ANH 7 KI II Global

Period 55
UNIT 7: TRAFFIC
Lesson 1: Getting started
I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: know some words, phrases related to traffic topic
b. Grammar: The usage of “How” to ask about means of transport
2. Skills: listening and reading, choosing the best answers, reading and
answering, finding the expression in the coversation, making short role play,
words completion, matching, making sentences, talking to other, spoken
interaction.
3. Attitude: Ss will be more responsible for using means of transport and
more aware of taking part in traffic .
4. Competence development: Teamwork and independent working, pair
work, linguistic competence, cooperative learning and communicative
competence
II. TEACHING AIDS
1. Teacher: Textbooks, computer accessed to the Internet, projector,
pictures.
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
Teacher’s and students’ activities. Contents

1. Warm up
Aim: To warm up the class and introduce the lesson.
* Questions
T asks some Ss to answer the questions - How/ by what means do you go to
and talk some words about means of school every day ?
transport. On foot? By bicycle? By bus? On your
parents’ motorbike…
Ss answer the questions and talk some - What means of transport do you
words about means of transport. know?
T asks Ss to match the means of (plane, bike/ bicycle, bus, boat, ship,
transport under the right pictures (Ex Train, motorbike, car)
2)
Ss match the means of transport under
the right pictures
T introduces the lesson
2. Presentation
Aim: Ss can listen and read about topic “traffic ”; ask and answer about distance
and give suggestions
1
T lets Ss listen and read the 1. Lisen and read
conversation
Ss listen and read the conversation
T explains some words and gives * Vocabulary

examples. Hey: to have someone’s attention.
Ss listen and remember. Great idea: when you strongly support
or agree with something.
Can’t wait: very excited and keen to do
something.
* Structures
T gives structures with “How…?” to - How far is it from …….to…..?
ask about means of transort. It is about ………
Eg:
Ss copy and give examples A: How far it it from your house to
school?
B: It’s about one kilometer.
- How do/ does + S + V …..?
Eg:
A: How do you go to school?
B: I go to school on foot.
- How about + V_ing….?
Eg:
A: How about cycling to school with
me tomorrow?
B: Great idea!
3. Practice
Aim: Ss can understand the conversation and answer the questions and make
sentences with phrases related to traffic topic.
T asks Ss to work independently to Ex a. Choose the correct answer.

choose the correct answer to the 1. B 2. A 3. B 4. C
questions.
Ss give the results
T checks their answers, and gives
explaination if necessary.
Exb. Answer the following questions.
T asks Ss to work in pairs. 1. She played with her brother/ stayed
T lets them check the answers in pairs at home.
or groups, then gives the keys. 2. It’s about 2 kilometers.
T calls some pairs to read the questions 3. She usually goes to school with her
and give answers. dad.
4. Because sometimes there are traffic
jams
5. She goes to school by bike.
Ex3. Match a verb on the left with a
T asks Ss to match a verb on the left means of transport on the right.
2
with a means of transport on the right. There may be more than one correct
Ss read the answers. answer.
T corrects 1. ride a bike
2. drive a car
3. fly by plane
4. sail on/ in a boat
5. get on/ get off a bus/ a train/ a bike/
a motorbike.
T asks Ss to make sentences with these

phrases. Eg: My father taught me how to ride a
Ss make sentences bike.
T lets Ss stand up and go round the
class and then report their result to the
class
4. Further practice
Aim: Ss can interact with other about the traffic
* Find someone in your class who
T asks Ss to practise in pairs asking never.
and answering the questions - How often do you walk to school/ go
Ss practise in pairs to school by bus…?
T observes and remarks - Do you (often walk to school/ go to
school by bus?
3. Guides for homework

