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Giáo án Tiếng Anh 7
Tiếng AnhLớp 7Unit 1. Hobbies

Giáo án Skills 2

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify the main idea and specific details (person, activity, place, time, reason) in a listening talk about hobbies.
    • Use the present simple tense to describe regular habits, and use enjoy + V-ing correctly.
    • Write a 60–80-word paragraph describing a regular hobby, including its name, time, materials and one benefit.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict the topic before listening, take short notes and check their answers against the audio without relying on the teacher.
  • Communication and collaboration: Ss work in pairs to ask and answer about hobbies and share their ideas in a short class discussion.
  • Problem-solving and creativity: Ss choose a hobby of their own, plan their ideas in a who/what/where/when table and write a personal paragraph with a useful detail.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for main ideas and specific details about Binh's hobby, ask and answer questions about habits, and write a 60–80-word paragraph about a regular hobby.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary gardening, collect, model, creative, patient, hobby; use the present simple with he/she/it + verb-s/es; and use enjoy + V-ing correctly.

3. Personal qualities

  • Diligence: Ss complete all listening tasks and the writing draft, and revise their paragraph to reach the required 60–80 words.
  • Responsibility: Ss listen carefully to their partners, respect different hobbies, and give honest feedback on each other's writing.
  • Kindness: Ss show respect for classmates whose hobbies differ from their own when they give comments and suggestions.

II. Teaching aids and materials

1. Teacher

  • Projector, speakers and the Skills 2 listening audio (Unit 1, Hobbies)
  • Board and markers
  • Model paragraph 'My hobby is making paper models' written on a slide
  • NeoEdu lesson page: neoedu.vn/learn/7/english/unit-1-skills-2 (lecture, examples and interactive exercises)
  • Worksheet 1 (printed copies or shared on screen)

2. Students

  • Textbook Tiếng Anh 7 (Global Success), Unit 1, Skills 2
  • Notebook, pen, pencil and eraser
  • Scrap paper for short notes while listening

III. Procedures

Activity 1: Warm-up · 5 minutes

Hobby brainstorm

a) Aims

Ss activate prior knowledge of hobbies and recall the vocabulary gardening, collect, model, creative, patient and hobby.

b) Content

T shows pictures of people gardening, collecting stamps, making models and painting. T asks: 'What do these people do? Do you have a hobby? What is it?' Ss brainstorm more hobbies in pairs in one minute.

c) Expected outcomes

A list on the board of at least five hobbies, for example: gardening, collecting stamps, making models, painting, cooking, playing chess. Ss use the new words correctly in one sentence each: 'I like gardening because it is relaxing.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows four pictures and asks: 'What are the people doing? Is it a hobby?' T introduces the lesson topic: Skills 2, Hobbies.

    Students

    Ss look at the pictures and listen to the question.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and write as many hobbies as they can in one minute. T walks around and helps with vocabulary.

    Students

    Pairs brainstorm hobbies and write them in their notebooks. Possible answers: 'swimming', 'reading comics', 'collecting postcards', 'playing football'.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which hobby is the most creative? Which hobby needs patience?' T writes the answers on the board.

    Students

    Some pairs share their lists. Possible answer: 'Making models is creative because we make things with our hands.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and writes the key words on the board: hobby, collect, model, creative, patient. T says: 'Today we will listen to a talk about a hobby and then write about our own hobby.'

    Students

    Ss copy the key words into their notebooks and repeat them after T.

Activity 2.1: Knowledge formation · 10 minutes

Listening strategy: predict, listen, note

a) Aims

Ss learn and apply a three-step listening strategy: predict the topic, listen for the main idea, then listen again for specific details (names, times, places).

b) Content

T guides Ss through the strategy:

  • Step 1: Predict the topic from the word Hobbies. Ask: 'What kind of activity could it be?'
  • Step 2: Listen once for the main activity and the reason.
  • Step 3: Listen again for names, times and places. Take short notes.
    T asks: 'Who is the main person? What is the main activity? Where and when does it happen?'

c) Expected outcomes

Ss write a short note in their notebooks: Main person: Binh. Main activity: collecting postcards. Place: at home. Time: on Sunday mornings. Reason: he wants to learn about places. Ss state the strategy in one sentence: 'First predict, then listen for the main idea, and then listen again for details.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three steps of the strategy on the board and asks Ss to read them. T asks: 'Before we listen, what do you think the talk is about?'

    Students

    Ss read the three steps and predict the topic. Possible answer: 'I think the talk is about a hobby, maybe collecting things.'

