Tiếng AnhLớp 7Unit 1. Hobbies

Giáo án Communication

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
ask and answer about hobbies with “What do you enjoy doing?” and “I enjoy + V-ing because…”
give a reason for a hobby and respond politely to a different interest
use repair expressions “Could you say that again?”, “Do you mean…?” and “What do you think?” when communication breaks down

2. Competences

a) General competences

Self-control and independent learning: Ss plan the information they need to ask a partner, then check their own answers against the key before moving on.
Communication and collaboration: Ss take turns asking and answering about hobbies in pairs and groups, listen actively, and repair misunderstandings politely.
Problem-solving and creativity: Ss choose an easy hobby, plan its materials, steps and benefits, and design a hobby poster to persuade classmates.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss use the target functions to ask about likes, give reasons, repair a misunderstanding and paraphrase one key detail in real exchanges.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the six new words (gardening, collect, model, creative, patient, hobby) and the pattern enjoy + V-ing with because + clause accurately, with clear pronunciation and stress on key words.

3. Personal qualities

Responsibility: Ss take turns, listen to their partners without interrupting, and complete their own poster task on time.
Kindness: Ss respond respectfully when a partner has a different interest, saying “That’s interesting” instead of laughing at it.
Diligence: Ss practise the dialogue several times with new real details instead of memorising one script.

II. Teaching aids and materials

1. Teacher

Lesson plan, projector and slides for Unit 1 Communication
Picture cards showing gardening, collecting, model making and other hobbies
Board and markers; sticky notes for pair and group work
Online lesson page for demonstration and interactive exercises: neoedu.vn/learn/7/english/unit-1-communication (NeoEdu)
Worksheet 1 printed for each pair

2. Students

Textbook Tiếng Anh 7 (Global Success), Unit 1
Notebook, pen, pencil and eraser
A sheet of A3 or A4 paper and coloured pens for the hobby poster (homework)
Phone or tablet with the NeoEdu page, if available, for self-check

III. Procedures

Activity 1: Warm-up · 5 minutes

Hobby Mingle

a) Aims

Ss activate prior knowledge of hobby vocabulary and practise asking “What do you enjoy doing?” in a short, friendly way.

b) Content

T shows picture cards of hobbies (gardening, collecting, model making). Ss walk around the class, ask three classmates “What do you enjoy doing?”, and note each answer with the reason. Target vocabulary: gardening (làm vườn), collect (sưu tầm), model (mô hình), hobby (sở thích).

c) Expected outcomes

Each S completes a short list in the notebook, for example: “Minh – gardening – because he can watch plants grow.” The class has a shared list of at least three different hobbies.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: “Today we will talk about hobbies. Walk around and ask three friends: What do you enjoy doing? Then write their answer and their reason.” T models one question with a volunteer.
Students
Ss listen, repeat the question chorally, and ask the volunteer to confirm the answer.
Teacher
Step 2: Task performance
T monitors, prompts Ss who are silent and reminds them to leave time for a reply.
Students
Ss move around, ask questions and write answers. Possible answer: “I enjoy collecting stamps because it is relaxing.”
Teacher
Step 3: Report and discussion
T invites four Ss to report: “Lan enjoys gardening because she can watch plants grow.”
Students
Volunteer Ss report to the class. Others listen and check whether the hobby is on their list.
Teacher
Step 4: Conclusion and assessment
T praises the effort and writes the structure on the board: What do you enjoy doing? – I enjoy + V-ing because + reason.
Students
Ss copy the structure into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Asking about likes and giving reasons

a) Aims

Ss understand the target function of asking about likes, the pattern enjoy + V-ing, and the use of because to give a reason.

b) Content

T presents the model exchange from the lesson:
A: What do you enjoy doing?
B: I enjoy gardening because I can watch plants grow.
Ss identify the question, the activity and the reason. T then introduces a respectful reply to a different interest: “That’s interesting! I don’t enjoy it, but I respect your choice.” Ss practise in pairs using the new vocabulary: gardening, collect, model, creative, patient, hobby.