- Learn by heart: The usage of “ How” to ask about means of transport.
- Learn by heart some new words.
- Prepare for A closer look 1: Road signs
- Answer the questions:
+ What means of transport is faster/ safer?
+ What means do you like most? Why?
+ Which of the signs can you see on the way to school every day?
Period 56
UNIT 7: TRAFFIC
Lesson 2: A closer look 1
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to use the lexical
items related to the topic “Traffic”. Pronounce sounds /e/, /ei/ correctly in
isolation and in context, know some words, phrases related to traffic topic
3
a. Vocabulary: trafic lights, no parking, no right turn, hospital ahead,
parking, cycle lane, school ahead, no cycling
b. Grammar: The usage of “How” to ask about means of transport
c. Pronunciation: sounds /e/, /ei/
2. Skills: seeing pictures and talking, labeling the signs, discussing,
listening and repeating, listening and underline the words, finding words.
more aware of learning some rules about road safety.
competence
II. TEACHING AIDS
1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks, extra-boards…
III. PROCEDURE
1. Checking: T calls some Ss write the new words on the board
2. New lesson:

1.Warm up
Aim: To warm up the class and lead in the lesson
T asks Ss some questions
Ss answer the questions * Questions
- How do you go to school?
- Do you know how I go to work?
- Can you tell me some means of
transport you know?
- What means of transport is faster/
safer?
- What means do you like most? Why?
- Which of the signs can you see on the
way to school every day?
T introduces the lesson using the road
signs
2. Presentation
Aim: Pronounce sounds /e/, /ei/ correctly in isolation and in context.
T explains and gives examples of I. Pronunciation
the sounds /e/, /ei/. Let Ss practise /e/ /ei/
the sounds together. Ex4. Listen and repeat. Pay attention to
T asks Ss to observe the T’s mouth sounds /e/, /ei/
and listen to the teacher for these /e/: left, ahead, present, helicopter,
two sounds carefully. centre, never, seatbelt
T plays the recording and let Ss /ei/: plane, way, station, train, indicate,
listen and repeat as many times as mistake, pavement, break.
required.
T corrects their pronunciation.
4
Ex5. Listen to these sentences carefully.
Single-underline the words with
T plays the recording 2 or 3 times. sound /e/, and double-underline the
T helps Ss distinguish the sounds words with sound /ei/
/e/ , /ei/ and recognize all the words
with the two sounds, then underlined
them as signed. /e/: /ei/:
1. ever break, way
2. very railway, station
3. 0 always, obey
4. left, when UK
Ss refer back to the page 8. 5. next They, waiting, train
T asks Ss to find all the words
having sounds /e/, /ei/
Ex6. Read a loud
3. Practice
Aim: Help student know some words about road signs.
II- Vocabulary
ROAD SIGNS
- Ss work in pairs to talk about the 1. trafic lights.
meaning of the road signs, then write 2. no parking
out their answers. 3. no right turn
4. hospital ahead
-Ss work individually to label the road 5. parking
signs in 1 with the words/ phrases. 6. cycle lane
7. school ahead
8. no cycling
T explains : Look out! There are Look out!

usually three kinds of signs: - A sign within a red triangle will warn
Informative. Prohibitive , and warning. you of something.
- Signs with red circle are mostly
prohibitive- that means you can’t do
something.
- Signs in blue are usually to give
information.
4. Further practice
Aim: Ss can practise about the signs you see on the way to school
Let Ss work in pairs and talk about the * Discuss which of the signs you see
traffic signs they see on the way to on the way to school.
school (or else). T goes around and Example:
gives assitance if necessary, and check A: Which of the signs can you see on
their answers. the way to school every day?
B: On the way to school, I can see a “
no left turn” sign. Which of the signs
5
can you see on the way to school every
day?
A: On my way to school there is a
hospital, so I can see a “hospital
T lets practise about the signs you see ahead” sign.
on the way to school at the schoolyard. * Practice in the schoolyard
Ss practise eg:
T observes and remark A: What does this sign show us?
B: It shows us “no left turn”
……

Learn road signs by heart.
Ask and answer which of the signs you see on the way to school.
Prepare for A closer look 2.
Review the structure about:
- Ask and answer questions about distances with “How”
- Form and usage of the structure: Used to
Find activites which children often play in the country or in the ci
Period 57
UNIT 7: TRAFFIC
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to use “it” for
distances, use “ used to” to talk about past habit or state.
a. Vocabulary: related to the topic: “traffic”
b. Grammar: use “it” for distances, use “ used to” to talk about past habit
or state
2. Skills: writing sentences, spoken interaction, sentences completion,
rewriting the sentences, seeing pictures and talking.
4. Competence development: Groupwork and independent working,
pair work, linguistic competence, cooperative learning and communicative
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: T calls some Ss write the road signs on the board
2. New lesson:

6
1. Warm up
Aim: To warm up the class.
* Questions
T asks Ss some questions - How far is it from your house to
Ss answer the questions school?
- How do you go to school?
- How far is it from your house to the
market?
- How do you go to the market?
T introduces the lesson -…
2. Presentation
Aim: Help Ss know how to ask and answer for distances and use “ used to ” to
talk about past habit or state
I. Ask and answer the distance
T explains: We can use it in the * Form:
position of the subject to indicate How far is it from …..to ….?
distance, then gives example It is ……..from ….to ….
Ss copy and give examples Eg:
- How far is it from your house to
school?
It is about one kilometer from my
house toschool.
II- Used to
T explains the way to use “ used to ” Example: There used to be many trees
and give example. on the street, but now there are only
Ss copy and give examples shops.
Form:
(+) S + used to + V
(-) S + didn’t use to + V
(?) Did + S + use to
Watch out: In questions and negative
sentences, the final “d” in used is
dropped.
3. Practice
Aim: Help students practise about distances and use “ used to ” to talk about
past habit or state.
1. Write sentences with it. Use these
T lets Ss work by themseves and write cues.
down the sentences. 1. It is about 700 metres from my
T observes and help when and where house to Youth Club
necessary. After that ask some Ss to 2. It is about 5 km from my home
read their sentences. T corrects Ss’ village to the nearest town.
mistakes. 3. It is about 120 km from Ho Chi
Minh to Vung Tau.
4. It is about 384,400 km from the
Earth to the Moon.
7
5. It is not very far from HaNoi to Noi
Bai Airport.
T asks Ss to work in pairs. They ask 2. Practice speaking
and answer questions about distances
in their neighbourhood, following the
example. Encourage them to talk as
much as possible. T corrects their
answers, and their pronunciation and
intonation.
T goes round giving help when and
where necessary. T gives corrections.
3. Complete the sentences with used
T asks Ss to complete the sentences to or use to and the verbs in the box
with used to or use to and the verbs in below.
the box * Keys
Ss work individually 1. used to ride
T corrects and remarks 2. used to be
3. used to go
4. Did…use to play
5. did…..not use to feel
4. Rewrite the sentences using used
to.
T lets Ss work individually to rewrite 1. My mum used to live in a small
the sentences in their notebooks. village when she was a girl.
While Ss do their task, T goes round to 2. There did not use to be (as) many
monitor the whole class. When Ss vehicles on the road.
finish their task, call some to read out 3. We used to cycle to school two
their sentences. Let others give years ago.
comments, T corrects mistakes if 4. Now there are more traffic accidents
necessary. that there used to be.
5. My uncle used to be a bus driver
some year ago, but now he has a desk
job
4. Further practice
Aim: Ss can interact to each other using “used to”
* Groupwork
- Divide the class into two groups * Activites which children often play
- Ask each group to find out activities in the country
which children often play. Eg:
- Time: 3 minutes + Play marbles
- The group with the most correct + play football in the street
answers will win. …
- T remarks
* Ask and answer using: used to

T asks Ss to go around the class to ask Example:
and answer the questions. Did you use to play marbles?
Ss practise Yes, I did
8
T corrects and remarks …………
3. Guides for home work
- Do exercise part A, B workbook.
- Make a short conversation using the structures which they have learnt
- Learn the structure by heart and make senteces
- Prepare: Communication.
- Prepare: flags of some countries (The UK, Australia, India, Thailand,
Malaysia)
- Find out some strange rules in Viet Nam or over the world
Period 58
UNIT 7: TRAFFIC
Lesson 4: Communication
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to listen about
driving laws in these countries on the left and know some driving laws in Viet
Nam and other countries.
a. Vocabulary: roof, illegal, Laws, Reverse, Right-handed:
b. Grammar: review
2. Skills: giving names of countries, listening and writing the answers,
deciding true or false, discussion, spoken interaction.
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: Make a short conversation using the structures which they
have learnt
2. New lesson:

1. Warm up
Aim: Help students know name of the countries through the flags.
1. Look at the flags of some
- T asks Ss to work in groups and look countries. Give the names of these
at the flags of some countries and give countries.
the names of the five countries. 1. The UK
2. Australia
3. India
4. Thailand
9
5. Malaysia
2. Presentation
Aim: Help students know some vocabulary words.
- Pre- teach vocabulary. I- Extra vocabulary.
- First, have Ss read the new roof: nóc, mái nhà
vocabulary word after the teacher illegal: bất hợp pháp, trái luật
saying that they will appear in the task Laws: luật, phép tắc
that follow. Explain their meaning. Reverse: đảo, nghịch, lùi xe
Right-handed: thuận tay phải
3. Practice
Aim: Help students about driving laws in these countries on left.
II. Exercise
2. Listen and check your answers.
T plays the recording. Complete the blanks. Share your
Ss listen carefully and check their answer with a partner.
answer to 1. Then T gives the correct Reasons this happened:
answers 1. some countries used the same
T plays the recording again. Let Ss system as UK.
complete the table by themselves, then 2. many people are right-handed ( so
share their answer with a partner. T on the left-hand side, it is easier for
goes round the class to give support if them to use a sword or something
necessary. when they are on horseback – in the
past)
3. Find the fasle driving law?

- Have you ever heard about strange
laws in other countries? - “In France, you can only reverse your
- Ss work in pairs, discussing to find car on Sundays”. This sentence is
one false driving law. false!
-T may ask the question: Which one do
you think seems most unreasonable?
4. Discuss the laws and put them in
order from the trangest (1) to the
least strange (5)
- Ss work in groups and discuss the
laws in 3 and put them in order from The groups may have different results
the strangest (N0) to the least strange Eg:
(N05).T may ask Ss to explain why. 1. The strangest law is “You have wear
a shirt or T-shirt while driving in
Thailand”. It’s a little weird, because
clothes does not influence drivers.
2. The less strange law is “In Spain,
people wearing glasses have to carry a
spare pair in the car”. This law is so
strict and unreasonable.
3. Next, the law” In South Africa, you
10
can have to let animals go first” is a
little strange. It shows that the animals
are more important than people.
4. Next, it’s illegal for women to drive
Saudi Arabia. The law is a little
unnormal.
5. Lastly, the law “In Alaska. You are
not allowed to drive with a dog on the
roof” is rather ok. Because it’s
dangerous with the dog on the roof.
4. Further practice
Aim: Help students know some driving laws or strange rules in Viet Nam and
other countries.
T asks Ss to work in groups and
discuss about some driving laws or Eg:
strange rules in Viet Nam. I think there are no strange traffic rules
Ss work in groups and discuss about in Viet Nam because every law is
some driving laws or strange rules in discussed very carefully before issuing
Viet Nam and is amended after every five years
T corrects and remarks

Do exercise part C workbook
Learn the vocabulary words by heart.
Prepare: Skills 1.
- Describe the pictures
- Matching words
- Read some rules about road safety
- Make a list of means of transport that is used the most and used the
least with the classmates
11
Period 59
UNIT 7: TRAFFIC
Lesson 5: Skills 1
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to read for specific
information about traffic rules/ laws. Talk about obeying traffic rules/ laws, and
how to use the road safely.
a. Vocabulary: Pedestrian, pavement, footpath, obey, passenger
b. Grammar: It’s adj + to do st
2. Skills: describing pictures, matching, spoken interaction, reading and
answering, interviewing.
4. Competence development: groupwork and independent working, pair
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: T call some Ss read and write the new words on the board
2. New lesson:

1. Warm up
- T prepares the cards and ask them to
match on the board. (Ex2) Ex 2. Now match these words to
Ss match. make common expressions.
T asks Ss to match 1. g 2. d 3. b 4. c
5. a 6. h 7. f 8.e
2. Presentation
Aim: Help students know rules road safety.
I. Reading
1. Structure
It’s adj + to do st
Example:
- T tells Ss to look at the picture part 1 + It is dangerous to ride a motorbike
and say why it is dangerous. on the pavement.
Ss look at the picture and say why it is + It is dangerous to cross the road.
12
dangerous. + It is dangerous to walk on the road.
- T asks students to work in 2. Make a list things shouldn’t do on

groups.Tell them to answer the the road
question. - not pay attention
When you are a road user, what should - not look around
you not do ? - not go in red light,..
Then they make a list to compare with - not talk and laugh loudly,
other groups. - not look back
Ss work in groups (four groups) …
3. Read the following text.

