Unit 1: HOBBIES

Lesson 6: SKILLS 2

Week 3
Period: 07
Class Date of teaching Attendance

I. OBJECTIVES
1. Knowledge:
*Vocabulary:
- Vocabulary: use the words related to the topic Hobbies.To pronounce the
words correctly: benefit, duty, share, decorate
* Grammar:
- use the present simple;
- use the verbs of likings;
* Pronunciation:
To teach how to pronounce the new words correctly .
2. Competencies:
a. General competencies:
- Be ready to describe and give opinions about hobbies.
- Be interested more about new hobbies.
- Listen for specific information about Trang’s hobby
- Write a passage about her hobbies
b. Specific competencies:
- Group work and independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
- Ability of using Present Simple Tense, some popular verbs of liking
- Ability of using everyday English phrases and expressions and develop
their language skills, as well as learn about Vietnamese culture and other
cultures.
3. Qualities:
- The awareness about importance of leisure activities.
- Ss have the good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.
 - Be interested more about new hobbies.

II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE
ACTIVITY 1: WARM-UP GW/PW/IW)
1. Aim:
- To develop student’s listening skills for specific information. It also provides input
for the writing skills.
- To learn how to write an email to a friend or penpals.
2. Content:
- Revision : talk about a your hobbies.
- Having some warm-up activities to creat a friendly and relaxed atmostphere to
inspire Ss to warm up to the new lesson.
3. Products:
- Interest and concentration of Ss on the class activities.
- A friendly and relaxed atmostphere to the new lesson
- A chance to speak English and focus on the topic of the lesson..
4. Implementation:
- Teacher instructs
- Ss do as required
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- Chatting
Step 2: Task performance
- Teacher (T) asks Ss some questions
about them and class.
- Students (Ss) listen and answer the
teacher’s or friend’s questions
- T asks Ss to open their book and
introduce what they are going to study….
- T leads in the lesson.
Step 3: Report and discussion
- Ss join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to
the lesson.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
- To get Ss acqainted with listening skills.
- To help develop Ss’ skills of listening for specific information.
- To help Ss understand and activate their knowledge of the topic.
2. Content:
- To pracice using the present simple in context.
- Listening to two students talking about hobbies to get used to listening skills
3. Products:
- Vocabulary about the topic
- Guessing the answers to the questions.
- Improvement of listening skills.
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- T sets the scene/ context for the listening and
reading.
- T ask the whole class to do the Tasks in Skills
2
Step 2: Task performance
Pre-Listening:
VOCABULARY
- Teacher introduces the vocabulary by: 1. decorate (v)/ˈdekəreɪt/: to make
+ Providing the pictures of the words. something look more attractive by putting
+ Providing the definition of the words. things on it (trang trí)

TASK 1: LOOK AT THE
PICTURE. WHAT HOBBY IS IT? DO
YOU THINK IT IS A GOOD HOBBY?
WHY OR WHY NOT? (Ex 1, p. 15)
* T asks Ss to work in pairs to answer
the questions.
** Ss work in pairs to answer.
*** Ss share their answers. T
monitors and accepts all answers if they
make sense.
*** T explains the way to listen to
Trang’s hobby and asks them to guess and
complete the mind map.
**** Ss share their answer.
2. benefit (n) /ˈbenɪfɪt/: an advantage that
something gives you; a helpful and useful
effect that something has (lợi ích)
TASK 1: LOOK AT THE
PICTURE. WHAT HOBBY IS IT?
DO YOU THINK IT IS A GOOD
HOBBY? WHY OR WHY NOT? (Ex
1, p. 15)
+ Do you know anything about
building dollhouses?
+ Do you think it is a good hobby?
Why/ Why not?
+ What is Trang’s hobby? (name
of the hobby)
+ When did she start the hobby?
+ Who shares the hobby with
Trang?
+ To do this hobby what does
Trang have to ?
+ How does she feel about the

