACTIVITY 3: PRACTICE 1 (13 MINS)
Aims: To help students practice the verbs of liking / disliking and action verbs.
TASK 1: COMPLETE THE WORD WEBS BELOW WITH THE WORDS FROM THE
BOX. (Ex 1, p. 10)
Step 1: Teacher has students read the action verbs and match them with suitable words the box.
Remind them that a verb can go with more than one word.
Step 2: Teacher asks students to work in pairs and quickly do the task.
Step 3: Teacher allows students to peer check first.
Step 4: Teacher checks and confirms the answers. Then have students add more words that can
go with these action verbs and have students read the Remember! box. Ask them to make some
examples with the verbs of liking and disliking.
Answer key:
go: jogging, swimming (others: go camping, go fishing, go cycling, etc.)
do: judo, yoga (others: do karate, do exercise, do sit-ups, etc.)
collect: dolls, coins (others: collect books, collect watches, collect pencils, etc.)
For the disabled: Read aloud some simple phrases.
TASK 2: COMPLETE THE SENTENCES, USING THE –ING FORM OF THE VERBS
FROM THE BOX. (Ex 2, p. 10)
Step 1: Teacher reminds students about the form of verbs of liking / disliking.
Step 2: Have students do this activity individually. Have students read all the sentences
carefully to make sure they understand the sentences.
Step 3: Teacher lets them share their answers in pairs. Invite some students to give the answers.
Step 4: Teacher writes the correct answers on the board.
Answer key:
1. collecting 2. going 3. playing 4. making 5. doing
TASK 3: LOOK AT THE PICTURES AND SAY THE SENTENCES. USE SUITABLE
VERB OF LIKING OR DISLIKING AND THE –ING FORM. (Ex 3, p. 10)
Step 1: Teacher has students look at the pictures in this exercise and say what the person /
people is / are doing in each picture.
- Ask them what the face in each picture means. (A sad face means ‘not like’ and a happy face
means ‘like’.)
- Ask students to look at the example to make sure they understand what to do.
Step 2: Teacher asks students to work in pairs to make sentences.
Step 3: Teacher invites students to share their answers.
Step 4: Confirm the correct answers.
Answer key:
1. He hates / doesn’t like doing judo.
2. They like / love / enjoy playing football.
3. They love / like / enjoy gardening.
 4. They enjoy / like / love collecting stamps.
5. She hates / doesn’t like riding a horse / horse riding.
TASK 4: LISTEN AND REPEAT. PAY ATTENTION TO THE SOUNDS /Ə/ AND /ɜ:/.
(Ex 4, p. 11)
Step 1: Teacher has some students read out the words first.
- Teacher plays the recording for them to listen and repeat the words they hear. Ask them to
pay close attention to the two sounds. Play the recording as many times as necessary.
Step 2: Teacher explains to students the difference between the two sounds if needed. Tell
students that /ə/ is the schwa sound while /ɜ:/ sounds like it has a soft /r/ in it.
Step 3: Teacher invites some students to say some words they know that include the two
sounds.
Step 4: Confirm the correct answers.
(Teacher can play the pronunciation guide video of this unit for students to watch and learn).
For the disabled: Read aloud some simple words.

TASK 5: LISTEN TO THE SENTENCES AND PAY ATTENTION TO THE

UNDERLINED PARTS. TICK (✓) THE APPROPRIATE SOUNDS. PRACTISE THE
SENTENCES. (Ex 5, p. 11)
Step 1: Teacher has students quickly read the sentences.
Step 2: Teacher plays the recording for students to listen to the sentences. Ask them to pay
attention to the underlined parts and tick the appropriate sounds.
Step 3: Invite some students to share their answers.
Step 4: Confirm the correct ones.
Answer key:
/ə/ /ɜ:/
1. My hobby is collecting dolls. ✔
2. I go jogging every Thursday. ✔
3. My cousin likes getting up early. ✔
4. My best friend has thirty pens. ✔
5. Nam enjoys playing the violin. ✔
ACTIVITY 6: PRODUCTION: GAME: WHO IS FASTER? (7 mins)
Aim: To test students' quick reaction to the targeted sounds.
Step 1: Teacher divides students into groups of four, gives each group a piece of paper, asks
them to write sentences including: hobbie(s) and one of the sounds /ə/ and /ɜ:/.
(e.g: Listening to music is a very common hobby.)
Step 2: Students play the game.
Step 3: Teacher asks each group to hand in their papers and checks, the group with the most
correct sentences is the winner. Teacher invites the winner to read aloud their sentences.
Step 4: Teacher gives feedback.
WRAP-UP (2 mins): To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
HOMEWORK (1 min)
To reactivate the knowledge that students have gained
more words relating to hobbies that have the sounds /ə/ and /ɜ:/.

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