Giáo Án Tiếng Anh 7 Global Success Hk2 (2 Cột) Theo Công Văn 5512 (4 Bước) Năm Học 2022-2023 (Bài 7-11)

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THEO CÔNG VĂN 5512
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GIÁO ÁN TIẾNG ANH 7 GLOBAL SUCCESS

HK2 (2 CỘT) THEO CÔNG VĂN 5512 (4
BƯỚC) NĂM HỌC 2022-2023 (BÀI 7-11)
WORD VERSION | 2023 EDITION
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Date of planning: …/… / 2023 **** Teacher checks and corrects if Ss
Date of teaching: …/… / 2023 pronounce the words incorrectly.
Week : 19 UNIT 7: TRAFFIC * Lead in: Teacher ues the picture and asks Ss
Period: Lesson 1: Getting started – Meeting in the school yard questions to lead in the new lesson.
I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- An overview about the topic Traffic Activity 2: Presentation (7’)
- Vocabulary to talk about means of transport Pre teach vocabulary
2. Core competence * Aim: To introduce the vocabulary appearing in the text.
- Use some words related to the topic Traffic; ask and answer about some means of transport. * Content: Learn some vocabularies related to the topic.
- Develop communication skills and cultural awareness * Products: Students read and understand the meaning of vocab.
- Be collaborative and supportive in pair work and teamwork Students know how to to play the game “what and where”
- Actively join in class activities * Organization of implementation
3. Personal qualities Teacher’s and Ss’activities Content
- Develop awareness of travelling in town/city T-Ss * Vocabulary
- Be concerned to the local traffic * T asks Ss to look at the photos and answer the
- Establish good habits in obeying traffic rules question
II. MATERIALS ** Ss say the words.
- Grade 7 textbook, Unit 7, Getting started ***Teacher shows and says the words aloud
- Computer connected to the internet and asks Ss to repeat them. - cycle (v) /ˈsaɪkl/: đạp xe
- Projector/ TV/ pictures and cards * *** Teacher asks Ss to translate the word into - traffic jam (n.phr.) /ˈtræfɪk dʒæm/: tắc đường
- sachmem.vn Vietnamese. - cross the road (v.phr.) /krɒs ðə rəʊd/: băng qua
III. PROCEDURES: (STAGES) Concept check: Slap the board đường
Activity 1: Warm-up (5’) - rush hour (n.phr.) /ˈrʌʃ aʊə(r)/: giờ cao điểm
* Aim: To activate students’ knowledge on the topic of the unit.
To enhance students’ skills of cooperating with team mates. * Checking vocab: < Slap the board >
* Content: Miming game Activity 3: Practice (23’)
* Products: Students guess words correctly. Lead-in/ pre-read and listen
* Organization of implementation: Task 1+Task 2
* Aims: - To get students interested in the topic; To set the context
Teacher’s and Ss’activities Content - To help Ss understand the main idea of the text
*Warm up: T –Ss (Team work) * Warm up: Miming game * Content: Listen and read the conversation, choose the correct answer A, B, or C.
* Teacher gives instructions Ex: cycle (ride a bike) * Products: Students read and understand content of the conversation.
** In groups, Ss Ss choose the answers correctly.
- One of the students in the group go to the * Organization of implementation:
board. Teacher’s and Ss’activities Content
*** Teacher secretly show 1 picture of a mean * Set the sences: * Answer the questions:
of transport to that student. He/She has to mime T-Ss
the picture and the other has to guess. Of Look at the picture and the dialogue
course the other groups will also be allowed to
guess. a) Who are they in the dialogue?
- take turns go to the board until finish all the b) Where are they?
pictures. a) They are Lan and Mark
b) They are at the schoolyard.
Task 1: Listen and read *Teacher asks students to Look at the pictures under each.
Task 2: Read the conversation again and choose and write a word under each.
the correct answer: ** Have Ss work in pairs and write the means
1. How does Lan often go to school?
T-Ss, Ss-Ss, T-Ss of transport under the right pictures.
A. By bicycle.
B. By motorbike. *** Then T lets Ss read each word correctly.
C. On foot. **** Check and correct their pronunciation.
* Teacher asks Ss to look at the picture (p.73), 2. It normally takes Lan ___ to get to school.
answer the question: A. two minutes * Suggested answers:
B. ten minutes 1. bicycle 2. car 3. bus
** Ss work out and answer questions in pairs.
C. twenty minutes 4. motorbike 5. plane/air-plane
*** Ss share their answers as a whole class. 3. Lan and Mark agree to go cycling ______. 6. train 7. boat 8. Ship
**** T asks them to read and listen to the A. tomorrow
conversation to check their answers. T B. every day Activity 4: Production (Less controlled practice) (5’)
encourages students to explain where they have C. at the weekend
found the answers from the conversation. Task 5
Controlled practice
* Aims: To help Ss practising talking about how they go to school, To practise team working
Task 3
* Aims: - To practise reading and listening for specific information, To practise scanning - To give students authentic practice in using target language
- To develop Ss' knowledge of vocabulary * Content: Find someone who … Write your friends’ names in the blanks. Then report to the class.
* Content: Write one word from the conversation to complete each sentence. * Products: Students write correct the adjectives words on the board.
* Products: Students write correct words on the board. (work independently) * Organization of implementation:
* Organization of implementation: Teacher’s and Ss’activities Content
Teacher’s and Ss’activities Content T-Ss, Ss-Ss Task 5: Find someone who … Write your
T-Ss, Ss-Ss, T-Ss Task 3: Write one word from the conversation * Teacher gives Ss clear instructions in order to friends’ names in the blanks. Then report to
to complete each sentence. make sure Ss can do the survey effectively.
* Teacher asks Ss to work individually to read 1. Last Sunday afternoon, Lan ______ round the the class
- ask students to look at the survey and think of
and listen to the conversation and find the lake near her home. the needed structures to ask their friends.
words and phrases and then share their answers 2. Mark says to Lan: “You ______ be careful,
+ Students goes around the class and ask at
with their partners who sit next to them. (peer especially when you cross least 20 classmates and ask them
check) the road.
** Ss do exercise 3 individually 3. Traffic ______ are a problem in big cities. - observer Ss while they are role playing, note
*** Ss share and discuss with their partners to 4. – ______ does your mum go shopping? their language errors
write all words/ phrases down on the – She often walks. ** Ss do as instructed
notebooks. 5. This road is very ______ during the rush hours. **** Teacher gives Ss feedback.
**** Teacher corrects their answers as a class * Answers - choose some useful or excellent words/ Eg: Do you usually walk to school?
1. cycled 2. should 3. jams phrases/ expressions/ word choices Ss have Have you ever gone to school by bus/…?
4. How 5. crowded used to suggest other students use them Do you ride a bike to school?
Task 4 - choose some typical errors and correct as a Do you ever travel by plane?
* Aims: To help Ss revise and develop the vocabulary about means of transport. whole class without nominating the students’ Yes, I do.
* Content: Look at the pictures and write a word under each. names  No, never/notyet.
* Products: Ss read each word correctly.
* Organization of implementation:
Teacher’s and Ss’activities Content
T – Ss Task 4: Look at the pictures and write a word
Activity 5: Consolidation (3’)
* Aim: To consolidate what students have learnt in the lesson.
* Content: Vocabulary of traffic and means of transport; read and understand content of the
conversation
* Products: Say aloud some words they remember from the lesson.
Teacher’s and Ss’ activities Content
- Teacher asks students to talk about what they - Vocabulary of traffic and means of transport.
have learnt in the lesson. - Reading for specific information and details
- Ss work indepently - Scanning
* Homework (2’)
* Aim: To revise the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
* Products: Students’ textbook and workbook
* Organization of implementation
Teacher’s and Ss’ activities Content Date of planning: …/… / 2023
Date of teaching: …/… / 2023
- T reminds Ss to do homework and prepare the - Learn all the new words by heart. Week : 19 UNIT 7: TRAFFIC
new lesson. - talk about the traffic in your neighbourhood Period: Lesson 2: A closer look 1
- Prepare lesson 2 ( A closer look 1). I. OBJECTIVES
*- Evaluation:
…………………………………………………………………………………………………………
1. Knowledge
…………………………………………………………………………………………...............
- Vocabulary about the verbs to use means of transport
- Vocabulary to read the road signs.
- Pronunciation: /aɪ/ and /eɪ/
2. Core competence
-Describe / name all the road signs and know some kinds of signs: informative, prohibitive, and
warning
- Pronounce the sounds /aɪ/ and /eɪ/ correctly;
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop awareness of understanding the road signs and obeying the traffic rules.
II. MATERIALS
- Grade 7 textbook, Unit 7, A closer look 1.
- Computer connected to the internet
- Projector/ TV/ small boards, markers.
- sachmem.vn
III. PROCEDURES: (STAGES)
Activity 1: Warm-up (5’)
* Aim: To activate students’ prior knowledge and vocabulary related to the topic.
To lead in the lesson about vocabulary and pronunciation. T - Ss Task 1: Match the words in A with the phrases
* Content: Game: JUMBLED WORDS * Teacher asks Ss to look at the table (p.74), in B.
* Products: Ss make the correct words and write down onto the small boards. identify the form (verbs and nouns – means
* Organization of implementation: of transport):
Teacher’s and Ss’activities Content ** Ss work out and answer questions in pairs.
Warm-up: T - Ss Game: JUMBLED WORDS *** Ss share their answers as a whole class.
* Teacher gives instructions
**** T asks them to to check their answers.
** In groups of 5, Ss will be given a small white *Answers:
board and marker. _ Teacher asks students to make your own
1- otba -> boat sentences with these phrases. Then tell share *Answers:
- Teacher show the jumbled words onto the
screen one by one them to share their sentences with a partner 1- C 2–A 3–B 4–E 5–D
2- itanr -> train - My father taught me how to ride a bike.
*** Students work in groups to make the correct and correct for them.
words and write down onto the small boards. - My father usually drives a car to work.
3- npeilapra -> airplane - I sometimes go on foot to school.
When they finish, they hold it up to show their
answers to teacher. Task 2
4- rsotrpca -> sport car
- take turns to write until finish all the words.
* Aims: - To practise identifying the meanings of road signs.
**** Teacher checks and corrects if Ss write the 5- otmiroekb -> motorbike
words incorrectly. - To develop Ss' knowledge of vocabulary
* Content: Write the correct phrases under the signs
* Products: Ss write the correct phrases under the signs correctly.
Activity 2: Presentation (5’)
* Aim: To help students use key language more appropriately
* Content: Learn some vocabularies related to the topic.
T - Ss, Ss - Ss Task 2: Look at these road signs. Then write
* Products: Read and pronounce correctly and understand the meaning of words.
* Teacher asks Ss to look at the road signs the correct phrases under the signs.
and guess their meanings. Then work and
share their answers with their partners who sit
next to them. (peer check)
Pre teach vocabulary * Vocabulary
* Teacher use different techniques to teach - road sign (n.phr.) /ˈrəʊd saɪn/: biển báo giao ** Ss do exercise 3 in pairs.
vocab (pictures, situation, realia) thông *** Ss share and discuss with their partners
**Follow the seven steps of teaching vacab. - cycle lane (n.phr.) /ˈsaɪkl leɪn/: đường đi riêng to write all words/ phrases down on the
cho xe đạp books. *Answers
*** Repeat in chorus and individually
- traffic light (n.phr.) /ˈtræfɪk laɪt/: đèn giao thông **** Teacher corrects their answers as a 1. traffic lights 2. Hospital ahead
**** Copy all the words - crossroads /ˈkrɒsrəʊdz/: (n) ngã tư
* Checking vocab: < Rub out and class. 3. No right turn 4. cycle lane
- pavement /ˈpeɪvmənt/ = (n) Footpath: vỉa hè 5. School ahead 6. No cycling
remmember>
Task 3
Activity 3: Practice (20’)
Task 1 * Aims: To give Ss practice in how to talk about road signs in real life.
* Aims: To revise / teach some collocations of a verb and a phrase related to the different means of * Content: Take turns to say which of the signs in 2 you see on the way to school.
transport. * Products: Students say correct answers in front of the class.
* Content: Match the words in A with the phrases in B. * Organization of implementation:
* Products: Students give their answers exactly. Teacher’s and Ss’activities Content
* Organization of implementation: T-Ss, Ss-Ss Task 3: Work in pairs. Take turns to say which
* Teacher gives suggestions and asks of the signs in 2 you see on the way to school. - Play the recording again. Let Ss listen and
students to share their sentences. repeat sentence by sentence. Tell them to pay
A: On the way to school, there are crossroads, so I attention to the words with the sounds /ai/
** Teacher nominates Ss to say the sentences
see several traffic lights. and /ei/.
aloud
B: On my way to school, there is a school, so I see **** Teacher gives Ss feedback.
*** Ss say the sentences aloud. - choose some typical errors and correct as a
a “school ahead sign”.
**** Teacher checks and gives the whole class
….
corrections if they have mistakes.
Activity 4: * PRONUNCIATION (10’) Activity 5: Consolidation (3’)
Task 4 * Aim: To help Ss memorise the target language and skills that they have learned.
* Aims: To teach Ss how to pronounce the sounds /aɪ/ and /eɪ/ and practise pronouncing these * Content: Vocab and how to pronounce the sounds /aɪ/ and /eɪ/
sounds in words correctly. * Products: Say aloud what they remember from the lesson
* Content: Listen and repeat. Pay attention to the sounds /aɪ/ and /eɪ/. * Organization of implementation:
* Products: Students pronounce words exactly. Teacher’s and Ss’ activities Content
Teacher’s and Ss’activities Content T - Ss - Vocabulary of verbs and road signs
* Presentation: T - Ss * PRONUNCIATION Teacher asks students to talk about what they - Pronuciation: /aɪ/ and /eɪ/
* First, T gives examples of the sounds /ai/ Task 4: Listen and repeat. Pay attention to the have learnt in the lesson
and /ei/. Ask Ss to observe the T's mouth sounds /aɪ/ and /eɪ/. * Homework (2’)
when pronouncing the two sounds. * Aim: To revise the lesson and prepare for the next lesson.
* Suggested answers: * Content: Revise Vocabulary and find 5 more words with /aɪ/ and 5 more words with /eɪ/.
** Then let Ss practise the sounds /aɪ/ and /eɪ/
/aɪ/ /eɪ/
together. * Products: Students’ textbook and workbook
***Play the recording and ask Ss to listen to cycle /ˈsaɪ.kəl/ sail /seɪl/ * Organization of implementation
these words and repeat. fly /flaɪ/ train /treɪn/ Teacher’s and Ss’ activities Content
****Correct their pronunciation. Play the fine /faɪn/ plane /pleɪn/
sign /saɪn/ station /ˈsteɪ.ʃən / - T reminds Ss to do homework and prepare - Learn all the new words by heart.
recording as many times as necessary. motorbike /ˈməʊ.tə.baɪk pavement /ˈpeɪv.mənt /
the new lesson. - Do exercises in the workbook.
Task 5 - Find 5 more words with /aɪ/ and 5 more words
* Aims: -To help Ss pronounce the sounds /aɪ/ and /eɪ/ correctly in context; with /eɪ/.
-To help Ss differentiate the sounds /aɪ/ and /eɪ/. - Prepare lesson 3 ( A closer look 2)..
* Content: Underline the words with the sound /aɪ/ and circle the words with the sound /eɪ/. Then *- Evaluation:
listen, check and repeat. …………………………………………………………………………………………………………
* Products: Students underline the words and read the words exactly. …………………………………………………………………………………………
T - Ss, Ss-Ss Task 5: Underline the words with the sound /aɪ/
* Have Ss quickly read the sentences and and circle the words with the sound /eɪ/. Then
underline the words with the sound /ai/ and listen, check and repeat
circle the words with the sound /ei/.
**Then play the recording for Ss to listen and
check what they have done.
***Have them work in pairs to compare their
answers. Check Ss' answers as a class.
- Develop awareness of understanding the road signs and obeying the traffic rules.
II. MATERIALS
- Projector/ TV/ pictures.
- sachmem.vn
III. PROCEDURES: (STAGES)
* Aim: -To activate students’ knowledge on the topic of the unit
-To enhance students’ skills of cooperating with team mates
* Content: * Game: Pelmanism
* Products: Students plays in groups and choose two cards exactly.
Warm up (group work) * Game: Pelmanism
* Teacher divides the class into two teams and

gives instructions the game
*T assk each group to choose two cards in
turn.
Flip the two selected student cards, if they
match exactly, they will get 1 mark. If there is
no match, turn it over and continue the game * Answers:
1- Cycle lane
until all the cards are flipped.
2- School ahead
The group with more points wins. 3- No cycling
Date of planning: …/… / 2023
4- No right turn
Date of teaching: …/… / 2023 Lead in: - Teacher says: “This lesson today is 5- Hospital ahead
Week : UNIT 7: TRAFFIC going to tell you about “it indicating distance”
Period: Lesson 3: A closer look 2 Activity 2: Presentation (15’)
I. OBJECTIVES Task 1
By the end of this lesson, Ss will be able to gain: * Aim: To introduce students the form of the key grammar and how to use them appropriately
1. Knowledge * Content: How to use “It” to indicate distance
Know how to use: * Products: know how to use “It” to indicate distance
- It to indicate distance
- should and shouldn’t
2. Core competence Teacher’s and Ss’activities Content
- Ask and answer questions about distances; T-Ss * IT INDICATING DISTANCE
- Know to use “should/shouldn't”to give advice;
- Develop communication skills and cultural awareness * Teacher draws students’ attention to the
- Be collaborative and supportive in pair work and teamwork grammar point and the example
- Teacher asks Ss: * Teacher asks Ss to look at the example and A: How far is it from your home to your
** Ss read the grammar explicit and study identify the structure of the question: How school?
the example. far is it from … to …? B: It's about 3 kilometers from my home to my
school.
*** Ss may discuss within groups/pairs Then work with their partners who sit next to
* How far is it from + place 1 + to + place 2?
before answering. them to make similar conversations.  It is (+ about) + from + place 1 + to + place
**** Teacher shows and says the sentences ** Ss do exercise 2 in pairs. 2.
aloud and asks Ss to make similar - What does the sentences tell us about? *** Ss write all conversations down on the A: How far is it from your school to the
sentences.  Distance from his/her house to the bus stop notebooks. market?
- What is the structure using in the sentence? **** Teacher corrects their answers as a B: It's about 1 kilometer from my school to the
 It be (about) + distance from A to B. class. market.
* Practice/ Controlled practice
Task 1 Activity 3: Should / shouldn't
* Aim: To help Ss use “It” to write correct sentences Task 3
* Content: Write sentences with It. Use these cues. * Aims: To help Ss review the first use of the modal verb should/shouldn't
* Products: Ss write the correct sentences on the board. * Content: Choose the correct option in brackets (should/ shouldn’t)
* Organization of implementation: * Products: Ss read aloud the sentences.
Teacher’s and Ss’activities Content * Organization of implementation :
Task 1. Task 1. Write sentences with It. Use these Teacher’s and Ss’ activities Content
cues. Task 3 Task 3: Choose the correct option in
* Teacher asks Ss to look at the example
and the task. EX: 500 metres / my house / nearest shop. T : we have already learnt should/shouldn't to brackets.
** Ss work out and answer questions → It is about 500 metres from my house to the give advice, so you repeat the usage of
*Form: S + should/shouldn’t + Vinf
individually. nearest shop. “should/shouldn't”
*** Ss share their answers in pairs. * Teacher draws students’ attention to the
**** T asks them to to check their remember box. Teacher asks them to study
answers. the examples and identify the structure:
Then tell share them to share their * Teacher gives suggestions and asks
sentences as a whole in class and correct students to make some similar sentences
for them. using the structures.
*** Teacher nominates Ss to read aloud the *Key:
Task 2 sentences.
1.should 2. should 3. shouldn't
* Aims: -To help Ss revise the question How far **** Teacher checks and gives the 4. should 5. shouldn't
-To help Ss use It to ask and answer questions about distance in their neighbourhood. corrections if they have mistakes
* Content: Work in pairs. Ask and answer questions about distances in your neighbourhood Task 4
* Products: Ss asks and answer in front of the class.
* Organization of implementation: * Aims: To help Ss practise the uses of the modal verb should/shouldn't.
* Content: Complete each sentence, using should / shouldn’t.
* Products: Complete each sentence exactly
Task 2: Task 2: Work in pairs. Ask and answer
questions about distances in your * Organization of implementation:
neighbourhood Teacher’s and Ss’ activities Content
Eg: Task 4 Task 4: Complete each sentence, using
* Teacher gives Ss time to do the exercise should / shouldn’t. * Homework (2’)
individually and peer check with their * Aim: To revise the knowledge that students have gained in this lesson.
* Answers:
partner. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
**Call on some Ss to read the sentences 1- shouldn’t 2- should 3- shouldn’t * Products: Students’ textbook and workbook
aloud 4- should 5- should 6- shouldn’t * Organization of implementation:
*** Other Ss comment’ Teacher’s and Ss’ activities Content
**** Teacher checks and gives the
corrections if they have mistakes. - T reminds Ss to do homework and prepare - Do exercise in the workbook.
Activity 4: Production (5’) the new lesson.
- Prepare lesson 4 ( communication)
Task 5
* Aims: To help Ss apply the uses of should / shouldn't in real context by making sentences *- Evaluation:
using pictures and the cues. …………………………………………………………………………………………………………
* Content: Look at the pictures. Make sentences, using should / shouldn’t and the cues. ………………………………………………………………………………………….
* Products: Ss write their answers on the board.
Task 5 Task 5: Look at the pictures. Make
*Have Ss look at the pictures carefully. sentences, using should / shouldn’t and the
Provide the answer for the first item since it cues
has a when phrase and Ss may not realise
* Answers:
this.
1- He shouldn’t waste water.
** Give them some time to work
independently and write down the answers. 2- They should wear their helmets.
-Then let them work in groups to check and 3- She should be more careful.
say out the sentences. 4- They shouldn’t play football on the
- T goes round giving help when and where pavement.
necessary. 5- They shouldn’t ride their bikes dangerously.
*** Some Ss may write their answers on the
board.
**** Other Ss comment and T makes
corrections.