TASK 2: LISTEN AND COMPLETE
THE MIND MAP. (Ex 2, p. 15)
* T asks Ss to work individually to
listen and complete the word web.
** Ss work individually to listen and
complete the word web.
** Ss work in pairs to compare their
answers with each other and with the word /
phrase on the board.
** T plays the recording a second
time for pairs to check their answers.
*** T asks Ss to write the answers on
the board.
**** T checks and corrects.
**** T gives further comments
POST-LISTENING
hobby?
+ Does she intend to continue her
hobby in the future ?
Suggested answer:
In the picture, I can see two girls. They
build a dollhouse. In my opinion, their
hobby is building dollhouses. I think It’s
a good hobby. Because it develops your
creativity. It also makes you more
patient.
TASK 2: LISTEN AND COMPLETE
THE MIND MAP. (Ex 2, p. 15)
Trang’s hobby (Sở thích của Trang)
1. Her hobby is: building dollhouses
(Sở thích của cô ấy là: xây nhà búp bê)
2. She started her hobby: three/ 3 years ago
(Cô ấy bắt đầu sở thích của mình: 3 năm
trước)
3. She shares her hobby with: her cousin
(Cô ấy chia sẻ sở thích của mình với: chị/
em họ của cô ấy)
4. To do her hobby Trang needs:
(Để thực hiện sở thích của mình Trang cần)
a) cardboard and glue to build the house and
furniture
(bìa cứng và keo để xây nhà và đồ nội thất)
b) cloth to make some dolls
 * T asks Ss to work in groups of four.
** Ss work in groups of four.
**T asks Ss to summarize the
information in the listening part and talk
about it.
**T helps if necessary.
*** Ss give answers.
**** T gives comments and feedback.
Step 3: Report and discussion
- Ss write down the new vocabulary
- T asks, Ss answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (20' )
1. Aim:
- To help Ss practise using verbs in the present simple in sentences and in context.
- To brainstorm ideas and make an outline for Ss’ writing.
- To help Ss take notes and make outline for the next writing passage.
2. Content:
(vải để làm một số búp bê)
5. Benefits: She becomes more patient
and creative
Audio script:
Lan: Today we’ll talk about hobbies. I
know that your hobby is building
dollhouses. It’s quite unusual, isn’t it?
Trang: Not really. A lot of girls like it.
Lan: When did you start doing this?
Trang: Three years ago. I read an article
about building dollhouses. I loved the
idea right away.
Lan: Do any of your friends or relatives
build dollhouses too?
Trang: Yes, my cousin Mi loves building
them too.
Lan: Is it hard to build a dollhouse?
Trang: No, it isn’t. I use cardboard and
glue to build the house and make the
furniture. Then I make the dolls from
cloth. Finally, I decorate the house.
Lan: What are the benefits of the hobby?
Trang: Well, I’m more patient and
creative now.
- To use present simple to do the exercises.
- Prepare ideas for writing a paragraph about hobby and complete it.
3. Products:
- Understand more about using the words in contexts.
- A paragraph about hobby
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- T let Ss study the examples, consume the
rules and do the exercises
Step 2: Task performing
Pre-writing
TASK 3: WHAT IS YOUR HOBBY? TASK 3: WHAT IS YOUR HOBBY?
FILL IN THE BLANKS BELOW. (Ex 3, FILL IN THE BLANKS BELOW. (Ex
p. 15) 3, p. 15)
* T tells Ss that they are going to Suggested answers:
write about his / her hobby. Lan's hobby:
** T asks Ss to use the word web as a 1. Name of the hobby: collecting waste
way to organize their ideas. paper
** T models with a S (Ex: Lan) 2. Started: 3 years ago
*** Ss work individually to do Task 3. Person who shares he hobby with: Nga
3.
4. To do this hobby Nga has to:
*** T checks the answer.
a. collect paper after use
**** T give more comments and
b. make flowers, dishes, toys. boxes...
feedback.
c. use it for drawing if possible
5. Lan's feeling about the hobby:
interesting, useful, protect the
environment
6. Future: continue the hobby
TASK 4: WRITE A PARAGRAPH TASK 4: WRITE A PARAGRAPH
ABOUT YOUR HOBBY. (Ex 4, p.15) ABOUT YOUR HOBBY. (Ex 4, p.15)
* T asks Ss to write their paragraphs Suggested paragraph:
individually based on the information in My hobby is gardening. I started my
their word webs. hobby 3 years ago. I really like it because
I can do it with my family. My family can
** Ss listen to the teacher then do the
join in and do something together. We
task individually usually spend 1 hour on Sunday morning
*** T asks one S to write his / her in our garden. I need some plants,
paragraph on the board. gloves, pots and soil to do my hobby.
Gardening has many benefits. It helps me
**** T asks Ss to check the writing.
become more patient and responsible. I
**** T gives comments to the students. also learn about insects and bugs.
T may have students do their writing on Gardening can help us to protect our
large sheets of paper and organize a class environment.
gallery for students to display their writings
on the board. Then students can go around
to see their friends’ work, give and receive
comments.
Step 3: Report and discussion
- Ss write down the new vocabulary
- T asks, Ss answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 4: APPLICATION (5' )
1. Aim:
To help Ss revise all they have learnt.
To give Home assigments
2. Content:
A mind map summarising the main points of the lesson.
Home assigments
3. Products:
Review the old lesson
Take note Home assigments
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering (Home assignment)
- T has Ss summarise what they have learnt
with the two skills.
- T can instruct them to draw a mind map to
summarise the main points of the lesson.
- Home assigments
Step 2: Task performance
- Teacher summarizes the lesson * Home assigments:
- T lets Ss take note the home assignments
- Finish writing the paragraph.
Copy in the note books.
- Write about one of your family
members’ hobby in about 60 words.

