Unit 1 (1-8)

Preparing date: 01/09
Period 1: REVISION
A. Aims:
1. Knowledge: By the end of the lesson, ss will be able to review the main grammar points and
vocabulary of English 7.
2. Language content:
a. Vocabulary: Vocabulary of 6 themes.
b. Grammar: - Tenses: Present Simple Tense, Present Progressive Tense, Present Perfect Tense,
Future Tense, Past Simple and Past Progressive Tense.
- Passive voice
3. Skills: 4 skills: Speaking, Listening, and Writing.
B. Preparations
1. Teacher: lesson plan
2. Students: review all the grammar points and vocabulary in English 7 program
C. Procedures:
Teacher’s activities Students’ activities
I / Warm up:(5 mins)
- T asks Sts some questions: - Answer the T’s questions
? Can you tell me what you’ve learned in English 7?
II / Revision: (10 mins)
1. The tenses:
- Present simple - Listen and repeat the uses and forms
- Present progressive of them
- Present perfect tense
- Simple future - Copy down
- Near future
- Past simple
- Past progressive tense
=> Ask Ss to repeat the uses and forms of each tense.
III. Practice. (25 mins) - Work in pairs to practice changing
Exercise 1 : Change these sentences into other tenses these sentences into other tenses.
( Present simple , Present progressive , Present perfect
tense, near future , Simple future and Past simple, Past
progressive tense) and add appropriate adverbs of time.
1. She is in Grade 8
2. They are playing soccer
3. She went to Ha Noi last week
4. I will visit my sister next week
5. Mai is going to build a new house. Some pairs give the answers in front of
- Ask Ss to work in pairs the class.
- Call some pairs to demonstrate in front of class.
- Give feedback St do the exercise in person then give
Exercise 2. Supply the correct tense of the verbs in the answers in front of the class.
brackets
Hien Giang.TRUNGVUONG.ANH8.2022-2023
1. Mary and John (be) _____ neighbors. They (know) 1. are/ have known/ moved/ has lived/
______ each other for a long time. Mary (move) ______ came.
into her house in 1990, and John (live) ______ next door 2. is/ doesn’t go/ stays/ is doing/ has
since he (come) ______ to the area in 1988. done.
2. Today (be) ______ Sunday. Nga (not go) ______ to 3. am/ came/ has lived/ knows
school. She (stay) ______ at home. She (do) ______ her 4. goes
homework now. She (do) ______ it for two hours. 5. was/ didn’t have
3. I (be) ______ in New York. I (come) ______ here two 6. didn’t go/ wasn’t
years ago. My friend, Nancy (live) ______ here since 1982. 7. have done
So she (know) ______ the area very well. 8. have you lived
4. Trung usually (go) ______ to the library three times a 9. has taught/ graduated
week. 10. left/ have met
5. Yesterday I (be) ______ busy, so I (not have) ______ 11. did you spend
time to phone you. 12. were/ lived
6. Mrs. Trang (not go) ______ to work last week. She (not 13. am reading
be) ______ feeling well. 14. have you known
7. I (do )___ all the housework. The flat is really clean now. 15. have not seen/ were
8. How long you (live) ______ here? – Since 1997. 16. hasn’t finished
9. Mr. Quang (teach) ______ in this school since he 17. saw
(graduate) ______ from the university in 1989. 18. have you been/ went
10. My brother (leave) ______ home 10 years ago. I (never 19. haven’t eaten
meet) ______ him since then. 20. moved/ have lived
11. Where you (spend) ____ your summer holiday last year,
Tam?
12. When we (be) _______ small, our family (live)
_______ in the countryside.
13. I (read) _____ an interesting book at the moment.
14. How long you (know) _____ Mrs. Chi? – I (know)
_____ here for five years.
15. We (not see) ______ her since we (be) ______ on
holiday in Ha Long bay.
16. Phuong (not finish) _______ her homework yet.
17. It’s three years since I last (see) _______ Nam.
18. You (be) _____ away? – Yes. I (go) ______ to the
country last Sunday.
19. I (not eat) ______ anything for two days.
20. They (move) ______ to Ho Chi Minh City in 1990 and
(live) ______ there since then.
- T calls some Sts to write their answers on the board.
- Give the right answers.
IV/ Homework : (5 mins)
- Learn by heard all the uses and the forms of the tenses
above. - Do as the T asks.
- Write down.
*Feedback……………………………………………………………………………………………
………………………………………………………………………………………………
Period 2 UNIT 1 : LEISURE ACTIVITIES
Lesson 1: Getting started
I. Objectives:
1. Knowledge: By the end of the lesson, students will be able to:
-understand new words and structures in the dialogue
-answer the questions after reading the dialogue.
2. Skills: Drill listening, speaking and reading mainly.
3. Education: Educate sts to use: Verbs of liking +gerunds
II. Main languages:
1. Vocabulary: related to leisure activities in free time
2. Structure: +I like reading comics
+Stop reading comics
3. Grammar: Verbs of liking
III. Teaching aids:
1. Teacher’s textbook, lesson plan, cassette and tape, pictures.
IV. Teaching procedures:
-Management: From beginning to the last of teaching time
-New lesson:
Teacher’s activities The content
1.Warm up :
-Ask Ss prepare photos or magazine cut-outs about some
popular leisure activities including those you often do in
their spare time
-Ask Ss to describe them in English. Then ask them to
guess which activities you may enjoy doing. Encourage Ss
to do the same in pairs. One S writes a short list of
activities and the other guesses
2.Presentation:
-Ask Ss open their books to the picture. Introduce Mai, 1.Listen and read:
Phuc and Nick *New words:
-Ask Ss to guess where they are and what they are -trick (n)
doing .For more able classes, brainstorm questions with Ss -craft (n)
and wire them on the board .Questions may include : -craft kit (n)
+What can you see in the picture? -wool(n)
+Why do you think Mai, Phuc and Nick are there? -leisure (adj)
+What are they holding in their hands? -folk songs (n)
+What are they talking about? -melody (n)
-Ask Ss read the dialogue in silence to find out new words -It’s right up street
and structures *New structure:
-Explain new words and structures by asking Ss -> Verbs of liking +gerunds
-Let Ss give examples -I like reading comics
-Ask Ss repeat new words and structures after the teacher -I’ll enjoy listening to the melodies
-Have some Ss read aloud before the class
-Let Ss read the dialogue in front of the class
-Ask Ss do part a individually
-Call Ss read their keys before the class a. Circle the correct answer:
-Ask Ss read the dialogue again to do ->Keys:
part “b” in groups 1.library 2.book 3.dog 4.craft kit
-Let Ss answer before the class 5.folk music 6.Vietnamese
b. Which leisure activities do you