- T tells Ss to read the passage two or * New words
three times. Set a strist time limit to - Pedestrian: người đi bộ
ensure Ss read quickly for specific - pavement: vỉa hè
information. - footpath: đường dành cho người đi bộ
-Explain the new words and clarify - obey: tuân theo
anything difficult. T may ask questions - helmet:mũ bảo hiểm
to see if Ss understand the passage. - passenger: hành khách.
*Answer these question.

1. We should cross the street at the
- Ask Ss to read the passage again, zebra crossing.
than they work with a partner to 2. He/ She must always fasten the
answer the questions. seabelt.
3. No, He/ She shouldn’t. Because it is
dangerous.( He/ She may cause an
accident.)
4. We must give a signal.
5. Because the other road users can see
them clearly and avoid crashing into
them.
3. Practice
Aim:Help students talk how to use the road safety.
- T asks Ss to do the class survey. II. Speaking
Answer the question: Ex5. Class survey. Make a list of
How do you go to school every day? means of transport that is used the
Ss do the class survey most and used the least.
- Make a list of the means of transport
that is used the most, and use the least.
- After that call some Ss to report to
the class.
Ex6. Read the following sentences.
In groups, discuss who is using the
-Allow some time for Ss to read road safely, and who is acting
individually. Then they work in groups dangerously. Give reasons.
13
to discuss who is using the raod safely, 1. safely
and who is acting dangerously, and 2. dangerously ( because he is likely to
give reasons. have an accident)
3. safely
4. dangerously ( it is difficult for him
to see the road properly, and to ride)
5. dangerously ( a car or motorbike
may crash into him)
6. dangerously ( She may have an
accident if something happeneds
unexpectedly.)
4. Further practice
Aim: Ss can interact in real situation.
T asks Ss to practise in pairs asking Eg:

and answering about real situation How do you go to school everyday?
Ss work in pairs What will you do if someone doesn’t
T corrects and remarks obey rules about road safety?

- Read for specific information about traffic rules/ laws.
- Talk about obeying traffic rules/ laws and how to use the road safety
- Do exercise part D workbook
- Prepare: Skills 2.
+ Describe the picture part 1
+ Write 5 traffic problems in a big cities and where you live
Period 60
UNIT 7: TRAFFIC
Lesson 6: Skills 2
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to listen to get
information about traffic problems in big city, write a paragraph about traffic
problems in a city/ an area.
a. Vocabulary: Population, Suffer from, Rush hour, Increase, Narrow
Respect, obey
b. Grammar: review
2. Skills: describe pictures, listening and choosing the best answers,
writing the paragraph.
14
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: T call some Ss talk about obeying traffic rules/ laws and
how to use the road safety
2. New lesson:

1. Warm up
Aim: Look at the pictures and discuss about the dangerous on the road.
T asks Ss to talk about traffic

problems where they live
Ss talk about traffic problems where
they live.
- Show pictures of traffic problems in * Describe the picture part 1.
big cities Ex2. Look at the following headline
- Ask them to discuss about anything and check your answers.
that is dangerous on the road. - In Brazil
- long traffic jam ( very long line of
T introduces the lesson vehicles).
2. Presentation
Aim: Help students listen to get information about traffic problems in big city
and choose the best answer.
I- Listening.
- Ss work in groups. They study the * Newword
picture and answer the two questions. Population
- Tell Ss to look at the newspaper Suffer from
headline and check their answers. Rush hour
Increase
Narrow
T plays the recording one or two Respect
times. Obey
T asks Ss to listen carefully and circle
the correct answers.
T gives the keys. Ex3. Now listen to the passage and
choose the correct answer.
1. B 2. C 3. A 4. C
3. Practice
Aim: Help students write a paragraph about traffic problems in a city.
-What do you think about traffic II- Writing
problems in big cities in Viet Nam are
15
Ex4. Tick the traffic problems in big
-T has Ss look at the pictures, read the cities in Viet Nam.
sentences and tick the problems Picture: 1,2,3,4,6
Then Ss write full sentences. Call Writing:
some Ss to write on the board. Others - There are too many vehicles ( on the
give comments. road).
T gives corrections. - Many roads are narrow and bumpy
- There are traffic accidents every day.
- Many young children ride their bikes
dangerously.
Ex5. Write a paragraph about the
traffic problems where you live, or in a
T tells Ss to study the sentences they town, or a city you know well.
have written, then practise writing the
paragraph. Introduction:
T tells Ss to use proper connector: Problem1:
first/ firstly, second/ secondly, …… Problem 2:
and pay attention to spelling and Problem 3:
punctuation. Conclusion:
T collects some Ss’ writing papers and Eg: The most common traffic problem
mark them, then give comments to the in my city is traffic jams.
class. Firstly, the main cause of this traffic
problem is the increase of the
population. So there are too many
people using the road.
Secondly, the roads are narrow and
bumpy roads. So there are traffic
accidents everyday. Thirdly,many
young people ride their bikes
dangerously. As a result,this problem is
getting worse. In conclusion, we have
to respect for traffic rules.
4. Further practice
Aim: Ss can talk about traffic problems in a city
T guides Ss to talk traffic problems in Eg:

a city Hello, everybody, I am going to tell
Ss talk traffic problems in a city you about the traffic problems in a city.
T observes and remarks The most common traffic problem in
my city is traffic jams.
Firstly, the main cause of this traffic
problem is the increase of the
population. So there are too many
people using the road.

- Talk about traffic problems in big city
16
- Rewrite a paragraph about traffic problems in a city/an area.
- Do exercise workbook
- Prepare: Looking back
+ Traffic signs: (prohibition, warning signs, information signs)
+ Names of means of transport
Period 61
UNIT 7: TRAFFIC
Lesson 7: Looking back and project
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss can talk about signs and
means of transport, Use “it ”to talk about distance, use “used to”to talk about
past habit
a. Vocabulary: review
b. Grammar: review: used to
2. Skills: describe pictures, writing the webs, writing sentences, matching,
spoken interaction.
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: Talk about the traffic problem in your country.
2. New lesson:

1. Warm up
T lets Ss review means of transport by *Song: Transportation song

singing a song
Ss sing a song about means of
transport.
2. Vocabulary
Aim: Help students review some vocabularies about traffic signs and means of
transport.
I- Vocabulary
17
1. What do these signs mean?
-T gives some signs and asks students 1. Traffic lights
to write the meaning of each sign. 2. School ahead
T corrects their mistakes and lets them 3. Hospital ahead
read the words correctly. 4. Cycle lane
5. Parking
6. No parking
7. left turn only
8. No cycling
Then let Ss work in groups and put the Prohibition signs: 6,8
signs into the correct boxes. Warning signs: 1,2, 7
Information signs: 3,4,5
- Call two students go to the board to 2. Write the names of means of

write the names of means of the transport in the word web below. -
transport.The winner is a person who Suggestion: bicycle, motorbike, car,
have more correct words. bus, taxi, train, plane, boat, ship…
3. Grammar
Aim:Help students review the structure “used to ”and distances.
II- Grammar
3. Change the sentences according to
the prompts in brackets.
- Have Ss work in pairs or in groups 1. Did you use to go to school on foot?
and write their answers in their 2. Mr. Van didn’t use to ride his
notebooks. motorbike dangerously.
T checks their answers. 3. Did the streets use to be cleaner and
more peaceful?
4. I used to go out on Sundays.
5. They didn’t use go to on holiday
together.
4. Write sentences using these cues.
1. It is over 100 km from my home-
- Ss work individually first to write town to HCM city.
the sentences. Then they work in pairs 2. It is about 25 km to my
to swap their sentences. grandparents’s house.
T gives correction and calls some Ss 3. I used to ride a small bike in the yard
to read the sentences aloud. before my flat.
4. There used to be a bus station in the
city centre, but it was/ has been moved
to the suburbs.
5. Children must learn about road
safety before they are allowed to ride a
bike on the road.
4. Communication
Aim: Help students review the way to ask and answer about signs and distances.
- Ss read the questions and answers III- Communication
once or twice ( they can read alound), Ex 5. Match the questions 1-6 with
18
then match them. the answers a-f
Ss work in pairs and role- play the 1. b
questions and answers, then write all 2. a
sentences in their notebooks. 3. e
4. d
5. f
6. c
Finally ask Ss to complete the self-
assessment. Identify any difficulties
and weak areas and provide further
practice if need be.
PROJECT (At home)