* Content: Summarise the main grammar points of the lesson.
* Products: Students say what they have learnt in the lesson
- Teacher asks students to talk about what Summarise the main grammar points of the Date of teaching: …/… / 2023
they have learnt in the lesson. lesson. Week : UNIT 7: TRAFFIC
- It indicating distance Period: Lesson 4: Communication
- Should/shouldn’t
I. OBJECTIVES * EVERYDAY ENGLISH
By the end of this lesson, students will be able to: Asking and answering about means of transport
1. Knowledge * Aim: To let students know the structure to ask and answer about means of transport.
- learn how to ask and answer about means of transport and some strange traffic rules. * Content: Listen and read the conversation, paying attention to the highlighted parts
- practise using some grammar points and vocabulary related to the topic. * Products: Ss understand and know to how to ask and answer about means of transport
2. Core competence * Organization of implementation:
- Asking and answering about means of transport. Teacher’s and Ss’activities Content
- Develop communication skills Task 1 Task 1: Listen and read the conversation,
- Be collaborative and supportive in pair work and team work * Teacher plays the record for SS to listen and read paying attention to the highlighted parts.
- Actively join in class activities the conversation about means of transport.
3. Personal qualities ** Ss listen and practice saying with their partners.
*** Teacher calls some pairs to read aloud.
- Be benevolent and responsible
**** Teacher corrects pronunciation if needed.
- Establish good habits in obeying traffic rules
II. MATERIALS * Teacher asks Ss to pay attention to the highlighted
- Grade 7 textbook, Unit 7, Communication parts and asks them some questions to elicit the new
- Computer connected to the internet structure:
 Structure:
- TV/ Pictures/ Projector - Which tense do we use to ask and answer?
* to ask:
- sachmem.vn - Which question word do we use?
- ….. How do/does + S + go to …?
III. PROCEDURES: (STAGES) * to answer:
** Ss answer teacher’s questions to find out new
Activity 1: Warm-up (5’) structure to ask and answer about means of transport - S + go/goes by …
* Aim: To introduce the lesson. to travel to places
*** Some students give the new structure to the -S+V
* Content: Game: BRAINSTORMING
teacher.
* Products: Students play a game by writing the names of means of transport **** Teacher corrects and writes on the board:
* Organization of implementation: * Practice (5’)
Teacher’s and Ss’activities Content Task 2
* Warm up Team work * Game: BRAINSTORMING * Aims: To help students practise on how to ask and answer about means of transport
* Teacher divides class into 2 teams and asks them to * Content: Ask and answer about the means of transport your family members use every day.
think of “MEANS OF TRANSPORTS” (even the * Products: Role play and practice in front of the class fluently.
strangest ones). * Organization of implementation:
** Ss have 1 min to think of the words related to the Teacher’s and Ss’activities Content
topic or they can discuss with their partners. Task 2: Task 2: Work in pairs. Take turns to ask and
*** Each member from each team turn by turn run to answer about the means of transport your
the board and write one word. * Teacher has SS look at the situation in Ex 2 to
family members use every day.
**** Teacher corrects their answers. * Suggested answers: make similar dialogue:
-The team which has more correct words will be the ** Ss work in pairs to make similar dialogue. * Suggested answers:
Motorbike, bicycle, train, bus, plane,
winner *** Teacher calls some pairs to present it in front A: How does your father go to work?
helicopter,… B: He usually drives his car but sometimes he
+ Lead in of the class.
goes by bus. How about your father?
To lead in the lesson about communication. **** Teacher gives feedback and some
A: He walks because we live near his office.
Activity 2: Presentation (10’) comments.
Activity 3: (10’) Activity 4: Production (5’)
* STRANGE TRAFFIC RULES
* Aims: To provide Ss with some countries where the traffic rule is to keep to the left. * Aims: -To provide Ss with some strange driving rules in the world;
* Content: Tick the names of the countries where the traffic rule is to keep to the left side of the -To give Ss some practice in talking about traffic rules.
road. * Content: Read, discuss which one do is the strangest rule?
* Products: Ss give their answers correctly. * Products: Each group shares their answers with the class.
* Organization of implementation: * Organization of implementation:
Task 3 Task 3: Which countries below keep to the Task Task 5: Read, discuss which one do is the
* Explain to Ss that in many countries in the left? Tick the correct answers. * Teacher has students work in groups to discuss strangest rule?
world, the traffic rule is to keep to the left side of which one they find strangest.
the road instead of to the right. ** Ss work in groups.
**Ss work in groups and give the names of the 1. The United Kingdom *** 2-3 groups share their ides Which one do you think is the strangest?
✓
countries where the traffic rule is to keep to the **** Teacher encourages students to add more if
left side of the road. 2. The United States of America they know.
*** Ask Ss to give their answers and correct Activity 5: Consolidation (3’)
3. Australia ✓
them. * Aims: To consolidate what students have learnt in the lesson.
**** Teacher gives feedback and may give some 4. Thailand * Content: Summarize the main content in the lesson.
✓
more countries (Japan, Singapore, India, New * Products: Students say what they have learnt in the lesson.
Zealand, Malaysia, Indonesia, Bangladesh ...). 5. China * Organization of implementation:
Task 4 Teacher’s and Ss’activities Content
* Aims: -To give Ss some listening practice; Teacher asks students to talk about what they - how to ask and answer about means of
-To provide Ss with some understanding of the traffic rule of keeping to the left. have learnt in the lesson. transport
* Content: listen again and complete the sentence with no more than THREE words. - recall some strange rules.
* Products: Students complete the sentences exactly. * Homework (2’)
* Organization of implementation: * Aim: To revise what they have learnt and prepare for the next lesson Skills 1.
Teacher’s and Ss’activities Content * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook.
Task 4 Task 4: Listen and check your answers in 3. * Products: Students’ textbook and workbook.
* Play the recording again. Then listen again and complete the sentence * Organization of implementation:
** Let Ss complete the sentence by themselves, with no more than THREE words.
*Key:
then share their answers with a partner.
One explanation is that some countries use the
***T goes round the class to give support if - T reminds Ss to do homework and prepare the - Do EX in the workbook.
same system as the UK.
necessary. Audio script - Track 51: new lesson. - Prepare lesson 5 ( skills 1)
****Correct Ss' answers as a class. The right side is the wrong side!
Do you know that there are many countries in the *- Evaluation:
world where the traffic rule is to keep to the left? …………………………………………………………………………………………………………
Some of these are the United Kingdom, Australia, ……………………………………………………………………………………………………….
Thailand, and so on. There are different
explanations
for this. One explanation is that some countries use
the same system as the UK.
-The team which can find or guess the secret first DANGEROUS
will be the winner.
Date of planning: …/… / 2023 + Lead in:
Date of teaching: …/… / 2023 - Teacher leads students into the lesson by telling
Week : UNIT 7: TRAFFIC what they are going to learn: “We are going to
Period: Lesson 5: Skills1
read a passage about some rules about road
I. OBJECTIVES
safety
By the end of this lesson, students will be able to gain:
1. Knowledge Activity 2: Pre-teach vocabulary (7’)
+ Reading: - read for specific information about some rules about road safety * Aim: - To prepare students with vocabulary related to the lesson; To lead in the reading skills.
+ Speaking: - talk about how to avoid traffic accidents.
* Content: Some vocabularies related the lesson.
2. Core competence
- know how to avoid traffic accidents * Products: Read and understand the meaning of the words.
- Develop communication skills * Organization of implementation:
- Be collaborative and supportive in pair work and team work Teacher’s and Ss’activities Content
- Actively join in class activities Pre teach vocabulary * VOCABULARY:
3. Personal qualities * Teacher use different techniques to teach - pedestrian (n) /pəˈdestrēən/: người đi bộ
Be benevolent and responsible vocab (pictures, situation, realia)
Establish good habits in obeying traffic rules - passenger (n) /ˈpasinjər/: hanh khách
II. MATERIALS ** Repeat in chorus and individually - (to) obey / ōˈbā/: tuân thủ
- seatbelt (n) / ˈsēt ˌbelt/: dây an toàn
- Grade 7 textbook, Unit 7, Skills 1
- Computer connected to the internet *** Copy all the words - zebra crossing /ˈziːbrə ˈkrɒsɪŋ/ (n.phr): vạch kẻ
- TV/ Pictures, cards đường
**** T checks vocab by technique
- sachmem.vn
III. PROCEDURES: (STAGES) - cyclist /ˈsaɪklɪst/ (n): người đi xe đạp
< Rub out and remember>
* Checking vocab: <R &R>
* Aim: To create a friendly and active atmosphere in the class before the lesson. Activity 3: Pre- reading (5’)
To lead in the topic of the reading text. Task 1
* Content: Game: Hangman * Aims: To activate Ss' knowledge of the topic of the reading text (obeying traffic rules).
* Products: SS guess the word exactly. * Content: Look at the picture and answer the question.
* Organization of implementation: * Products: Ss answer the question correctly.
Teacher’s and Ss’activities Content * Organization of implementation:
* Game * Game: Hangman Teacher’s and Ss’activities Content
Task 1 Task 1: Look at the picture. Can you see
* Teacher divides class into 2 teams and asks Which word has 9 letters in it related the topic “ON anything that is dangerous?
them to think of the word which has 9 letters in it THE ROAD”? * Tell Ss to look at the picture carefully. * Answer key:
related the topic “ON THE ROAD”. ** Have them work in pairs to discuss the
** Ss have 1 min to think of the words related to question: Why is it dangerous? - The situation is very unsafe/dangerous.
the topic or they can discuss with their partners. *** Encourage them to give their ideas (as many
*** Each member from each team turn by turn ideas as possible). It is not important whether - It’s dangerous to ride a bike so close to a car
guesses the letter in the secret word. they give the right answers or not; it is important
**** Teacher corrects their answers. that they speak in English.
- Teacher calls some Ss to check what they have - these students do not walk across the street at the Task 4 Task 4: Work in groups. Ask and answer
discussed. zebra crossing * Teacher asks Ss to work in groups and tells the following question:
**** Teacher corrects and gives feedback. them to focus on the rules for road users in the “When you are a road user, what should you NOT
* While reading (10’) do?”
text to talk about which one they have to obey
Task 2 - I shouldn’t cross the road on a red light.
every day. - I shouldn’t cycle in the pavement or footpath.
* Aims: To help Ss develop their reading skill for main ideas and specific information (scanning) and
** Ss work in groups. Teacher goes around and - I shouldn’t ride my bike fast.
help them focus on the road safety rules
listens and gives help if needed. - I shouldn’t carry a passenger in front of me.
* Content: Read the text and choose the correct answer.
*** Teacher calls on some Ss to share their
* Products: Students say the correct answer.
answers with the class.
**** Teacher listens and gives comment
Task 2 Task 2: Read the following text and choose the * While -Speaking (5’)
* Teacher has Ss read the first sentence of the correct answer. * Aim: -To help Ss practise speaking about different situations that occur on the road.
text in detail to do the exercise and asks them * This text is about ______. -To provide Ss an opportunity to practise giving advices on dangerous situations on the road.
how to do this kind of exercise. A. rules for pedestrians * Content: Discuss who is using the road safely, and who is acting dangerously.
** Ss do the task independently B. traffic lights * Products: Students gives their opinion correctly.
*** Teacher tells Ss to compare their answers in C. traffic rules * Organization of implementation:
pairs before calling some of them to check. * Keys: C ( This text is about traffic rules)
**** Teacher confirms the correct answer and
explains if needed. Task 5 Task 5: Read the following sentences
Task 3 * Teacher has Ss work in groups and asks them about these people. Then work in groups. Discuss
* Aims: To help Ss develop their reading skill for specific information (scanning). to take turns to discuss the situations. who is being safe, and who isn’t
* Content: Read the text again and answer the questions. *Keys:
** Ss work in groups to do the task. Teacher
* Products: Some pairs ask and answer in front of the class. 1.safely
goes around, listens and gives help if needed. 2.dangerously (because he may have an accident
* Organization of implementation: *** Teacher calls on some groups to share their because when it rains hard, the road is very slippery,
Teacher’s and Ss’activities Content answers with the class. easy to cause an accident if he drives fast)
Task 3 Task 3: Read the text again and answer the **** Teacher comments 3.safely
* Ask Ss to do the task individually. Tell them to questions: 4.dangerously (it is difficult for him to see the road
read the passage two or three times, then read * Answer key: properly and to ride)
each question, 1. They shoud cross the street at the zebra crossing. 5.dangerously (she may have an accident because she
** Ask Ss to work with a partner to discuss the 2. We should always use the cycle lane. loses concentration when cycling)
answers. 3. We should give a signal before we turn while Activity 5: Consolidation (2’)
*** Call on some pairs of Ss to ask and answer. riding a bike * Aims: To consolidate what students have learnt in the lesson.
-Explain the new words and clarify anything 4. We must wait for buses to fully stop when you get * Content: summarize the main content in the lesson.
difficult. T may ask questions to see if they on or off a bus.
* Products: Students say what they have learnt in the lesson.
understand the passage fully. 5. We mustn’t stick any body parts out of the
window when you are in a moving vehicle. * Organization of implementation:
**** Check the answers as a class.
Activity 4: Post - Reading & Pre-Speaking (5’) Teacher’s and Ss’ activities Content
* Aims: To give Ss practice in asking and answering about obeying traffic rules.
* Content: Ask and answer the question: “When you are a road user, what should you NOT do?” - Teacher asks students to talk about what they - Some vocabularies related the lesson
* Products: Some students present their answers to the class. have learnt in the lesson. - When you are a road user, what should and
* Organization of implementation: shouldn't you do?
Teacher’s and Ss’activities Content *Homework (2’)
* Aim: To revise the knowledge that students have gained in this lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Organization of implementation:
* Products: Students’ textbook and workbook Teacher’s and Ss’activities Content
* Organization of implementation: Warm up Game: BRAIN STORMING:
Teacher’s and Ss’ activities Content * Teacher writes on the board the word “Traffic
- Teacher asks students to revise old lesson and - Do exercise in workbook. problems” and asks Ss some questions:
to do exercise in workbook. + What does this word mean? Traffic
- Prepare for the next lesson: Skills 2.
+ What do we have to suffer from these problems
*- Evaluation: problems?
………………………………………………………………………………………………………… + Can you name some traffic problems?
………………………………………………………………………………………………….. ** Ss think of these questions and discuss with * Keys:
their partners if needed. - Drink alcohol
*** Teacher calls some students to give their - Not obeying traffic laws
Date of planning: …/… / 2023 answers. - traffic jam
Date of teaching: …/… / 2023 **** Teacher listens and give comments. - too many vehicles
Week : UNIT 7: TRAFFIC - drive line up when riding on the road
Period: Lesson 6: Skills 2 + Lead in: Teacher introduces students the - driving too fast, overtaking carelessly
content of the lesson: “In the lesson today, we - Cross the red light:
I. OBJECTIVES:
are going to listen to a person talking about - many narrow roads
By the end of this lesson, students will be able to:
1. Knowledge traffic problems in his city - Mumbai.”
Activity 2: LISTENING
+ Listening
Pre-Listening (2’)
use the lexical items related to the topic Traffic * Aim: To activate Ss' knowledge of the topic of the listening text (traffic problems).
listen for main ideas and specific information about traffic problems in Mumbai. * Content: Look at the picture and answer the questions.
+ Writing: write about traffic problems in your area. * Products: Some students give the correct answers in front of the class.
2. Core competence * Organization of implementation:
- Write a paragraph about the traffic problems in your town / city. Teacher’s and Ss’activities Content
- Develop communication skills
Task 1 Task 1: What can you see in this picture?
- Be collaborative and supportive in pair work and team work
What is special about it?
- Actively join in class activities * Teacher asks Ss to work in pairs to the
3. Personal qualities problems they can find in the picture.
I can see a lot of vehicles on the
Be benevolent and responsible road.
** Ss work with their partner to do the task. I can see a serious traffic jam.
Establish good habits in obeying traffic rules
I can see that some drivers don't
II. MATERIALS *** Teacher calls on some Ss to answer. obey traffic laws/rules.
I can see that it's very dangerous.
**** Teacher gives comments and leads Ss to
task
- Pictures
- sachmem.vn * While -listening (10’)
III. PROCEDURES: (STAGES) Task 2
Activity 1: Warm-up (5’) * Aims: To help Ss practise listening for the main idea / general information.
* Aim: To activate students’ prior knowledge and vocabulary related to the lesson. * Content: Listen to the recording and choose the correct answer A, B, or C.
* Content: Game: Brainstorming * Products: Students say the correct answers aloud.
* Products: Some students give their answers correctly. * Organization of implementation:
Teacher’s and Ss’activities Content Write down onto the notebooks in full
Task 2 Task 2: Task 2: Listen to the recording and sentences
choose the correct answer A, B, or C ** Ss work in groups. Teacher moves around
* Teacher asks Ss to read and underline the
and offers help if needed.
key words.
*** Teacher invites some Ss to share their
** Ss work independently to guess then
answers.
listen to the recording once to check their
**** Teacher corrects if needed.
guess.
Activity 3: WRITING
*** Teacher calls on some students to give * Keys: C. the traffic problems in Mumbai Pre-Writing (5’)
the answers the have listened. * Aims: To help Ss identify the traffic problems in their town / city to prepare for the writing task
Task 3 in 5.
* Aims: To help Ss practise listening for specific information (to find and write down some
* Content: Tick the traffic problems in big cities in Viet Nam.
words while listening to the recording).
* Products: Ss give out more problems that they see in their city.
* Content: Listen again and write ONE word or number in each gap.
* Products: Students write the correct answers on the board.
* Organization of implementation: Task 4 Task 4: Tick the traffic problems in big cities in
Teacher’s and Ss’activities Content * Teacher writes on the board “Your city’s Viet Nam
Task 3 Task 3: Listen again and write ONE word or Traffic Problems” and asks Ss to tick the
* Tell Ss that they are going to listen to a number in each gap traffic problems in big cities in Viet Nam and
passage about traffic problems in Mumbai, asks them to give out more problems that *Suggested answers:
India. 1. Traffic _______ happen nearly every day in they see in their city. Too many vehicles
Mumbai. ** Ss think of it and can discuss with their Narrow roads
** Have Ss read through the sentences first.
2. One reason for the traffic _______ is the partners. People’s awareness
Ask them to guess the word / number to fill increase of the population. *** Teacher calls on some Ss to raise their …
in each gap and write down their guesses. 3. Mumbai has nearly _______ million people. ideas.
***Play the recording once or twice. Ask Ss 4. The _______ in Mumbai are narrow. **** Teacher listens and confirms.
to listen carefully and write down the correct 5. Many road users do not _______ the traffic While-Writing (5’)
answers. rules. * Aim: To help Ss practise writing a passage about 70 words about the traffic problems in their
**** Play the recording once more for Ss to Keys: town / city.
l. jams 2. problem/jams 3. 20/twenty
check their answers. * Content: Write a paragraph about 70 words about the traffic problems in their town / city.
4. roads 5. obey
* Post- listening (5’) * Products: Students’perfect writing on the posters.
* Aims: To help Ss use what they have listened to life context. * Organization of implementation
* Content: Compare traffic problems in Mumbai to the traffic problems in Hanoi. Teacher’s and Ss’activities Content
* Products: some Ss share their answers in front of the class. Task 5 Task 5: Write a paragraph of about 70 words
* Organization of implementation: about the traffic problems in your town/city.
*Tell Ss to read the sentences they have
Teacher’s and Ss’activities Content written in 4.
Discuss * Discuss: Compare traffic problems in Mumbai
** Have them study the outline.
to the traffic problems in Hanoi.
* Teacher tells Ss to work in groups to *** Ss practise writing a paragraph. Tell
discuss and compare traffic problems in E.g. The traffic jams in Hanoi is as serious and them to use proper connectors {first / firstly,
Mumbai to the traffic problems in Hanoi. frequent as they are in Mumbai. second / secondly, etc.), and pay attention to
grammar, use of words, spelling and I live in Quang Ngai city. It is a small and busy city. - Teacher asks students to prepare the new
punctuation. There are lots of vehicles on the road all day. There lesson.
**** T may collect some Ss' writings and are lots of cars, buses, taxis and trucks on high ways.
Most people travel by motorbike. Every family has a * Evaluation:
mark them, then comment to the class.
motorbike. The traffic jam is often at about 7 a.m and …………………………………………………………………………………………………………
+ If there is not enough time for Ss to do ………………………………………………………………………………………
5 p.m because it’s the time when people go to work or
their task in class, have them do it as
school and come back home. There are sometimes
homework.
accidents on the road. Therefore, to reduce these
problems, we need to obey traffic rules to reduce
accidents as much as possible.
Activity 4: Post-Writing (3’)

* Aim: To peer check, cross check and final check students’ writing.
* Content: Cross check students’ writing
* Products: Students check the others’ writing carefully.
*** Teacher asks students to exchange their + Exchange their textbooks to check their friends’
textbooks to check their friends’ writing. writing.
****Teacher then gives feedback as a class
discussion.

* Content: Summarize the main content in the lesson. Date of planning: …/… / 2023
* Products: Say aloud what they have just learnt in front of the class. Date of teaching: …/… / 2023
* Organization of implementation: Week : UNIT 7: TRAFFIC
Teacher’s and Ss’ activities Content Period: Lesson 7: Looking back and project
I. OBJECTIVES:
- Teacher asks students to talk about what - Listen information about traffic problems in
they have learnt in the lesson. Mumbai 1. Knowledge
- Write a paragraph about 70 words about the - review the vocabulary and grammar of Unit 7
traffic problems in their town / city - apply what they have learnt (vocabulary and grammar) into practice through a project.
* Homework (2) 2. Core competence
- Develop communication skills and creativity
* Aim: To revise the knowledge that students have gained in this lesson. - Be collaborative and supportive in pair work and team work
- To allow students finalize their versions after being checked by friends and teacher. - Actively join in class activities
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook 3. Personal qualities
* Products: Students’ textbook and workbook - Be benevolent and responsible
- Develop self-study skills
II. MATERIALS
- Teacher asks students to write down the - Rewrite the paragraph in the notebooks. - Grade 7 textbook, Unit 7, Looking back & Project
paragraph in their books. - Prepare Looking back and project. - Computer connected to the internet
- TV/ Pictures, A4 cards and colours Teacher’s and Ss’activities Content
- sachmem.vn Task 2 Task 2: Fill in each gap with one word to
III. PROCEDURES: (STAGES) complete the sentences.
* T asks Ss to read the sentences first. Tell
them to pay attention to the gaps, and what * Answer keys:
* Aim: To activate students’ prior knowledge and vocabulary related to the topic. words they need to fill in them.
* Content: Listen a song and answer the question. 1. user
** Ss write the answers in their notebooks,
* Products: Students write correct words on the board. 2. ride
then compare their answers with their
* Organization of implementation: 3. passenger
partners.
Teacher’s and Ss’activities Content 4. drive/ fly
Warm up * Warm up: Listen a song and answer the *** T asks some of them to write the words 5. traffic
question. on the board.
* Teacher has students watch a video and asks - What is the song about? **** T corrects the mistakes if necessary.
Ss to answer the question. Activity 3: GRAMMAR (10’)
** Ss listen and watch a video clip. - say some rules for road users?
***Teacher calls some students to answer the Task 3 + Task 4
question and say some rules for road users. * Aims: To help Ss revise the structure with “It “indicating distance and make sentences using
**** Teacher confirms and leads them to do all cues. To help Ss revise the uses of modal verb should/shouldn't in sentences.
the exercises in books. * Content: Write complete sentences, using these cues
Activity 2: VOCABULARY (10’) * Products: Students write completed sentences on the board
Task 1 * Organization of implementation:
* Aim: To help Ss revise the phrases indicating road signs. Teacher’s and Ss’activities Content
* Content: Label each traffic sign. Task 3 Task 3: Write complete sentences, using these
* Products: Students write correct words on the board. (say the correct answers aloud) * Teacher asks Ss to recall the structures of cues
asking and answering about distance, and * Key:
tell them to do Ex 3 in the book. 1.It is over 100 km from my home town to Ho Chi
Teacher’s and Ss’activities Content ** Ss do the exercise individually and swap Minh City.
Task 1 Task 1: Label each sign. Work in pairs. with their partners. 2.It is about 25 km from here to my grandparents'
What does each sign tell us to do? *** Teacher calls some Ss to check their house.
* Teacher has Ss work individually. answer. 3.It is not very far from our school to the city
**** Teacher confirms the correct answer. museum.
** Ss do this activity individually, then 4.How far is it from your house to the gym?
compare their answers with their partners. Task 4 5.Is it a long distance from Ha Noi to Ban Gioc
* Answer keys: * Teacher asks Ss to do the task. Waterfall?
*** Teacher asks for Ss’ answers. Task 4: Choose A, B, or C to complete the
1. red light 2. school ahead ** Ss work individually to do the task.
*** Teacher calls Ss to give out their sentences.
**** Teacher confirms the correct ones 3. hospital ahead 4. cycle lane + Notes:
5. No left turn 6. Do not cycle answers.
- Should/ shouldn’t + V: dùng để khuyên ai nên
**** Teacher checks and confirms their làm gì hoặc khg nên làm gì
Task 2 answer. - would + V: dùng cho những hành động theo
* Aims: To help Ss revise the vocabulary related to traffic. -T may review the uses of can, could, thói quen
* Content: Fill in each gap with one word to complete the sentences. might to the class. - could: thường dùng trong câu hỏi, nhằm đưa ra
một lời đề nghị
* Products: Students write the correct words on the board.
- can + V: diễn tả khả năng xảy ra của sự việc,
* Organization of implementation: cho phép ai đó làm gì
- might: diễn tả khả năng có thể xảy ra của sự vật * Homework (2’)
* Answer keys:
1. C 2. B 3. C * Aim: To revise the knowledge that students have gained in Unit7 and Prepare for the next
4. A 5. C 6. B lesson: Unit 8 – Getting started.
Activity 4: PROJECT(5’) * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
Task 5:
* Aims: To help Ss identify common traffic signs and make their own road signs.
* Content: Make a project about: “Trafic signs”
* Products: Students report the results to the class. - Teacher asks students to revise old lesson - Do exercise in workbook.
* Organization of implementation: and to do exercise in workbook. - Complete the project
Teacher’s and Ss’activities Content - Teacher asks students to complete the
Task 5 Task 5: Show the prepared signs. Make your project and prepare the new lesson. - Prepare for the next lesson: Unit 8 –Lesson 1.
* Teacher asks Ss to show the signs they own sign. Getting started.
have prepared and identify the messages
in each of the sign. *- Evaluation:
* Teacher also has Ss spend some time to …………………………………………………………………………………………………………
make their own signs and practise ………………………………………………………………………………………………………
presenting within their groups.
** Ss discuss with their partners.
*** Some students raise their ideas and
explain their answers.
**** Teacher listens and confirms. * Task 6: Traffic signs exhibition
Task 6: - I saw some traffic signs on my way from home to
school:
* Teacher asks Ss to work in groups of 4 – 6 1. Red light
to stick their traffic signs onto the I see a red light on a traffic light when going
classroom’s wall and present about them. through a crossroads. A "red light" sign means
** Ss work in group to do the task. you have to stop.
*** Teacher calls some groups to present 2. School ahead
On my way to school, I see a “school ahead
their signs to the class
sign”. A "school ahead" sign means there is a
**** Teacher confirms and corrects. school ahead.
* Content: summarize what students have learnt in the lesson.
* Products: Say aloud what they have learnt in the lesson.
- Teacher asks students to talk about what - review the vocabulary and grammar of Unit 7
they have learnt in the lesson. - Make a project about: “Trafic signs”
Date of planning: …/… / 2023 * Organization of implementation:
Week : UNIT 8: FILMS
Period: Lesson 1: Getting started
- Let’s go to the cinema tonight!
I. OBJECTIVES: Teacher’s and Ss’activities Content
By the end of this lesson, students will be able to gain: * Pre teach vocabulary * Vocabulary
1. Knowledge - Teacher use different techniques to teach 1. fantasy (n): phim viễn tưởng
- An overview about the topic “Films” vocab (pictures, situation, realia) 2. horror film (n): (n.phr) phim kinh dị
- Lexical items related to the topic “Films”: types of films; adjectives describing films. - Follow the seven steps of teaching vacab. 3. documentary (n): phim tài liệu
2. Core competence - Repeat in chorus and individually 4. comedy (n): phim hài
- Talk about a film. 5. frightening (adj): sợ = scary
- Develop communication skills and cultural awareness - Copy all the words 6. review /rɪˈvjuː/ (n) : bình luận
- Be collaborative and supportive in pair work and teamwork 7. moving /ˈmuːvɪŋ/ (adj): xúc động
- Actively join in class activities * Checking vocab: < Rub out and remmember>
3. Personal qualities Activity 3: Practice: 20’
- Establish good opinions in accepting and declining suggestions Task 1:
- To teach Ss to work hard and love watching film. * Aims: To have student know the topic.
- Develop self-study skills * Content: Listen and read the dialogue.
II. MATERIALS * Products: Students read and understand the content of the dialogue.
- Grade 7 textbook, Unit 8, Getting Started Students know how to role play
- Computer connected to the Internet * Organization of implementation:
- Projector/ TV/ pictures and cards Teacher’s and Ss’activities Content
- sachmem.vn * Teacher can play the audio more than once. TASK 1: Listen and read. (p.82)
III. PROCEDURES: (STAGES) ** Students listen and read.
Activity 1: Warm-up (5’) *** Teacher can invite some pairs of students
* Aim: To set the context for the listening and reading text. to read aloud.
To introduce the topic of the unit. **** Teacher checks students’ pronunciation
* Content: Look at the picture and answer the questions and gives feedback.
* Products: Students answer the questions exactly.
Warm up: Warm up: Chatting Task 2
* Teacher asks students some questions related to Look at the picture and answer the questions * Aims: To have students get specific information of the text and understand the conversation
the topic: - What are they doing? better.
** Students raise hands to answer the questions. - Do you like watching films? * Content: Read the conversation again and choose the correct answer to each question
*** Teacher and students discuss the questions. - What kind of film do you like watching? * Products: Students give the answers.
**** Teacher accepts all students’ questions. - Have you ever watched a movie at the * Organization of implementation:
cinema? Teacher’s and Ss’activities Content
Task 2 Task 2: Read the conversation again and
Activity 2: Presentation (7’) * Teacher tells students to read the conversation choose the correct answer to each question.
* Pre- teaching vocab again and work independently to find the *Answer key:
* Aim: To teach Ss new vocabulary related to types of film. answers. 1. b
* Content: learn some vocabularies related to the topic. ** Students do the task individually. 2. a
* Products: Students read and understand the meaning of vocab. 3. a
*** Teacher allows students to share their 4. c Activity 4: Production:(5’)
answers before discussing it as a class and * Aim: To check students’ vocabulary about types of films and adjectives describing films as well
encourages them to give evidence. as improve pair work skill
**** Teacher calls some students to give the * Content: Ask and answer about a type of film.
answers and gives feedback. * Products: Some pairs to practise in front of the class.
* Aims: To introduce more types of films. Teacher’s and Ss’ activities Content
* Content: Choose the correct word or phrase to complete each of the following sentences. * Teacher models this activity with a student Task 5: Work in pairs. Ask and answer about
* Products: Ss play in groups and give the answers exactly. first. a type of film. Use some of the adjectives in
* Organization of implementation: ** Teacher asks students to work in pairs. Task 4.
Teacher’s and Ss’activities Content *** Teacher can go around to help weaker * Example:
Task 3 Task 3: Choose the correct word or phrase to students. A: Do you like documentaries?
* Teacher divides the class into 2 teams. Each complete each of the following sentences. **** Teacher calls on some pairs to practice in B: No, I don’t.
team will send a leader to play the game on the * Answer key: front of the class. A: Why not?
board. 1. comedy B: I think they’re boring.
Teacher explains instructions of the game: 2. fantasy Activity 5: Consolidation (3’)
Teacher reads the features of any types of film 3. documentary * Aim: To consolidate what students have learnt in the lesson.
in the Vocabulary part. 4. science fiction film * Content:Read and understand content of the conversation.
The two leaders of the teams will have to slap 5. horror film * Products: Say aloud some words they remember from the lesson.
the board at the correct types of film. * Organization of implementation:
Who can slap the correct types of films faster Teacher’s and Ss’ activities Content
will earn points for the teams. - Teacher asks students to talk about what they - Vocab about types of films and adjectives
** Students play the games in team mode. have learnt in the lesson. describing films
*** Teacher has students write down the - Read and understand content of the conversation
correct answer on the notebook. * Homework (2’)
**** Teacher confirms the answers and gives * Aim: To review the lesson and prepare for the next lesson.
feedback. Teacher can ask for translation to * Content: Review the lesson and prepare for the next lesson (A closer look 1)
check their understanding * Products: Students’ textbook and workbook.
Task 4: * Organization of implementation
* Aims: To introduce adjectives describing films. Teacher’s and Ss’ activities Content
* Content: Complete the following sentences with the words in the box. - T reminds Ss to do homework and prepare the - Learn by heart all the new words.
* Products: Ss write their answers on the board. new lesson. - Read the dialogue again.
* Organization of implementation: - Prepare lesson 2 ( A closer look 1).
Teacher’s and Ss’activities Content * Evaluation:
Task 4 Task 4: Complete the following sentences with …………………………………………………………………………………………………………
* First, have Ss work independently. the words in the box. ………………………………………………………………………………………………………..
** Then ask them to share their answers with * Answer key:
one or more partners. T can ask for translation 1. frightening
of some of the adjectives in the list to check 2. funny
their understanding. 3. moving
***With stronger classes, T may wish to ask Ss 4. boring
to make sentences with the adjectives they have 5. interesting
learnt.
**** If there is enough time,T can ask some Ss
to write their answers on the board.
**Teacher asks students to match the word and
picture exactly 15 seconds.
*** Students write their answers on the board
**** Teacher confirms the answers and gives
feedback.
- The group has more points is the winner.