think Phuc, Mai and Nick have?
Tick (V) the boxes. Then find the
information from the conversation to
-Call Ss tick the board explain your choice
-Ask Ss look at the board and correct
c. Answer the questions
To check out something means to
examine something to get more
information about it order to be certain
that is suitable (on true or safe)
-It’s right up your street, it is the type
of thing that you are interested in or
that you enjoy doing
2. Find words / phrases in the box to
describe the photos. Then listen to
check your answers :
1. playing computer games
-Let Ss practice part “c” in pairs 2. playing beach games
-Have Ss to practice before the class in pairs 3.Doing DIY
4.taxting
3.Practice: 5.visiting museums
-Ask Ss work in pairs to match the words / phrases in the 6.making crafts
box to the photos, then they listen together to check their
answers 3. Complete the following sentences
-It’s time aloud, ask Ss to use adjectives to say what they with words in the box.
think of these activities eg exciting, interesting.... 1.satisfied
-Ask Ss work individually to do the task then compare 2. exciting, relaxing
their answers with a partner 3.fun
Tell Ss they need to look for the surrounding key words in 4. boring
order to complete the task. Note that good and satisfied fit 5.good
both items 1 and 5. Acknowledge the point with Ss who
have them the other way round *Game: Changing partners
4.Consolidation: Can use:
-Let Ss play a game in pairs talk about a leisure -describe the leisure activity
activity .Try to keep going for one minute each .When the -say if you have done this activity or
time is up ,find a new partner and talk about another not
activity -share you feeling about the activity
5.Homework:
-Ask Ss learn by heart new words and structures
-Write about the leisure activity
*Feedback:………………………………………………………………………………………
……………………………………………………………………………………....................
Period 3
UNIT 1: LEISURE ACTIVITIES
Lesson 2: A closer look 1
I. Objectives:
-use the lexical items related to leisure activities
-pronounce /br/ and /pr/.
2. Skills: Drill listening and speaking mainly.
3. Education: Educate sts to pronounce /br/ and /pr/
II. Main languages:
4. Vocabulary:
5. Structure: +I like reading comics / +Stop reading comics
6. Grammar:
III. Teaching aids:
1. Teacher’s textbook, lesson plan, cassette and tape, pictures, TV
-New lesson:
Teacher’s activities Students’cativities
1.Warm up :
-Ask Ss use network to answer the question: - Use this network to answer:
What do you often do in your free time?
2.Presentation: A. Vocabulary:
-Ask Ss look at their book and read in silence: 1.Look at the following pie chart on
-Explain new words leisure activities in the US and answer the
questions:
*New words:
-average
-Let Ss work in pairs to examine the pie-chart closely -socialize (v)
in order to understand its contents, including the -communicate (v)
heading, subheading, figures , colour codes and notes -> The answers:
-Allow enough time for this step. Do not give 1. In 2012, people in the UK spent 5.1
correction. hours a day on sport and leisure activities
-Then ask Ss to answer the questions that follow the 2.The main activities they did include:
chart relaxing and thinking, using the computer
-Ask Ss practice before the class: for leisure, participating in sports ,
socializing and communicating , watching
TV and other leisure activities
3.The 3 most common activities were:
watching TV, socializing and
3.Practice: communicating and using the computer for
-Have Ss to prepare part 2 individually to complete the leisure
task. After giving corrective feedback , draw their
attention to the part of speech of the words mentioned 2/ Complete the table with information
(eg .relaxing comes from the verb relax with-ing from the pie chart
added and it refers to the activity)
-Then introduce the concept of gerund (a noun made Name of Verb
from a verb by adding-ing) activities