  2. Teacher

    Step 2: Task performance

    T plays the audio once. Ss listen for the main idea. T plays the audio again and pauses after the names, times and places. T monitors and helps Ss take short notes.

    Students

    Ss listen, write keywords on scrap paper and compare their notes with a partner. Possible answer: 'Binh collects postcards on Sunday mornings at home.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three Ss to say the main idea and one detail. T asks: 'Which spoken words helped you choose the answer?'

    Students

    Ss answer. Possible answer: 'The speaker says Binh collects postcards, so the main activity is collecting postcards.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the main idea: Binh's hobby is collecting postcards. T emphasises: 'A correct keyword is not enough; check the whole sentence.' T writes the strategy on the board as a reminder.

    Students

    Ss copy the strategy and the key information into their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Language focus: present simple for habits

a) Aims

Ss review the present simple for habits and the pattern enjoy + V-ing, and understand that time expressions such as every weekend signal a repeated habit.

b) Content

T presents the forms on the board:

  • Affirmative: I/you/we/they + base verb; he/she/it + verb-s/es.
  • Negative: do not / does not + base verb.
  • Question: Do/Does + subject + base verb?
  • Example: 'Mai makes small boats every Sunday.'
  • Pattern: enjoy + V-ing, for example 'enjoy making models'.

c) Expected outcomes

Ss complete the notes in their notebooks:

  • Binh collects postcards on Sundays. (he + verb-s)
  • We do not buy expensive materials. (negative with do not)
  • Does Binh collect postcards every weekend? Yes, he does.
  • I enjoy turning old boxes into useful toys. (enjoy + V-ing)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks: 'What tense do we use for habits and timetables?' T asks Ss to look at the example sentences in the textbook.

    Students

    Ss look at the examples and answer: 'We use the present simple.'

  2. Teacher

    Step 2: Task performance

    T writes three verbs on the board: collect, make, enjoy. T asks Ss to make one affirmative, one negative and one question sentence with each verb about a habit. T monitors.

    Students

    Ss work in pairs and write sentences. Possible answers: 'Ha collects stamps on Saturdays.' 'Nam does not play football after school.' 'Does Lan enjoy cooking?'

  3. Teacher

    Step 3: Report and discussion

    T asks several pairs to read their sentences. T corrects mistakes, especially the third-person -s and the verb after enjoy.

    Students

    Pairs read their sentences. Possible correction: 'He make models' → 'He makes models.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rules and asks Ss to note the time expressions every weekend, on Sundays, every day as signals of habits.

    Students

    Ss write the rules and the time expressions in their notebooks.

Activity 3.1: Practice · 8 minutes

Listening comprehension check

a) Aims

Ss answer the listening questions and judge the true or false statements, using specific details from the audio.

b) Content

Ss listen to the audio again and answer questions 1–6 from the textbook:

  1. Who is the main person? A. Binh; B. Minh; C. Alex; D. Mai.
  2. What is the main activity? A. prepares a healthy snack; B. takes a swimming test; C. repairs a school bus; D. collects postcards.
  3. Where does the activity take place? A. at home; B. in the classroom; C. at the school library; D. at the community hall.
  4. When does it take place? A. on Sunday mornings; B. on Monday morning; C. on Tuesday afternoon; D. on Friday evening.
  5. Why does the person do this? A. he wants to learn about places; B. to prepare for a school competition; C. to earn money for a class trip; D. to spend time with a visiting cousin.
  6. True (T) or False (F): a) The main person is Binh. b) The activity happens in the kitchen. c) The stated reason is that he wants to learn about places.

c) Expected outcomes

Answers:
1 – A (Binh)
2 – D (collects postcards)
3 – A (at home)
4 – A (on Sunday mornings)
5 – A (he wants to learn about places)
6 – a) T; b) F (the activity is at home, not in the kitchen); c) T

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows questions 1–6 on the projector and reads the instructions. T says: 'Listen for specific details, then choose the answer.'

    Students

    Ss read the questions silently and underline the key words.

  2. Teacher

    Step 2: Task performance

    T plays the audio in two parts, pausing after each section. T lets Ss compare answers with a partner before checking.

    Students

    Ss listen, choose answers and check with a partner. Ss write T or F for 6a–6c.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to give answers and says the evidence from the audio. T asks: 'Why is 6b false?'

    Students

    Ss answer. Possible answer: '6b is false because the activity happens at home, not in the kitchen.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and reminds Ss to read the options carefully and to check the whole sentence.