* Aim: To enrich students’ vocabulary.
* Content: Some vocab in the lesson.
* Products: Read and understand the meaning of the words.
Date of planning: …/… / 2022 Pre teach vocabulary * Vocabulary
* Teacher use different techniques to teach 1. dull (adj) /dʌl/ = boring: buồn tẻ, chán
Week: UNIT 8: FILMS vocab 2. violent (adj)/'vaiələnt/: bạo lực, hung dữ
Period: Lesson 2: A closer look 1 (providing explanations of the words; 3. confusing (adj)/kən'fju:ziŋ/: khó hiểu, làm rối lên
I. OBJECTIVES showing picture illustrating the words. 4. enjoyable (adj)/in'dʒɔiəbl/: thú vị, thích thú
By the end of this lesson, students will be able to gain: ** Follow the seven steps of teaching vacab. 5. shocking (adj)/'∫ɒkiŋ/: gây choáng váng
1. Knowledge *** Repeat in chorus and individually
- Vocabulary: adjectives to describe films **** Copy all the words * Checking vocab: < what and where>
- Pronunciation: Correctly pronounce words that contain the sounds: /ɪə/ and /eə/
Checking vocab: < what and where>
2. Core competence
- Use some adjectives to describe film, Activity 3: Practice (15’)
- Develop communication skills and creativity Task 1:
- Be collaborative and supportive in pair work and teamwork * Aims: To teach Ss new adjectives for describing films.
- Actively join in class activities * Content: Work in pairs and match the adjectives with the definitions
3. Personal qualities * Products: SS give their answers correctly.
- Develop self-study skills * Organization of implementation:
II. MATERIALS Teacher’s and Ss’activities Content
- Grade 7 textbook, Unit 8, A closer look 1
Task 1 Task 1: Work in pairs and match the adjectives
- Computer connected to the Internet
* Teacher asks students how they think about with the definitions
- Projector, loudspeaker, slides
different types of film.
- sachmem.vn
** Teacher asks students to work in pairs and * Answer key:
III. PROCEDURES : (STAGES) 1. b
quickly do the task.
Activity 1: Warm-up (5’) *** Teacher allows students to peer check 2. d
* Aim: To activate students’ prior knowledge and vocabulary related to the topic. first. 3. a
* Content: Write all the sports and games they have learnt. (know) **** Teacher confirms the answers and gives 4. e
* Products: Students answer the questions exactly. feedback. 5. c
Teacher’s and Ss’activities Content Task 2
Warm-up * Game: Matching * Aims: To practice the targeted language (adjectives) and activate the background knowledge.
* Teacher divides the class into 2 groups. * Content: Complete the following sentences, using the adjectives in 1.
* Products: Ss say the answers exactly.
* Organization of implementation: Task 4
Teacher’s and Ss’activities Content * Aims: To teach Ss how to pronounce the sounds /ɪə/ and /ea/ and practice pronouncing these
Task 2 Task 2: Complete the following sentences, using sounds correctly in single words.
* Teacher asks students what KEYWORD is the adjectives in 1. * Content: Listen and repeat the words. Pay attention to the sounds /ɪə/ and /eə/
and to pay attention to the KEYWORDS in * Answer key: * Products: Students pronounce words exactly.
Ex. 2. 1. shocking * Organization of implementation:
** Teacher asks students to do Ex. 2. 2. dull Teacher’s and Ss’activities Content
- Have students do the task individually. 3. enjoyable Task 4: Task 4: Listen and repeat the words. Pay
*** Ask them to share their answers in pairs 4. violent * Model the sounds /ɪə and /ea/ first and let Ss attention to the sounds /ɪə/ and /eə/.
before checking the answers as a class. 5. confusing see how the sounds are formed.
/ɪə/ /eə/
**** Teacher then encourages students to - Ask Ss to practise the /ia/ and /ea/ sounds
explain their answers. Correct if necessary. together. idea/aɪˈdɪə/ nightmare /ˈnaɪt.meər/
Task3 ** Play the recording and ask Ss to listen and
pier /pɪər their/ðeər/
* Aims: To help students practice using the adjectives to describe films. repeat. Play the recording as many times as
necessary. really /ˈrɪə.li/ share/ʃeər/
* Content: Work in pairs. Ask and answer questions about a film you saw recently.
* Products: Ss say the answers exactly. *** Call on some Ss to read out the words in fear /fɪər/ hair /heər/
* Organization of implementation: the table in front of the class. ear /ɪər/ chair /tʃeər/
Teacher’s and Ss’activities Content **** Comment on their pronunciation of the
Task 3 Task 3: Role-play: Reporter – Film Critic. sounds /ɪə/ and /ea/.
* Teacher sets the scene. Ask some students to * Example: Task 5
explain to each student to check their A: What film did you see recently? * Aims: To help students practise the sounds /ɪə/ and /eə/ in sentences.
understanding of their roles and the situations. B: The Family is number 1 * Content: Listen and repeat. Underline the words with the sound /e/ and /æ/.
** Then let some pairs role-play the A: What do you think of it? * Products: Ss underline the words with the sounds /ɪə/ and /eə/ exactly.
conversations in front of the class. B: It's too funny. * Organization of implementation:
*** Teacher allows students to cross check Teacher’s and Ss’ activities Content
first. * Teacher asks students to practice saying the Task 5: Listen and practice the sentences.
**** Teacher then checks pronunciation, if sentences in pairs or groups. * Audio script - Track 56:
necessary. ** Students practice saying the sentences in 1.Is there a cinema near here?
Activity 4: PRONUNCIATION (5’) pairs or groups. 2.There's a chair under the stairs.
Presentation (Pre-teach the sounds /ɪə/ and /eə/) *** Teacher goes around to offer help or 3.Put your earphones near here.
* Aims: To help students have concept and identify the sounds /ɪə/ and /eə/. correct pronunciation, if necessary. 4. I don't care about your idea.
* Content: pronounce these two sounds /ɪə/ and /eə/. **** Teacher calls some students to say the 5. Our airplane is up there, in the air.
* Products: know how to pronounce two sounds /ɪə/ and /eə/. sentences in front of the class. Check their
* Organization of implementation: pronunciation if necessary.
Teacher’s and Ss’activities Content * Production (5’)
Pre-teach the sounds /ɪə/ and /eə/ * PRONUNCIATION * Aim: To give students chance to apply what they have learnt.
* Teacher introduces 2 sounds/ɪə/ and /eə/ to /ɪə/ and /eə/ * Content: * Game: BROKEN TELEPHONE
students and lets them watch a video about /ɪə/ /eə/ * Products: Writing and reading the sentences in groups.
how to pronounce these two sounds. hear /hɪə(r)/ bear /beə(r)/ * Organization of implementation:
** T gives some words and show how to cheering /ˈtʃɪərɪŋ/ chair /tʃeə(r)/ Teacher’s and Ss’ activities Content
pronounce these two sounds. atmosphere stare /steə(r)/ * Teacher explains the rules: * Game: BROKEN TELEPHONE
*** Teacher quickly explains the rules /ˈætməsfɪə(r)/ square /skweə(r)/ Teacher calls 16 students and divides them
**** Teacher asks students to give some idea /aɪˈdɪə/ into 2 teams standing in 2 lines. The first E.g. There’s a chair under the stairs.
words they know containing these sounds. student from each line will be shown 1 short
Practice (10’) sentence containing words with the /ɪə/ and
/eə/ sounds. Team members have to whisper
one by one till the last. The last student from
each line runs to the board and writes down
the sentence. The faster one with the correct
sentence will be the winner.
** Students play the game.
*** Teacher helps students in the game.
**** Teacher gives feedback.
* Content: Summarize the main content.
* Products: Some students summarize the lesson briefly.
- Teacher asks students to talk about what they - Some vocab in the lesson
have learnt in the lesson - how to pronounce these two sounds /ɪə/ and /eə/
Homework (2’)
* Content: Review the lesson and prepare for the next lesson and do exercise in the workbook
- T reminds Ss to do homework and prepare - Learn by heart all the new words.
the new lesson. - Rewrite the sentences into notebooks.
- Find some words have the sounds/ɪə/ and /eə/ Date of planning: …/… / 2023
- Prepare lesson 3 ( A closer look 2).. Date of teaching: …/… / 2023
* Evaluation: Week : UNIT 8: FILMS
………………………………………………………………………………………………………… Period: Lesson 3: A closer look 2
…………………………………………………………………………………………………………
I. OBJECTIVES
By the end of this lesson, students will be able to gain:
1. Knowledge
- Understand the use of the connectors: although/ though and however
- Practice using the connectors: although/ though and however in contexts
2. Core competence
- Ss know how to make sentences using although/though and however
II. MATERIALS
- Grade 7 textbook, Unit 8, A closer look 2
- Projector/ TV/ pictures and cards
- sachmem.vn **** Teacher confirms the answers and gives 2. However
III. PROCEDURES: (STAGES) feedback. - We use however to contrast ideas in two sentences.
Activity 1: Warm-up (5’) We normally use a comma after it.
* Aim: To activate students’ prior knowledge related to the targeted grammar: connectors of contrast. Example:
- To increase students’ interest. John Peters is an amateur actor. However, he gave a
- To enhance students’ skills of cooperating with team mates. great performance in his latest film
* Content: Game: Sentence puzzling
* Products: Students play the game in groups and arrange the word cards to make a meaningful Activity 3 : Practice (15’)
sentence. Task 1 + Task 2
* Organization of implementation: * Aims: To check students’ understanding of the connectors although/though.
Teacher’s and Ss’activities Content * Content: Combine the two sentences, using although/ though.
Warm up (group work) Game: Sentence puzzling * Products: Ss give the correct answers.
* Teacher divides the class into 4 groups. * Organization of implementation:
-Teacher delivers different sets of word cards to 4 Set 1: He goes out although it is raining. Teacher’s and Ss’activities Content
groups. Set 2: She gets good marks though she is lazy. Task 1 Task 1: Combine the two sentences, using although/
-Each group will have to arrange the word cards Set 3: The movie is not very interesting. However, * Teacher has students work individually. though.
to make a meaningful sentence. people still like to watch it. ** Students work individually to combine the * Answer key:
-The group with a correct sentence will get 1 Set 4: He studied hard. However, he failed the sentences.
1. Although the questions were very difficult, he solved
point exam. *** Teacher lets students work in pairs and
them easily.
** Students play the game in groups. exchange the answers before checking with
2. Although he was a great actor, he never played a
*** Teacher and students discuss the answers. the whole class (explain each sentence if
leading role in a film.
**** Teacher confirms the answers and gives necessary).
3. Although they spent a lot of money on the film, it
feedback. **** Teacher confirms the answers and gives
wasn’t a big success.
Lead in feedback.
4. Although the film was a comedy, I didn’t find it
-Teacher draws students’ attention to the funny at all.
connectors used to create the sentences. 5. Although We played well, we couldn’t win the
-Teacher introduces the target of the lesson: match.
connectors of contrast – although/ though and Task 2: Complete the sentences, using although/
however. Task 2
though or however.
Activity 2: Presentation (7’) * Teacher has students work individually.
* Answer key:
* Aim: - To have students get to know about the connectors: although/ though and however. ** Students work individually to complete the
1. Although/ Though
- To help students understand the use of the connectors: although/though and however. sentences.
2. However
* Content: * Grammar: Connectors of contrast *** Teacher lets students work in pairs and
3. although/ though
* Products: Ss understand and know how to use the connectors: although/ though and however. exchange the answers before checking with
4. However
* Organization of implementation: the whole class (explain each sentence if
5. although/ though
Teacher’s and Ss’activities Content necessary).
Grammar: * Grammar: Connectors of contrast
feedback.
* Teacher asks students to study the Grammar 1. Although/ though
Task 3
box. - We use although/ though before a clause to connect
* Aims: To check students’ understanding of the connectors although/though or however in contexts.
Teacher draws students’ attention to the two contrasting ideas in the same sentence.
* Content: Use your own ideas to complete the sentences.
meaning and use of although/ though and Examples:
* Products: Ss complete the sentences exactly.
however. + Although/ Though John Peters is an amateur actor,
** Teacher then asks some more able students he gave a great performance in his latest film.
to give some more examples + John Peters gave a great performance in his latest Teacher’s and Ss’activities Content
*** Teacher and students discuss the answers. film although/ though he is an amateur actor.
Task 3 Task 3: Use your own ideas to complete the **** Teacher confirms the answers and gives C: Although / Though we go camping, we don’t prepare
* Teacher asks students to read the sentences. feedback. anything.
instruction. 1. I don’t really like the film though my sister likes it. Activity 5: Consolidation (3’)
** Teacher asks students to do the exercise 2. He felt very well. However, he didn’t go to work. * Aim: To consolidate what students have learnt in the lesson.
individually, using their own ideas to write 3. The film was a great success. However, it wasn’t * Content: Summarize the content of the lesson.
sentences. given any prizes. * Products: Some students raise their hands and say what students have learnt in the lesson.
*** Teacher then has them work in pairs, 4. Although it rained all day, my clothes were dry. * Organization of implementation:
comparing their sentences. Teacher can go 5. The music in the film was terrible. However, the Teacher’s and Ss’ activities Content
around to help students. visual effect was wonderful. Teacher asks students to talk about what they * Grammar: Connectors of contrast
**** Teacher confirms the answers and gives have learnt in the lesson.
feedback.
* Homework (2’)
Task 4 * Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson
* Aims: To further check students’ understanding of the connectors although/though or however. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
* Content: Choose the correct answer A, B or C to complete each sentence. * Products: Students’ textbook and workbook
* Products: Ss choose the correct answer and say aloud in front of the class. * Organization of implementation:
* Organization of implementation: Teacher’s and Ss’ activities Content
Task 4 Task 4: Choose the correct answer A, B or C to - T reminds Ss to do homework and prepare Make 4 sentences about yourself, using Connectors of
* Teacher has students work independently. complete each sentence. the new lesson. contrast
** Teacher asks students to do the exercise * Answer key: - Prepare lesson 4- Communication.
individually. 1. A
*** Teacher lets students work in pairs and 2. C *- Evaluation:
exchange the answers before checking with 3. A …………………………………………………………………………………………………………
the whole class (explain each sentence if 4. C ………………………………………………………………………………………………………..
necessary). 5. A
feedback.
Activity 4: Production (5’)
Task 5
* Aims: To help students practice using the connectors although/though or however
* Content: Game – Chain story
* Products: Ss read aloud their answer and check with the whole class.
Teacher’s and Ss’activities Content Date of planning: …/… / 2023
Task 5 Task 5 : Game – Chain story Date of teaching: …/… / 2023
* Teacher has students work in groups. Example: Week : UNIT 8: FILMS
** Students write a story beginning with the Although it rained yesterday, we went shopping. Period : Lesson 4: Communication
clause, using the second part of the previous Although / Though we went shopping, we didn’t buy I. OBJECTIVES
sentence with although / though as the first anything. By the end of this lesson, students will be able to:
part of the next sentence. - accept and decline suggestions;
The group with the longest story wins. - do a survey about group members’ favorite film;
*** Teacher lets students work in groups and A: Although / Though the sun is shining, the weather - report the survey’s result to class.
cross check their answers before checking isn't very warm. 1. Knowledge:
with the whole class (explain each sentence if B: Although / Though the weather isn't very warm, we - Vocabulary: revise vocabulary on types of films, adjectives to describe films
necessary). go camping.
- Grammar: structures to accept and decline suggestions Task 1 Task 1: Listen and read the short
2. Core competence: * Teacher lets students listen to the examples in conversation below, paying attention to the
- Develop communication skills and creativity Ex. 1 in the book. highlighted parts
- Actively join in class activities ** Teacher draws their attention to the form of
3. Personal qualities ways to accept/ decline suggestions.
II. MATERIALS *** Teacher and students discuss the form of
- Grade 7 textbook, Unit 8, Communication ways to accept/ decline suggestions.
- Computer connected to the Internet **** Teacher confirms the answers and gives .
- Projector, loudspeaker feedback.
- sachmem.vn * How about + V-ing?
III. PROCEDURES : (STAGES) - T asks Ss list of ways to accept and decline * Let’s + V-infinitive!
Activity 1: Warm-up (5’) suggestions It sounds good/ interesting/ great to me/…
* Aim: To activate students’ prior knowledge and to increase students’ interest. No, thanks./ Thanks but I can’t…
* Content: Game: Conversation rearranging *Practice (13’)
* Products: Ss arrange the sentences to make a meaningful conversation. (Work in groups) Task 2
* Organization of implementation: * Aims: To give students opportunities to use ways to accept and decline suggestions correctly in
Teacher’s and Ss’activities Content context
Warm up: Game: Conversation rearranging * Content: Make a similar conversation and work in pairs ( Role play)
* Teacher divides the class into 4 groups. * Keys: * Products: Role play and practice in front of the class fluently.
Teacher delivers a set of sentences in a * Organization of implementation:
conversation to each group. Teacher’s and Ss’activities Content
** Students will have to work in groups to Task 2 Task 2: Work in pairs. Make similar
arrange the sentences to make a meaningful * Teacher has students work on the conversations conversations with the following situations
conversation. The group with the fastest correct in pairs. Example:
conversation will be the winner. ** Students work on the conversations in pairs. A: Hey, let’s go to the cinema this weekend!
*** Teacher allows students to cross check first. *** Teacher asks some pairs to act out in front of B: Good idea! I like action movie.
**** Teacher plays the recording to check and the class. A: So do I. I’ll see you at 6 p.m. this Sunday.
ask students to identify the content of the **** Teacher gives feedback and correction (if B: Great. See you.
conversation. needed).
Activity 2: Presentation (7’) Activity 3: (10’)
* EVERYDAY ENGLISH A SURVEY ABOUT FILMS
* Aim: To introduce ways to accept/decline suggestions. Task 3
* Content: Listen and read the short conversation below, paying attention to the highlighted parts. * Aims: -To teach Ss the questions they can ask their classmates to do a survey about their favourite
* Products: Ss understand the structure of ways to accept/decline suggestions; Role play and films;
practice in front of the class fluently. -To help Ss revise vocabulary related to the topic.
* Organization of implementation: * Content: Listen to the conversation and fill in the blanks with the words you hear.
Teacher’s and Ss’activities Content * Products: Students answer the questions exactly.
Task 3 Task 3: Listen to the conversation and fill in
* Teacher asks several questions to set the scene. the blanks with the words you hear.
Then ask students to look at Ex. 3, quickly predict * Answers:
the answers and exchange the ideas with a (1) best * Aims: To consolidate what students have learnt in the lesson.
partner. (2) comedies * Content: Summarize the main content in the lesson.
** Play the recording and ask students to fill in * Products: Students say what they have learnt in the lesson.
the blanks, focusing on the structures to ask for (3) favourite * Organization of implementation:
information in the survey. (4) stars Teacher’s and Ss’activities Content
Then let students read through the conversation (5) funny Teacher asks students to talk about what they - Practice the form of to accept and decline
and answer 2 questions: suggestions;
have learnt in the lesson.
What kinds of information do you need to ask in - do a survey about group members’ favorite
the survey? film;
Which structures do you need to ask for the - report the survey’s result to class.
information? * Homework (2’)
*** Teacher allows students to peer check first. * Aim: To revise what they have learnt and prepare for the next lesson Skills 1.
**** Teacher confirms the answers and gives * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook.
feedback. * Products: Students’ textbook and workbook.
* Aims: To let students have some time to brainstorm the ideas and do the survey Teacher’s and Ss’ activities Content
* Content: Do a survey about your group members’ favourite films.
* Products: Ask and answer the questions in front of the class fluently and exactly. - T reminds Ss to do homework and prepare the - Do EX in the workbook.
* Organization of implementation: - Prepare lesson 5 ( Skills 1)
new lesson.
Task 4 Task 4. Work in groups. Do a survey about *-Evaluation:
* Teacher lets students group up and spend 2 your group members’ favourite films. …………………………………………………………………………………………………………
minutes on making the table onto their notebook. ……………………………………………………………………………………………………
** Students work in groups.
*** Then ask them to ask an answer as well as
note down among their groups.
**** Teacher goes around and listen, make
suggestions and corrections if needed
* Production (5’)
* Aims: To let students practice talking about others’ favorite films
* Content: Report your results to the class
* Products: Ss report the results of their surveys in front of the whole class
* Teacher invites some students to show their Task 5: Report your results to the class.
survey notes and talk about their group member’s My friend's name is Nam. His favourite film is
favorite film. Tom and Jerry because he likes cartoon. The
** Students show their survey notes and talk main character are "Tom and Jerry" ,…. this
about their group member’s favorite film. film is funny.
*** Teacher allows students to cross check first.
**** Teacher listens, gives comments or
corrections if needed.
* Consolidation (3’)
* Content: Look at the picture and answer the questions.
Date of planning: …/… / 2022 * Products: Students answers the questions in front of the class.
Date of teaching: …/… / 2022 * Organization of implementation:
Week : UNIT 8 : FILMS Teacher’s and Ss’activities Content
Period : Lesson 5 : Skills 1 Task 1 I/ READING SKILL:
I. OBJECTIVES * Teacher has students work in pairs, ask and Task 1: Work in pair, discuss the questions.
By the end of this lesson, students will be able to: answer the following questions:
1. Knowledge Do you like fantasies?
- Develop reading skill about one’s favourite film Why or why not?
- Develop speaking skill: Talking about a film ** Students work in pairs.
2. Core competence *** Teacher and students discuss the questions
- Develop communication skills and creativity and answers.
- Be collaborative and supportive in pair work and teamwork **** Teacher accepts all students’ questions.
- Develop presentation skill
- Actively join in class activities - Do you like fantasies?
3. Personal qualities - Why or why not?
- Develop self-study skills (Vocab – pre-teach)
II. MATERIALS * Aim: To provide students with some lexical items before reading the text.
- Grade 7 textbook, Unit 8, Skills 1 * Content: Learn some vocab related in the lesson.
- Computer connected to the Internet * Products: Read and understand the meaning of vocab.
- Projector/ TV/ pictures and cards * Organization of implementation:
- sachmem.vn Teacher’s and Ss’activities Content
III. PROCEDURES: (STAGES) Pre teach vocabulary * VOCABULARY:
Activity 1: Warm-up (5’) * Teacher introduces the vocabulary. 1. series (n): chuỗi, loạt (phim, chương trình)
* Aim: To introduce the topic of reading and also revise the previous lesson. ** Teacher asks students to get the meaning in 2. wizard (n): phù thủy, người có tài phi thường
* Content: play a game: PELMANISM context and try to make up sentences with of 3. must-see (n): đáng xem
* Products: Ss work in groups and join the game actively. the following words: 4. gripping (a): lôi cuốn, hấp dẫn
* Organization of implementation: *** Teacher and students discuss the answers.
Teacher’s and Ss’activities Content **** Teacher confirms students’ answers and * Checking vocab: < Rub out and remmember>
checks their pronunciation and gives feedback.
Warm-up Warm-up: PELMANISM
* While reading
* Teacher divides the class into 2 teams.
- Each team will have to choose the pair of Task 2
number ( the correct types of films under the * Aims: To develop reading skill for general information (skimming).
posters) * Content: Match the words or phrases with their meanings
-The team with more correct answers will be * Products: Some students give the answer and explains which sentences give them the
the winner. information..
** Students play the game in team mode. * Organization of implementation:
*** Teacher and students discuss the answers. Teacher’s and Ss’activities Content
**** Teacher confirms the answers and gives Task 2 Task 2: Read the film review of Harry Potter
feedback. * Teacher asks students to open the book, and the Sorcerer's Stone on Mark's blog. Match
Activity 2: Reading (20’) read through the text and do the task. the words or phrases with their meanings
Pre-reading ** Students read the text and do the task.
Task 1:
* Aim: To activate students’ knowledge of the topic of the reading text.
*** Teacher allows students to share their Task 4 II. SPEAKING SKILL
answers before discussing it as a class and * Teacher models this activity with a good Task 4: Look at the table. Work in pairs. Ask
encourages them to give evidence. student first. and answer questions about the film Kungfu
** Teacher asks students to work in pairs. Boy.
**** Teacher calls some students to give the
*** Teacher can go around to help weaker * Example:
answer and explains which sentences give A: Let’s see a film this evening?
students.
them the information. **** Teacher calls on some pairs to practice B: That’s a great idea. What film shall we see?
in front of the class. A: Kungfu Boy.
* Answer key:
B: What kind of film is it?
1. b 2. d 3. A 4. c
A: __________________
Task 3
* While- speaking
* Aims: To help students develop their reading skill for specific information (scanning);
* Aims: To help students use what they practice to give a long talk about the film Kungfu Boy
To help students broaden and deepen their knowledge of the famous football star Pelé.
* Content: Work in groups. Take turns to talk about the film Kungfu Boy.
* Content: Read the text again and answer the questions.
* Products: Some groups give presentations in front of the class.
* Products: Ss answer the questions correctly .
* Organization of implementation :
Task 5 Task 5: Work in groups. Take turns to talk about
Task 3 Task 3: Read Mark’s blog again and answer the
* Teacher has students work in groups, talk the film Kungfu Boy.
* Teacher can set a longer time limit for questions.
about the film Kungfu Boy based on the Example:
students to read the text again and answer the Game: Spin the big wheel information from Task 4.
questions. * Answer key:
** Students work in groups to do the task. Kungfu Boy is on at … at … p.m. It’s a(n) … about
Teacher asks students to read the questions 1. Harry Potter and the Sorcerer’s Stone is a
*** Teacher goes around to help students. …
and underline key words, then reminds them fantasy.
**** After finishing, teacher can call some
to focus on the types of information they have 2. Daniel Radcliffe is one of the stars in the film. groups to give presentations in front of the
to find. 3. The film tells the story of Harry Potter. He’s a Kungfu Boy is on at Ngoc Khanh Cinema at 4.30
class. p.m. It's a comedy about a very big boy who saves
Teacher asks students to note where they powerful wizard. He is a student at a school for
found the information that helped them to wizards and learns about himself, his family, and his town and becomes a hero. It stars Bruce Wane
answer the questions. the bad things happening around him. and was directed by John Stevenson. People say
** Teacher asks students to work in pairs and 4. People say it’s a must-see for teens. that it is very funny and interesting.
find the answer. Students can compare Activity 4: Post-Reading and Speaking (5’)
answers before discussing them as a class. * Aims: -To help students improve next time; To help some students enhance their presentation
*** Teacher allows students to share their skill.
answers before discussing it as a class and * Content: Students give comments for their friends and vote for the most interesting and
encourages them to give evidence. informative
**** Teacher calls a student to write his/ her * Products: Students give comments in front of the class.
answer on the board, then checks sentence by * Organization of implementation:
sentence with the class. Teacher’s and Ss’activities Content
Activity 3: Speaking * Teacher allows students to give comments Students’ comments
* Pre - speaking for their friends and vote for the most
Task 4: interesting and informative presentation.
* Aims: To help students form the ideas for their speaking. ** Students give comments for their friends
* Content: Ask and answer questions about the film Kungfu Boy. and vote for the most interesting and
* Products: Some pairs practice in front of the class. informative presentation.
* Organization of implementation: *** Teacher and students discuss the
Teacher’s and Ss’activities Content presentations.
**** Teacher gives feedback and comments.
* Aims: To consolidate what students have learnt in the lesson.
* Content: Summarize the lesson’s content briefly.
* Products: Some students say aloud what they have learnt in the lesson.
T - Ss, - Read the text about Pele’
- Teacher asks students to talk about what - Talk about the famous sportsperson .
they have learnt in the lesson.
* Homework (2’)
* Aim: To revise the knowledge that students have gained in this lesson.
* Content: Review the lesson and prepare for the next lesson .
* Products: Students’ textbook and workbook.
* Organization of implementation: Date of planning: …/… / 2021
Teacher’s and Ss’ activities Content Date of teaching: …/… / 2021
- Teacher asks students to write down their - Learn by heart vocab. Week : UNIT 8 : FILMS
opinion about a famous sportsperson. - Do EX in the workbook. Period: Lesson 6: Skills 2
- prepair Project I. OBJECTIVES
*- Evaluation: By the end of this lesson, students will be able to:
………………………………………………………………………………………………………… - listen for special information about a comedy;
……………………………………………………………………………………………………… - write a short paragraph about your favorite film.
1. Knowledge:
- Vocabulary: adjectives to describe films, aspects of a film
- Grammar: review
2. Core competence:
II. MATERIALS
- Projector, loudspeaker
- sachmem.vn
III. PROCEDURES : (STAGES)
* Aim: To wake up students’ interest.
* Content: Watch a short video and answer some questions
* Products: Ss join the game actively and answer the questions exactly.
Warm up * Game: Watch a short video and answer
some Qs
* The teacher shows the students a short video “ Gia đình là số 1) * Organization of implementation :
about 3 minutes and then asks them to answer Who has seen this movie?
some questions. What is the name of the film? The family is
** Students answer the question exactly. number 1
*** Teacher allows students to give comments What type of this film? It’s a comedy
on this movie. What is the film about? It's about funny Teacher’s and Ss’activities Content
**** Teacher confirms the answers and lead situations in a family Task 3 Task 3: Listen again and choose the correct
in the new lesson * Teacher asks students to read the answer.
Activity 2: LISTENING conversation and to focus on the key 1. Naughty Twins is a __________.
Pre-Listening (5’) information and underline the keywords. A. comedy
Task 1: ** Teacher plays the recording again. Ask B. science fiction film
* Aim: - To activate students’ knowledge of the topic of the listening text; students to listen and choose the correct C. horror film
- To help students develop their skill of listening for general information. answer. 2. The main characters are _________.
* Content: Work in pairs and discuss the following question. *** Teacher lets students peer-check with a A. old classmates
* Products: SS answer the question correctly. partner. B. twin brothers
* Organization of implementation: **** Teacher calls some students to give C. twin sisters
Teacher’s and Ss’activities Content the answers to the class and correct the 3. Where do the twins meet each other for the
Task 1 Task 1: Work in pairs and discuss the mistakes where necessary, encourages first time?
* Teacher asks students what type of films following question. students to explain their answers, and A. At a summer camp.
are in the video in the previous activity. What do you like / dislike about a comedy? shares some tips on finding the B. At a summer school.
** Students quickly discuss with a partner. I like watching comedies because it's funny and information. C. At a hospital.
*** Teacher asks what they like/ dislike helps me to reduce stress after a hard school day. ( T can have SS play a game: The big 4. People say Naughty Twins is a film that ____.
comedies and why/ why not. wheel game) A. young people should see
**** Teacher gives feedback. B. young people shouldn't see
* While -listening (10’) C. is shocking
Task 2 * Play a game: The big wheel game.
* Aims: To draw students attention to listening skills: predicting, identifying keywords and 1. A 2. C 3. A 4. A
listening for specific details. Activity 3: WRITING
* Content: Listen and answer: Who stars in Naughty Twins? Pre-Writing (5’)
* Products: Students gives the answer correctly Task 4
* Organization of implementation : * Aims: To help students brainstorm ideas for their writing.
Teacher’s and Ss’activities Content * Content: Make notes about your favorite film
Task 2 Task 2: Mark and Hoa are talking about the * Products: Ss write down the important and interesting things in their notebooks.
* Teacher plays the recording. film Naughty Twins. Listen to their * Organization of implementation:
** Students listen and focus on the conversation. Who stars in the film? Teacher’s and Ss’activities Content
predicted keywords to find out the answer.  Linda Brown and Susan Smith star in the Task 4: Task 4: Make notes about your favorite film
*** Teacher allows students to peer check film. * Ask Ss to make notes about one of their
first. favourite films. Remind them that they do
**** Teacher confirms the answers and not have to write full sentences and they
gives feedback. can use abbreviations.
Task 3 ** Then ask Ss to share their notes with
* Aims: To develop students’ skill of listening for specific information (scanning), and identify their partners.
the exact words to fill the blanks *** T may read out the notes from some
* Content: Listen and choose the correct answer. more able Ss to the whole class.
* Products: Ss join the game actively and choose the correct answer.
**** Teacher confirms the answers and * Aim: To review the knowledge that students have gained in this lesson.
gives feedback. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook.
While-Writing (7’) * Products: Students’ textbooks and workbooks.
* Aim: To help Ss practise writing a paragraph about their favourite films. - Teacher asks students to write down the - Rewrite the passage.
* Content: Write a paragraph of 40-50 words about your favourite films email in their books. - Prepare “ Looking back and project”
* Products: Students’ writings in their notebooks. - Teacher asks students to prepare the new
* Organization of implementation: lesson.
Task 5 Task 5: Write a paragraph of 40-50 words * Evaluation:
** Teacher tells students to make a film about your favourite films, using the …………………………………………………………………………………………………………
review about their agreed favorite movie in information in 4. ……………………………………………………………………………………………………..
Task 4. Teacher gives students some time
to arrange the work within the groups and My favorite film is Tom and Jerry. It’s an
give each group an A2 plain card with animation. The main characters are Tom and
some colors. Jerry. It’s about adventures of Tom – the cat and
-Teacher allows students time to write a Jerry – the mouse. I like Tom best because he is
paragraph (about 80 words) about their very stupid but funny, Jerry is very clever and
favorite film, using the suggested ideas/ cute. They hate each other but their adventures
information in Task 4. help them to know more about friendship. You
- Teacher asks some students to decorate can see it on TV program or watch it on online
the card with the colors and stickers. program. Although I’m a secondary student, I
*** Teacher allows students to cross check like to see it.
first.
**** Teacher gives feedback.
Activity 4: Post listening and writing (5’)
* Aim: To cross check and final check students’ writing.
Date of planning : …/… / 2022
* Content: Swap and give feedback on each other’s writing.
* Products: Ss give feedback on each other’s writing clearly Date of teaching: …/… / 2022
* Organization of implementation: Week : UNIT 8 : FILMS
Teacher’s and Ss’ activities Content Period: Lesson 7: Looking back and project
- Teacher has the groups swap and give * Students’ writing. I. OBJECTIVES
feedback on each other’s writing. By the end of this lesson, students will be able to gain:
Teacher then gives feedback on one writing 1. Knowledge
as a model. - Review the vocabulary and grammar of Unit 8
- Apply what they have learnt (vocabulary and grammar) into practice through a project
Activity 5: Consolidation (3’) 2. Core competence
* Aim: To consolidate what students have learnt in the lesson. - Develop communication skills and creativity
* Content: Ss talk about what they have learnt in the lesson. - Develop presentation skill
* Products: Ss summarize what they have learnt in the lesson briefly - Develop critical thinking skill
* Organization of implementation: - Be collaborative and supportive in pair work and team work
Teacher’s and Ss’ activities Content - Actively join in class activities
- Teacher asks students to talk about what - listen for special information about a comedy; 3. Personal qualities
they have learnt in the lesson. - write a short paragraph about your favorite film. - Be more creative when doing the project
* Homework (2’) II. MATERIALS
- Grade 7 textbook, Unit 8, Looking back & Project Task 2 Task 2: Give an example for every film type
- Computer connected to the Internet * Teacher asks students to think of as many in the box.
- Pictures, A0 paper examples of different types of films as comedy documentary
- Projector/ TV possible. fantasy horror film science-
- sachmem.vn ** Students think of as many examples of fiction film
III. PROCEDURES : (STAGES) different types of films as possible.
Activity1: Warm-up (7’) *** Teacher then asks some students to say * Example: a comedy: Mr Bean
out their examples in front of the class.
* Aim: - To revise the vocabulary related to the topic and lead in the next part of the lesson.
Examples of Vietnamese films are fine.
- To enhance students’ skills of cooperating with team mates.
**** Teacher gives feedback as a class
* Content: * Game: Brainstorming: Types of films
discussion.
* Products: Ss fill the missing words correctly and fastly in the map. Task 3: Choose the correct answer (A, B, or C)
* Organization of implementation: to complete each of the following sentences.
Task 3
Teacher’s and Ss’activities Content * Teacher encourages students to complete * Answer key:
Warm up (Team work) * Game: Brainstorming: the task individually. 1. C
* Teacher divides the board, and divides the ** Students complete the task individually. 2. B
class into 2 teams. *** Students exchange their textbooks with 3. C
** Members of each team take turns and write as Types of their partners. 4. A
many types of films as possible in 2 minutes. films **** Teacher gives feedback as a class 5. B
*** Students cross check their answers first. discussion. 6. A
**** Teacher confirms the answers and gives Activity 3: Grammar (10’)
feedback. The group having more correct Task 4
answers is the winner. * Aims: To help students revise the connectors: although/ though and however.
Activity 2: VOCABULARY (15’) * Content: Match the sentences or sentence halves in columns A and B.
Task 1 * Products: Ss give the correct answers .
* Aim: To help Ss revise the vocabulary items they have learnt in the unit. * Organization of implementation
* Content: Match the types of film in column A with their descriptions in column B. Teacher’s and Ss’activities Content
* Products: Students read the correct answers aloud. Task 4 Task 4: Match the sentences or sentence
* Organization of implementation: * Teacher asks students to do it individually halves in columns A and B.
Teacher’s and Ss’activities Content first. * Answer key:
Task 1 Task 1: Match the types of film in column A ** Students complete the task individually. 1. d
* Teacher encourages students to complete with their descriptions in column B. *** Teacher then asks them to check their 2. e
the task individually. * Keys answers with a partner before discussing the 3. a
** Students do the task individually. 1-d answers as a class. 4. b
*** Students exchange their textbooks with 2-a **** Teacher reminds students to keep a 5. c
their partners. 3-e record of their original answers so that they
**** Teacher gives feedback as a class 4-c can use that information in their Now I can...
discussion. 5-b statement.
Task 2 + Task 3 Activity 4: Project (10’)
* Aims: To encourage students to give examples for types of films. * Aims: - To allow students to apply what they have learnt (vocabulary and grammar) into
To help students revise adjectives describing films. practice through a project.
* Content: Give an example for every film type in the box. * Content: Posters exhibition: YOUR FAVOURITE FILM
* Products: Some students say out their examples in front of the class * Products: Students’ project.
Teacher’s and Ss’activities Content Teacher’s and Ss’activities Content
Posters exhibition Posters exhibition: YOUR FAVOURITE
FILM
* Teacher has students work in groups and 1. Choose one of your favourite films and
gives instructions to students as follow: design a poster for it, including:
** Students do the project in groups. – name of the film
*** Students vote for the best poster. – type of film
**** Teacher gives feedback. – its director and main actors / actresses
– a short summary
– your overall opinion about the film
– the showtime and cinema
– pictures or photos to illustrate the film
2. Organise them into an exhibition.
3. Vote for the best poster.
* Content: Summarize the lesson’s content.
* Products: A student says what she/ he has just learnt in the lesson.
- T - Ss - revise vocabulary and grammar in unit 8
- Teacher asks students to talk about what - Make a poster.
they have learnt in the lesson.
* Homework (2’)
* Aim: To revise the knowledge that students have gained in Unit 8 and To prepare for the next
lesson
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbook
* Products: Students’ textbooks and workbooks
- Teacher asks students to revise old lesson - Complete the project