-Give Ss some examples where a gerund is 1. relaxing relax
transformed from a verb and used as a noun. For more 2.thinking think
able class, ask Ss to make their own sentences 3.using use
4.doing do
-Ask Ss to cover the category labels 5.socialising socialise
-Have Ss look at the words and try to guess what these 6.communica communicate
words have in common. T may elicit from Ss by 7.watching watch
asking questions 8.reading read
-Ask Ss to work in pairs to complete the task. Once
they have finished and T has given corrective 3. Look at the words. Match them to the
feedback, encourage them to add more words in each category labels :
category. 1-e 5-d
2-b 6-h
-Have Ss work in small groups. Allow them enough 3-f 7-c
time to think about what their average day may look 4-a 8-g
like (including, study and work) and how much time is
spent on leisure activities .If there is plenty of time
encourage them to calculate these times as percentages
and put them in a simple pie chart similar to 1 4. How much time do you spend a day on
-Have Ss write down how much time they spend leisure activities? What are the three
leisure on an average day and three activities they do activities that you do the most? Share
the most. your ideas with a partners
-Ask Ss move around and talk with at least three other
classmates to find out who spends most time on
leisure and what the most popular activities in the
class are.
***Pronunciation:
-Have Ss work individually to complete this task.
-Ask Ss work in pairs to compare their answers. B. Pronunciation:
-Play the recording for Ss to check and then repeat 5.Complete the words under the pictures
-Pause the recording to drill difficult items with /br/ or /pr/. Listen to check your
-Ask Ss to add more words which contain these answers and repeat
clutters. For a more able class. Ss may make sentences 1.apricot 5. princess
with these words and practice saying them 2.bridge 6. president
4. Consolidation: 3.bracelet 7. present
-Have Ss practice the words with the clusters first 4. bread 8. broccoli
-Then ask Ss to repeat the whole sentence. If the time
allows ask Ss to cover their book and listen to the 6. Listen and repeat:
recording. If they hear the word with cluster /pr/ they 1. apricot jam 4.bracelets
have to raise up their left hand , if it is cluster /br/ they 2. bread 5. brush
raise their right hand 3. president 6. present
5.Homework:
-Ask Ss learn by heart new words and structures
-Write about the leisure activity
Feedback:…………………………………………………………………………………………
……………………………………………………………………………………………………
Period: 4
Lesson 3: A closer look 2
I. Objectives:
-understand new grammar:
+Verbs of liking +gerunds
+Verbs of liking +to –infinitive
-practice by using them to do exercises
2. Skills: Drill listening, speaking and writing mainly.
3. . Education: Educate to Ss understand and use new grammar
II. Main languages:
1.Vocabulary: liking verbs
2.Structure: +He likes playing football
+We like to play football
13.Grammar: +Verbs of liking +gerunds
+Verbs of liking +to –infinitive
III. Teaching aids: textbook, lesson plan, cassette, pictures, TV
-Management: From beginning to the last of teaching
-New lesson:
1.Warm up:
- Answer teacher’s questions Questions:
+Do you like playing sports?
2.Presentation: +Which sports do you like best?
-Explain new grammar: ->
If we want to follow a verb with another action, we +Verbs of liking +gerunds
must use a gerund or an infinitive +Verbs of liking +to –infinitive
-Let Ss read or play the recording in Getting started for
Ss to listen and ask them to underlined the verbs of 1. Read the conversation in Getting
liking followed by gerunds or to-infinitives that they started again. Underline verbs that are
find in the text followed by a gerund :
-May ask Ss to cover the text and just listen to identify (sts work, then read them loudly)
these verbs
-Go through the Lookout box with Ss *Look out:

-Tell Ss that verbs of liking / disliking are often The verbs: love, like ,hate and prefer can
followed by gerunds but verbs such be used with both gerunds and to-
infinitive without much change in
meaning
-She loves going out with her friends
= She loves to go out with her friends
-Introduce Ss to the Learning tip box where they can * Learning tip: Verbs of liking
differentiate the difference in terms of degree these -adore -love-like-enjoy-fancy-don’t mind
verbs of liking / disliking -dislike-don’t like-hate-detest
3.Practice: 2.Tick the appropriate box. Then listen to

-Ask Ss work individually and then compare the check:
answers with their partner a. Followed by gerund only: enjoy , detest
-Then play the recording for Ss to check their answers and , fancy
b. Followed by both gerund and to-
infinitive: love, prefer
-Have Ss work in pairs to complete this task 3. Write the correct form of the verbs:
-Then give feedback to Ss as a class 1.....making ....
2.....to watch or watching.....
3....skateboarding ....
4...learning .....
5....sitting .....
-Ask Ss practice in groups of 5 or 6 4. Write sentences about what you like or

-Give Ss to work individually at first and write each
don’t like doing in your free time,
sentence on a trip of paper, then in their group mix the
beginning with the following .Then share
strips what you have written with your partner
-Ask Ss guess who wrote that sentence 1.I adore ........
2. I love ..........
3. I fancy ..........
4. I don’t mind ..........
5. I don’t like ............
-Have Ss quickly familiarize themselves with the e- 6. I detest................
mail by asking:
+Who wrote this e-mail? 5. Look at the following e-mail that Minh
+ To whom? Duc wrote to a new pen friend
+What is it about? a. There are 6 grammar mistakes in his e-
mail. Can you find and correct them :
-Have Ss scan the e-mail to find answers 1. like do -> like to do / doing
-Ask Ss work individually and compare their answers 2.enjoy do -> enjoy doing
with a classmate 3.don’t like have ->don’t like to have /
don’t like having
-Ask Ss to read the e-mail again and answer the 4.don’t mind to do -> don’t mind doing
questions 5.hate spend -> hate spending
6.love eat out -> love to eat out/ love
4. Consolidation: eating out
-Ask Ss work individually to write the e-mail then *b. Answer the questions:
exchange it with their partners and check for mistakes. 1. The activities Duc mentions in his e-
If there is time , have them the e-mails ask and answer mail are ; playing video games , watching
about afterwards , using the questions in 5b as a TV , going to the park , playing football ,
guide .If there is not enough time , this task can be helping his parents , doing homework and
done as a group –writing task eating out with his family
2.The two activities he enjoys the most
5. Homework: are playing football with his friends and
-Ask Ss learn by heart new words and grammar eating out with his family
-Give examples with liking verbs
6. Work in groups 4 - 5
Write a similar e-mail to tell your friend
about your free time, and make 5
mistakes in using the verbs of liking
+gerunds or verbs of liking + to-
infinitives. Swap your work with a
partner and check for mistakes.