Step 3: Report and discussion

- T asks, Ss answer about hobbies
-Step 4: Judgement
T gives feedback and requires Ss do
homework.
IV. FEED-BACK:
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………….
……………………………………………………………………………………………….
………………………………………………………………………………………………..
 Unit 1: HOBBIES
Lesson 7: LOOKING BACK

Week 3
Period: 08
Class Date of teaching Attendance

I. OBJECTIVES
1. Knowledge:
*Vocabulary:
- Vocabulary: use the words related to the topic Hobbies.To pronounce the
words correctly: footballer, play sport, run through, divide into
* Grammar:
- use the present simple;
- use the verbs of likings;
* Pronunciation:
To teach how to pronounce the new words correctly .
2. Competencies:
a. General competencies:
- Be ready to describe and give opinions about hobbies.
- Be interested more about new hobbies.
- Develop communication skills and creativity
- Develop presentation skill
- Develop critical thinking skill
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
b. Specific competencies:
- Group work and independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
- Ability of using Present Simple Tense, some popular verbs of liking
- Ability of using everyday English phrases and expressions and develop
their language skills, as well as learn about Vietnamese culture and other
cultures. - Ability of reading for general and specific information about school .
 To help Ss to get acquainted with a reading skills.To practice speaking. Ss have
an opportunity to practice making their choice of type of school they would like
to go.
- To recycle the language from the previous sections. To help Ss
consolidate and apply what they have learnt in the unit. Ss can evaluate their
performance and provide further practice. Do some practice exercises.
- Project helps Ss improve their abilities to work individually and in a
team. It extends their imagination in field related to the unit topic. Teacher can
use this as an extra-curricular activity (for group work) or as homework for
srudents to do individually.
3. Qualities:
- The awareness about importance of leisure activities.
- Ss have the good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.
- Be interested more about new hobbies.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….

III. PROCEDURE
ACTIVITY 1: WARM-UP GW/PW/IW)
1. Aim:
- To review and drill section of the unit.
- To encourage Ss not to refer back to the unit pages but to use what they have learnt
during the unit to help them answer the questions.
- To see how far Ss have progressed, and which areas need further practice.
2. Content:
- Talk about one of your family members’ hobby
- Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire
Ss to warm up to the new lesson.
3. Products:
- Interest and concentration of Ss on the class activities.
- A friendly and relaxed atmostphere to the new lesson
- A chance to speak English and focus on the topic of the lesson..
4. Implementation:
- Teacher instructs
- Ss do as required
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- Chatting
Step 2: Task performance
- Teacher (T) asks Ss some questions Some sample paragraphs chosen from sts’
about them and class. homework.
- Students (Ss) listen and answer the
teacher’s or friend’s questions
- T asks Ss to open their book and
introduce what they are going to study….
- T leads in the lesson.
Step 3: Report and discussion
- Ss join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to
the lesson.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
To help Ss revise the vocabulary items they have learnt in the unit
To help Ss revise vocabulary relating to hobbies.