and to do exercise in workbook. - Prepare for the next lesson: Unit 9 –Lesson 1.
- Teacher asks students to complete the Getting started
project and prepare the new lesson.
* Evaluation:
…………………………………………………………………………………………………………
………………………………………………………………………………………….
Date of planning: …/… / 2023 * Products: Students read and understand the meaning of vocab.
Date of teaching: …/… / 2023 * Organization of implementation:
Week: UNIT 9: FESTIVALS AROUND THE WORLD Teacher’s and Ss’activities Content
Period: Lesson 1: Getting started – A Tulip Festival * Teacher introduces the vocabulary by giving * Vocabulary
I. Objectives definitions/ examples/ pictures of the words.
By the end of this lesson, Ss will be able to gain: ** Teacher writes all students’ answers on the 1. folk dance (n)
1. Knowledge board. 2. costume (n)
- An overview about the topic “Festivals around the world” *** Teacher circles or highlights the following 3. float (n)
- lexical items related to the topic “Festivals”: names of different festivals around the world words and discuss the meanings of these words: 4. parade (n)
2. Core competence **** Teacher checks students’ pronunciation 5. feast (n)
- Develop communication skills and cultural awareness and gives feedback. Teacher reveals that these 6. fireworks display (n)
- Be collaborative and supportive in pair work and teamwork words will appear in the reading text and asks
- Actively join in class activities students to open their textbook to discover
3. Personal qualities further.
- To teach Ss to work hard and love festivals around the world. the responsibility for community Activity 3: Practice
to protect our country’s Festivals. Task 1
- Develop self-study skills * Aims: -To have students get to know the topic.
II. Materials * Content: Listen and read the conversation.
- Grade 7 textbook, Unit 9, Getting started * Products: Students read and understand the meaning of the conversation
- Computer connected to the internet Students know how to role play.
- Projector/ TV/ pictures and cards * Organization of implementation:
- sachmem.vn Teacher’s and Ss’activities Content
III. PROCEDURES : * Teacher can play the recording more than Task 1: Listen and read (p.92).
once.
** Students listen and read.
* Aim: To introduce and lead in the topic of the unit.
*** Teacher invites some pairs of students to
* Content: Chatting – Answer some questions.
read aloud.
* Products: Ss look at the picture and answer the questions.
**** Teacher checks students’ pronunciation
and gives feedback.
* Teacher shows the picture of the Tulip Festival Chatting:
and asks students some related questions:
Task 2
* Aims: To have students get specific information of the text.
* Content: Read the activities and tick the correct column.
** Students raise hands to answer the questions. * Products: Students give the answers exactly.
*** Teacher and students discuss the questions. * Organization of implementation:
**** Teacher accepts all students’ questions. - What can you see in the picture?
- Can you guess the name of the festival? Teacher’s and Ss’activities Content
- Have you ever heard of this festival? If yes, * Teacher tells students to read the conversation Task 2: Read the conversation again. Who did
what do you know about it? again and work independently to find the the following activities? Tick the correct
Activity 2: Presentation (5’) answers. column. Sometimes you need to tick both
(Pre-teach vocabulary) ** Students do the task individually.
* Aim: - To provide students with vocabulary.
- To help students well-prepared for the listening and reading tasks.
* Content: learn some vocabularies related to the topic.
*** Teacher allows students to share their Activity 4: Production (5’)
answers before discussing as a class and Task 5
encourages them to give evidence. * Aims: To check Ss’ knowledge of some familiar festivals.
* Content: Match each description with a festival
**** Teacher calls some students to give the * Products: Ss give the answers corectly.
answers and gives feedback. * Organization of implementation:
* Teacher lets Ss work in groups of 4-6. Task 5: Quiz. What festival is it? Match each
Task 3 description with a festival (p.93).
* Aims: To introduce some more vocabulary related to the topic festivals. ** Ss work in groups to find the answers. * Answer key:
* Content: Write a word or phrase from the box under each picture
* Products: Students say aloud the names of the cities and provide more information about them *** Teacher can go around to help weaker 1. e
* Organization of implementation: students. 2. a
Teacher’s and Ss’activities Content **** Teacher calls the first group to come up 3. d
* Ask Ss to look at the pictures and say what Task 3: Write a word or phrase from the box with the answers to share. 4. c
they can see. under each picture (p.93). 5. b
* Answer key: Activity 5: Consolidation (3’)
** Have Ss work individually to match the * Aim: To consolidate what students have learnt in the lesson.
words / phrases in the box with the pictures. 1. parade * Content:. Vocab about school things and Read and understand content of the conversation
*** Have them compare their answers with a 2. costumes * Products: Say aloud some words they remember from the lesson.
partner. Ask for Ss' answers. 3. feast * Organization of implementation:
4. float Teacher’s and Ss’activities Content
**** Confirm the correct answers. 5. fireworks display Teacher asks students to talk about what they - some new words
- Have some Ss practise saying the words / 6. folk dance have learnt in the lesson.
phrases. - Read and understand content of the conversation
Task 4
* Aims: -To help Ss practise the words/phrases in 3. * Homework (2’)
* Content: Students fill in the blanks with the most suitable form of word/phrase. * Aim: To review the lesson and prepare for the next lesson.
* Products: Ss play in group actively and give the answers corectly. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
* Organization of implementation: * Products: Students’ textbooks and workbooks
Teacher’s and Ss’activities Content * Organization of implementation:
* Teacher asks students to complete the task by Task 4: Fill in each blank with a word or Teacher’s and Ss’ activities Content
playing game “LN” phrase from 3. You may have to change the
- T reminds Ss to do homework and prepare the - Learn by heart all the new words.
form of the word or phrase (p.93).
- Teacher divides the class into 2 groups. new lesson. - Name at least 3 festivals around the world.
Game: Lucky Numbers
** Teacher asks students to choose the number - Prepare lesson 2 ( A closer look 1).
and answer the questions quickly in 5 seconds. * Answer key: * Evaluation:
1. folk dances ………………………………………………………………………………………………………
- If students choose the lucky number, they 2. fireworks display …………………………………………………………………………
don’t have to answer 3. feast
- If students choose the Q , they have to answer 4. parades
exactly and will get 2 points. 5. floats; costumes
***Students fill in the blanks with the most
suitable form of word/phrase.
****The group has more points is the winner.
Teacher explains the instructions of the game:
Each leader stands against the board.
Teacher shows/ writes the names of the
festivals (exercise 5 – page 93).
Other members from each team describe the
festivals and let the leader guess the names of
the festivals.
The team with more correct answers is the
winner.
** Students play in teams.
*** Students give the correct answers.
Date of teaching: …/… / 2023 **** Teacher confirms the answers and gives
Week: UNIT 9: FESTIVALS AROUND THE WORLD feedback.
Period: Lesson 2: A closer look 1  Teacher leads students into the lesson by telling
I. OBJECTIVES: them that “In today lesson, we are going to learn
By the end of this lesson, Ss will be able to gain: more words to describes festivals and pronounce
1. Knowledge: two-syllable words with correct stress.
- Vocabulary: types of festivals and festival activities.
- Pronunciation: pronounce two-syllable words with correct stress. Activity 2: Presentation (7’)
2. Core competence (Vocab-pre-teach)
- Develop communication skills and creativity * Aim: To teach students some vocabularies related the topic in the lesson.
- Be collaborative and supportive in pairwork and teamwork * Content: Some vocabularies to describe fesstivals.
- Actively join in class activities * Products: Read and understand the meaning of vocab.
3. Personal qualities * Organization of implementation:
- Develop self-study skills Teacher’s and Ss’activities Content
- To teach Ss to work hard and love festivals around the world. the responsibility for community Vocabulary: * Vocabulary
to protect our country’s Festivals. 1. Cannes Film Festival
II. MATERIALS * Teacher introduces the vocabulary. 2. Mid-Autumn Festival
- Grade 7 textbook, Unit 9, A closer look 1 3. Thanksgiving (n)
** Teacher introduces the vocabulary by:
- Computer connected to the internet 4. Easter (n)
- Projector/ TV/ pictures - providing the pictures 5. carve (v)
- sachmem.vn - providing the definition/example of the words. 6. perform (v)
III. PROCEDURES : *** Teacher asks students to repeat.
* Aim: To activate students’ prior knowledge and vocabulary related to the topic, the targeted **** Teacher rubs out and checks. * Checking vocab: < Rub out and remmember>
vocabulary and its pronunciation.
* Content: Name the pictures Activity 3: Practice (12’)
* Products: Students write correct words on the board. Task 1
* Organization of implementation: * Aims: To present some types of festivals
Teacher’s and Ss’activities Content * Content: Write under each picture a festival name from the box
* Teacher divides the class into 2 teams. Each Game: Hot seat. * Products: Students write the correct words on the board.
team will send a leader to play the game on the * Organization of implementation:
board. Teacher’s and Ss’activities Content
* Teacher has students to look at the pictures Task 1: Write under each picture a festival name **** Teacher invites some pairs to share their 4. Cannes Film Festival
and asks them if they know the names of the from the box (p.94). answers and gives feedback. 5. Mid-Autumn Festival
festivals. 6. turkey
Answer key: Activity 4: PRONUNCIATION (5’)
** Teacher gets students to do the exercise in
individuals. 1. Halloween * Aims: To help Ss identify how to pronounce two-syllable words with correct stress.
2. Christmas * Content: * Pronunciation: Stress in two-syllable words
*** Ask them to share their answers in pairs 3. Mid-Autumn Festival * Products: Ss understand and know how to pronounce two-syllable words with correct stress.
before checking the answers as a class. 4. Cannes Film Festival * Organization of implementation:
5. Easter Teacher’s and Ss’activities Content
**** Teacher then encourages students to 6. Thanksgiving
explain their answers. Correct if necessary. * Pronunciation: Stress in two-syllable words
* Teacher helps Ss to understand what a syllable
is.
Task 2 ** Explain to them that a syllable is a unit of
* Aims: To present some festival activities. pronunciation having one vowel sound, with or
* Content: Complete the table with the activites and the food related to four festivals. without surrounding consonants, forming the
* Products: Ss complete the table exactly. (Group board) whole part of a word.
Teacher’s and Ss’activities Content *** Give some examples of one-, two- and
* Teacher tells Ss that people celebrate Task 2: Complete the table below with the three-syllable words.
festivals with different food and activities. phrases from the box (p.94). **** Tell them that in this lesson, they just
** Teacher asks them to do the task focus on two-syllable words and their common
individually. stress pattern. Have Ss name some more two-
syllable words.
*** Teacher asks students to share their
answers in pairs before checking the answers Practice (8’)
as a class. Task 4
**** Teacher then encourages students to * Aims: -To help Ss practise pronouncing these words with correct stress.
explain their answers. Correct if necessary. * Content: Listen and repeat. Then underline the stressed syllable in each word
* Products: Ss write the words in the correct column on the board. ( posters)
* Aims: To give Ss further practice with words related to festivals and festivals activities. * Have some Ss read out the words in the table Task 4: Listen and repeat. Then underline the
* Content: Write the words and phrases under the correct pictures. in the Student's Book first. Then play the stressed syllable in each word. (p.94).
* Products: Ss write the words and phrases under the correct pictures. recording for them to listen and repeat the words
they hear.
Task 3:T-Ss, Ss-Ss Task 3: Fill in each blank with a word or phrase ** Play the recording again for them to
* Teacher asks Ss to work in pairs to complete from the box (p.94). underline the stressed syllable in each word.
the sentences with the words/ phrases given.
* Answer key: ***Invite Ss to share their answers. Write the
** Ss work in pairs. correct answers on the board.
1. Christmas
*** Teacher allows students to cross check 2. painting eggs
first. 3. candy apples
****Ask Ss if they recognise any rules related - Teacher asks students to talk about what they - Vocab about some words to describe festivals
to stress in two-syllable words. Share with them have learnt in the lesson - how to pronounce two-syllable words with correct
the most common rules: stress in sentence.
* Homework (2’)
Task 5 * Aim: To review the lesson and prepare for the next lesson.
* Aims: To help Ss pronounce two-syllable words with correct stress in sentence. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
* Content: Listen and repeat the sentences. Underline the stressed syllables in the bold words. * Products: Students’ textbooks and workbooks
* Products: Students read the sentences in front of the class. * Organization of implementation:
* Teacher has Ss read quickly the sentences Task 5: Listen and repeat the sentences. - T reminds Ss to do homework and prepare - Learn by heart all the new words.
and plays the recording. Ask them to pay Underline the stressed syllables in the bold words the new lesson. - Do Exercise in the workbook.
attention to the bold words and underline the - Prepare lesson 3 ( A closer look 2)..
stressed syllables. * Evaluation:
** Students practice in pairs or in groups. 1.We're going to attend an Easter party at Nick's ………………………………………………………………………………………………………
house. ……………………………………………………………………………………………………..
*** Teacher goes around to offer help or 2.The dancers will perform traditional dances at the
correct pronunciation, if necessary. festival.
3.At Christmas, people usually buy presents for
**** Teacher calls some students to say the their family.
sentences in front of the class. Check their 4.Did you go to the Da Lat Flower Festival with
pronunciation if necessary. your parents?
5. My aunt is clever and patient.
* Aim: To test students' quick reaction to the targeted sounds. Date of planning : …/… / 2023
* Content: * Game: “Up and down” Date of teaching : …/… / 2023
* Products: Students play in groups actively.
* Organization of implementation: Week : UNIT 9: FESTIVALS AROUND THE WORLD
Teacher’s and Ss’ activities Content Period : Lesson 3: A closer look 2
I. OBJECTIVES:
*Teacher explains the rules: * Game: “Up and down” By the end of this lesson, Ss will be able to:
1. Knowledge:
** Students play the game in teams. Teacher says 1-15 words containing two-syllable - Practice Yes/No questions
words. Students stand up for the ones with first main 2. Core competence:
*** Teacher helps students in the game. stress pattern, sit down for the second main stress - Develop communication skills and creativity
**** Teacher gives feedback. pattern. - Be collaborative and supportive in pair work and teamwork
* Consolidation(2’) - Actively join in class activities
* Aim: To consolidate what students have learnt in the lesson. 3. Personal qualities
* Content: Vocab about some words to describe festivals and how to pronounce two-syllable words - Develop self-study skills
with correct stress in sentence. II. MATERIALS
* Products: Say aloud some words they remember from the lesson. - Grade 7 textbook, Unit 9, A closer look 2
* Organization of implementation: - Computer connected to the internet
Teacher’s and Ss’ activities - Projector/ TV/ pictures and cards
Content
- sachmem.vn
Activity 1: Warm-up (5’) Activity 3: Practice (15’)
* Aim: To activate students’ prior knowledge and to increase students’ interest. Task 1 + Task 2
- To introduce the targeted grammar: Yes/No questions. * Aims: To check students’ understanding of the Yes/No questions.
* Content: Game: Sentence puzzling To help Ss practise making Yes/No questions
* Products: Ss arrange the word cards to make meaningful sentences. * Content: - Fill in each blank with a correct auxiliary verb or modal verb.
* Organization of implementation: - Change the sentences into Yes/No questions.
Teacher’s and Ss’activities Content * Products: Ss write the correct answers on the board.
* Warm up (group work) Game: Sentence puzzling * Organization of implementation:
* Teacher divides the class into 4 groups. Set 1: Task 1: Task 1: Fill in each blank with a correct
- Teacher delivers different sets of word cards to Are you eating moon cakes? auxiliary verb or modal verb (p.95).
* Teacher has students work individually.
each group. ** Students work individually to complete the * Answer key:
- Each group has to arrange the word cards to Set 2:
sentences.
make meaningful sentences. Did they eat moon cakes at the festival last *** Teacher lets students work in pairs and 1. Do
- 1 point for each correct answer. year? exchange the answers before checking with
** Students play the game in groups. 2. Did
the whole class (explain each sentence if
Set 3: necessary). 3. Are
*** Teacher and students discuss the answers.
Can he eat all these moon cakes? **** Teacher confirms the answers and gives
**** Teacher confirms the answers and gives feedback. 4. Can
feedback. Set 4: Task 2: 5. Does
Lead in : Does she go to school today? * Teacher has students work individually. Task 2: Change the sentences into Yes/No
- Teacher introduces the target of the lesson: ** Students work individually to complete the questions.
Yes/No questions. sentences. * Answer key:
1. Can your mother make a costume for you?
-Teacher says: “Today we are going to practice *** Teacher lets students work in pairs and 2. Will she bake a birthday cake for him?
about Yes/No questions. exchange the answers before checking with 3. Are the dragon dances interesting?
the whole class (explain each sentence if 4. Does the Rio Carnival take place every year in
Activity 2: Presentation (8’) necessary). Brazil?
* Aim: To have students get to know about the Yes/No questions. 5. Did they see a fireworks display on New
* Content: Present the target of the lesson: Yes/No questions. **** Teacher confirms the answers and gives Year’s Eve?
* Products: Understand and how to make the Yes/No questions. feedback.
Teacher’s and Ss’activities Content Task 3+ Task 4
* Teacher asks students to study the Grammar * Pre - Grammar * Aims: - To give further practice with Yes/No questions.
box. * Content: Match the questions with their answers .
Teacher draw students’ attention to the use * Products: Ss write the correct answers on the board.
and how to form a Yes/No question with an Yes/No questions * Organization of implementation
auxiliary verb or with a modal verb. We use put the auxiliary verb or modal verb Teacher’s and Ss’activities Content
** Teacher then asks some more able students before the subject. Task 3 Task 3: Match the questions in column A with
to give some more examples. Examples: * Teacher asks students to read the instruction. their answers in column B (p.95).
*** Teacher and students discuss the answers. Are you tired? ** Teacher asks students to do the exercise 1-c
**** Teacher confirms the answers and gives Did you get many Christmas presents? individually and match the questions in 2-a
feedback. Can you eat all the cakes?
column A with the answers in column B. 3-e
4-b
*** Teacher then has them work in pairs, 5-d **** Teacher asks some groups to perform in B: Yes, it is.
comparing their sentences. Teacher can go front of the class, confirms the answers and
around to help students. Task 4: Mark is talking to Trang about the gives feedback.
Mid-autumn Festival. Fill in the blanks with
**** Teacher confirms the answers and gives Trang’s answers below. Activity 5: Consolidation (3’)
feedback.
Game: Who is faster? * Aim: To consolidate what students have learnt in the lesson.
Task 4: * Content: Summarize the main content in the lesson.
* Products: Ss say what students have learnt in the lesson.
* Teacher divides the class into 2 teams. Each * Organization of implementation:
team will send a leader to play the game on
the board. Teacher’s and Ss’activities Content
Teacher explains the instructions of the game: Teacher asks students to talk about what they * Grammar:
Teacher gives each team a set of cards with have learnt in the lesson.
Yes/No questions
phrases from the box.
The two leaders of the teams come to the * Homework (2’)
board and pin the cards under the correct * Aim: To revise the knowledge that students have gained in this lesson and prepare the new
number. lesson
Who can finish faster with the correct answer * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
will be the winner. * Products: Students’ textbook and workbook
** Students play the games in team mode. * Organization of implementation:
*** Teacher has students to write down the Teacher’s and Ss’ activities Content
correct answer.
**** Teacher confirms the answers and gives - T reminds Ss to do homework and prepare - Do exercises in the workbook.
feedback. Teacher can ask for translation to the new lesson.
- Prepare lesson 4 ( Communication)
check their understanding.
Activity 4: Production (5’) *- Evaluation:
Task 5: ………………………………………………………………………………………………………
* Aims: To help Ss practise producing Yes/No questions. ……………………………………………………………………………………………………
* Content: Game. Festival mystery. thinks of a festival he/she likes and use the Yes/No questions
ask to find out what the festival is
* Products: Ss perform in front of the class,
* Teacher has students work in groups. Task 5: Game. Festival mystery. Work in
groups. One student thinks of a festival he/she
** One student thinks of a festival that he/she likes. Other students ask Yes/No questions to Date of teaching : …/… / 2023
likes. Other students ask Yes/No questions to Week : UNIT 9: FESTIVALS AROUND THE WORLD
find out what the festival is
find out what the festival is. Period : Lesson 4 : Communication
* Example: I. OBJECTIVES:
The group leader keeps a record of the group’s By the end of this lesson, Ss will be able to:
performance. A: Do many countries celebrate the festival? - Express disappointment
B: Yes, they do. - Understand the concept of festival symbols and their meanings
*** Teacher move around to observe and pays A: Do children like the festival?
- Talk about the concept of festival symbols and their meanings
attention to Ss’ yes/no questions. B: Do they paint eggs? 1. Knowledge:
A: Yes, they do. a. Vocabulary: revise vocabulary on types of festivals and festival activities
C: Is it Easter? b. Grammar: structures to express disappointment
2. Core competence: *** Teacher and students discuss the form of * Other expressions:
- Develop communication skills and creativity ways to express disappointment, and give + That’s too bad!
- Be collaborative and supportive in pair work and teamwork some other expressions. + What a disaster!
- Actively join in class activities + That’s so disappointing!
3. Personal qualities **** Teacher confirms the answers and gives
- Develop self-study skills feedback
II. MATERIALS
1. Textbooks, plan Activity 3: Practice (25’)
2. Equipment: computer accessed to the Internet, smart TV, loudspeaker
Task 2
3. sachmem.vn
* Aims: To help students practise the ways to express disappointment.
* Content: Make a similar conversation for each situation .
Activity 1: Warm-up (5’) * Products: Ss role play in front of the class.
* Aim: To activate students’ knowledge and interest. * Organization of implementation:
* Content: Game: pelmanism ( match the picture with the name of the fesstivals) Teacher’s and Ss’activities Content
* Products: The group with more correct answers is the winner. Task 2 Task 2: Work in groups. Make a similar
* Organization of implementation: conversation for each situation below.
Teacher’s and Ss’activities Content * Teacher has students work in groups to discuss
* Teacher divides the class into 2 teams. * Game: Pelmanism: Name the festivals and make similar conversation for each situation. * Situation 1:
Teacher shows pictures of some festivals on - A: How was the film festival last Sunday?
** Students work in groups to discuss. - B: It was disappointing!
the slides.
*** Teacher then asks students to exchange their - A: Why?
** Ss give the correct names of the festivals as answer among class. - B: There were not many films I liked.
fast as possible. The one with more correct
answers is the winner. **** Teacher moves around to observe, provides
help and gives feedback.
*** Students work in team mode
Task 3
**** Teacher checks and gives feedback. * Aims: To help Ss understand the concept of festival symbols.
To provide Ss with some Christmas symbols and their meanings.
Activity 2: Presentation (10’) * Content: Listen to Mark talking about festival symbols. Fill in each blank with ONE word.
* EVERYDAY ENGLISH - Expressing disappointment. * Products: Ss write the correct answers on the board.
* Aim: To help students get to know the ways to express disappointment. Teacher’s and Ss’activities Content
* Content: Listen and read the conversation. Pay attention to the highlighted sentences. Task 3: Task 3: Listen to Mark talking about festival
* Products: Ss understand and know how to express disappointment * Teacher asks Ss what they think of when they symbols. Fill in each blank with ONE word.
* Organization of implementation: talk about Christmas, i.e. Christmas symbols.
Teacher’s and Ss’activities Content Elicit answers from students. * Answer key:
Task 1 Task 1: Listen and read the conversation. Pay
Have Ss read the sentences given. Ask them to 1. think
attention to the highlighted sentences.
* Teacher lets students listen to the examples predict what word to use to fill in each blank. 2. meaning
in Ex. 1 in the book. Write their answers on the board.
3. life
** Teacher draws their attention to the form of ** Students work individually. Then listen to the
ways to express disappointment. recording and check the answers. 4. happiness
A lot of festivals have their own symbols. A
festival symbol is an image we use or think of
*** Teacher invites some Ss to share their when we celebrate a festival. It usually has a - express disappointment
answers. special meaning. For example, when we talk * Homework (2’)
about Christmas, we think of the Christmas tree. * Aim: To revise what they have learnt and prepare for the next lesson Skills 1.
**** Teacher gives feedback and correction (if It's the symbol of a long life. We can also think of * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook.
needed) Santa Claus. He's the symbol of joy and * Products: Students’ textbook and workbook.
happiness. * Organization of implementation:
Task 4
* Aims: To help Ss understand the symbols and meanings of other festivals. - T reminds Ss to do homework and prepare the - Do EX in the workbook.
* Content: Match each festival with its symbol and meaning. new lesson.
* Products: Students give their answers exactly. - Prepare lesson 5 ( skills 1)
*- Evaluation:
………………………………………………………………………………………………………
Task 4 Task 4: Work in pairs. Match each festival
………………………………………………………………………………………………………
* Teacher introduces some new words if with its symbol and meaning.
necessary (prosperity, reunion).
* Answer key: Date of teaching : …/… / 2023
** Ss works in pairs to finish the task.
*** Teacher allows student to cross check first. 1. C-b Week : UNIT 9: FESTIVALS AROUND THE WORLD
**** Teacher confirms the answers and gives Period : Lesson 5 : Skills 1
feedback 2. A-c I. OBJECTIVES: By the end of the lesson, students will be able to:
3. D-a
1. Knowledge:
4. B-d - Develop reading skill about an unusual festival
- Develop speaking skill: talking about a festival they enjoy
Activity 4: Production (5’) 2. Core competence:
* Aims: To let students practise talking about festival symbols and their meanings. - Develop communication skills and creativity
* Content: Choose a festival and talk about its symbol(s) and meaning. - Be collaborative and supportive in pair work and teamwork
* Products: Some Ss choose a festival and talk about its symbols and meanings. - Develop presentation skill
* Organization of implementation: - Actively join in class activities
Teacher’s and Ss’activities Content 3. Personal qualities
Task 5 Task 5: Work in groups. Choose a festival - Develop self-study skills
* Teacher lets students group up and spend 5 and talk about its symbol(s) and meaning. II. MATERIALS
minutes on taking notes of a festival. Example: - Grade 7 textbook, Unit 9, Skills 1
** Students work in groups. - When we talk about Christmas, we think of the - Computer connected to the internet
*** All group members choose a festival and talk Christmas tree. It is the symbol of a long life. - Projector/ TV/ pictures and cards
about its symbols and meanings. - When we talk about Tet holiday, we often think - sachmem.vn
**** Teacher moves around to observe and offers of peach blossoms, apricot blossoms and III. PROCEDURES : (STAGES)
help if needed. kumquat trees. Activity 1: Warm-up (5’)
Activity 5: Consolidation (3’) * Aim: To introduce the topic of reading; To enhance students’ skills of cooperating with team
* Aims: To consolidate what students have learnt in the lesson. mates.
* Content: Summarize the main content in the lesson. * Content: Look at the symbols and then write the names of the festivals
* Products: Students say what they have learnt in the lesson. * Products: The team with more correct answers will be the winner.
Teacher asks students to talk about what they - use lexical items related to festival activities * Teacher divides the class into 2 teams. Game: Who is faster?
have learnt in the lesson. and festival symbols
-Each team has to run in a relay to the board to ** Teacher asks students to get the meaning in 2. feature (v)
write the correct types of festivals and their context and try to make up sentences with of
symbols and meaning under the posters. the following words: 3. performance (n)
-The team with more correct answers will be *** Teacher and students discuss the answers. Now quickly read the email below and check
the winner. your answers.
**** Teacher confirms student’s answers and
** Students play the game in team mode. checks their pronunciation and gives feedback. Answer key:
*** Teacher and students discuss the answers. Task 2: Pictures 1 + 3: Twins Day Festival
**** Teacher confirms the answers and gives * Teacher tells Ss what they are going to do.
feedback. Ask Ss how to do the exercise and elicits Task 2: Match each word from the email in 1
answers from Ss. with its meaning (p.98)
Activity 2: READING (15’)
* Pre -reading If needed, tell them that to do the exercise they
Task 1 can follow these steps:
* Aim: To activate Ss' knowledge of the topic of the reading text.
* Content: Ss discuss what/who they see in the pictures and answer the questions. + Read the words in the left column
* Products: Students give the answers correctly. + Locate each word in the text
Teacher’s and Ss’activities Content + Read around the word to get the general
Task 1 Task 1: Work in pairs. Look at the pictures. meaning
Which events do you think happen at the Twins
* Teacher has students work in pairs, look at + Read the definitions in the right column, find
Day Festival? (p.97)
the pictures in the book. Ask Ss to discuss the suitable meaning to match each word.
what/who they see in the pictures and answer
Ask Ss to repeat the steps (they can speak in
the questions.
Vietnamese).
** Students works in pairs.
** Students read the text and do the task in
*** Teacher and students discuss the questions individuals.
and answers.
*** Teacher allows students to share their
**** Teacher accepts all students’ questions. answers before discussing as a class and
encourages them to give evidence.
* While -reading **** Teacher calls some students to give the
Task 2 answer, explain which sentence give them the
* Aims: To provide students with some lexical items before reading the text. information.
To develop the skill of guessing the meanings of new words in context.
* Content: Learn some vocab related the topic. Task 3
* Products: Read and understand the meaning of words.
* Aims: To develop reading skill for general and specific information.
* Content: Read the email again. Complete each sentence with no more than TWO words.
Teacher’s and Ss’activities Content * Products: Ss play in groups actively and complete each sentence exactly.
Checking the meaning of words VOCABULARY * Organization of implementation :
* Teacher introduces the vocabulary. 1. join (v) Teacher’s and Ss’activities Content
Task 3 Task 3: Read the email again. Complete each Task 5
sentence with no more than TWO words
* Teacher can set a longer time limit for (p.98). * Aims: To help students form the ideas for their speaking
students to read the text again and complete the * Content: To give Ss practice in asking and answering about a festival Ss attended.
sentences. Game: Lucky number * Products: Students discuss in groups positively
Briefly tell them the steps: read the sentences – * Answer key: Teacher’s and Ss’activities Content
underline key words – locate the key words in Task 5 Task 5: Work in pairs. Ask and answer about a
the text – find the words to complete the 1. first weekend
festival you and your friend joined, using the
sentences. 2. countries * Teacher has students to work in pairs, ask questions in 4 as cues. Tell the class about the
and answer about a festival they attended. festival your partner joined.
** Teacher asks students to work in individuals 3. walked together
and find the answer. ** Students work in pairs to do the task. * Example:
4. performance
*** Teacher allows students to share their *** Teacher goes around to help students.
answers before discussing as a class and 5. Fun Run
encourages them to give evidence. **** After finishing, teacher can call some
6. exciting pairs to give presentations in front of the class.
**** Teacher calls a student to write his/her
answer on the board, then check sentence by
sentence with class.
Activity 3: SPEAKING (10’)
* Pre-Speaking Activity 4: Post – Reading and Speaking (3’)
Task 4 * Aims: To help students improve next time; To help some students enhance presentation skill
* Aims: To help students identify how to ask and answer about a festival they attended. * Content: Share the information with the whole class.
* Content: Match the questions and answer about a festival someone joined. * Products: Students present in front of the class fluently.
* Products: Students’ correct answers. * Organization of implementation:
* Organization of implementation: Teacher’s and Ss’activities Content
* Teacher allows students to give comments * Example:
Teacher’s and Ss’activities Content for their friends and vote for the most
Task 4 Task 4: Match the questions and answer about interesting dialogue.
a festival someone joined (p.98).
* Teacher tells Ss they are going to ask and ** Students give comments for their friends
answer about a festival they attended and that and vote for the most interesting dialogue.
this activity can serve as a model for them to
follow in the writing task. Answer key: *** Teacher and students discuss.
** Teacher asks students to work individually 1. d **** Teacher gives feed-back and comments.
and then check in pairs. 2. b Activity 5: Consolidation
*** Teacher can go around to help weaker 3. e * Aims: To consolidate what students have learnt in the lesson.
students.
* Content: Ss summarize what they have learnt with the two skills.
4. c
**** Teacher call on some pairs to give the * Products: Students say what they have learnt with the two skills in front of the class.
answers and check as the whole class. 5. a * Organization of implementation:
* While-Speaking
- Teacher asks students to talk about what they - some vocab * Organization of implementation:
have learnt in the lesson. Teacher’s and Ss’activities Content
- Talk about a a festival you and your friend GAME: * Game: Bingo!
joined. * Teacher tells the rules of the game:
* Homework (2’) Each student gets a piece of paper, draws a
table with 3 rows and 3 columns, then fill in
* Aim: To revise the knowledge that students have gained in this lesson. the table with names of some festivals
* Content: Review the lesson and prepare for the next lesson . randomly.
* Products: Students’ textbook and workbook Teacher calls out the names of some festivals.
* Organization of implementation: Each time the teacher calls out a word, the
- Teacher asks students to prepare the new - learn by heart vocab. students search for the right square on their
lesson paper and mark.
- Prepare for the next lesson: Unit 9-Skills 2. The student who has 3 words highlighted in a
*- Evaluation: row yells “Bingo” and wins.
……………………………………………………………………………………………………… ** Students play the game in individuals
…………………………………………………………………………………………………….. *** Teacher and students discuss the answers.
feedback.
Date of planning : …/… / 2023 Activity 2: LISTENING
Date of teaching : …/… / 2023 *Pre-Listening (5’)
Task 1
Week : UNIT 9: FESTIVALS AROUND THE WORLD * Aim: To prepare Ss for the listening text.
Period : Lesson 6: Skills 2 * Content: Look at the animal. Discuss the questions with a partner.
I. OBJECTIVES: * Products: Students discuss and give their answers.
By the end of this lesson, Ss will be able to gain: * Organization of implementation:
- Listen for special information about a festival Teacher’s and Ss’activities Content
- Write an email to describe a festival Task 1 Task 1: Look at the animal. Discuss the
1. Knowledge: questions with a partner.
a. Vocabulary: types of festivals, festival activities * Teacher asks students to work in pairs,
b. Grammar: review read the questions and answer.
2. Core competence: 1. What is it?
- Develop communication skills and creativity ** Students quickly discuss with a partner.
2. What festival is it a part of?
- Be collaborative and supportive in pair work and teamwork *** Teacher allows Ss to cross check.
3. Personal qualities **** Teacher calls some Ss to give their
- Develop self-study skills answer on the board and elicits their
II. MATERIALS answers.
1. Textbooks, plan
2. Equipment: computer accessed to the Internet, projector, loudspeaker * While -listening ( 10’)
3. sachmem.vn Task 2
III. PROCEDURES : (STAGES) * Aims: To help Ss check their answer in Task 1.
Activity 1: Warm –up (5’) * Content: Listen to Mark talking about how his family celebrates a festival. Check your
* Aim: -To create an active atmosphere in the class before the lesson; answers.
-To lead into the new lesson. * Products: Students listen and check their answers.
* Content: * Game: Bingo! - the names of some festivals * Organization of implementation:
* Products: The student who has 3 words highlighted in a row yells “Bingo” and wins. Teacher’s and Ss’activities Content
Task 2 Task 2: Listen to Mark talking about how * Content: Think about a festival that your family usually celebrates. Fill in the blanks
his family celebrates a festival. Check your with your answers
* Teacher tells Ss what they are going to answers. * Products: Ss complete the mind map on the group board.
listen to and plays the recording. * Organization of implementation:
** Students listen and check their answers. Teacher’s and Ss’activities Content
* Answer key: Task 4 Task 4: Think about a festival that your
*** Teacher allows students to peer check 1. A turkey family usually celebrates. Fill in the blanks
first. * Teacher asks students to work with your answers.
2. Thanksgiving individually to complete the mind map.
**** Teacher confirms the answers and
gives feedback. ** Students in individuals and decide on
their festival.
Task 3
* Aims: To help students develop listening skill for specific information (gap-filling). *** Teacher goes around and helps if
* Content: Listening again and decide whether the following statements are true or false. needed.
* Products: Students give the answers to the class and correct the mistakes **** Teacher calls some Ss to give their
* Organization of implementation: answer (if time allows) and gives feedback.
Task 3 Task 3: Listening again and decide whether
* Teacher asks students to read through the the following statements are true or false. * While-Writing (5’)
statements, have a guess before they listen Task 5
to the recording the second time and write * Answer key: * Aim: To practise how to write a paragraph about a festival
their guesses on the board. 1. F 2. F 3. T 4. F 5. T * Content: Write an email of about 70 words to tell Mark about the festival.
6. T * Products: Students’ writing and cross check. (individual work)
** Teacher plays the recording again. Ask * Organization of implementation:
students to listen and choose the correct Audio Script: Teacher’s and Ss’activities Content
answer. Task 5 Task 5: Write an email of about 70 words to
Hello everyone. I’m Mark. Today I’m going to talk tell Mark about the festival. Use the notes in 4.
*** Teacher lets students peer-check with a about Thanksgiving, or Turkey Day. It’s a * Teacher shows a model of a short
partner. national holiday. People from Canada and the paragraph about a festival (T may use the Dear Mark,
**** Teacher calls some students to give USA celebrate it every year to be thankful for audio script or reading passage-page 97). How are you? I’m going to tell you about Mid
the answers to the class and correct the successful harvests. In the USA, we celebrate it on Then recalls students’ knowledge on the Autumn Festival. It takes place in the middle of
mistakes where necessary, encourages the fourth Thursday of November. We usually structure of an email. the eighth lunar month. My family and I often eat
students to correct the false statements. prepare a feast for family and friends. Both adults moon cakes, autumn fruits and watch lion
and children take part in the food preparation. ** T has Ss write their email in individuals
dances. I like the festival very much because it
Some of the traditional foods are turkey, sweet based on the information in 4.
was funny and meaningful.
potatoes, and cornbread. After the meal, we play *** Teacher allows students to cross check I hope one day you can join the festival with us.
board games together. My family usually takes first. Cheers,
this opportunity to help others. My parents
volunteer to cook and serve food to homeless **** Teacher gives feedback.
people. My sister and I read books to old people Activity 4: Post-Writing (2’)
in a nursing home near our house. * Aim: To peer check, cross check and final check students’ writing
* Content: Cross check students’ writing
Activity 3: WRITING * Products: Students’ writing on the posters.
* Pre-Writing (5’) * Organization of implementation:
Task 4 Teacher’s and Ss’activities Content
* Aims: To brainstorm ideas and make an outline for Ss’ writing.
* Teacher asks students read their Task 6:
“production”.
** Students listen to each other’s work. Class gallery
*** Students then give comments to each  Giving peer-reflection & evaluation
other.
**** Teacher then gives feedback as a class
discussion.
Activity 5:Consolidation (2’) Date of planning : …/… / 2022
* Aim: To consolidate what students have learnt in the lesson. Date of teaching : …/… / 2022
* Content: summarize the content of the lesson.
* Products: A student says what she/ he has learnt in the lesson. Week : UNIT 9: FESTIVALS AROUND THE WORLD
* Organization of implementation: Period : Lesson 7: Looking back and project
I. OBJECTIVES:
Teacher’s and Ss’ activities Content By the end of this lesson, Ss will be able to gain:
1. Knowledge
- Teacher asks students to talk about what - listen for special information about a festival Review the vocabulary and grammar of Unit 9
they have learnt in the lesson. - write an email to describe a festival. Apply what they have learnt (vocabulary and grammar) into practice through a project
2. Core competence
* Homework (1’) - Develop communication skills and creativity
* Aim: To revise the knowledge that students have gained in this lesson. - Develop presentation skill
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook - Develop critical thinking skill
* Products: Students’ textbook and workbook - Be collaborative and supportive in pair work and team work
* Organization of implementation - Actively join in class activities
Teacher’s and Ss’ activities Content 3. Personal qualities
- Be more creative when doing the project
- Teacher asks students to rewrite their - Rewrite the writing in the notebook.
writing in their books. - Prepare “ Looking back and project” II. MATERIALS
- Teacher asks students to prepare the new - Grade 7 textbook, Unit 9, Looking back & Project
lesson. - Computer connected to the internet, Pictures, A0 paper
*- Evaluation: - Projector/ TV
……………………………………………………………………………………………………… - sachmem.vn
……………………………………………………………………………………………. III. PROCEDURES : (STAGES)
* Aim: - To revise the vocabulary related to the topic and lead in the next part of the lesson.
* Content: Write the names of the festivals
* Products: The group having more correct answers is the winner.(posters).
Warm up
* Teacher divides the board, and divides the
class into 2 teams.
** Members of each team take turns and write * Organization of implementation:
as many types of festivals as possible in 2 Teacher’s and Ss’activities Content
minutes. Task 3 Task 3: Choose the correct question A or B
(p.100).
*** Students cross check their answers first. * Teacher encourages students to complete
the task individually. * Answer key:
feedback. The group having more correct ** Students do the task individually. 1. A
answers is the winner.
*** Students exchange their textbooks with 2. B
their partners.
3. A
Activity 2 : VOCABULARY (12’) **** Teacher calls some Ss to read aloud
Task 1 + Task 2 their answers and gives feedback. 4. B
* Aim: To help students revise vocabulary items they have learnt in the Unit. 5. B
* Content: Circle the correct words or phrases in brackets.
Complete each sentence by filling in the blank with a word or phrase in the box. Task 4
* Products: Students say the correct key aloud ( individual work). * Teacher encourages students to complete
* Organization of implementation: the task individually. Task 4: Answer the following questions
Teacher’s and Ss’activities Content about yourself.
Task 1 Task 1: Circle the correct words or phrases in ** Students do the task individually.
* Teacher encourages students to complete brackets. 1. Are you interested in festivals?
the task individually. *** Students share their answer in groups of 2. Do you eat banh chung at Tet?
** Students do the task individually. * Answer key: 3 of 4. 3. Can you cook any traditional food?
*** Students exchange their textbooks with 1. fireworks 4. Did you see a fireworks display last year?
2. Cannes Film Festival **** Teacher calls some Ss to read aloud 5. Does your family gather together at Tet?
their partners. their answers and gives feedback
**** Teacher gives feedback as a class 3. painting
discussion. 4. candy apples Activity 4: PROJECT (10’)
5. Thanksgiving * Aim: To allow students to apply what they have learnt (vocabulary and grammar) into
Task 2 practice through a project.
* Teacher encourages students to complete Task 2: Complete each sentence by filling in * Content: Make a project : A NEW FESTIVAL
the task individually. the blank with a word or phrase in the box * Products: Students’ project on the posters.
(p.100). * Organization of implementation:
** Students do the task individually. * Answer key: Teacher’s and Ss’activities Content
*** Students exchange their textbooks with 1. lion dances * Posters exhibition: A NEW FESTIVAL
their partners. 2. floats * Teacher has students work in groups and 1. Choose one of your favourite festivals and
**** Teacher gives feedback as a class 3. costumes gives instructions to students as follow: design a poster for it, including:
discussion. 4. Bunny
5. gathering – name of the festival
Activity 3: GRAMMAR (13’) * Students do the project in groups. – the time/ place it takes place
Task 3 + Task 4
*** Students vote for the best poster. – its meanings
* Aims: To help students revise Yes/No questions.
* Content: Choose the correct question A or B ; Answer the following questions about **** Teacher gives feedback. – its activities
yourself. – pictures or photos to illustrate the festival
* Products: Ss read aloud their answers.
2. Organise them into an exhibition.
3. Vote for the best poster.
* Content: Summarize the content of the lesson.
* Products: A student says the lesson’s content aloud.
- Teacher asks students to talk about what - revise vocabulary and grammar in unit 9
they have learnt in the lesson. - make Project: A new festival
* Homework (2’)
* Aim: To revise the knowledge that students have gained in Unit 9 and To prepare for the
next lesson
- Teacher asks students to revise old lesson - Complete the project
and to do exercise in workbook.
- Teacher asks students to complete the - Prepare for the next lesson: Review 3.
*- Evaluation:
………………………………………………………………………………………………………
…………………………………………………………………………………………….
Date of planning : …/… / 2023 * Aim: To introduce new vocabulary
Date of teaching : …/… / 2023 * Content: Learn some vocabularies related to the topic.
Week: Unit 10: Energy source * Products: Students read and understand the meaning of vocab.
Period: Lesson 1: Getting started – Types of energy sources * Organization of implementation:
By the end of this lesson, Ss will be able to gain: * Pre teach vocabulary * Vocabulary
1. Knowledge * Teacher introduces the vocabulary by: 1. energy source (n.phr) /ˈenədʒi sɔːs/: nguồn
- An overview about the topic energy sources + Providing the synonym or antonym of the năng lượng
- Vocabulary to talk about types of different energy sources. words. 2. coal (n) /kəʊl/: than
2. Core competence + Providing the pictures of the words. 3. renewable (a) /rɪˈnjuːəbl/: có thể tái tạo
- Develop communication skills and cultural awareness + Providing the definition of the words. 4. run out (phr v) /rʌn aʊt/: cạn kiệt
- Be collaborative and supportive in pair work and teamwork ** Ss say the words. 5. replace (v) / rɪˈpleɪs/: thay thế
- Actively join in class activities *** Teacher shows and says the words aloud and
3. Personal qualities asks Ss to repeat them.
- Ss have the responsibility for themselves, for community and for the country about advantages **** Teacher asks Ss to translate the word into *Checking vocab: < Rub out and
and disadvantages of different sources of energy. Vietnamese remmember>
- Develop awareness of conserving the energy sources - Ss copy all the words
II. MATERIALS
- Grade 7 textbook, Unit 10, Getting started * Checking vocab: < Rub out and remmember>
Lead-in/ pre-read and listen (5’)
- Projector/ TV/ pictures and cards
Task 1
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* Aims: To set the context for the introductory text; To introduce the topic of the unit.
* Content: Listen and read the conversation.
* Activity1: Warm-up (5’) * Products: Students read and understand the meaning of the conversation.
* Aim: To create an active atmosphere in the class before the lesson and To lead in the topic. Students know how to role play.
* Content: Game: Brainstorming ( Write types of energy source) * Organization of implementation:
* Products: Students write words exactly. Teacher’s and Ss’activities Content
* Organization of implementation: Task 1: T-Ss, Ss-Ss Task 1. Listen and read
Teacher’s and Ss’activities Content - Set the context for the listening and reading.
- T has Ss look at the picture and answer some 1. Who are they in the conversation.
Warm up: * Warm up: Game: Brainstorming
questions. 2. What are they talking about?
* T writes the title of the unit Energy source
3. What these pictures are about?
on the board.
Energy source * Suggested answers:
** T divides the class into 2 teams A and B; and
1. They are Lan and her father , Mr Tan
then asks Ss to write types of energy source they
-Teacher plays the recording . 2. They are talking about types of energy source
know
3. These pictures are about coal, water, wind
*** Teacher lets students pass the chalk within - Solar energy
- Students listen and read. energy,….
the team and write things in 2 minutes. - Wind energy
- Teacher checks students’ prediction.
**** The team has more correct words will be the - Nuclear energy
- Teacher calls 2 students to read the
winner. - Water energy
conversation aloud.
- Hidro energy
- Before we start the lesson, let’s get some * Activity 3: Practice (20’)
vocabulary first.
* Activity 2: Presentation (7’)
Pre- teach vocabulary
Task 2 * Have Ss do this exercise individually
* Aims: To help Ss understand the main idea of the conversation. ** Ss share their answers with their partners.
* Content: Read for main ideas and answer the question. *** Teacher nominates Ss to read their answers
* Products: Students say the the answer exactly.
* Organization of implementation: *** T checks and confirms the correct answers.
Task 2 Task 2. Read for main ideas: What are Lan
and her father talking about?
* Have Ss read the options given (A, B, C). * Keys:
A. Energy
** Explain that they focus on the main idea of 1 - d: oil
B. Sources
the conversation (e.g. Energy, Sources and 2 - a: wind energy
C. Energy sources
Energy sources). 3 - b: coal
* Keys : C
***Have Ss read the conversation again and 4 - c: natural gas
circle the correct answer (A, B, or C) Task 5:
individually. * Aims: To introduce some vocabulary items related to renewable and non-renewable sources.
**** Check their answers and explain, if * Content: Complete each of the sentences with the correct word from the conversation
necessary. * Products: Some groups to perform the task in front of the class confidently.
* Aims: To help Ss to read for the specific information about the conversation. Teacher’s and Ss’activities Content
* Content: Read the conversation again and answer the question Task 5 Task 5. Complete each of the sentences with
* Products: Students give their corect answers in front of the class. - Ask Ss to read the sentences and find the words the correct word from the conversation.
* Organization of implementation: to fill in the gaps. If Ss find the task difficult, ask
Teacher’s and Ss’activities Content them to read the conversation again and find 1. Energy is ___________that we use to provide
Task 3 Task 3: Read the conversation again and appropriate information in it. Go around and us with light, heat or electricity.
* Give Ss time to read the questions answer the question offer help, if needed. 2. When energy comes from the__________,
independently and find the information in the 1. What is Lan doing? - Ask them to share their answers in pairs before wind and water, we call it renewable energy.
conversation to answer the questions. 2. What does energy mean? checking as a class. Explain, if necessary. 3. When energy comes from wind, we call it
** Have Ss work in pairs, let them ask and 3. Where does energy come from? - Call on a few pairs to read the complete __________energy.
answer the questions. 4. What are renewable sources? sentences in front of the class. Praise them when 4. We cannot _________ out of renewable
*** Select one or two pairs to ask and answer the * Answers they do the task energy.
questions in front of the class. Praise their correct 1. Lan is doing a project on energy sources. 5. Some types of energy are _________and easy
answers. 2. It’s power that we use to provide us with to use.
****Select a few Ss to tell the main ideas of the light, heat or electricity. * Keys
conversation using the answers to the questions 3. It comes from many different sources like 1. power 2. sun 3. renewable
coal, oil, natural gas, … and renewable sources 4. run 5. cheap
4. Renewable sources are those we can easily * Activity 4: Production (3’)
replace them such as: water, sun,… * Aim: To help Ss practising talking about energy; To practise team working ; To give students
authentic practice in using target language
Task 4 * Content: Group discussion ( the questions about :What is the best source of energy? why?)
* Aims: - To help Ss gain more knowledge about the topic * Products: Ss discuss in groups actively and give the answers correctly.
* Content: Match the words/ phrases in the box with the correct pictures. * Organization of implementation:
* Products: Students discuss in groups and order to make a phrase about a place correctly. Teacher’s and Ss’ activities Content
* Organization of implementation: * Teacher gives Ss clear instructions in order to Group discussion
Teacher’s and Ss’activities Content make sure Ss know what to do
Task 4 Task 4. Match the words/ phrases in the box 1. What is the best source of energy?
with the correct pictures.
- ask students to discuss within their groups to 2. Why do you think it is the best one?
answer the questions:  I think renewable energy( such as the sun,
1. What is the best source of energy? wind, water) is the best because Some types of
2. Why do you think it is the best one? energy are cheap , safe and easy to use.
+ Students discuss with their partners and take
notes
- observer Ss while they are talking, note their
language errors
** Ss do as instructed. Then present what they
have discussed.
**** Teacher gives Ss feedback.
* Activity 5: Consolidation (3’)
* Content: Summarise briefly the main content in the lesson. Date of planning : …/… / 2023
* Products: Say aloud what they remember from the lesson. Date of teaching : …/… / 2023
* Organization of implementation: Week: UNIT 10: Energy source
Teacher’s and Ss’ activities Content Period : Lesson 2: A closer look 1
- Teacher asks students to talk about what they - some new words I. OBJECTIVES:
have learnt in the lesson. - Read and understand content of the By the end of this lesson, Ss will be able to gain:
- Ss work indepently conversation 1. Knowledge
* Homework (2’) - Vocabulary about sources of energy.
* Aim: To revise the lesson and prepare for the next lesson. - Pronunciation: Stress in three-syllable words
* Content: Review the lesson and prepare for the next lesson ( A closer look 1) 2. Core competence
* Products: Students’ textbook and workbook - Develop communication skills and cultural awareness
* Organization of implementation - Be collaborative and supportive in pair work and teamwork
Teacher’s and Ss’ activities Content - Actively join in class activities
- T reminds Ss to do homework and prepare the - Learn by heart all the new words. 3. Personal qualities
new lesson. - Read the dialogue again. - Develop awareness of energy sources and energy saving.
- Prepare lesson 2 ( A closer look 1). II. MATERIALS:
* Evaluation: - Grade 7 textbook, Unit 10, A closer look 1.
……………………………………………………………………………………………………… - Computer connected to the internet
………………………………………………………………………………………… - Projector/ TV/ small boards, markers.
- sachmem.vn
* Activity 1: Warm-up (5’)
* Aim: To create an active atmosphere in the class before the lesson and To lead in the topic.
* Content: Game - Do the crosswords
* Products: Students choose the number and answer the questions exactly.
Warm -up Warm –up : Game - CROSSWORDS
* Teacher gives instructions
** Ss are divided into 2 groups
- Teacher show the crosswords onto the screen * Content: Write the phrases to label the pictures
with hints/clues and students choose each line * Products: Students write correct words on the board.
and take turn to answer. * Organization of implementation:
- take turns to write until finish all the words or Teacher’s and Ss’activities Content
find out the key word. Task 2 Task 2: Write the phrases to label the
**** Teacher checks and corrects if Ss * Teacher asks Ss to look at the pictures and use pictures:
pronounce the words incorrectly. the knowledge from Task 1 to guess the pictures.
Then work and share their answers with their
partners who sit next to them. (peer check)
* Activity 2: Presentation (7’) ** Ss do exercise 3 in pairs.
(Vocab- pre-teach) *** Ss share and discuss with their partners to
* Aim: To introduce the new words. write all words/ phrases down on the notebooks.
* Content: Some vocab related to the lesson. **** Teacher corrects their answers as a class.
* Products: read and understand the meaning of vocab.
* Organization of implementation: * Answer key:
Teacher’s and Ss’activities Content 1. Nuclear energy 2. Hydro energy
Pre teach vocabulary * Vocabulary 3. Solar energy 4. Wind energy
* Teacher introduces the vocabulary by: Task 3
+ Providing the synonym or antonym of the 1. solar energy (n.phr.) /ˈsōlər ˈenədʒi/: năng * Aims: To help Ss complete the sentences about types of energy and energy sources.
words. lượng mặt trời * Content: Complete the sentences with the words and phrases from 1 or 2.
+ Providing the pictures of the words. 2. hydro energy (n.phr.) /ˈhīdrō ˈenədʒi/: năng * Products: Some Ss call out their answers in front of the class.
+ Providing the definition of the words. lượng nước * Organization of implementation:
** Ss say the words. 3. nuclear (n) /njuː.klɪər/: hạt nhân Teacher’s and Ss’activities Content
*** Teacher shows and says the words aloud * Checking vocab: < Rub out and Task 3 Task 3: Complete the sentences with the
and asks Ss to repeat them. remmember> * Ask Ss to read the sentences. Draw their words and phrases from 1 or 2.
**** Teacher asks Ss to translate the word into attention to the gaps they have to fill in and the * Answer key:
Vietnamese key words or phrases in the sentences (e.g. sea 1. A good place to change ________ to energy is
* Activity 3: Practice (15’) breezes, solar panels, hydro energy, not safe to near the sea because of the sea breezes.
Task 1 produce,...). Ensure that they know what to do. 2. They are putting solar panels on the roof of
* Aims: To help Ss identify sources of energy by matching the phrases in A with the words in B. ** Give Ss time to do the task individually. Ask our building to produce ______.
* Content: Match the types of energy in A with the energy sources in B them to use the key words or phrases they have 3. When energy comes from __________, we
* Products: Ss give the correct answers. learnt in 1 and 2. Go around and offer help, if call it hydro energy.
* Organization of implementation: necessary. 4. They are reducing the use of__________
Teacher’s and Ss’activities Content ***Ask Ss to exchange their answers in pairs or because it is not safe to produce.
Task 1 Task 1: Match the types of energy in A with groups. Then call on some Ss to call out their
* Teacher asks Ss to look at the table and match the energy sources in B. answers in front of the class.
the energy with its source. * Answers: **** Check their answers. T explains if
** Ss work out and answer questions in pairs. 1- D 2–C 3–A 4–B necessary.
*** Ss share their answers as a whole class. * Activity 4: PRONUNCIATION (10’)
- T asks them to to check their answers. STRESS IN THREE-SYLLABLE WORDS
**** Teacher asks students to make full Task 4
sentences to tell about the sources of different * Aims: To help Ss practise pronouncing three-syllable words with the correct stress.
energy. Then tell share them to share their * Content: Ss understand and know how to pronounce three-syllable words with the correct stress.
sentences with a partner and correct for them. * Products: Listen and repeat the words exactly.
* Aims: To help Ss write the phrases to label the pictures. Teacher’s and Ss’activities Content
Task 4 PRONUNCIATION -Have Ss practise saying the sentences in pairs 5. Our 'government is looking for new sources
Stress in three-syllable words or groups. Go around to offer help or correct
* Give Ss a few minutes to look at the words I. Nhấn trọng âm vào âm tiết thứ nhất pronunciation, if necessary. of 'energy to replace gas.
individually. Explain that these words have three 1. Khi thêm các hậu tố sau thì trọng âm từ chính -Call on some Ss to read aloud the sentences in
syllables. không thay đổi: -ous, -ful, -ed, -ly, -ment, -ness, ... front of the class. Correct their pronunciation if
Eg: ‘dangerous; ‘plentiful necessary.
** Guide Ss how to stress the nouns and the 2. Những từ có 3 âm tiết mà là danh từ, tính từ, trạng * Activity 5: Consolidation (3’)
adjectives with three syllables từ thì trọng âm thường ở vần đầu.
Lưu ý: những từ này không chứa tiền tố và hậu tố
* Content: Vocab and how to pronounce the three-syllable words.
Eg: Energy
* Products: Say aloud some words they remember from the lesson.
II. Nhấn trọng âm vào âm tiết thứ hai:
1. Các từ có tận cùng là: -tion, -sion, -ity, -ety, -ic, -
ical, -ous, -ive, -ian, -al thì trọng âm rơi vào âm tiết Teacher’s and Ss’ activities Content
trước đó. - Teacher asks students to talk about what they - Vocabulary and how to pronounce the three-
Eg: e’normous , ex'pensive have learnt in the lesson syllable words.
2. Trọng âm thường rơi vào âm tiết thứ hai nếu:
* Homework (2’)
âm tiết cuối cùng chứa một nguyên âm ngắn và âm
tiết thứ hai chứa một nguyên âm dài hoặc một * Aim: To revise the lesson and prepare for the next lesson.
*** Play the recording & repeat the words nguyên âm đôi hoặc tận cùng bằng hai phụ âm trở * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
paying attention to the correct stress in three- lên. * Products: Students’ textbook and workbook
syllable words. Pause the recording to drill Ex: a’bundant con’venient * Organization of implementation:
difficult words. Teacher’s and Ss’ activities Content
Task 4: Listen and repeat. Pay attention to the - T reminds Ss to do homework and prepare the - Learn by heart all the new words.
+ Have Ss practise saying the words in pairs or stressed syllables in the words. new lesson. - Prepare lesson 3 ( A closer look 2)..
groups until they feel confident. 'energy re'cycle
*- Evaluation: ………………………………………………………………………
'dangerous ex'pensive Date of planning : …/… / 2023
**** Call on some Ss to say the words in front
of the class. Correct their pronunciation if 'easily po'lluting Date of teaching : …/… / 2023
necessary. 'government re'sources Week: UNIT 10: Energy source
Period : Lesson 3: A closer look 2
Task 5
* Aims: To help Ss practise pronouncing three-syllable words with the correct stress in sentences. I. OBJECTIVES:
* Content: Listen and repeat the sentences.Pay attention to the stress of the underlined words
* Products: Some Ss to read aloud the sentencesin front of the class
* Organization of implementation: 1. Knowledge
Teacher’s and Ss’activities Content Know how to use: THE PRESENT CONTINUOUS
Task 5 Task 5: Listen and repeat, paying attention to Structure Examples
-Give Ss a few minutes to read the sentences. the stressed syllables in the underlined words. 1. Affirmative sentences: S + be + Ving She is playing basketball in the school
Draw their attention to the underlined words yard.
1.Nuclear 'energy is 'dangerous and ex'pensive. 2. Negative sentences: S + be not + Ving They are not using solar energy.
with stress on the first or second syllable. Check
comprehension. 2. We should ride a bike when 'travelling 3. Y/N questions: Be + S + Ving? Are you working on your Project?
-Play the recording, sentence by sentence, for Ss short 'distances. 4. W questions: W + S + be + Ving? Where is your brother studying?
to listen and repeat. Draw their attention to the 2. Core competence
3. The word "re'cycle" has three 'syllables.
stress of three-syllable words. - Develop communication skills and cultural awareness
4. Burning coal is po'lluting our environment. - Be collaborative and supportive in pair work and teamwork
- Develop awareness of conserving the energy sources
II. MATERIALS:
- Projector/ TV/ pictures.
- sachmem.vn