    Students

    Ss check their answers and correct them in their notebooks.

Activity 3.2: Practice · 5 minutes

Responsible choices in pairs

a) Aims

Ss identify and explain one responsible choice made by Binh, using a specific detail and a clear explanation in English.

b) Content

Ss listen to the audio once more and discuss in pairs: 'Explain one responsible choice made by Binh, with a specific detail. Do not invent an event that is not mentioned.' Possible details: his aunt gives him used postcards; he sorts them by country, not by colour; his favourite card shows a small fishing village.

c) Expected outcomes

A short oral explanation in English, for example: 'Binh sorts his postcards by country, not by colour. This shows that he thinks clearly and organises his collection carefully.' Ss use at least one complete sentence with a detail and one sentence explaining it.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks: 'Which choice did Binh make? Why is it responsible?' T models one example sentence on the board.

    Students

    Ss listen to the instructions and look at the example.

  2. Teacher

    Step 2: Task performance

    T plays the audio again. Pairs discuss and prepare one sentence with a detail and one explanation. T monitors and supports pronunciation of key words.

    Students

    Pairs listen, discuss and prepare their explanation. Possible answer: 'His aunt gives him used postcards, so he reuses things and takes care of the environment.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to share their explanation and asks the class: 'Do you agree? Why?'

    Students

    Pairs present. Other Ss give comments such as 'I agree. Sorting by country is clear and helpful.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on content, English and clarity. T reminds Ss to use the detail from the audio, not an invented event.

    Students

    Ss note the useful sentences and feedback in their notebooks.

Activity 4: Application · 10 minutes

Write about my regular hobby

a) Aims

Ss plan and write a 60–80-word paragraph describing a hobby they do regularly, including its name, when they do it, the materials and one benefit.

b) Content

Ss complete Worksheet 1 to plan their paragraph. Then they write the paragraph with the present simple and enjoy + V-ing. T shows the model paragraph and explains the marking criteria: task and content (4 points), organisation (2 points), grammar and vocabulary (3 points), spelling and punctuation (1 point).

c) Expected outcomes

A 60–80-word paragraph. Model answer (one possible answer, not an automatic key): 'My hobby is making paper models. I make them on Sunday afternoons. I need clean paper, glue and a ruler. My sister sometimes helps me measure the parts. We do not buy expensive materials. I enjoy turning old boxes into useful toys. This hobby teaches me to be patient and to follow a plan.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 1 and shows the model paragraph. T says: 'Plan first, then write. Use the present simple for habits and enjoy + V-ing.'

    Students

    Ss read the model and the marking criteria. Ss ask questions if needed.

  2. Teacher

    Step 2: Task performance

    Ss fill in Worksheet 1 with their hobby, time, materials and benefit, then write the paragraph. T walks around and checks sentence forms and word count.

    Students

    Ss write their draft. Possible answer: 'My hobby is playing badminton. I play it on Saturday mornings. I need a racket and shuttlecocks. I enjoy playing with my friends. This hobby keeps me healthy and teaches me teamwork.'

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to exchange drafts with a partner and check the number of words, the verb forms and the benefit sentence. T calls on two Ss to read their paragraphs.

    Students

    Ss check each other's work and read their paragraphs aloud to the class.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on the most common errors, such as missing -s in the third person and missing V-ing after enjoy. T asks Ss to revise their paragraph at home.

    Students

    Ss note the corrections and revise their paragraphs.

Worksheets

Worksheet 1

Part A. Listening notes (Binh's talk)

  • Main person: ____
  • Main activity: ____
  • Place: ____
  • Time: ____
  • Reason: ____
  • One detail that supports my answer: ____

Part B. Plan my paragraph

  • Name of my hobby: ____
  • When I do it (use a time expression such as on Sundays, every weekend): ____
  • Materials I need (at least two): ____
  • One benefit of this hobby: ____
  • One useful detail (who, what or where): ____

Part C. Write

  • Write 60–80 words in the present simple.
  • Use enjoy + V-ing at least once.
  • Count my words: ____ words.

Homework

  • Finish the paragraph about your regular hobby (60–80 words) and check the present simple forms: he/she/it + verb-s/es, do not / does not in negatives.
  • Count your words and write the final version on a clean sheet of paper.
  • Read your paragraph aloud three times to practise pronunciation. Then prepare to share it with your group in the next lesson.
  • Visit neoedu.vn/learn/7/english/unit-1-skills-2 and do the interactive exercises on the listening strategy and the present simple.

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