2. Content:
- Revise what they have learnt during the unit to write the correct answer.
- Revise the vocabulary items they have learnt to do the matching.
3. Products:
- Vocabulary about the topic
- Remember the words and the use of the present simple tense.
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- T sets the scene/ context for doing exercises
- T ask the whole class to do the Tasks in
Looking Back
Step 2: Task performance TASK 1: COMPLETE THE
TASK 1: COMPLETE THE
SENTENCES WITH APPROPRIATE
SENTENCES WITH APPROPRIATE
HOBBIES. (Ex 1, p. 16)
HOBBIES. (Ex 1, p. 16)
Answer key:
* Have Ss do this activity
individually then compare their answers 1. collecting coins
with their partners. 2. doing judo
** Ss do this activity individually. 3. making models
*** Ask for Ss’ answers or ask one 4. gardening
student to write his / her answer on the 5. playing football
board.
**** Confirm the correct answers. TASK 2: WRITE TRUE SENTENCES
TASK 2: WRITE TRUE SENTENCES ABOUT YOU AND YOUR FAMILY
ABOUT YOU AND YOUR FAMILY MEMBERS. (Ex 2, p. 16)
MEMBERS. (Ex 2, p. 16) Suggested answers:
* T has Ss write true sentences about 1. I like building dollhouses.
them and their family members. 2. My dad enjoys horse riding.
** Ss write true sentences about them 3. My mum doesn’t like exercising.
and their family members. 4. My grandmother loves collecting stamps.
5. My grandfather hates gardening.
*** T asks them to share their
answers with a classmate.
**** T invites some Ss to write their
sentences on the board. T and other Ss
comment
Step 3: Report and discussion
- Ss write down the new vocabulary
- T asks, Ss answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (20' )
1. Aim:
To help Ss revise the present simple in questions and negative sentences.
 To allow Ss to apply what they have learnt (vocabulary and grammar) into practice
through a project.
2. Content:
- Review grammar point: Present simple tense; further practice to do exercises.
- exercises doing
- Make hobby posters
3. Products:
- Remember more the use and form of Present simple tense by doing exercises.
- An individual hobby poster
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- T let Ss study the examples, consume the
rules and do the exercises
Step 2: Task performing TASK 3: USE THE PRESENT SIMPLE
TASK 3: USE THE PRESENT SIMPLE
FORM OF EACH VERB TO
FORM OF EACH VERB TO
COMPLETE THE PASSAGE. (Ex 3, p.
COMPLETE THE PASSAGE. (Ex 3, p.
16)
16)
Answer key:
* Ask Ss about the uses of the present
simple that they have learnt in the unit. 1. loves