* Aim: -To activate students’ knowledge on the topic of the unit Activity 3: Practice (20’)
-To enhance students’ skills of cooperating with team mates Task 1+ Task 2
* Content: Game: Sentence puzzling. * Aims: - To help Ss revise the use of the present continuous.
* Products: Ss have to work in groups to create as many correct sentences from the word cards. - To practise using the present continuous.
* Organization of implementation: * Content: Work in pairs. Tell your partner what the people in the pictures are doing
Teacher’s and Ss’activities Content * Products: Ss write the answers on the board correctly.
Warm up (group work) * Warm-up: JUMBLE SENTENCES * Organization of implementation:
* Teacher gives instructions Teacher’s and Ss’activities Content
** Teacher divides the class into 4 groups. * Suggested answers: Task 1 Task 1. Work in pairs. Tell your partner what
Teacher delivers a set of word cards which are 1. She is learning English now. * Teacher asks Ss to look at the pictures and the people in the pictures are doing
jumble sentences in present continuous to each 2. They are not using solar energy. work in pairs. Teacher asks them how would
group. 3. Are you working on your Project? they ask and answer (using Present
** Students will have to work in groups to create continuous)
4. Where is your brother studying?
as many correct sentences from the word cards as ** Ss work out and answer questions with a
possible. The group with more correct sentences 5. She is playing basketball in the school yard. partner.
will be the winner. *** Ss share their answers in pairs.
**** Teacher checks and corrects if Ss make the **** T asks them to to check their answers.
sentences incorrectly.
Lead in -Then tell share them to share their sentences * Answers:
Teacher says: “This lesson today we are going to as a whole in class and correct for them. a- She is teaching maths/ is writing on the board.
revise how to use the present continuous ” b- They are play football/soccer.
Activity 2: Presentation (5’) c- She is riding her bike/bicycle.
* Aim: To help Ss revise the use of the present continuous. d- She is cooking.
* Content: Revise the use of the present continuous. c- She is singing.
* Products: understand and know how to use of the present continuous. f- He is watering the flowers/plans/is doing
* Organization of implementation: gardening.
Teacher’s and Ss’activities Content Task 2 Task 2: Complete the sentences, using the
* Pre – grammar * Grammar 1: * Have Ss read the sentences individually. present continuous form of the verbs in
THE PRESENT CONTINUOUS Draw their attention to the words or phrases in brackets.
* T ask Ss look at the Remember on the each sentence that can be used with the
screen. present continuous such as now, today,
** Ss read the usage and study the example. nowadays, keep quiet, etc. Check
*** Ss may discuss within groups/pairs before comprehension.
answering. ** Before doing the task,T may ask Ss how
**** Teacher shows and says the sentences to use the appropriate present continuous form
aloud and asks Ss to make similar sentences.
* Answers:
of the verbs in brackets to complete the 1. is talking * Production (5’)
sentences. 2. are using Task 5
*** Get them to swap their answers in pairs or 3. are taking * Aim: - To practise speaking using the present continuous
groups. Go around and offer help, if 4. are developing * Content: Work in pairs. Ask and answer the following questions.
necessary. 5. are reducing * Products: Some pairs ask and answer the questions in front of the class.
**** Call on some Ss write the answers on * Organization of implementation:
the board. T and other Ss comment. Teacher’s and Ss’ activities Content
Task 3 Task 5 Task 5: Work in pairs. Ask and answer the
* Aims: To help Ss distinguish the use of the present continuous from the present simple. * Have Ss read the questions and think about following questions.
* Content: Circle the correct form of the verb in each sentence what they are doing now, these days, this
* Products: Students say aloud their answers in front of the class. term, etc.
* Organization of implementation: ** Let Ss ask and answer the questions in
Teacher’s and Ss’activities Content pairs.
Task 3 Task 3: Circle the correct form of the verb in *** Select one or two pairs to ask and answer
* Have Ss read the instruction. each sentence the questions in front of the class. Praise their
** Give Ss time to do the task individually. 1. Are you still work / working on your project performance.
Draw their attention to the words or phrases now? **** Teacher gives feedback and gives the
that can be used with the present continuous 2. Nam and Lan do / are doing quite well at corrections if they have mistakes.
(e.g. now, this year, at the moment, right now) school this year. Consolidation (3’)
and with the present simple (e.g. three times a 3. Does she study / Is she studying at the school * Aim: To consolidate what students have learnt in the lesson.
week). Check comprehension. library at the moment? * Content: summarize the main content in the lesson.
*** Get them to swap their answers in pairs or 4. Hoa studies / is studying for her exam, so she * Products: Ss say what students have learnt in the lesson.
groups. Go around and offer help, if can't come to the party right now. * Organization of implementation:
necessary. 5. We have / are having English three times a Teacher’s and Ss’ activities Content
**** If there is time, have some Ss write the week. Teacher asks students to talk about what they - Grammar: the present continuous tense.
answers on the board. T and other Ss have learnt in the lesson. - form and usage.
comment. * Key: 1. working 2. are doing 3. Is she studying * Homework (2’)
4. is studying 5. have * Aim: To revise the knowledge that students have gained in this lesson and prepare the new
Task 4 lesson
* Aims: To help Ss write the present continuous sentences with the suggestions given. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
* Content: Write sentences about what the people are doing or not doing, using the suggestions. * Products: Students’ textbook and workbook
* Products: Students to say out loud their answers in front of the class. * Organization of implementation:
* Organization of implementation: Teacher’s and Ss’ activities Content
Teacher’s and Ss’activities Content - T reminds Ss to do homework and prepare - Do exercises in the workbook.
Task 4 Task 4: Write sentences about what the people the new lesson. - Prepare lesson 4 ( communication)
* Teacher gives Ss time to do the exercise are doing or not doing, using the suggestions. *- Evaluation:
individually and peer check with their partner. * Answers: ………………………………………………………………………………………………………
*** Teacher nominates Ss to read aloud the 1- The students are doing the project now. ……………………………………………………………………………………………………..
sentences. Then asks them to underline the 2- Mrs. Lien is teaching us about solar energy at Date :…………..
words/phrases that can be found in Present the moment.
continuous sentences 3- They are learning about energy this month. Week : UNIT 10: Energy source
**** Teacher checks and gives the 4- She isn’t swimming in the swimming pool
Period : Lesson 4 : Communication
corrections if they have mistakes. right now.
5- Nowadays, people in Iceland aren’t using I. OBJECTIVES:
energy from coal.
1. Knowledge Asking for explanation
- Everyday English: Asking for explanations Task 1 + 2
- Speaking skill: how well your partner saves energy. * Aim: To let students know the structure to ask and answer for explanation
2. Core competence To help students practise on how to ask and answer for explanations.
- Develop communication skills * Content: Listen and read the conversation. Pay attention to the highlighted questions.
Make similar conversations to ask for explanations.
* Products: Ss know the way to ask and answer for explanation .
- Actively join in class activities * Organization of implementation:
3. Personal qualities Teacher’s and Ss’activities Content
- Ss have the responsibility for themselves, for community and for the country about advantages Task 1 Task 1: Listen and read the conversation. Pay
and disadvantages of different sources of energy. attention to the highlighted questions.
- Develop awareness of saving the energy sources * Teacher plays the record for SS to listen and
II. MATERIALS: read the conversation.
Grade 7 textbook, Unit 10, Communication ** Ss listen and practice saying with their
Computer connected to the internet partners.
TV/ Pictures/ Projector *** Teacher calls some pairs to read aloud.
sachmem.vn **** Teacher corrects pronunciation if needed.
* Teacher asks Ss to pay attention to the
Activity 1: Warm-up (5’) highlighted parts and asks them some questions
* Aim: To introduce the topic; To lead in the lesson. to elicit the new structure:
* Content: * Game: Pass the secret - Which tense do we use to ask and answer?  Structure:
* Products: Ss play in groups by writing the correct words on the board. - Which question word and verb do we use? to ask:
* Organization of implementation: - ….. - What do/does + S + mean?
Teacher’s and Ss’activities Content ** Ss answer teacher’s questions to find out new to answer:
* Warm up * Game: Pass the secret structure to ask and answer for explanations. - S + mean(s)/be …
*** Some students give the new structure to the
* Teacher divides class into 2 teams and asks teacher.
them to play a game “Pass the secret” **** Teacher corrects and writes on the board
** Ss have 1 min to pass the words related to the
topic Task 2 Task 2: Work in pairs. Make similar
*** Teacher shows the group leader words related * Teacher has SS look at the phrases in Ex 2 to conversations to ask for explanations.
to the lesson topic. make similar dialogue.
Then the leader passes it on to the next member ** Ss work in pairs to make similar dialogue. .Suggested answers:
of the team. *** Teacher calls some pairs to present it in
**** Teacher corrects their answers. front of the class. A: What does hydro energy mean?
The team which has more correct words will be **** Teacher gives feedback and some B: It’s energy that comes from the sun. What
the winner comments does nuclear energy mean?
 Lead in A: It’s energy that comes from the nuclear
Teacher leads students into the lesson by telling power.
what they are going to learn: “We are going to Activity 3: SAVING ENERGY (10’)
* Suggested answers:
learn how to ask and answer for explanations and Task 3
Solar, hydro, coal, natural gas, oil, wind,…
find out how well we save energy”. * Aims: To provide students with more awareness of ways to save energy and help them practice
Activity 2: Presetation ( 10’) the skill of speaking.
* EVERYDAY ENGLISH * Content: Work in groups. Speech: how well your partner saves energy.
* Products: Some pairs ask and answer the questions in front of the class. Activity 5: Consolidation (3’)
A few group representatives to perform the task in front of the class. * Aims: To consolidate what students have learnt in the lesson.
* Organization of implementation: * Content: Summarize the content of the lesson.
Teacher’s and Ss’activities Content * Products: Say aloud what they have learnt in front of the class.
* Have Ss read the instructions to understand Task 3: Work in pairs. Ask your partner the * Organization of implementation:
what they are going to do. following questions and tick his or her answers Teacher’s and Ss’activities Content
** Teach new words (e.g. public transport, in the boxes. Teacher asks students to talk about what they - how to ask and answer for explanations
low energy light bulbs, .„). Check have learnt in the lesson. - how well you save energy
comprehension. * Homework (2’)
***Have Ss work in pairs, one student in each * Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next
pair asks the questions and ticks the other's lesson: Skills 1.
answers in the boxes. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
****Select one or two pairs to ask and answer * Products: Students’ textbook and workbook
the questions in front of the class. Praise them * Organization of implementation:
when they give the answers. Teacher’s and Ss’ activities Content
- T reminds Ss to do homework and prepare - Do exercise in WB
* Have Ss read the instructions.Then let them the new lesson. - To prepare for the next lesson: Unit 10- Skills 1.
read the example to understand how to do the Task 4: Work in groups. Speech: how well your
task. partner saves energy. *- Evaluation:
** Teacher gives students time to prepare.
Meanwhile, teacher walks around the ………………………………………………………………………………………………………
classroom to help students if they have ………………………………………………………………………………………………….
difficulties find proper
words/phrases/structures
*** Teacher calls some Ss to read aloud their
work
**** Teacher let Ss listen and correct mistakes
(if needed).
* Aims: To help students practicing speaking about saving energy
* Content: Speech: how well you save energy
* Products: Some students perform the task in front of the class.
Task 5 Task 5: Answer the questions in 3 on your
* Teacher allows students time to answer the own. Speech: how well you save energy
questions onto their notebooks and prepare.
** Ss work individually. I save lots of energy. I walk to school every day. I
*** Ss can practicing sharing to their partners always turn off the TV when not watching it . and
**** Teacher calls some students to read my family is using low energy light bulbs at home.
aloud their work. Teacher let Ss listen and
correct mistakes (if needed).
 Teacher leads students into the lesson by
Date :………….. telling what they are going to learn: “We are
going to read a passage about renewable and
Week : UNIT 10: ENERGY SOURCES non-renewable source of energy.”
Period : Lesson 5 : Skills 1 * Activity 2: Reading
I. OBJECTIVES: Presentation vocab.
By the end of this lesson, students will be able to gain: * Aim:. To provide students with some lexical items before reading the text.
1. Knowledge * Content: Learn some vocab related the topic.
+ Reading: * Products: Read and understand the meaning of words.
- read for specific information about renewable and non-renewable sources of energy. * Organization of implementation:
+ Speaking: Teacher’s and Ss’activities Content
talk about advantages and disadvantages of different sources of energy * VOCABULARY
2. Core competence - Pre teach vocabulary
- Develop communication skills - produce (v)/prəˈdjuːs/: Sản xuất
* Teacher use different techniques to teach
- Be collaborative and supportive in pair work and team work = to make things, mostly in large quantity
vocab (pictures, situation, explaination…..) Examples: Companies produce many toys for
3. Personal qualities children before Christmas.
** Repeat in chorus and individually
- Develop awareness of saving the energy sources - limited (a)/ˈlɪmɪtɪd/: bị hạn chế
II. MATERIALS: *** Copy all the words = not very great in amount or extent
Grade 7 textbook, Unit 10, Skills 1 Examples: coal, oil, …
Computer connected to the internet **** Checking vocab: Checking: Call words in - available (a) /əˈveɪləbl/: có sẵn
TV/ Pictures, cards EL Hydro energy is available, clean and safe to
sachmem.vn use.
III. PROCEDURES : (STAGES) - Electrical appliances /ɪˈlɛktrɪkəl əˈplaɪənsɪz/
(n.phr) Thiết bị điện
* Activity 1: Warm-up (5’)
* Aim: To activate students’ prior knowledge and vocabulary related to the topic of reading and *Checking: Call words in EL
To lead in the lesson about Skills 1.
* Content: Think of the word which has 9 letters in it related the topic “ENERGY SOURCES”. * Pre -reading (5’)
* Products: Ss give the correct answers. Task 1:
* Organization of implementation: * Aims: To introduce words related to skin conditions to Ss and help Ss have a general idea of
Teacher’s and Ss’activities Content what they are going to read.
Warm up * Warm up: Game: Hangman * Content: Discuss the following questions.
* Products: Ss give the answers exactly.
* Teacher divides class into 2 teams and asks * Organization of implementation:
them to think of the word which has 9 letters in Teacher’s and Ss’activities Content
it related the topic “ENERGY SOURCES”. Task 1 Task 1: Work in pair. Discuss the following
** Ss have 1 min to think of the words related to * Teacher asks Ss to work in pairs to look at the questions.
the topic or they can discuss with their partners.
Picture in Ex1 and discuss to answer the
*** Each member from each team turn by turn
guesses the letter in the secret word. questions.
**** Teacher corrects their answers. ** Ss work in pairs.
The team which can find or guess the secret first RENEWABLE *** Teacher calls some Ss to check what they
will be the winner. have discussed.
**** Teacher corrects
**** Teacher checks and confirms the correct 3. Renewable sources are available, clean and
answers. safe to use.
4. In the future, we will rely more on
renewable energy sources.ns.
* Activity 3 : SPEAKING
Pre-Speaking
Task 4:
 They are hydro energy and energy from coal. * Aims: To help students identify the advantages and disadvantages of different energy sources.
We will use solar energy and wind energy. * Content: Discuss and put the following words or phrases in the appropriate columns.
* Products: Students’ correct answers on the posters.
* While -reading * Organization of implementation:
Task 2 + 3
* Aims: To help Ss develop their reading skill for details and specific information.
* Content: Read the text and choose the best option (A, B, or C) to complete the sentences. Task 4 Task 4. Work in groups. Discuss and put the
* Products: Ss say aloud the correct answer . - Have Ss read the instructions to identify how following words or phrases in the
* Organization of implementation : the task is done. appropriate columns.
- Have Ss work in groups. Ask them to read the * Key:
Teacher’s and Ss’activities Content words or phrases provided and discuss which + Advantages: easy to use, cheap, available,
Task 2. Task 2. Read the text and choose the best ones are advantages and which are safe to use, good for the environment
option (A, B, or C) to complete the sentences. disadvantages. + Disadvantages: run out, limited, expensive
* Teacher gives Ss time to: read each question, - Have Ss put the words and phrases in the
locate where the information appears in the text, * Suggested answers: appropriate columns. T goes around and corrects
read that part carefully and circle the correct 1. B 2. A 3. C 3. A mistakes or gives help when necessary.
answer. - Call on some Ss to perform the task in front of
the class. T and other Ss listen and comment.
** Ss do the task independently *While-Speaking
Task 5
*** Teacher tells Ss to compare their answers in * Aims: To help Ss talk about different houses in the future.
pairs before calling some of them to check. * Content: Tell your partners about your future house.
* Products: Some Ss go to the board and tell the class about different houses in the future.
**** Teacher confirms the correct answer and * Organization of implementation:
explains if needed. Teacher’s and Ss’activities Content
Task 5 Task 5 : Work in pairs. Ask and answer
* Teacher has Ss work in pairs and asks them to questions about the advantages and
take turns to ask and answer disadvantages of different energy sources
** Ss work in pairs to do the task. Teacher goes A: What are the advantages of hydro energy?
Task 3. Task 3. Read the text again and answer the around, listens and gives help if needed. B: It's available, clean and safe to use.
* Teacher asks Ss to do the exercise carefully questio Answer key: *** Teacher calls on some pairs to share their A: What are its disadvantages?
and individually. answers with the class. B: It's expensive to produce.
** Ss do the task independently. 1. There are two energy sources. They **** Teacher comments and correct.
are non-renewable sources and renewable A: What are the advantages of energy from
*** Teachers has Ss compare their answers in
sources. coal?
pairs and call some Ss to give their ideas. 2. Non-renewable sources are coal, oil B: It's cheap and easy to use.
and natural gas. A: What are its disadvantages?
B: It's limited and not good for the environment.
* Activity 4: PRODUCTION
* Aims: To help students practice presenting the advantages and disadvantages of different types of
energy source
* Content: Presentation: Advantages and disadvantages of a source of energy
* Products: Some groups share their answers with the class.
* Teacher has students work in groups to Presentation: Advantages and disadvantages
prepare a presentation (poster/pictures/notes…) of a source of energy
*** Teacher calls on some groups to share their
answers with the class.
**** Teacher comments and corrects if needed.
* Activity 5: Consolidation (2’)
* Aims: To consolidate what students have learnt in the lesson.
* Content: Ss summarise what they have learnt with the two skills.
* Products: Students say what they have learnt with the two skills in front of the class. Date :………
* Organization of implementation: Week : UNIT 10: ENERGY SOURCES
Period : Lesson 6: Skills 2
- Teacher asks students to talk about what they - 2 skills ( talk about advantages and I. OBJECTIVES:
have learnt in the lesson. disadvantages of different sources of energy ) By the end of this lesson, students will be able to:
1. Knowledge
* Homework (2’) + Listening
* Aim: To revise the knowledge that students have gained in this lesson. use the lexical items related to the topic Energy sources
* Content: Review the lesson and prepare for the next lesson .
listen for main ideas and specific information about the topic how to save energy at home.
* Organization of implementation: + Writing: Write a paragraph of about 70 words about how you save energy at home.
- Teacher asks students to prepare the new - Do Ex inWB 2. Core competence
lesson - Prepare: Skills 2 - Develop communication skills
*- Evaluation: - Actively join in class activities
……………………………………………………………………………………………………… 3. Personal qualities
……………………………………………………………………………………………….. Ss will be more aware of saving energy and be more responsiple for protecting the environment.
II. MATERIALS:
Grade 7 textbook, Unit 10, Skills 2
Computer connected to the internet
Pictures
sachmem.vn
Activity 1: Warm –up (5’)