c) Expected outcomes

Ss write the pattern in their notebooks:

Question: What do you enjoy doing?
Answer: I enjoy + V-ing + because + reason.
Respectful reply: That’s interesting! I don’t enjoy it, but I respect your choice.
Ss produce at least one correct exchange with a new real detail, for example: “I enjoy collecting stamps because it is creative.”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: “Listen to the model exchange. Which part is the question, which part is the activity and which part is the reason?”
Students
Ss listen to the model twice and point to the question, the activity and the reason on the board.
Teacher
Step 2: Task performance
T guides pair work: “Ask your partner about one hobby. Give your own reason. Then respond to a different interest.” T monitors pronunciation of -ing forms and the stress on key words.
Students
Pairs practise. Ss ask each other questions and answer with reasons. Possible answer: “I enjoy model making because it is creative and I have to be patient.”
Teacher
Step 3: Report and discussion
T invites two pairs to act out their exchange in front of the class and asks the class to check the structure.
Students
Two pairs perform. Classmates say whether the question, the reason and the respectful reply were all included.
Teacher
Step 4: Conclusion and assessment
T confirms the key point: Ask about the activity, then give a reason; respect a different interest. T reminds Ss that the reason should be relevant to the activity.
Students
Ss write the key sentence in their notebooks and repeat it once.

Activity 2.2: Knowledge formation · 10 minutes

Repairing a misunderstanding

a) Aims

Ss learn to repair a misunderstanding politely by asking for repetition, checking understanding and inviting a view.

b) Content

T presents three repair expressions: “Could you say that again?”, “Do you mean…?” and “What do you think?”. T models the repair process: pause politely, say which detail is unclear, ask a focused question, then paraphrase one key detail in your own words. Ss complete Worksheet 1 in pairs.

c) Expected outcomes

Answers to Worksheet 1:

ask for repetition – Could you say that again?
check understanding – Do you mean…?
invite a view – What do you think?
Ss can explain the repair steps in one or two sentences, for example: “Pause, ask Do you mean…?, then say the key detail in your own words.”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: “Your partner speaks too fast. What can you say?” T gives the Worksheet 1 to each pair and explains the task.
Students
Ss read the worksheet and the three expressions, and ask T about any unknown words.
Teacher
Step 2: Task performance
T monitors and encourages pairs to use a real example from their own hobby. T prompts: “Which expression fits this situation?”
Students
Pairs match each communicative action with an expression, then practise a short repair exchange. Possible answer: “Could you say that again, please?” / “Do you mean you enjoy gardening on weekends?”
Teacher
Step 3: Report and discussion
T calls on pairs to share one matching answer and one repaired exchange.
Students
Pairs report. Other Ss say whether the repair was polite and clear.
Teacher
Step 4: Conclusion and assessment
T summarises: a repair should be polite, focused and followed by a short paraphrase. T gives feedback on pronunciation and intonation.
Students
Ss correct their worksheets and record the three expressions in their notebooks.

Activity 3: Practice · 10 minutes

Listen, respond and repair

a) Aims

Ss apply the target functions to choose appropriate responses, order an interaction, judge helpful communication and match expressions to functions.

b) Content

Ss complete the following exercises from the lesson:

A partner says: “What do you enjoy doing?” Choose a relevant response.
A. I am returning this lost umbrella.
B. That is my examination number.
C. The question has no meaning in English.
D. I enjoy gardening because I can watch plants grow.
Which phrase politely asks the speaker to repeat?
A. Could you give an example, please?
B. Could you say that again, please?
C. Could you explain why, please?
D. Could you tell me when, please?
Order a helpful interaction:

What do you enjoy doing?
I enjoy gardening because I can watch plants grow.
Could you explain one detail, please?
Of course. Let me give an example.