** Have Ss do this exercise 2. has

individually. 3. enjoys
*** Have compare their answers with 4. don’t like
a partner. Call on some Ss to give the 5. is
answers. 6. is
**** Confirm the correct answers and 7. go
write them on the board.
8. begins
- Check and confirm the correct answers
TASK 4: CHANGE THE FOLLOWING
TASK 4: CHANGE THE FOLLOWING
SENTENCES INTO QUESTIONS AND
SENTENCES INTO QUESTIONS AND
NEGATIVE ONES. (Ex 4, p. 16)
NEGATIVE ONES. (Ex 4, p. 16)
Answer key:
* Have Ss do this exercise
1. Does this river run through your home
individually then compare their sentences
with a partner.
** Ss do this exercise individually.
*** Invite some Ss to read their
answers aloud.
**** Give feedback.
PROJECT: HOBBY POSTER
* Ask Ss to read the instructions
again (T has already assigned the project
since the first lesson of the Unit and check
their progress after each lesson). Let
students have some time to check their
posters for the final time and make any
adjustments if neccessary.
** T has groups show their posters
and present the hobbies to the class.
Remember to have the “show and tell”
session and vote for the best poster.
*** Students vote for the best poster.
**** Teacher gives feedback.
town?
This river doesn’t / does not run through
my home town.
2. Does your drawing class start at 8 a.m.
every Sunday?
My drawing class doesn’t / does not start
at 8 a.m. every Sunday.
3. Do they enjoy collecting stamps?
They don’t / do not enjoy collecting
stamps.
4. Do you do judo every Tuesday?
I don’t / do not do judo every Tuesday.
5. Does your brother love making model
cars?
My brother doesn’t / does not love
making model cars.
PROJECT: HOBBY POSTER
1. List of hobbies: gardening, cooking,
reading, listening to music, cycling,
swimming, building dollhouses, painting,...
2. The benefits of the hobby – Reading:
- It is a great way to learn about new things,
learn more about your own world.
- It can reduce stress.
- It can improve your concentration.
3. Some pictures you can use in your poster.
 4. My favourite hobby is reading. It is one
of the popular activities. It is suitable for
everyone, especially teens. You can do it
everywhere, from your own room to the
park, library,... When reading, you learn
more about your own world. It is a great
way to learn about new things. Reading is
also good because it can reduce stress and
improve your concentration.

Step 3: Report and discussion

- Ss write down the new vocabulary
- T asks, Ss answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 4: APPLICATION (5' )
1. Aim:
To help Ss revise all they have learnt.
To give Home assigments
2. Content:
A mind map summarising the main points of the lesson.
Home assigments
3. Products:
Review the old lesson
Take note Home assigments
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering (Home assignment)
- T has Ss summarise what they have learnt
with the two skills.
- T can instruct them to draw a mind map to
summarise the main points of the lesson.
- Home assigments
Step 2: Task performance * Home assigments:
- T summarises the main points. - Do more exercises in workbook.
- T asks Ss what they have learnt so - Make more sentences using present
far. Have them recall the important elements: simple tense.
- T lets Ss take note the home assignments

Step 3: Report and discussion

- T asks, Ss answer.
-Step 4: Judgement
T gives feedback and requires Ss do
homework.
 IV. FEED-BACK:
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………….
……………………………………………………………………………………………….
………………………………………………………………………………………………..

Unit 2: HEALTHY LIVING

Lesson 1: GETTING STARTED
Let’s go out!