* Aim: To help students revise the vocabulary items they have learnt in the unit and lead in the
next part of the lesson.
* Content: Listen a song and answer the question.
* Products: Ss play in groups and choose the the pair of number correctly. understand the phrases by giving explanations
* Organization of implementation: or the Vietnamese equivalents.
Teacher’s and Ss’activities Content ***Play the recording once or twice, if
* Teacher has Ss watch video clip about how * Warm up : listen a song and answer the necessary, for Ss to listen and circle the
to save energy at home. question: phrases they hear.
** Ss watch and then discuss in groups ****Have Ss compare their answers in pairs
*** Teacher calls some students to give their What is the song about? or groups. Then call on some Ss to read aloud
answers. the phrases. T checks their answers.
**** Teacher listens and give comments. How to save energy at home Task 3
Task 3: Listen again and tick T (True) or F
-Teacher introduces students the content of the Write some ways to save energy in the video * Teacher asks Ss to read and underline the
(False) for each sentence
lesson: “In the lesson today, we are going to clip key words.
listen to a person talking about how to save ** Ss work independently listen to the
energy at home.” recording and tick T or F
*** Teacher calls on some students to give
Activity 2: Listening ( 15’) the answers the have listened.
* Pre-Listening **** Teacher corrects and give feedback.
Task 1
* Aim: To help Ss brainstorm the topic and prepare for the listening text.
* Content: Look at the pictures and answer some questions.
* Products: Ss can get some information the content of the conversation.Choose the correct
picture.
* Answer key:
Key: 1. T 2.F 3.T 4.T 5. F
Post-Listening
Task 1: What can you see in this picture? Activity 3 : Pre -writing (15’)
* Teacher asks Ss to work in pairs to answer What is special about it? * Aims: To help Ss indentify some ways to save energy at home. To help Ss prepare ideas to
the questions in the picture. * Suggested answers: write a passage.
1- solar energy * Content: Read some ways to save energy at home. Choose three ways and write them in
** Ss work with their partner to do the task. 2- turn off the tap while brushing your teeth, your notebook.
*** Teacher calls on some Ss to answer. use paper fan, use low energy light bulbs, turn * Products: Ss answer the Qs correctly.
**** Teacher gives comments and leads Ss to off the lights when going out,… * Organization of implementation:
task Teacher’s and Ss’activities Content
* While -listening Task 4 Task 4: Work in pairs. Read some ways to
Task 2 save energy at home. Choose three ways
* Aims: To help Ss listen for specific information about how to save energy at home. * Teacher asks Ss to write the methods they
and write them in your notebook.
To help students develop their skill of listening for details. use to save energy at home then asks them to
* Content: Listen conversation and tick the column give out more if they can.
* Products: Ss give the answers correctly and correct mistakes where necessary ** Ss think of it and can discuss with their
* Organization of implementation: partners.
Teacher’s and Ss’activities Content *** Teacher calls on some Ss to raise their
Task 2 Task 2: Listen and circle the phrases you ideas.
* Ask Ss to read the instructions.** Have Ss hear **** Teacher listens and confirms.
read the phrases provided and say which While - Writing
one(s) is / are new or difficult. Help them * Aims: To help Ss practise writing a passage about 70 words about how you save energy
at home
* Content: write a passage about 70 words about how you save energy at home * Products: Students’ textbook and workbook.
* Products: Students write a passage in their notebooks. * Organization of implementation
* Organization of implementation: Teacher asks students to rewrite their writing Rewrite the writing in the notebook.
Teacher’s and Ss’activities Content in their books. - Prepare “ Looking back and project”
Task 5 Task 5: Write a paragraph of about 70 - Teacher asks students to prepare the new
words about how you save energy at lesson.
* Teacher tells Ss that they are going to write *- Evaluation:
home.
a passage about how you save energy at ………………………………………………………………………………………………………
home. …………………………………………………………………………………………….
** Teacher reminds Ss of the structure of a
passage and steps to make an outline for the
passage.
** * Ss work independently to do the task and
try to use the notes from the previous tasks.
Teacher goes around and help if necessary.
Activity 4 : Post-Writing
* Aim: To peer check, cross check and final check students’ writing.
* Content: Students’ writing and cross check.
* Products: Students’ writing.
*** Teacher asks Ss to share their writing Task 5: Students’ writing and cross check.
with their partners. Then, call on some Ss to Date :…………..
We use a lot of energy at home and it costs us
show their writing in front of the class.
a lot. To save energy, we should use low
energy light bulbs in all rooms. We need to Week : UNIT 10: ENERGY SOURCES
**** Teacher checks ideas, grammar,
turn off electrical appliances such as lights, Period : Lesson 7: Looking back and project
vocabulary and gives comments.
TVs, fans when we do not use them. We I. OBJECTIVES:
should also put solar panels on the roof of our I. Objectives
houses to heat water. By the end of this lesson, students will be able to:
Activity 5 : Consolidation (2’) 1. Knowledge
* Aim: To consolidate what students have learnt in the lesson. review the vocabulary and grammar of Unit 10
* Content: Summarize the content of the lesson. apply what they have learnt (vocabulary and grammar) into practice through a project.
* Products: A student says what she/ he has learnt in the lesson. 2. Core competence
* Organization of implementation: - Develop communication skills and creativity
Teacher’s and Ss’ activities Content - Be collaborative and supportive in pair work and team work
- Teacher asks students to talk about what - Listen a passage about dream house. 3. Personal qualities
they have learnt in the lesson. - Write a paragraph of about your dream - Be benevolent and responsible
house. - Develop self-study skills
II. MATERIALS:
Homework (2’) Grade 7 textbook, Unit 10, Looking back & Project
* Aim: To revise the knowledge that students have gained in this lesson. Computer connected to the internet
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook TV/ Pictures, A0 cards and colours
sachmem.vn * Organization of implementation:
Activity1: Warm up: (5’)
* Aim: To revise the vocabulary related to the topic .
To enhance students’ skills of cooperating with team mates Teacher’s and Ss’activities Content
* Content: * Brainstorming – Write about household appliances. Task 2 Task 2: Complete the sentences, using the
* Products: The group having the most suitable answers is the winner. phrases in 1
* Organization of implementation: * Teacher has Ss work individually. * Answer keys:
Teacher’s and Ss’activities Content ** Ss do this activity then compare their 1. low energy light bulbs
* Warm up (Team work) * Warm up: * Brainstorming answers with their partners. 2. electrical applicances
*** Teacher asks for Ss’ answers. 3. renewable energy sources
- Teacher divides the board, and divides the How to save energy **** Teacher confirms the correct ones 4. solar energy
class into 2 big groups. at home. 5. hot water
- Teacher asks students to write some ways -turn off the lights. Activity 3: GRAMMAR (10’)
to save energy at home. - save money. Task 3,4
- Members from 2 teams take turns writing - use low energy light bulbs . * Aims: To help Ss revise grammar points.
ways to save energy on the board. - produce electricity . * Content: Complete the sentences with will , won’t, might, might not.
- The group having the most suitable answers - save energy. * Products: Ss read the complete sentences in front of the class.
is the winner. - use solar panels * Organization of implementation:
Activity 2: VOCABULARY (5’) Task 3. Task 3: Complete the sentences by using
* Task 1 * Teacher asks Ss to recall the structures of the correct form of the present continuous
* Aim: To help Ss revise the vocabulary items (verbs) they have learnt in the unit. “The present continuous”, and tell them to do or present simple of the verbs in brackets.
* Content: Match the adjectives in A with the nouns in B to make phrases Ex 3 in the book. * Answer keys:
* Products: Some students read the words aloud. ** Ss do the exercise individually and swap 1- is raining
* Organization of implementation: with their partners. 2- start
Teacher’s and Ss’activities Content *** Teacher calls some Ss to check their 3- is walking
Task 1: Task 1: Match the adjectives in A with the answer. 4- does
**** Teacher confirms the correct answer. 5- am writing
nouns in B to make phrases
* Teacher has Ss work individually.
** Ss do this activity individually, then Task 4 Task 4: Find ONE mistake in each sentence
compare their answers with their partners. * Teacher asks Ss to do the task. and correct it.
*** Teacher asks for Ss’ answers. ** Ss work individually to do the task.
**** Teacher confirms the correct ones *** Teacher calls Ss to give out their answers. * Answer keys:
and asks students to make sentences using 1. do -> are doing
**** Teacher checks and confirms their
the phrases. 2. explain -> explaining
answer. 3. is -> are
* Answer keys: 4. use -> using
1. e 2. a 3. d 4. b 5. c 5. look -> are looking
Task 2
* Aims: To help Ss revise the vocabulary items (adjectives) they have learnt in the unit.
* Content: Complete the sentences, using the phrases in 1
* Products: Complete the sentences by writing the correct phrases on the boaard.
Activity 4: Project Teacher’s and Ss’activities Content
* Production (5’): - Teacher asks students to talk about what - revise vocabulary and grammar in unit 10
* Aims: To allow students to apply what they have learnt (vocabulary and grammar) into they have learnt in the lesson. - make Project: “How to save energy in
practice through a project. your school ”
* Content: * PROJECT: How to save energy in your school
* Products: Students’ project on the posters. * Homework (2’)
Teacher’s and Ss’activities Content * Aim: To revise the knowledge that students have gained in Unit 10 and To prepare for the
Task 5 Task 5:* PROJECT: Discussion: Which next lesson
* Have students read the instruction of how to tips can be applied in your schol. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
do the project. * Products: Students’ textbook and workbook.
** Teacher asks Ss to dicuss in groups of 4-6
Teacher also has Ss spend some time to make - Teacher asks students to revise old lesson - Complete the project
their brainstorm, narrow down the ideas, make and to do exercise in workbook. - Prepare for the next lesson: Unit 11 (
a poster out of these ideas and practise - Teacher asks students to complete the project Getting started)
presenting within their groups. and prepare the new lesson.
*** Some students raise their ideas and
*- Evaluation:
explain their answers among groups ………………………………………………………………………………………………………
**** Teacher listens, correct (if needed) and ………………………………………………………………………………………………………
confirms. Task 6
Task 6 * Poster presentation: How to save energy
Poster presentation in your school
* Teacher asks Ss to work in groups of 4 – 6 to Hello everyone, today our group will talk
stick their posters onto the classroom’s wall
about some tips to save energy in our school.
and present about them.
** Ss work in group to do the task. First, we should turn the lights off when you
*** Teacher calls some groups to present their leave the classroom because this saves
poster to the class electricity. Second, we should turn off
**** Teacher confirms and corrects. electrical appliances when they are not in
use. A variety of different electronic devices
and appliances can consume electricity even
when they're turned off, so it’s important to
switch them off after using. Finally, we should
check that none of your taps around the
school are dripping. This helps saving a large
amount of water every day