Judge helpful communication: a) Respond to the actual question. b) Interrupt whenever you know one word. c) Ask for clarification if unsure. (True or False)
Match: ask for repetition – Could you say that again?; check understanding – Do you mean this?; invite a view – What do you think?

c) Expected outcomes

Answers:

D (I enjoy gardening because I can watch plants grow.)
B (Could you say that again, please?)
What do you enjoy doing? → I enjoy gardening because I can watch plants grow. → Could you explain one detail, please? → Of course. Let me give an example.
a) T; b) F; c) T
ask for repetition – Could you say that again?; check understanding – Do you mean this?; invite a view – What do you think?
An S can explain: a correct keyword does not make an irrelevant response correct; use the complete context.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: “Work individually for exercises 1 to 5. Then compare your answers with a partner.” T shows the exercise numbers on the board.
Students
Ss read the exercises and work individually in their notebooks for about five minutes.
Teacher
Step 2: Task performance
T circulates, checks answers quietly and asks Ss who choose option A in exercise 1 to explain their reasoning.
Students
Ss compare answers in pairs and correct each other. Possible question: “Why is option A not correct?”
Teacher
Step 3: Report and discussion
T calls on individuals for each exercise and asks the class to vote with thumbs up or down.
Students
Ss give answers aloud, e.g. “D, because it answers the question and gives a reason.”
Teacher
Step 4: Conclusion and assessment
T explains the key idea: communication involves relevance and listening, not only grammar. T shows the NeoEdu interactive exercises for self-check if time allows.
Students
Ss correct their answers and write the key idea in their notebooks.

Activity 4: Application · 10 minutes

Hobby poster pitch

a) Aims

Ss use the target language to create a hobby poster and persuade classmates to try an easy-to-start hobby.

b) Content

Ss work in groups of four to create a hobby poster for teenagers. Each poster must include: one easy-to-start hobby, the materials needed, the steps, two realistic benefits, a simple illustration, and a persuasive sentence such as “Why not try it? You can start today!” Each group gives a one-minute pitch, then classmates ask one question using “Could you say that again?” or “Do you mean…?” if needed.

c) Expected outcomes

Each group produces a poster outline on A3 or A4 paper with: the hobby name, a list of materials, numbered steps, two benefits (e.g. “It helps you be patient.” / “It makes you more creative.”), and one persuasive sentence. Groups present the pitch in English.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: “Create a hobby poster to persuade your classmates. Choose one easy hobby, list materials and steps, give two realistic benefits and draw a picture.” T shows a sample outline on the board.
Students
Ss listen, ask about any unclear requirements, and form groups of four.
Teacher
Step 2: Task performance
T circulates, prompts groups to use the target expressions and corrects grammar and pronunciation quietly.
Students
Groups choose a hobby, draft the outline and draw the illustration. Possible hobby: gardening, with materials such as a pot, soil and seeds.
Teacher
Step 3: Report and discussion
T invites two groups to present their pitch and facilitates questions from classmates.
Students
Presenting groups give the pitch. Classmates ask questions such as “Do you mean you need a pot for gardening?”
Teacher
Step 4: Conclusion and assessment
T praises clear pitches and summarises the lesson: ask about the activity, give a reason, repair politely and paraphrase one key detail.
Students
Ss reflect briefly on what they learned and write one sentence about their favourite new expression.

Worksheets

Worksheet 1

Pair work: Match each communicative action with the correct expression. Then write one repaired exchange about a hobby.

ask for repetition – ______
check understanding – ______
invite a view – ______

Options: Could you say that again? / Do you mean…? / What do you think?

Repaired exchange (write 3–4 lines):

A: What do you enjoy doing?
B: ______
A: ______
B: ______

Homework

Finish the hobby poster with your group if it is not complete. Check that it has one hobby, materials, steps, two realistic benefits, a drawing and one persuasive sentence.
Practise the dialogue “What do you enjoy doing?” with a family member or friend. Change the hobby and use new real details, not the same script.
Write four lines about your own hobby, using “I enjoy + V-ing because…” and one repair expression.
Log in to neoedu.vn/learn/7/english/unit-1-communication and complete the interactive exercises for Unit 1 Communication.

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