Week 3
Period: 09
Class Date of teaching Attendance

I. OBJECTIVES
1. Knowledge:
*Vocabulary:
- Vocabulary to talk about healthy living:
* Grammar:
- use the present simple tense
* Pronunciation:
Pronouncing the new words correctly
2. Competencies:
a. General competencies:
- By the end of the lesson students will be able to know more the form
and use the present simple tense; Students can use Simple present tense to talk
about daily activies.
b. Specific competencies:
- Group work and independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
 - Be ready to talk about Healthy living
- Know some daily activities whether good or bad for health
3. Qualities:
- To teach Ss the love of English; the love of their new school.
- The awareness about importance of living healthily.
- Ss have the good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE
ACTIVITY 1: WARM-UP GW/PW/IW)
1. Aim:
- To activate Ss’ knowledge on the topic of the unit.
- To set the context for the listening and reading part.
-To enhance Ss’ skills of cooperating with team mates.
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the new class.
3. Products:
- Interest and concentration of Sts on the class activities.
- Introducing themselves to make more new friends.
4. Implementation:
- Teacher instructs
- Sts do as required
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- Chatting
Step 2: Task performance
BRAINSTORMING
* Teacher gives instructions.
- Teacher writes the word “HEALTH” on
the board, divides the class into two teams.
** Members of each team to think of
words relating to health.
*** In team, Ss take turn to come to the
 board and write one word.
**** Teacher checks and corrects if Ss
spell or pronounce the words / phrases
incorrectly.
- The team which has more points or more correct
answers will be the winner.
- Then, teacher asks student a question: “What
should we do to be stronger?”
- Students can have their own answers.
Teacher leads in the unit.
* Teacher draws students’ attention to the
pictures in the textbook and asks them some
questions about the pictures.
Sts answer the questions and take note if
necessary.
** Ss work out and answer questions in Suggested answers:
pairs. 1. They are Mi and Mark.
*** Ss share their answers as a whole 2. They are looking at the picture on
class. the wall and talking about it.
**** T asks them to read and listen to the 3. The people in the picture are doing
conversation to check their answers. (exercising, boating, etc.) and
Step 3: Report and discussion mention some things they need to
- Sts work in group to introduce themselves avoid a health problem.
- Sts join in the discussion 4. (Students’ answers)
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
- To set the context for the introductory;
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be
learned.
- To help Ss well-prepared for the listening and reading tasks.
- To help students understand the main idea of the conversation.
2. Content:
Learn some new words. Read the conversation and find out new words.
3. Products:
- Vocabulary about the topic
- Understanding the conversation; topic of the lesson, grammar points…
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- T sets the scene/ context for the listening and
reading.
Step 2: Task performance
*Teach vocabulary:
+ Teacher uses different techniques to teach vocab * Vocabulary
(situation, regalia, translation.) 1. popular (a) /ˈpɒpjələr/: liked,
* Teacher introduces the vocabulary. enjoyed, or supported by many
** Teacher explains the meaning of the new people (phổ biến)
vocabulary by pictures. 2. fresh (a) /freʃ/: new or different
*** Teacher checks students’ understanding (tươi, mới)
with the “Rub out and remember” technique. 3. join (v) /dʒɔɪn/: to connect or
**** Teacher checks students’ pronunciation fasten things together (tham gia)
and gives feedback. Teacher reveals that these 4. outdoor activity /ˈaʊtdɔːr/ /ækˈtɪvɪti/
four words will appear in the reading text and (n): hoạt động ngoài trời
asks students to open their textbook to discover
5. lunchbox /ˈlʌnʧbɒks/
further (n): hộp đựng đố ăn trưa
+ Follow the seven steps of teaching vocab.
+ Check vocabulary. 6. get sunburn /gɛt ˈsʌnbɜːn /
+ Sts Take note (v.phr): bị cháy nắng
- Call on some groups of Ss to read the
conversation aloud.
TASK 1: LISTEN AND READ. (Ex 1, p. 18) TASK 1: LISTEN AND READ. (Ex
1, p. 18)
* Teacher plays the recording, asks students to
underline the words related to the topic Healthy Mi: This is a nice picture, Mark.
Mark: That’s my dad and I boating at
living. (Teacher may check the meaning of
Yen So Park.
some words if necessary.) Mi: I also see a lot of people exercising
- Teacher can play the recording more than there.
once. Mark: Yes, it’s a popular place for
- Students listen and read.
** Teacher can invite some pairs of students to
read aloud.
*** Teacher refers to the questions previously
asked.
**** Then, teacher confirms the correct answer.
people in my neighborhood.
Mi: Outdoor activities are good for our
health. My family often goes cycling in
the countryside. It’s quiet, and there's a
lot of fresh air.
Mark: It sounds interesting.
Mi: Yes, it’s lots of fun. We also bring
fruit, water, and a lunch box with us.
Mark: I’d love to join you next time.
Mi: Sure. Bring along a hat and
suncream.
Mark: Why suncream?
Mi: It’s really hot and sunny at noon, so
you might get sunburn.
Mark: I see.

TASK 2: CIRCLE THE CORRECT TASK 2: CIRCLE THE

ANSWER. (Ex. 2, p. 19) CORRECT ANSWER. (Ex. 2, p.
* Teacher asks students to answer 19)
without reading the conversation again. What are Mark and Mi talking about?
** Ss work out and answer questions in A. Healthy problems
pairs. B. Healthy activities
*** Teacher asks some students to C. Sports and games
explain why they did not choose the other two Suggested answer:
options. Answer: B
**** Teacher confirms the correct Because the dialogue mentions cycling
answer. and boating and they are good for our
health. So the answer is B. Healthy
activities.