* Products: A student says the lesson’s content aloud.
Date of planning : …/… / 2023 Let’s start to see and find out more information  There's too much traffic on the road. This
Date of teaching : …/… / 2023 related to our new topic”. can easily cause traffic congestion ( traffic
Week: UNIT 11: TRAVELLING IN THE FUTURE. jam)
Period: Lesson 1: Getting started  I think there will be many modern means of
I hope we will have a hyperloop soon! transport that will save energy and protect the
I. OBJECTIVES: environment.
By the end of this lesson, students will be able to gain: Activity 2: Presentation (5’)
1. Knowledge Pre-teach Vocab
- An overview about the topic TRAVELLING IN THE FUTURE. * Aim: To introduce new vocabulary, To set the context for the introductory conversation;
- Vocabulary to talk about future means of transport. * Content: learn some vocabularies related to the topic.
2. Core competence * Products: Students read and understand the meaning of vocab.
- Develop communication skills and creativity * Organization of implementation:
- Be collaborative and supportive in pair work and team work Teacher’s and Ss’activities Content
- Actively join in class activities Pre teach vocabulary * Vocabulary
3. Personal qualities * Teacher use different techniques to teach 1. eco – friendly (a) /ˈiː.kəʊˌfrend.li/:thân thiện
- Develop self-study skills, vocab (pictures, situation, realia) với môi trường
- Ss are more aware of means of transport in the future. ** Follow the seven steps of teaching vacab. 2. fume (n) /fjuːm/: khói
II. MATERIALS 3. hyperloop (n) /ˈhaɪ.pərluːp/: hệ thống giao
*** Repeat in chorus and individually
Grade 7 textbook, Unit 11, Getting started thông tốc độ cao
**** Copy all the words 4. teleporter (n) /ˈtel.ɪ.pɔː.tər/: phương tiện di
Pictures, maps and CD player
sachmem.vn * Checking vocab: < Rub out and chuyển tức thời
III. PROCEDURES : (STAGES) remmember> 5. campsite (n) /ˈkæmp.saɪt/: địa điểm cắm trại
SET THE SCENE: PRE- QUESTIONS * PRE- QUESTIONS
* Aim: To set the context for the listening and reading text.
To introduce the topic of the unit. + Who are they?
* Teacher draws students’ attention to the
* Content: Look at the picture and answer the Qs + Where are they?
pictures in the textbook and asks them some + Where are they going?
* Products: Ss’ answers in front of the class.
questions about the pictures. Teacher don’t + What can you see outside the coach?
Teacher’s and Ss’activities Content confirm whether theirs are right or wrong. + What can you see in the bubble?
** Ss work out and answer questions in pairs. + What could they be talking about?
* Warm up: * Chitchatting:
*** Ss share their answers as a whole class. * Suggested answers:
+ They are Minh and Ann.
* Teacher has Ss to look at the picture and talk **** T asks them to read and listen to the
+ They are on a coach.
about it by answering these questions. conversation to check their answers. + They are going to the campsite.
+ Outside the coach, we can see the crowded
** Ss work in pairs to do the task.
street. There is a traffic jam.
*** Teacher calls on some Ss to give their ideas + How do you people travel every day? + In the bubble, there is a system of tubes. Minh
+ What do you think about the traffic in the is thinking about means of transport.
about it.
picture? Activity 3: Practice: (20’)
**** Teacher listens, comments, then leads Ss to + How about traffic in the future? Task 1 +Task 2
the new lesson.  People travel by different means of * Aims: To practice the targeted language and the background knowledge
transport such as cars, motorbikes, bicycles, * Content: Listen and read the conversation
Teacher says: “In the lesson today we are going to buses or on foot * Products: Students read and understand the meaning of the conversation
learn a new unit about “Travelling in the future”. Students know how to role play
Teacher’s and Ss’activities Content phrases that describe means of transport: * Answer keys:
Task 1 + 2 TASK 1: Listen and read. hyperloop and teleporter.
* Teacher plays the recording, asks students to ? What are Ann and Minh talking about? ** Ss work in pairs to pick out words / phrases
underline the words related to the topic. (Ex 1, 2, p. 114, 115) they have found to write down in the correct
(Teacher may check the meaning of some words A. Travelling by teleporter
column.
if necessary.) B. Future modes of travel
Teacher can play the recording more than once. C. Being in a traffic jam *** Teacher asks some Ss to read out words /
Students listen and read. *Answer key: 2B phrases they have found in the conversation to
** Teacher can invite some pairs of students to put into each column.
read aloud. **** Teacher checks the answers as a class
*** Teacher refers to the questions previously
asked. Activity 4: Production:(5’)
**** Then, teacher confirms the correct answer: Task 5
“Ann and Minh are talking about future modes * Aims: – To help Ss review vocabulary related to different means of transport;
of travel. – To give Ss a chance to develop creative thinking;
Task 3 * Content: Quiz - What vehicle is this?
* Aims: To help Ss read for specific information about Ann and Minh’s conversation. * Products: Practise in pairs and give correct answers.
* Content: Read the conversation again and tick T (True) or F (False). * Organization of implementation:
* Products: Students give the corect answers Teacher’s and Ss’activities Content
* Organization of implementation: Task 5 Task 5: Quiz (Ex 5, p. 115)
Teacher’s and Ss’activities Content * Teacher asks Ss to work in pairs to discuss to
Task 3 Task 2: Read the conversation again and tick find out the vehicles in these sentences. What vehicle is this?
T (True) or F (False). (Ex 3, p. 115) ** Ss work in pairs to do the task
* Teacher asks Ss to work in pairs to read the * Answer keys:
*** Teacher reads out loud each question and
conversation again and underline the key words the pairs answer. The pair who correctly
in each sentence. 1. bicycle / bike
completes its first wins
2. car
**** Teacher confirms the answers.
** Ss work in pairs to do the task. 3. train
4. sailing boat
*** Ss answer and point out where in the 5. rocket / spaceship
conversation they find the information for their --:>What do you think these vehicles will be
* Then, teacher has Ss work in pairs again to
answers. like in 50 years?
discuss how the vehicles they have thought of
* Answer keys: 1. T 2. F 3. F 4. T 5. T I think people will use some of these vehicles in
will be like in 50 years.
**** Teacher checks the answers as a class. 50 years. They will be innovated to save more
energy and save the environment.
Task 4 *** Teacher calls SS give any description about
* Aims: To help Ss recognise the words / phrases used to describe means of transport; – To help Ss future means of transport they can imagine.
further understand the text. **** Teacher corrects grammar or
* Content: Find the words and phrases that describe the means of transport pronunciation mistakes if needed.
* Products: Ss write them in the correct columns. Activity 5: Consolidation (3’)
* Organization of implementation: * Aim: To consolidate what students have learnt in the lesson.
Teacher’s and Ss’activities Content * Content:. Summarize the main content what students have learnt in the lesson.
Task 4 Task 4 : Find the words and phrases that * Products: Some Ss say aloud in front of the class.
describe the means of transport in the * Organization of implementation:
* Teacher asks Ss to work in pairs to read the conversation and write them in the correct Teacher’s and Ss’ activities Content
conversation again and to underline the words / columns. (Ex 4, p. 115)
- Teacher asks students to talk about what they - Some new words
have learnt in the lesson.
- Ss work indepently - Read and understand content of the Date of planning : …/… / 2023
conversation Date of teaching : …/… / 2023
Week: UNIT 11: TRAVELLING IN THE FUTURE.
* Homework (2’) Period : Lesson 2: A closer look 1
* Content: Review the lesson and prepare for the next lesson ( A closer look 1) I. OBJECTIVES:
* Products: Students’ textbook and workbook. By the end of this lesson, students will be able to:
1. Knowledge
- T reminds Ss to do homework and prepare the - Learn by heart all the new words. - Vocabulary:
new lesson. - Read the dialogue again. + use the lexical items related to the topic Travelling in the future.
- Prepare lesson 2 ( A closer look 1). Pronunciation: say sentences with correct stress.
2. Core competence
*- Evaluation: ………………………………………………………………………………. - Develop communication skills .
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
- Be ready to know the words about future means of transport.
- Develop self-study skills.
II. MATERIALS
Grade 7 textbook, Unit 11, A closer look 1
TV/ Projector/ Pictures/ Cards
sachmem.vn
* Aim: -To activate students’ knowledge on the topic of the lesson
- To introduce the new lesson.
* Content: Make questions
* Products: Students say the answer.
- Give Ss a few minutes to play a game. Have * Matching : Match the pictures of some modes of
Ss play in two teams. travel with sentences describing them.
- Give the teams some pictures of some modes A: hyperloop
of travel: hyperloop, flying car, train, and B: flying car
sentences that describe these modes of travel: C: train
-Ask Ss to write the sentence numbers under
the correct pictures. Tell them that they can use 1. It has two wings.
some sentences more than once. 2. It is a system of tubes.
3. It travels long distances in just minutes.
-The team with most correct answers or 4. It carries many passengers and runs on rails. Task 1. Task 1 Write the words or phrases under the
finishes first is the winner. 5. It makes noise. * Teacher asks students to choose the words correct pictures. Then listen, check, and repeat.
6. It is eco-friendly. and phrases in the box to write under the (Ex. 1, p. 116)
7. It is safe and it doesn't have fumes. correct pictures with their partners. * Answer keys:
8. The driver can turn to fly mode when roads are ** Ss work in pairs to do the task. 1. solar-powered ship
-Ask Ss to open their books to page 116. congested. *** Teacher calls on some students to read 2. flying car
* Key: aloud the words and asks them why they think 3. bamboo-copter
 Teacher leads students into the lesson by a word / phrase should go with a picture
telling them that “In today lesson, we are going - Picture of hyperloop: sentences 2, 3, 6,7 4. hyperloop
**** Teacher plays the recording for Ss to
to learn more words to talk about Future means - Picture of flying car. sentences 1,6,7, 8 check their answers, has them to repeat chorally 5. skyTran
of transport and how to say sentences with - Picture of train: sentences 4,5 and individually, corrects their pronunciation
correct stress.” and explain the meaning of these words/
phrases if needed.
Task 2:
Pre teach vocabulary
* Aims: To help Ss learn to use the right verbs for the appropriate mode of travel.
* Aim: To enrich students’ vocabulary to talk about the means of transport.
* Content: Write words or phrases from 1 in the correct columns.
* Content: Some new words related the the topic
* Products: Students write words on the board.
* Products: Read and understand the meaning of words .
* Organization of implementation :
Task 2 Task 2: Write words or phrases from 1 in the
* Teacher introduces the vocabulary by: I/ Vocabulary: Future means of transport correct columns. (Ex 2, p. 116)
+ providing the synonym or antonym of the 1. bamboo - copter (n) /bæmˈbuːˈkɒp.tər/: chong * Teacher asks students to look at Ex 2 to write * Answer keys:
words chóng tre words and phrases in 1 in the correct columns
+ providing the pictures of the words 2. skyTran (n) /skaɪtræn/: hệ thống tàu điện trên ** Ss work independently to do the task.
- Teacher have students read the phrases aloud không *** Some Ss give their answers.
and correct their pronunciation if needed. 3. solar- powered (a) /ˌsəʊ.lə -ˈpaʊər/: chạy bằng **** Teacher checks students ‘answers as a
- Teacher asks students for the Vietnamese năng lượng mặt trời class. * Suggested answers:
meanings of these phrases. 4. (to) sail/seɪl/: lướt buồm
** Ss say the words. * Then, teacher asks Ss work in pair to add
*** Other Ss correct if the previous answers are more words to each column.
incorrect. ** Ss work in pairs to di the task.
**** Teacher shows and says the words aloud *** Teacher calls on some Ss to give their
and asks Ss to repeat them answers.
**** Teacher confirms and corrects.
Checking techniques:
“Rub out and remember” Task 3:
Task 3: Complete the sentences, using the
* Teacher has Ss look at the box, practice words from the box. (Ex 3, p. 116)
Activity 3: Practice (15’) saying the words, then work individually to
Task 1: * Answer keys:
complete the sentence.
* Aims: To introduce some modes of future travel. 1. bamboo-copter
** Ss work individually to do the task.
* Content: Write the words or phrases under the correct pictures. 2. fly
*** Some Ss read aloud the complete sentences
* Products: Students’ correct answers on the board. 3. ride
**** Teacher confirms the correct answers
4. hyperloop
5. eco-friendly
Activity 4
* PRONUNCIATION
* Aims: To help Ss be aware of which words in a sentence should be stressed, which are not; ** Ss do the task individually. * Suggested answers:
To help Ss say sentences with correct stress *** Teacher calls on some Ss to read the
* Content: Watch the video to understand about sentence stress. sentences in front of the class.
* Products: Ss understand which words in a sentence should be stressed, which are not* **** Teacher corrects their pronunciation if
* Organization of implementation: needed.
* Teacher writes the words “Sentence stress” PRONUNCIATION: SENTENCE STRESS
on the board and asks them “What is sentence https://www.youtube.com/watch?v=d2SF3DHXeC8&t=228s
stress?”. Then, teacher has Ss watch the video
to understand more about it. + What are stressed words?
** Ss work independently to do the task. + What are unstressed words? Activity 5: Consolidation (3’)
*** Teacher calls some Ss to check their * Aim: To consolidate what students have learnt in the lesson.
understanding. * Content: Ask students say what students have learnt in the lesson.
**** Teacher confirms, then asks them to read * Products: Student say the main content in the lesson
“Remember” in 1 minute. * Organization of implementation:
Task 4 Teacher’s and Ss’ activities Content
* Aims: To help students practise pronouncing sentences with correct stress. Teacher asks students to talk about what they - Some vocabulary related to the topic “Traveling
* Content: Listen to the sentences and repeat. Pay attention to the bold syllables. have learnt in the lesson. in the future”
* Products: Some students to read out the sentences in front of the class. - How to stress in sentences.
* Organization of implementation: Homework (2’)
Teacher’s and Ss’activities Content * Aim: To review the lesson and prepare for the next lesson.
* Teacher has students read the sentences and Task 4: Listen to the sentences and repeat. Pay * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
underline the stressed words. Then, ask them to attention to the bold syllables. (Ex 4, p. 116) * Products: Students’ textbook and workbook
listen to the recording once first and pay * Organization of implementation:
attention to the stressed syllables. * Suggested answers: Teacher’s and Ss’ activities Content
** SS do the task independently, try to listen - T reminds Ss to do homework and prepare the - Learn by heart all the new words.
and repeat sentences as many times as possible new lesson. - Create a poem and read it with correct rhythm
as a class, a group and individually - Prepare lesson 3 ( A closer look 2)..
*** Teacher calls some students to read out the *- Evaluation:
sentences. ………………………………………………………………………………………………………
**** Teacher corrects their pronunciation and ……………………………………………………………………………………………
stress if needed.
PRODUCTION
Task 5
* Aims: To help Ss be aware of the words they have to stress in a sentence
To help Ss practise saying sentences with correct stress
* Content: Listen to the sentences and repeat. How many stresses are there in each sentence?
* Products: Some Ss read the sentences in front of the class.
Task 5 Task 5: Listen to the sentences and repeat.
* Teacher plays the recording for Ss to listen How many stresses are there in each
and repeat; then ask Ss to count the number of sentence? (Ex 5, p.116)
stresses in each sentence.
*** The team with more points is the winner.
**** Teacher checks and gives feedback.

Date of teaching : …/… / 2023
Week: UNIT 11: TRAVELLING IN THE FUTURE
Period : Lesson 3: A closer look 2
I. OBJECTIVES: Activity 2: Presentation (5’)
By the end of this lesson, students will be able to: GRAMMAR 1: THE FUTURE SIMPLE
1. Knowledge * Aim: To introduce students the form and the usage of the future simple.
know how to recognize “The future simple: Will” * Content: Grammar: The Future Simple
a. We use will + V:
* Products: Understand and know how to use the Future Simple
+ to talk about future activities
Eg: We will buy an electric scooter soon. * Organization of implementation:
+ to make predictions Teacher’s and Ss’activities Content
Eg: We will probably use electric cars because normal cars cause too much pollution. * GRAMMAR 1: THE FUTURE SIMPLE * GRAMMAR 1: THE FUTURE SIMPLE
b. Possessive pronouns
+ to demonstrate ownership * Teacher has Ss read “Remember box” in “Do we use The Future Simple to talk about
Eg: This is our house. It’s ours. some minutes. past, present or future activities?”
2. Core competence ** Ss work independently to read.
- Develop communication skills *** Teacher calls on some Ss to answer EX: People will go to school by solowheel in
- Be collaborative and supportive in pair work and team work teacher’s questions to make sure they can 2030”
- Actively join in class activities understand how to use and form The Future
3. Personal qualities Simple well. + Usage: to talk about future activities and to
Be responsible and hard working + Teacher writes on the board: make predictions.
II. MATERIALS In this situation, what do we use the future
Grade 7 textbook, Unit 11, A closer look 2 tense for? + Form: (+) S + will + V
Computer connected to the internet (-) S + will + not (won’t)+ V
TV/ Projector/Pictures, sets of word cards + “To make a negative form, do we say will (?) Will + S + V ?
sachmem.vn not or not will?” (Just add NOT behind Will)
III. PROCEDURES: (STAGES) + “For questions, where we can put Will?”
(Before subjects)
Activity 1: Warm-up (5’) **** Teacher confirms, and corrects grammar
* Aim: To activate students’ prior knowledge and vocabulary related to articles in lesson. if needed, then write on the board:
* Content: * Game: pelmanism Activity 3: Practice (20’)
* Products: Ss answer questions and find the correct key.
* Organization of implementation: Task 1 + Task 2
Teacher’s and Ss’activities Content * Aims: To help Ss use the right verb form to talk about future activities.
To help Ss practise making full sentences about future activities using prompts.
Warm up: * Game: Pelmanism: Future means of
* Content: Fill each blank with a suitable article.
transport
* Teacher divides the class into 2 teams. * Products: Students to read their answers aloud.
** The game starts with all the cards face down * Organization of implementation:
and players take turns to turn over two cards. If Teacher’s and Ss’activities Content
team A choose 2 cards with the picture and the Task 1 Task 1 : Complete the sentences with will or
correct word . Team A will get 2 points. won’t.
* Teacher asks students to do the exercise * Answer key: *** Teacher calls on some Ss to give their He his his
individually and then compare their answers 1. won’t ideas. She her hers
with a classmate. 2. will **** Teacher confirms and corrects. It its its
3. will
** Ss do the task individually.
4. won’t Task 4: Task 4: Replace the underlined phrases with
*** Some Ss explain their choices. 5. Will * Teacher asks Ss to do the task individually to possessive pronouns. (Ex 5, p. 118)
****Teacher confirms the correct answers.
replace the underlined phrases with the correct * Suggested answers:
Task 2: Task 2: Rearrange the words and phrases to
make sentences. possessive pronouns. 1. theirs
* Teacher has students work individually to * Answer key: ** Ss do the task individually and compare 2. mine
rearrange the words to make sentences. 1. We will have driverless cars in 2030. with their partners. 3. His
2. Cities won’t allow cars in 2050. 4. Yours
** Ss do the task individually. *** Some Ss read aloud their answers on the
3. Will electric cars be popular? 5. Ours
*** Some Ss write their answer on the board. board
****Teacher confirms the correct answers. 4. We will use solar-powered buses soon. **** Teacher confirms the correct answers.
5. Will we have enough parking places in ten
Activity 5: Production
years? Task 5
Task 3: * Aims: To help Ss practise talking about some future means of transport
* Teacher asks Ss to work in pairs to complete Task 3: Use the correct form of the verbs in
To help Ss learn reasoning skills by giving reasons for their choice.
the conversation. brackets to complete the conversation. (Ex 3,
* Content:
** Ss work in pairs to do the task. p. 117) * Products: Some pairs talk about their choices and reasons why they will / won’t use those
*** Teacher calls on Ss to read aloud the * Suggested answers: means of travelling.
complete conversation. 1. will take * Organization of implementation:
**** Teacher confirms the correct answers 2. won’t have Teacher’s and Ss’activities Content
helps them to correct mistakes if needed. 3. Will ... have Task 5 Task 5: Look at the pictures and tell your
4. won’t drive * Teacher asks Ss to work in pairs to describe partner if you will / won’t travel by these
5. won’t be the picture. means of transport. Give reason(s). (Ex 4, p.
Activity 4: GRAMMAR 2 ** SS work with their partners to do the task. 118)
* Aims: To review possessive pronouns. ***Some pairs talk about their choices and
* Content: Complete this table about possessive pronouns. * Suggested answers:
reasons why they will / won’t use those means - In picture 1, I can see a / an (electric) bus /
* Products: Complete this table; Ss read aloud their answers on the board
of coach. I can see many people on this bus / coach.
travelling. I think I will go to school by electric coach
**** Teacher listens to Ss to correct common because it has no fumes, and it can carry many
* GRAMMAR 2: REVIEW * GRAMMAR 2: REVIEW
errors after Ss finish speaking. people at the same time.
POSSESSIVE PRONOUNS POSSESSIVE PRONOUNS
- In picture 2, I can see a flying car. It is flying
* Teacher writes on the board an example then Ex: THIS IS YOUR BICYCLE. over a city. I think I will travel by flying car. It
asks Ss some questions to remind them. THAT BICYCLE IS HER BICYCLE. →
will be fun to fly in one. I will be able to see the
+ Do we use a possessive pronoun instead of a HERS city below (or I can fly it when the roads are
phrase? (hers = her bicycle)
congested).
+ Does a possessive pronoun come before a Personal Possessive Possessive
- In picture 3, I can see a ship. It has solar panels.
noun? pronouns adjectives pronouns
I will travel on a solar-powered ship to visit
+ Let’s complete this table I my mine some islands.
You your yours It will be comfortable / fun to travel by solar-
** Ss work individually to answer teacher’s We our ours powered ship.
questions They their theirs
- In picture 4, I can see a bamboo-copter. I will
fly a bamboo-copter to work. It will be fun / fast.
(or I won’t use a bamboo-copter to travel from
one place to another. It will be dangerous. You
might get hurt when it
is windy …).
- In picture 5, I can see a car with a lot of smoke
behind it. I won’t go by car in the future. It
pollutes the environment.
* Content: summarize the main content in the lesson.
* Products: Ss say what they have learnt in the lesson.
* Organization of implementation: Date of teaching : …/… / 2022
Teacher’s and Ss’activities Content Week: UNIT 11: TRAVELLING IN THE FUTURE
Teacher asks students to talk about what they + Grammar: 1. The future simple Period : Lesson 4 : Communication
have learnt in the lesson. 2. The possessive pronouns. I. OBJECTIVES:
* Homework (2’) By the end of this lesson, students will be able to:
* Aim: To revise the knowledge that students have gained in this lesson and prepare the new 1. Knowledge
lesson - learn how to how to make predictions.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbook - practise using some grammar points and vocabulary related to the topic.
* Products: Students’ textbook and workbook 2. Core competence
* Organization of implementation: - Develop communication skills
Teacher’s and Ss’ activities Content - Be collaborative and supportive in pair work and team work
- T reminds Ss to do homework and prepare - Do EX in the Textbook. - Actively join in class activities
the new lesson. - Prepare lesson 4 ( communication) 3. Personal qualities
- Be benevolent and responsible
*- Evaluation: II. MATERIALS
……………………………………………………………………………………………………… Grade 7 textbook, Unit 11, Communication
…………………………………………………………………………………………………….. Computer connected to the internet
TV/ Pictures/ Projector
sachmem.vn
* Aim: To review conditional type 1
To lead in the new lesson.
* Content: Game: Fun matching ( Write 5 conditional type 1)
* Products: Ss from 2 teams read the first conditional aloud.
Warm up * GAME: Automatic name calling to check old * Aims:
lessons. - To help Ss practise making predictions.
* Teacher checks Ss’ knowledge of the - To help Ss learn more about what information they can discover when talking about a means
previous lessons by asking them to make of transport
sentences using The Future Simple or – To help Ss practise asking and answering questions about a future means of transport.
possessive pronouns. * Contents:
- Make similar conversation.
** Ss write the form and give examples; - Complete the conversation between Mark and Lan with the questions and answers from the box.
complete the sentences with the Future Simple - Choose one means of transport below and make a similar conversation as in 3.
or possessive pronouns. * Products:
- Ss’ correct answers.
*** Teacher calls on some Ss to read aloud - Ss’ speakings
their sentences. * Organization of implementation:
**** Teacher confirms, corrects grammar and II . HOW WILL CHILDREN GO TO SCHOOL?
pronunciation if needed. Task 2: Make similar conversation
Task 2: 1. travelling long distances by hyperloop.
- Teacher leads students into the new lesson
2. travelling to other planets for holidays.
Activity 2: Presentation ( 5’) * Teacher has SS look at the situation in Ex 2 Suggested answers:
* EVERYDAY ENGLISH to make similar dialogue. Situation 1:
A: Do you think we will travel long distances by
Task 1 ** Ss work in pairs to make similar dialogue. hyperloop?
* Aim: To introduce to Ss how to make predictions *** Teacher calls some pairs to present it in B: We certainly / probably will.
* Content: Teach some structures to make predictions ; - Listen and read the conversation. front of the class. A: Will it allow us to travel to other planets?
* Products: Teach some structures to make predictions **** Teacher gives feedback and some B: It probably / certainly won’t.
- Listen and read the conversation. comments. Situation 2:
A: Do you think people will travel to other planets
for their holidays?
* Teacher plays the record for SS to listen and I - EVERYDAY ENGLISH B: They certainly / probably will.
read the conversation A: Will holidays on other planets be expensive /
** Ss listen and practice saying with their Task 1: Listen and read the conversation. (Ex Task 3:
interesting?
partners. 1, p. 119) B: They certainly will (be).
* Teacher asks Ss to work in pairs to read the
*** Teacher calls some pairs to read aloud.
conversation and complete it with the
**** Teacher corrects pronunciation if needed. Task 3: Complete the conversation between
questions and answers from
* Teacher asks Ss to pay attention to the Mark and Lan with the questions and answers
 Structure: to make predictions the box
highlighted parts and asks them some questions from the box.
- We certainly will/ won’t … ** Ss do the task in pairs
to elicit the new structure Answer key:
 if you are sure about your predictions. *** Teacher calls some Ss to give their
** Ss answer teacher’s questions to find out 1. B
- It probably won’t/ will … answer and explain it.
new structure to express preferences. 2. A
 if you are not sure about your predictions. **** Teacher confirms the correct answers.
*** Some students give the new structure to the 3. D
Task 4
teacher. 4. C
**** Teacher corrects and writes on the board * Teacher asks Ss to n pairs to ask and answer
questions about which means of transport
Activity 3: Practice (20’) they would like to
Task 2+ 3+4
use to travel to school. Ask them to use the Task 4: Choose one means of transport below bamboo-copter, a solowheel , a scooter or a
example in 3. Elicit any other questions and and make a similar conversation as in 3. bicycle and reasons for them to use:
answers they
can ask and answer about a means of
transport.
** Ss work in pairs. - Teacher goes round the class to monitor and
+ It is safe / fast / green / fun / economical /
*** Teacher invites some pairs to role-play, give support if necessary.
convenient.
asking and answering the questions in front of *** Ss from each group present their ideas to
+ It doesn’t cause noise or pollution.
the class the class.
+ It doesn’t make fumes.
**** Teacher confirms and corrects if **** Teacher comments on their clarify,
+ It doesn’t pollute the environment.
needed. language, fluency, grammar, etc.
Activity 5 : Consolidation (3’)
For the conversation about bamboo-copter, * Aims: To consolidate what students have learnt in the lesson.
for example, T may guide Ss to ask questions: Suggested answer: * Content: Summarize the content of the lesson.
1. So what means of transport will students use to
* Products: Ss say aloud what they have just learnt .
go to school?
2. How many fans does it have?
3. How will it work?
4. What will it run on? Teacher asks students to talk about what they + Vocabulary of the means of transport
5. Why would you like to go to school by bamboo- have learnt in the lesson. + The present simple
copter? + Possessive pronouns
– For the Solo wheel, T instructs Ss to ask similar
Homework (2’)
questions.
* Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next
lesson: Skills 1.
Activity 4 :Production
Task 5
* Aims:
- To help Ss practise talking about which means of transport they would like to use to travel to
school Teacher’s and Ss’ activities Content
– To help Ss practise giving reasons - T reminds Ss to do homework and prepare - Learn by heart new words
– To help Ss practise reporting. the new lesson. - Review some exercises.
* Content: - To prepare for the next lesson: Unit 11 /Skills 1.
- Choose one means of transport that you would like to use to travel to school. Give reasons. *- Evaluation:
* Products: - Ss’ presentations in front of the class
………………………………………………………………………………………………………
Teacher’s and Ss’ activities Content ………………………………………………………………………………………………………
Task 5: Choose one means of transport that you