Period: 5
Lesson 4: Communication
I. Objectives:
- read and understand articles
-practice by using them to do exercises
2. Skills: Drill reading, speaking and writing mainly.
3. . Education: Educate sts to understand and use new grammar
II. Main languages:
1.Vocabulary: related to activities in free time
2.Structure: liking verbs + to inf/ Ving
3. Grammar:
III. Teaching aids: lesson plan, pictures, TV, textbook
-New lesson:
Teacher’s activities students ‘activities
1.Warm up : Questions:
-Ask Ss answer the questions: +Do you like reading in your free time?
+What kind do you like best?
+Do you often read articles on the magazine?
2. Presentation: Extra vocabulary
-Refer to any words in the Extra vocabulary box -window shopping
that Ss do not jet know -to sound weird
-Ask Ss to try to guess what the meaning is and -to be hooked on something
how that may relate to leisure activities -to be addicted to something
-Explain to Ss that they are going to read about 1. Read the following article on the
some activities teenagers do in their free time magazine 4 Teen website
-Have Ss cover the text and just look at the photos
(with name and country)
-Encourage Ss to guess what these Ss in the photos
like doing as leisure activities
-Then set a reading time limit and have Ss speed
read the text
-Let Ss close the books and play a memory game
dividing Ss into competing groups to tell how much
information they can remember from the text
3. Practice:
-Ask Ss if they notice any other particular features 2. Can you understand the abbreviations in
of the text. Elicit answers Ss by drawing their the text? Use this ‘netlingo’ dictionary if
attention to the form of the text necessary
-Explain that is from webpage and that these Now add to the dictionary other abbreviations
abbreviation used for online chatting / texting that you
-Then have Ss work in pairs to complete the task know
-Have Ss write short text or messages
-Have Ss work in pairs or small groups to complete 3.Find information in the text to complete
the table the table
-Allow Ss to read the text more closely to fill in the 1.Emily:
table -hanging out with friends (window shopping)
-working as a volunteer
She loves it
2.Hang:
-cloud watching
She adores it. It’s easy
3.Linn:
-going to community centre, painting,
dancing, doing drama
She loves it
4.Minh:
-playing football
-helping his aunt in running cooking classes
He likes it. It’s fun
5.Manuel:
-playing computer games
-doing judo
-Have Ss work in pairs to put the leisure activities He’s addicted to it. It’s OK
in the text in order from the most interesting to the
most boring 4. Work with your partner and put the
-Allow plenty of time for these activities where Ss activities in 3 in order from the most
are encouraged to discuss, give opinions and interesting to the most boring. Then
negotiate with each other in order to agree on a compare your ideas with other pairs
mutual list
5. Homework:
-Ask Ss learn by heart new words and grammar
-Tell about their leisure activities in their free time
* Feedback:……………………………………………………………………………………….
…………………………………………………………………………………………………..
Period: 6
Lesson 5: Skills 1
I.Objectives:
-read for general and specific information about the possible effects of spending too much
time on the computer
-talk about good and bad sides of leisure activities
2. Skills: Drill reading and speaking mainly.
3. Education: Educate sts to read and speak fluently
II. Main languages:
1.Vocabulary: related netlingo
2.Structure: +I think computers are useful
+I agree with you
3.Grammar:
-New lesson:
1.Warm up :
Ask Ss answer the questions Questions:
-Do you have a computer /
+Do you like it?
+What are the benefits of using
2. Presentation: computers?
-Start the lesson by doing a quick class survey on how many
Ss use computers frequently and what they use them for (eg. A. Reading:
Watching movies listening to music, playing games, accessing 1. What are the benefits of using
social media, doing homework...) computers or mobile phones for leisure
-Ask Ss give examples of your own use of computers and activities? What are the harmful things
mobile phones it may bring us?
-Then have Ss work in pairs to discuss the questions. Call on
some pairs to share their ideas once they have finished their
discussion
-Ask Ss write the ideas on the board
-Ask SS look at the title and the picture and predict what they 2. Read the text and choose the correct
are going to read. Say that they are going to read about a answers
student named Quang *New words:
-Encourage to develop their ideas by guessing what Quang’s -mind (n)
story is about -rely (v)
-Then ask Ss to read the text and underline any work they -ban (n)
don’t know -gaming (n)
-Have Ss discuss any unfamiliar words from the text -get out (v)
-Let Ss work individually to choose the best answer. They => Key: 1-B, 2-C
need to be able to explain their choices as well 3. Write the questions for the answers
based on information from the text
3.Practice : 1. Is Quang’s garden real?
-Tell Ss for this exercise they will need to look at the 2. What is problem with using
keywords in the responses in order to find out the questions technology in your free time?
-Have Ss work individually then compare their answers with a 3.What leisure activities do teenagers do
partner these days?
4.What are the benefits of using the
computer?
B. Speaking
*Language notes:
-Giving an opinion:
-Explain the Language notes + I think that .....
+ In my opinion......
-Ask Ss give examples -Asking for an opinion:
+ What do you think?
+ How do you feel about that?
-Agreeing:
+ I agree with you
-Explain to Ss that these speech bubbles are from Quang and + That so true
his parents. Ss may work in pairs or in groups but they will + Exactly
need to say why they think who says what, based on the -Disagreeing:
information from the passage. Go through the phrases in the +I’m afraid I don’t agree