Step 3: Report and discussion

- Sts write down the new vocabulary
- T asks, Sts answer some more questions about
the conversation
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim:
-To have Ss get specific information of the text.
- To introduce the grammar point of this unit: the present simple.
- To help student learn some vocabulary from the conversation visually to ensure their
understanding of the context.
- To help student develop the vocabulary about the topic.
- To help student identify and talk about their daily activities and decide if they are good or
bad for their health.
2. Content:
Understand the conversation; grammar points; present simple tense
More lexical items related to the topic: HEALTH
3. Products:
Know more new words.
Understand the conversation; topic of the lesson
Vocab, grammar points…
Knowledge about health problmes and healthy living
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- T let Sts learn Task 2 – Getting Started - Unit 2
Step 2: Task performing
TASK 3: WRITE A WORD OR PHRASE TASK 3: WRITE A WORD OR
FROM THE BOX UNDER ITS PICTURE PHRASE FROM THE BOX
(Ex 3, p. 19) UNDER ITS PICTURE (Ex 3, p.
* Teacher asks students to work 19)
independently to read the words, look at the
pictures and write the correct words / phrase
under the pictures
** Teacher allows students to share their
answers before discussing as a class.
*** Teacher calls some students to
check.
**** Teacher confirms the right answers and
writes on the board
Sts work individually to do the task. Answer key:
 1. sunburn
2. suncream
3. lunch box
4. boating
5. cycling

TASK 4: COMPLETE EACH

TASK 4: COMPLETE EACH SENTENCE
SENTENCE WITH A WORD
WITH A WORD FROM THE
FROM THE CONVERSATION.
CONVERSATION. (Ex 4, p. 19)
(Ex 4, p. 19)
* Teacher asks students to work
Suggested answers:
independently to fill in each blank with a word
from the conversation. 1. In the picture, Mark and his father
are boating.
** Ss do exercise 3 individually. 2. The people in Mark’s neighbourhood
*** Teacher asks them to tell where to love to go to the park.
find the words. 3. Mi’s family often goes cycling in
**** Teacher checks the answers as a the countryside.
4. - I don’t want to get sunburn.  - Wear
class.
a hat and use suncream.
5. Fruit and water are good for
our health.
TASK 5: SURVEY: GOOD OR BAD FOR TASK 5: SURVEY: GOOD OR BAD
HEALTH. (Ex 5, p. 19) FOR HEALTH. (Ex 5, p. 19)
* Teacher asks students to work in Suggested answers:
groups of 4 or 6 to take turns to ask and answer Daily How Good Bad
about their daily activities, how often they do activities often
these activities and discuss if they are good or Walking Every √
bad for their health. to school day
** Ss work in groups to ask and answer Eating Rarel √
breakfast y
- Teacher moves around to observe and offer
Going Twice √
help when needed. swimmin a
*** By the end of the activity, one g week
student from each group can stand up and Sleeping 12 √
hours
report to the class.
per
**** Teacher checks and gives the day
correct answers. Doing Three √
yoga times
a
week
… … … …

Step 3: Report and discussion

- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers.

ACTIVITY 4: APPLICATION (5' )

1. Aim:
To consolidate what Ss have learnt in the lesson.
To review the lesson and prepare for the next lesson.
To give Home assigment
2. Content:
Home assigment
3. Products:
Know more some words about hobbies
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they have
learnt.
- Ask Ss to say aloud some words they remember
from the lesson.
- Home assigment * Home assigment:
Step 2: Task performance
- Read again the conversation
-T asks Ss to talk about what they have learnt in
- Do more exercises in workbook.
the lesson. - Name a list of bad habits and think
- An overview about the topic Health about tips to change those.
- Vocabulary to talk about healthy living
- T let Sts take note the homework
Step 3: Report and discussion
- T says something about the class time.
-Step 4: Judgement
T gives feedback and requires Sts do
homework.
IV. FEED-BACK:
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