* Teacher asks Ss to work in group to discuss would like to use to travel to school. Give
which means of transport they would like to reasons. (Ex 5, p. 119)
use to travel to
school
** Ss work in groups to take notes several

means of transport for Ss to think of such as a
* Aims:
- To introduce the topic of reading.
- To lead in the lesson about Skills 1.
* Contents: Play the game “Networking”
* Products: The group which has more corrects ones will be the winner.
Warm -up Game: NETWORKING
* Teacher asks Ss to think of the forms of

transport they have used and any that they
would like to experience.
** Ss in groups to share.
*** Teacher calls on groups to see how many
different forms of transport they can list. The * Suggested answers:
group which has more corrects ones will be the tank, hot-air balloon, helicopter, yacht, bicycle,
winner. horse and carriage, RollsRoyce, hang glider,
**** Teacher confirms and corrects. mule, double – decker bus, elephant, spaceship,
etc.
Date :…………..
Pre- teach vocab + Task 1
Week : UNIT 11: TRAVELLING IN THE FUTURE
* Aims:
Period : Lesson 5 : Skills 1
- To lead in the reading skills.
I. OBJECTIVES: - To provide students with some lexical items before reading the text.
By the end of this lesson, Ss will be able to gain: * Contents:
1. Knowledge - Work in pairs. Discuss the following questions.
+ Reading: - Read Phong’s blog. Match the underlined words in the text with their meanings.
- read for general and specific information about a future car. * Products:
+ Speaking: - Lists of vocabularies
talk about why a means of transport will / won’t be popular - Answer key
2. Core competence Teacher’s and Ss’activities Content
- Develop communication skills
Pre teach vocabulary * Vocabulary
- Actively join in class activities * Teacher use different techniques to teach - (to) charge /tʃɑːdʒ/: sạc pin
3. Personal qualities vocab (pictures, situation, explaination…..) - passenger (n) /ˈpæs.ən.dʒər/: hành khách
Be benevolent and responsible - economical (a) /ˌiː.kəˈnɒm.ɪ.kəl/: tiết kiệm
II. MATERIALS ** Repeat in chorus and individually
nhiên liệu
- Grade 7 textbook, Unit 11, Skills 1 *** Copy all the words - autopilot (adj, n) /ˈɔː.təʊˌpaɪ.lət/: lái tự động
- Computer connected to the internet - function (n) /ˈfʌŋk.ʃən/: chức năng
- TV/ Pictures, cards **** Checking vocab: - (to) run on/rʌn ɒn/:chạy bằng (nhiên liệu nào)
- sachmem.vn
III. PROCEDURES : (STAGES) Task 1
*Checking vocab: Say the word by EL
* Teacher asks SS to work in pairs to look at 2. Brainstorming: Look at the picture and ** Ss work independently to do the task.
the picture and answer the question: “What can find the words or phrases to describe it. (Ex 1, *** Teacher calls on some Ss to give their
you see in the picture?” p. 120) answers and points out where they can find the
** Ss work with their partner to think of words information.
to describe the car and the words or phrases * Suggested answer: **** Teacher corrects and confirms.
about the driver.
*** Teacher calls on some Ss to read loud the The car: convenient, safe, comfortable, modern,
listed words/ phrases. automatic, automated, autopilot, etc.
**** Teacher writes on the board, corrects The driver: relaxing / isn’t driving, etc.
pronunciation or grammar if needed.
Activity 3: PRACTICE * Retelling
I. Reading * Aims: To check students’ reading comprehension..
Task 2+3 * Content: - Retelling
* Aims: * Products: Students retell all the information about “Roadrunner”.
- To improve Ss’ skills of reading for the general idea. * Organization of implementation :
- To improve Ss’ skills of reading for details. Teacher’s and Ss’activities Content
- To check students’ reading comprehension.
* Teacher asks Ss to close their books and just * Ss retell all the information about
- To enable Ss to ask and answer questions about a car company look at the table in task 2 to retell what they
* Contents: “Roadrunner”.
have read about “Roadrunner”.
- Read the passage and answer the question.
** Ss work on pairs, take turns to retell.
- Read the passage again and complete the fact file with no more than two words or a number.
*** Some Ss retell all the information about
- Look at the fact file in 3 then ask and answer questions about it.
“Roadrunner”.
* Products: **** Teacher listens and corrects if needed
- Answer key
* Organization of implementation: II. SPEAKING (15’)
Task 4+ 5
Teacher’s and Ss’activities Content * Aims: To develop reading skill for general and specific information.
Task 2 Task 2: Read the passage and answer the * Content: Read the text and answer the questions.
* Products: Students play game by answering the questions correctly.
question. * Organization of implementation :
* Teacher tells Ss to read the text quickly and
find out the main idea of the paragraph Teacher’s and Ss’activities Content
individually. Task 4 Task 4: Look at the fact file in 3 then ask and
** Ss work independently to read. * Teacher asks Ss to work in pairs to look at the answer questions about it. (Ex 4, p. 120)
*** Some Ss read out their answer and explain table once more times to make questions about Suggested questions:
their choices. Roadrunner and its car based on the fact file in * When was Speed introduced? / When did they
**** Teacher confirms, corrects, and explains 3. introduce Speed?
that B and C are just facts. * Answer key: A ** Ss work in pairs to make questions, then • What do you know about Safety? / What is
answer these questions. special about Safety?
Task 3: Read the passage again and complete *** Teacher calls on some pairs to role – play it • What functions do these models have?
Task 3: the fact file with no more than two words or a in front of the class. • What do these models run on?
* Teacher tells Ss that they are going to read to number. (Ex 3, p. 120) **** Teacher corrects Ss’ grammar and • What can passengers do when they are
passage again to complete the table about the pronunciation mistakes if needed. travelling in the car?
company and its car. Teacher also reminds Ss Answer key:
to look at the information on the left first before Task 5 Task 5: Discuss why Roadrunner’s cars will
doing the task to guess what types of or won’t become popular in the near future.
information they need to scan. Report your reasons to the class. (Ex 5, p. 120)
* Teacher writes on the board: “Why * Suggested answers:
Roadrunner’s cars will or won’t become + Roadrunner’s cars will become popular in the
popular in the near future?” and asks Ss to near future, because they are fast / safe /
comfortable /
work in groups to discuss it.
modern.
** Ss work in groups to do the task. Teacher + Roadrunner’s cars run on electricity, so they
goes around to help them if needed. are eco-friendly / green / they do not pollute the
environment.
*** Teacher invites one representative of each + Roadrunner’s cars have an autopilot function,
group to report the answers of their own so they are very comfortable and modern
group to the class
Activity 4: Post-Speaking ( 5’)

* Aims: To help students improve next time.
* Content: Give comments and vote for the most interesting and informative presentation.
* Products: The best and most fluent presentation
- Have students give comments on their friends * Students’ comments
and vote for the most interesting and
informative presentation.
- Teacher gives feedback and comments.
Activity 5 : Consolidation (2’)

* Aims: To consolidate what students have learnt in the lesson. Date :…………..
* Content: Ss summarise what they have learnt with the two skills. Week : UNIT 11: TRAVELLING IN THE FUTURE
* Products: Students say what they have learnt with the two skills in font of the class. Period : Lesson 6: Skills 2
* Organization of implementation: I. OBJECTIVES:
Teacher’s and Ss’activities Content 1. Knowledge
- Teacher asks students to talk about what they - Some ways to go green, tips for going green). + Listening
listen for general and specific information about some future means of transport;
have learnt in the lesson. + Writing: write about the advantages of a future means of transport.
2. Core competence
* Homework (2’) - Develop communication skills
* Aim: To revise the knowledge that students have gained in this lesson. - Actively join in class activities
* Content: Review the lesson and prepare for the next lesson . 3. Personal qualities
* Products: Students’ textbook and workbook Be benevolent and responsible
* Organization of implementation: II. MATERIALS
- Teacher asks students to prepare the new - Do Ex inWB Grade 7 textbook, Unit 11, Skills 2
lesson - Prepare: Skills 2 Computer connected to the internet
*- Evaluation: Pictures
……………………………………………………………………………………………………… sachmem.vn
……………………………………………………………………………………………………
Activity 1: Warm –up (5’) * Aims:
* Aim: To prepare for the new lesson; To introduce the new lesson. - To activate Ss’ knowledge of the topic of the listening text
* Content: Circle the words/ phrases that you think are used to describe the future means of -- To improve Ss’ skills of listening for general information
transport * Contents:
* Products: Students give their answers exactly. - Listen to a talk between Mr Ha and his students. How many means of transport are they
* Organization of implementation: talking about? Circle the correct answer.
Teacher’s and Ss’activities Content * Products: SS give answer key correctly
* Warm up * DISCUSSION * Organization of implementation:
Task 1. Circle the words/ phrases that you Teacher’s and Ss’activities Content
* Teacher asks Ss to look at the words or think are used to describe the future means Task 2 Task 2: Listen to a talk between Mr Ha and
phrases in Ex 1 (p. 121) and think of which of transport * Teacher asks Ss to read the sentences and his students. How many means of transport
ones are used to describe the future means of to predict the words they need to fill in each are they talking about? Circle the correct
the transport. blank.
answer. (Ex 2, p. 121 - cont)
** Ss thinks of it individually, then discuss ** Ss works in pairs to do the task. Then
with their partners. Teacher encourages Ss to teacher plays the recording for Ss to listen * Answer key: C
give reasons for their answers. and fill in the blank.
*** Teacher calls some students to give their *** Teacher calls on some Ss to give theirs
answers. answers and writes them on the board.
**** Teacher listens and give comments. **** Teacher plays the recording again as
-Teacher introduces students the content of the many times as needed for Ss to check their
lesson: “In the lesson today, we are going to answers and clearly understand the Task 3: Listen to the talk again and complete
listen to a talk between Mr. Ha and his conversation. each sentence with ONE word. (Ex 3, p. 121)
students about future means of transport.”
Activity 2 : I/ Listening * Answer key:
Presentation (7’) Task 3 1. accidents
* Aims: * Teacher asks Ss to read the sentences and 2. autopilot
- To provide students with some lexical items before listening the text to predict the words they need to fill in each 3. expensive
* Contents: blank. 4. Bamboo-copters
- Teach vocabularies ** Ss works in pairs to do the task. Then 5. eco-friendly
* Products: teacher plays the recording for Ss to listen Audio script – Tracks 80 + 81:
- List of vocabularies and fill in the blank.
*** Teacher calls on some Ss to give theirs - Mr Ha: Now, let’s turn to future means of
answers and writes them on the board. transport. How do you think people will travel
**** Teacher plays the recording again as in 2050, Tom?
Pre- teach Vocab * Vocabulary - Tom: I think people will use bullet trains.
many times as needed for Ss to check their
* Teacher introduces the vocabulary by: 1. bullet train (n.phr.) /ˈbʊl.ɪt ˌtreɪn/: tàu cao tốc Bullet trains will be faster and safer than cars
answers and clearly understand the
- Providing the synonym or antonym of the 2. (to) use up/juz up/: sử dụng hết conversation. and they can help avoid traffic accidents.
words. 3. comfortable (a) /ˈkʌm.fə.tə.bəl/: thoải mái - Lan: I think skyTrans will also be popular,
- Providing the pictures of the words. too. They will not use up much space and will
be safe because they run on autopilot. - Tom:
- Providing the definition of the words. But skyTrans may be too expensive for students
to use. Bamboo-copters will be cheaper and
Concept check: Rub out and Remember easier for them to use. They will just put on
their bamboo-copters and fly to school.
* While -listening - Mr Ha: Sounds interesting. How about
Task 2 + Task 3 travelling on sea?
- Lan: I think people will use solar-powered * Teacher tells Ss that they are going to Task 5: Write a paragraph of about 70
ships to travel on sea. They will be eco-friendly write about the advantages of the means of words about the advantages of the means
and comfortable transport they ‘ve chosen. Teacher reminds of transport you’ve chosen. (Ex 5, p. 121)
them to start their writing as shown below.
** Ss do the task independently.
Activity 3 : II/WRITING
* Aims: To help students generate ideas for their writing;
* Content: Choose one future means of transport in 3 and tick the words and phrases that
describe its advantages.
* Products: Ss read out loud and encourages Ss to make sentences with the words/ phrases.
* Organization of implementation: Activity 4: Post-Writing (5’)
Teacher’s and Ss’activities Content * Aim: To peer check, cross check and final check students’ writing.
Task 4 Task 4: Choose one future means of * Content: Cross check students’ writing.
* Teacher asks Ss to choose a future means transport in 3 and tick the words and * Products: Students’ writing and cross check.
of transport in Ex 3 and discuss with their * Organization of implementation:
phrases that describe its advantages. Can
partner by ticking the boxes or add as many Teacher’s and Ss’activities Content
you add more words and phrases?
words/ phrases as possible. * Class gallery
** Ss do the task in pairs. *** Teacher asks Ss to share their writing
*** Teacher calls on some Ss to read out with their partners. Then, call on some Ss
loud and encourages Ss to make sentences to show their writing in front of the class.
with the words/ phrases.
**** Teacher checks ideas, grammar,
**** Teacher corrects and confirms.
vocabulary and gives comments.

* Products: A student says what she/ he has learnt in the lesson.
* Suggested answers: economical, carrying
many passengers, avoiding traffic jams,
having an autopilot function, driverless, etc. - Teacher asks students to talk about what - listen and write about one future mean of
While-Writing (5’) they have learnt in the lesson. transport
* Aims:To help Ss practise writing a paragraph about the means of transport .
Homework (2’)
* Content: Write a paragraph about the advantages of the means of transport you’ve chosen
* Aim: To revise knowledge that students have gained in this lesson.
* Products: Students’ perfect writing on the posters ( notebooks)
- Teacher asks students to rewrite their - Rewrite the writing in the notebook. -apply what they have learnt (vocabulary and grammar) into practice through a project.
writing in their books. - Prepare “ Looking back and project” 2. Core competence
- Teacher asks students to prepare the new - Develop communication skills and creativity
lesson. - Be collaborative and supportive in pair work and team work
*- Evaluation: 3. Personal qualities
……………………………………………………………………………………………………… - Be benevolent and responsible
……………………………………………………………………………………………. - Develop self-study skills
II. MATERIALS
Grade 7 textbook, Unit 11, Looking back & Project
TV/ Pictures, sachmem.vn
Activity 1: Warm -up (5’)
* Aims: To help students revise the vocabulary items they have learnt in the unit.
To enhance students’ skills of cooperating with team mates.
* Content: Game : Mindmap
* Products: Students work group and write the correct answers on the board.
* Warm up (Team work) * Game : Mindmap
Mindmap
* Teacher writes on the board “Unit 11” asks
Ss to think of what they have learnt already in
this unit.
***Teacher calls some students to retell.
**** Teacher confirms and leads them to do
all the exercises in books
Activity 2: Vocabulary
Task 1 + Task 2
* Aims:
-To help Ss revise the learnt vocabulary.
- To help Ss use the right adjectives / phrases to describe the appropriate means of transport
* Contents:
Date :………….. - Write three adjectives or phrases to describe each picture.
- Complete the sentences with the words and phrases from the box.
Week : UNIT 11: TRAVELLING IN THE FUTURE
* Products: Ss write the answers on the board.
Period : Lesson 7: Looking back and project * Organization of implementation:
* Teacher asks Ss to work individually to Task 1: Write three adjectives or phrases to
1. Knowledge
look at the three pictures and think of the describe each picture.
-review the vocabulary and grammar of Unit 11
words or phrases they have learnt to * Answer keys: * Aim: To allow students to apply what they have learnt (vocabulary and grammar) into
describe means of transport 1. fast, green, carrying many passengers practice through a project.
** Ss do the task independently. 2. fast, convenient, autopilot function * Content: PROJECT: Our future means of transport
*** Teacher asks for Ss’ answers. 3. electric, green, convenient * Products: Students’ perfect project. (Posters exhibition)
**** Teacher confirms the correct ones * Organization of implementation:
Task 2 : Task 2 : Complete the sentences with the Teacher’s and Ss’activities Content
* Teacher has Ss work individually to put words and phrases from the box. * Teacher asks Ss to look at the picture and PROJECT: Our future means of transport
the right words / phrases into the correct * Answer keys: imagine a future means of transport they
blanks. 1. eco-friendly would like to see in the future. Teacher tells
** Ss do this activity individually, then 2. runs on SS that they can draw pictures or pin the
compare their answers with their partners. 3. bamboo-copter pictures or photos on A0 paper to illustrate
*** Teacher asks for some Ss to read aloud 4. driverless their ideas.
the sentences. 5. Bullet trains ** Ss do the task in group. Teacher goes
**** Teacher confirms the correct answer. around to help if necessary and check their
progress.
*** Teacher calls some groups to present
Activity 3: GRAMMAR (10’) their poster to the class
Task 3 + 4 **** Ss in other groups comment. Teacher
* Aims: - To help Ss revise the possessive pronouns. confirms and corrects.
- To help Ss revise the future simple Activity 5: Consolidation (2’)
* Contents: - Find one mistake in each sentence and correct it. * Aim: To consolidate what students have learnt in the lesson.
- Read the passage and put the verbs in brackets in the correct future form. * Content: Summarize the content of the lesson.
* Products: Ss write the answers on the board exactly. * Products: A student says the lesson’s content aloud.
Task 3 Task 3: Find one mistake in each sentence - Teacher asks students to talk about what - revise vocabulary and grammar in unit 11
and correct it. they have learnt in the lesson. - make Project: Our future means of
* Teacher asks Ss to find one mistake in * Answer keys:
each sentence and correct it transport.
1. Her → Hers
** Ss do the exercise individually and swap 2. Our → Ours
* Homework (2’)
with their partners. 3. My → Mine
*** Teacher calls some Ss to check their 4. its → his * Aim: To revise the knowledge that students have gained in Unit 12 and To prepare for the
answers. 5. yours → your next lesson.
**** Teacher confirms the correct answer. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
Task 4: Read the passage and put the verbs in * Products: Students’ textbook and workbook.
Task 4 brackets in the correct future form. * Organization of implementation:
* Teacher asks Ss to put the verbs in * Answer keys: Teacher’s and Ss’ activities Content
brackets in the correct form 1. will travel
** Ss work individually to do the task. 2. won’t go - Teacher asks students to revise old lesson - Complete the project
*** Teacher calls 1- 2 Ss to read out the 3. will need and to do exercise in workbook. - Prepare for the next lesson: Unit 12 ( Getting
passage. 4. won’t carry - Teacher asks students to complete the
**** Teacher checks and confirms their started)
5. Will … come project and prepare the new lesson.
answers. *- Evaluation:
………………………………………………………………………………………………………
Activity 4: Project (5’)
………………………………………………………………………………………………….
Date of planning : …/… / 2023 feedback. The group having more correct
Date of teaching : …/… / 2023 answers is the winner.
Week :
Period:
REVIEW 3
Lesson 1: Language
I. OBJECTIVES:
By the end of this review, students will be able to revise the language they have learnt and the
skills they have practised in Units 7,8,9 Activity 2: Practice (5’)
1. Knowledge: PRONUNCIATION
* Vocabulary: - revise words related to Units 7,8,9 Task 1
* Aim:To help Ss review the pronunciation of the sounds learnt in Unit 7 (/ai/ and /ei/) and Unit 8
* Pronunciation: - revise pronouncing the sounds : /aɪ/ and /eɪ/ ; /ɪə/ and /eə/;
pronounce two-syllable words correctly; (/ ia/ and /ea/), and the pronunciation of two-syllable words learnt in Unit 9.
* Grammar: To review the grammatical points taught in Units 7-9: connectors (though/however), * Content: Choose the word whose underlined part is pronounced diﬀerently
should/ shouldn't, and Yes/No questions. * Products: Students say the correct answer key.
2. Competence: Ss revise the language they have learnt and some skills they have practised in Units * Organization of implementation:
7 – 9; Doing exercises on pronunciation, vocabulary, grammar and everyday English Teacher’s and Ss’activities Content
3. Quality/ behavior: Know the importance of revision and need to study harder ; Having the Task 1 Task 1: Choose the word in which the
serious attitude toward studying and the good relationship with friends. * Ss do this exercise individually, underlined part is pronounced differently.
II. MATERIALS ** Then share their answers with a partner
1. Teacher: - Grade 7 textbook, Planning ( Review 3) before giving T the answers.
*** Confirm the correct answers.
- Smart TV/Pictures, sets of word cards
**** Have some Ss read out the words.
- sachmem.vn
2. Students: Text books, notebooks, posters, …. * Elicit the rules of putting stress in two-
III. PROCEDURES : (STAGES) syllable words.
** Ss do this exercise individually then share
Activity1: WARM -UP (5’)
their answers with their partners before giving 1. b Choose the word which has a different
* Aim: To to review the words related the unit 7-9 T the answers. stress pattern from that of the others.
* Content: Game: Write the name of the means of transport; types of films, names of festivals ***Confirm the correct answers. 4C 5B
* Products: Students write words related the topic exactly. **** Invite some Ss to say the words with
* Organization of implementation: correct stress.
Teacher’s and Ss’activities Content Activity 3: VOCABULARY (15’)
* Warm up (Team work) * Warm – up : Write the name of the means of Task 2.
* Teacher divides the board, and divides the transport; types of films, names of festivals * Aims: To review the meanings of road signs;To review the words related t o films and festivals.
class into 3 teams.
* Content: Write the phrases from the box under the road signs.
** Members of each team take turns and write
* Products: Students say the sentences aloud and pronounce the words and phrases correctly
the name of the means of transport; types of * Organization of implementation:
films, names of festivals in 2 minutes. Teacher’s and Ss’activities Content
*** Students cross check their answers first. Task 2 Task 2: Write the phrases from the box
**** Teacher confirms the answers and gives * Have Ss do this exercise individually
under the road signs.
** Ss share their answers with their partners. 1. No left turn answers with a partner. * Answer keys:
*** T checks and confirms the correct answers. 2. Walking only 1.It's / It is about five kilometres from my house to
** Call some Ss to go to the board to write their
my school.
**** SS copy down 3. Turn right ahead sentences. 2.How far is it from Ha Noi to Hai Phong?
4. Road work 3.Although he was tired, he still performed the lion
*** Other Ss comment.
5. School ahead dance. / He still performed the lion dance although
**** Confirm the correct sentences. Revise the
Task 3: he was tired.
structures if needed. 4.We/You/They shouldn't walk here because this
* Teacher asks students to work individually to Task 3: Fill in each blank with a suitable
lane is for cycling only.
choose the correct words and complete the word from the box. 5.Though my sister lives far away, she comes back
sentences. home every Tet. / My sister comes back home every
* Keys:
** Students work individually to complete the 1. feast Tet though she lives far away.
task. 2. shocking
*** Teacher allows students to share answers 3. Easter Activity 5: Consolidation (3’)
before discussing as a class. 4. fantasy * Aim: To consolidate what students have learnt in the lesson.
5. violent
**** Teacher asks students to say the sentences * Content: summarize the content of the lesson.
aloud and makes sure they pronounce the * Products: A student says the lesson’s content aloud.
words and phrases correctly. Teacher can ask * Organization of implementation:
for translation to check their understanding Teacher’s and Ss’activities Content
Activity 4 :GRAMMAR (15’) Teacher asks students to talk about what they - vocabulary and grammar in the lesson
Task 4 + 5 have learnt in the lesson.
* Aims: -To review the grammatical points taught inUnits 7-9: connectors (though/however), should/ shouldn't,
and Yes/No questions.
* Homework (2’)
- To review the grammatical points taught in Units 7-9: connectors (although/though), should/ shouldn't,
and It indicating distance.
* Aim: To revise the knowledge that students have gained in the lesson and to prepare for the next
* Content: lesson
* Products: Students say the correct answer key.
Task 4 Task 4: Which of the underlined parts in each
- Teacher asks students to revise old lesson - Do exercise in workbook.
* Ss has Ss do this exercise on their own first. question is incorrect? Find and correct it.
1. Did you walk to the supermarket? Yes, I do. and to do exercise in workbook. - Prepare for the next lesson: Review (SKILLS).
** Ss compare their answers with a classmate. A B C - Teacher asks students to complete the project
2. Though he rode a motorcycle, but he didn't wear a helmet.
*** T invites Ss to share their answers. Ask A B C and prepare the new lesson.
them to explain their answers and correct the 3. There is a red light, so you should cross the road. It's dangerous.
*- Evaluation:
A B C
mistakes. 4. Will Lan to attend the music festival this Sunday? …………………………………………………………………………………………………………
**** Confirm the correct answers. A B C
5. The film was boring. However she watched it to the end. ………………………………………………………………………………………………………..
A B C
* Answer keys:
Task 5 1. C 2. B 3. B 4. B 5. C
Task 5: Rewrite the sentences so that they have
the same meanings as the original ones. Use the
* Ss do this individually and compare their
words given in brackets.
* Aims: To increase students’ interest and lead them into the lesson.
* Content: Ask some questions about festivals
* Products: Students’ correct answers .
* Teacher lets ss look at some pictures and * Warm up
asks students some questions.
What festival is this?
** Students raise hands to answer.
*** Teacher and students discuss the answers. What is its symbol?
**** Teacher checks the answers as a class
Practice (35’)
* Activity 2: READING
Task 1
* Aims: - To help students practise reading for main information.
Date of planning : …/… / 2023 - To practise the skill of reading for specific information about a festival.
Date of teaching : …/… / 2023 * Content: Read the passage. Match the headings in the box with the paragraphs.
Week : REVIEW 3 (UNITS 7,8,9) * Products: Ss say the answers exactly.
Period: Lesson 2: Skills * Organization of implementation:
By the end of this review, students will be able to revise the skills they have practised in Units 7-9 Task 1 Task 1: Read the passage. Match the
1. Knowledge: * T has Ss read the passage quickly and headings in the box with the paragraphs.
- To practise the skill of reading for specific information about a festival; match the headings with the paragraphs.
- To practise asking and answering about the topic of traffic. ** Ss compare their answers with a partner * Answer key:
before giving T the answers. 1. B
- practise the skill of listening for specific information about watching films;
*** Teacher asks students how can they 2. C
- practise writing a paragraph about Ss' favourite means of transport; 3. A
choose the option.
2. Competences: **** Teacher confirms the answers as a 2. Read the passage again and answer the
The abliity of using some skills to practice some exercises in the textbook class. questions.
Develop communication skills and cultural awareness Task 2
Be collaborative and supportive in pair work and teamwork * Ss do the exercise individually and check * Answer key:
their answers with a partner before giving 1. People hold it in Bunol, Spain on the last
Actively join in class activities
the answers to T. Wednesday of every August.
3. Quality/ behavior: Know the importance of revision and need to study harder ; Having the 2.There is a ham.
** Two Ss go to the board and write their
serious attitude toward studying and the good relationship with friends answers if time allows. 3. A jet of water from the water cannons.
II. MATERIALS *** T gives feedback 4. It's one hour.
- Grade 7 textbook, Review ( skills ). ( T can have Ss play a game: LN) 5. It's a traditional Spanish rice dish.
- Projector/ pictures and cards
- sachmem.vn
III. PROCEDURES:
* Activity1: Warm-up (5’)
* Activity 2: SPEAKING where Ss got the wrong answers * Keys:
Task 3 1. home 2. Relationship 3. time
* Aims: To help students practise asking and answering about the topic of traffic 4. lessons 5. language
* Content: Interview your group members about the topic of traffic, * Activity 4: WRITING
* Products: Some pairs report their answers for the class. Task 5
* Organization of implementation: * Aims: To help students practise writing a paragraph about your favourite means of transport
Teacher’s and Ss’activities Content * Content: Write a paragraph of about 70 words about your favourite means of transport
Task 3 Task 3: Work in groups. Interview your group * Products: Students’ perfect writing.
* Have Ss work in groups. members. Take notes of their answers and * Organization of implementation:
** One interviews the others. Tell Ss to report to the class. Teacher’s and Ss’activities Content
write their group members'answers in 1. How far is it from your house to your school?
Task 5 Task 5: Write a paragraph of about 70 words
2. How do you go to school?
their notebooks and report them to the * Ask Ss to discuss and answer the about your favourite means of transport. You
3. What is good about walking?
class. 4. What is good about public transport? questions in pairs. may use the following questions as cues.
*** Summarise Ss' ideas. 1. A: How far is it from your house to your school? ** Have Ss write their paragraph
**** T and Ss give comments * Suggessted answers: individually. Ask one student to write the My favourite means of transport is bike. I usually
1.--> B: It is about 2 km from my house to my paragraph on the board. ride my bike to school everyday. I love riding my
school. *** Other Ss and T comment on the bike because it’s good for health and I can protect
2. --> B: I go to school by bike. paragraph on the board. the environment.
3. --> B: Walking can help us improve our health
**** T collects some writings to give
and stay in shape.
4. -- >B: Public transport helps reduce air feedback at home.
pollution. * Activity 5: Consolidation (3’)
* Activity 3: LISTENING * Aims: To consolidate what students have learnt in the lesson.
Task 4 * Products: A student says the lesson’s content aloud.
* Aims: To help students practise listening for specific information about watching films
* Content: Listen to Trang talking about watching films with her family. Fill in each blank * Organization of implementation:
with ONE word. Teacher’s and Ss’activities Content
* Products: Some students read the words/adjectives they have ticked. - Teacher asks students to talk about - 4 skills
* Organization of implementation: what they have learnt in the lesson.
* Homework (2’)
Task 4 Task 4 : Listen to Trang talking about watching
films with her family. Fill in each blank with * Aims: To revise the knowledge that students have gained in the lesson and To prepare for
* Have Ss read the sentences. Play the
ONE word. the next lesson
recording for the first time.
1. Trang's family mostly watches films at _____. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
** Ask Ss to listen and complete the
2. Watching films together improves their ______. * Products: Students’ textbook and workbook.
sentences. Ask for their answers and
3. They can spend quality _______ together. * Organization of implementation:
write them on the board.
4. After watching a film, they talk about its Teacher’s and Ss’ activities Content
*** Play the recording a second time for
_______ and what they like about the film.
Ss to check their answers. Check Ss'
5. Watching films in English is good for her
answers. **** Play the recording again if
_______ skills.
necessary, stopping at different places
Teacher asks students to revise old - revise the old lesson.
lesson and to do exercise in workbook. - Do exercise in workbook.
- Teacher asks students to complete the - Prepare for the next lesson: UNIT 10
*- Evaluation:
…………………………………………………………………………………………………………
………………………………………………………………………………………………………..

Giáo Án Tiếng Anh 7 Global Success Hk2 (2 Cột) Theo Công Văn 5512 (4 Bước) Năm Học 2022-2023 (Bài 7-11)

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Giáo Án Tiếng Anh 7 Global Success Hk2 (2 Cột) Theo Công Văn 5512 (4 Bước) Năm Học 2022-2023 (Bài 7-11)

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Giáo Án Tiếng Anh 7 Global Success Hk2 (2 Cột) Theo Công Văn 5512 (4 Bước) Năm Học 2022-2023 (Bài 7-11)

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GIÁO ÁN MÔN TIẾNG ANH

THEO CÔNG VĂN 5512

Ths Nguyễn Thanh Tú

GIÁO ÁN TIẾNG ANH 7 GLOBAL SUCCESS

Tài liệu chuẩn tham khảo

Hỗ trợ trực tuyến

* Teacher divides the class into two teams and

* Aim: To consolidate what students have learnt in the lesson.

Activity 4: Post-Writing (3’)

Activity 5: Consolidation (2’)

Activity 2: Presentation (7’)

- Teacher asks students to revise old lesson - Complete the project

Activity 1: Warm-up (5’)

Activity 1: Warm –up (5’)

Activity 5: Consolidation (2’)

Date of planning : …/… / 2023

Task 5: Choose one means of transport that you

** Ss work in groups to take notes several

* Teacher asks Ss to think of the forms of

Activity 4: Post-Speaking ( 5’)

Activity 5 : Consolidation (2’)

** Ss do the task independently.

Activity 5: Consolidation (2’)

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