Language notes box with Ss .For one of the speech bubbles , + I don’t think so
demonstrate how you can use this language 4. Quang and his parents are talking
A; In my opinion, computer games train your mind and your about how he should spend his free
memory time. Decide which statements are from
B; That so true Quang and which are from his parents
-In pairs, have Ss choose a speech bubble and combine it with -> Keys:
the language in the Language notes box Quang’s parents: Go on and play a sport.
It’s good for you
-Ask for volunteer to demonstrate their short exchanges -Quang: I’ve made lots of friends from
4. Consolidation: the game network
-Before the role-play starts, arrange Ss into 3 groups: the -Quang: I think computer games train
group that play Quang. The group that plays Quang’s parents my mind and my memory
and the group that plays his teacher -Quang’s parents: You see your real
-Ask each group to brainstorm how they are going to express friends less and less
their opinion. When they are ready, put Ss into new groups -Quang: my English is much better
which contain Quang, Quang’s parents and Quang’s teacher because i surf the net
-Tell Ss that they can use the language in 4 for their role-play Quang’s parents: Sitting for too long in
and emphasize that the phrases in the Study skill box should front of the computer makes your eyes
be used in their discussion tired
-if the time allows, call on 2 or 3 groups to repeat their role-
play for the class 5. Role-play: WHAT “S THE
5.Homework : SOLUTION?
-Ask Ss learn by heart new words and grammar Quang , his parents , and his teacher
-Give examples with Language notes are discussing the impacts of his using
the computer .Play the following roles
* Feedback:……………………………………………………………………………………….
Period: 7
Lesson 6: Skills 2
I.Objectives:
-listen for specific information about ways of spending time with friends
-write to discuss an opinion about leisure activities
2. Skills: Drill listening, speaking and writing mainly.
3. . Education: Educate sts to read and speak fluently
II. Main languages:
1.Vocabulary: related to netlingo
2.Structure: +I think computers are useful
+I agree with you
3.Grammar:
-New lesson:
Teacher’s activities Students’activities
1.Warm up :
Ask Ss answer the question: What do you think about computers?
2. Presentation : A. Listening
-Share some of the things you often enjoy doing 1. What do you usually do with your
with friends in your free time friends in your free time?
-Ask Ss to tell each other what they usually do with
their friends
-Ask some pairs to volunteer to tell the class if they
find each other’s answers interesting
-Tell Ss that they are going to listen to a radio
programme
-Ask Ss to look at the questions and underline the 2. Listen to the radio programme and
key words before T plays the recording answer the questions
Keys:
1. The topic of this week’s programme is
-Play the recording as many times as needed hanging out with your friends
-Ask Ss work individually then compare answers 2.There are 2 main ways: hanging out
with their partner indoors or outdoors
3-4 :Practice &Consolidation : 3. Listen again and complete the table
-Have Ss cover the box and write some of these Hanging out with your best friends
words / phrases on the board What to do Why
-Ask Ss where in a paragraph they often see these Watching ....(1) ..... ....than a ...(2)
words and what could be the purpose for using them Making ...(3) creative
Playing ...(4) good for your ..(5)
Watching ...(6) .... fun
Going to .. (7) educating yourself
B. Writing:
-Ask Ss work individually to complete the task and Writing to give an opinion
discuss their answers with a partner -> Organising your ideas:
. Remind Ss that for some gaps there is more than *Introducing your opinion:
one correct answer +In my opinion
+I believe
*Explan your opinion:
-This task can be done in small groups where each + Firstly, secondly, thirdly, finally
group chooses one question. They then agree on an +besides, also , in addition
opinion and work together to brainstorm the ideas to *Concluding / summarising your opinion:
argue for their points .Each member will need to +For tree reasons
write his/her own piece +in short
-Remind Ss to use the connectors they have learnt +As I have noted
earlier in order to better organize their ideas 4. Complete the following paragraph with
the words in the purple box:
1.In my opinion /I believe
2.Firstly
3.Secondly
4.Besides /Also/ In addition
5.For these reasons /In short /As I have
noted
5. Now write a similar paragraph to answer
one of the following questions
5.Homework :
-Ask Ss write a similar paragraph
* Feedback:……………………………………………………………………………………..
…………………………………………………………………………………………………….
Period: 8
Lesson 7: Looking back & project
I. Objectives:
-use grammar to do exercises
-give plenty of time to brainstorm ideas for a group activity
2. Skills: Drill reading, speaking and writing mainly.
3. . Education: Educate sts to understand grammar
II. Main languages:
1.Vocabulary:
2.Structure: +I like using computers because they are useful
+I prefer to live in the city
3.Grammar:
-New lesson:
1.Warm up : What are you going to join your leisure
Use network to practice: activity?
A. Looking back
2. Presentation: *Vocabulary:
-Ask Ss complete this exercise individually or in pairs 1.Which one is the odd one out
-Ask once they have finished they should be able to 1. DIY
explain their answers as well. Accept different answers if 2.hanging out
Ss can explain their decisions logically 3.hospital
4.detest
5.boring
6.computer
-Ask Ss complete this task individually 2. Rearrange the letters to find the
-Let Ss to give their leys before the class name of the activities
-Ask one S write the keys on the board 1.socialising
2.relaxing
3.communicating with friends
4.doing DIY
5.using computers
6.making crafts
3.Practice & consolidation : *Grammar:

-Have Ss work individually to complete the exercise. If 3.Fill the gaps with the correct form of
the time allows ,T may ask Ss to swap their work with the verbs
each other for peer correction 1.working
2.learning /to learn
3.seeing
-Have Ss complete the sentences using their own ideas. 4.doing
Remind them to use gerunds or to=infinitives 5.meeting
-Have some Ss read out their sentences. Accept all 6.play
answers as long as they make sentences 4.Complete the following sentences
with your own ideas
-Ask Ss work individually. Then compare their answers 5. Read this paragraph from
with a partner www.thinkuknow.co.uk by CEOP, the
UK government agency that helps
protect children from harm online and
-Ask Ss practice before the class offline in the UK and internationally.
Choose the most suitable words /
-Call Ss write the keys before the class phrases to fill the gaps
=> Keys:
1.Firstly
-Allow Ss plenty of time to do this task. /For each 2.Secondly
activity they choose , they should be able to give at least 3.Thirdly
one reason to be protected when they go online 4.In addition
5.In short
*Communication:
-Ask Ss to complete the self-assessment 6.Choose from the leisure activities in
-Have Ss discuss as a class what difficulties remain and this Unit. Explain why you think so.
what areas the Ss have mastered Then exchange your ideas with a
partner
*Finished
-Explain that Ss are going to make a poster to promote a B. Project: Join our leisure activity
group leisure activity -Plan a trip to local cultural centre to
-Place Ss into groups of about 6. Give them plenty of find out what slasses /clubs /activities
time to brainstorm ideas for a group activity are being offered to teenagers. Note
-Once the groups have chosen their activities down as much detailed information
-Next, the groups should design their promotional about these activities
posters -Visit your local or school library as a
-Finally, give each group 5 minutes to present and group. Each group member chooses a
promote their activity to the rest of the class book to read .
5.Homework
-Ask Ss write a similar paragraph
* Feedback:……………………………………………………………………………
………………………………………………………………………………………….

Unit 1 (1-8)

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Unit 1 (1-8)

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Preparing date: 01/09

b. Which leisure activities do you

-Go through the Lookout box with Ss *Look out:

3.Practice: 2.Tick the appropriate box. Then listen to

-Ask Ss practice in groups of 5 or 6 4. Write sentences about what you like or

Preparing date: 01/09

3-4 :Practice &Consolidation : 3. Listen again and complete the table

3.Practice & consolidation : *Grammar:

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