- Retell the signs and means of transport.
- Make some traffic signs of your own out of paper, cardboard or other
materials.
- Prepare: Unit 8- Getting started
Think of a film. (Type of film, Actors/ stars, The plot, Reviews)
Eg: What kind of film is it?
Who does it satr?
What is it about?
Period 62
UNIT 8: FILMS
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will listen and read about
topic” What film shall we see?”. Use the lexical items related to the topic “
Films”
a. Vocabulary: related to the topic “ Films”
b. Grammar: Present simple tense
2. Skills: listening and reading, reading and answering, making the
questions, matching, listening and checking, spoken interaction
3. Attitude: Ss will be more aware of spending time watching films and
choosing the favorite films for themselfes.
competence
II. TEACHING AIDS
19
III. PROCEDURE
2. New lesson:

1. Warm up
Aim: To warm up the class and introduce the lesson
- Write the title on the board “Films”. *Questions
Elicit any information Ss know about What do you do in your freetime?
films by asking about types of film Do you like watching film?
they know, the latest films they have What film do you like best?
seen, their favourite films and film What kind of film is it?
stars. What is it about?
What the picture might show or what …
the conversation might be about.
- Introduce the lesson.
2. Presentation
Aim: Help students listen and read about topic “What film shall we see ?”and
answer the questions.
- T asks Ss questions about the 1. Listen and read
picture:
+ Where are Phong and his sister
Mai?
+What might be happening to them?
+What are they doing?
+ What are they talking about?
- Can you guess what kind of films
Phong and Mai would like to see.
Have you ever gone to see a film with
your brothers/ sisters? When and
where? What film did you see then?
How did you feel then?
-T plays the recording.
Ss listen and repeat.
a. First , have Ss work independently. a. Read the conversation again and
Then allow them to share answers and answer the questions.
before discussing as a class. 1. b 2. a 3.a 4. c 5. b
b. Find the questions in the

b. First, Ask Ss not to look at the book conversation that ask about Coconut
and try to remember what questions Crazy. Then listen, check and repeat
Mai asks Dương about the film they the question.
are going to see.Then let Ss open their a. What kind of film is it?
books and check their answers. b. Who does it star?
c. What is it about?
d. What do critics say about it?
20
3. Practice
Aim: Help students know some items related to the topic “Films”
-T asks Ss quickly match the types of 2. Match the types of films with their
film with their definitions. Then plays definitions. Then listen, check and
the recording for Ss to check their repeat.
answers. 1. d 2. f 3. a 4. c
+ Do you often see a horror film…? 5. b 6. e 7. h 8.g
3. Think of a film. Fill in the blank

3. Have Ss work independently, filling below.
in the table with the information of the
film they have seen recently. Remind Type of film……………….
them to use the words and phrases Actors/ stars……………….
they have learnt in 2 and from the The plot……………………
conversation in 1. Reviews……………………
4. Further practice
Aim: Ss can interview each other and try to guess the film
* Interview each other and try to guess
the film.
First, model this activity with a more Example:
able Ss. Then asks Ss to work in pairs. A: What kind of film is it?
T may go around to help poor Ss. B: It’s an action film
T calls some pairs to practise in front A: Who does it satr?
of the class. B: It stars Daniel Craig.
A: What is it about?
B: It’s about a spy called 007.
A: Is it Skyfall?

- Read the getting started again
- Talk about a famous film
- Prepare: Unit 8- A closer look 1
- Find adjectives which are often used to describe films
21
Period 63
UNIT 8: FILMS
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will use the lexical items
related to the topic “Films”. Know the meaning and how to use –ed and –ing
adjectives. Pronounce correctly the –ed ending in verbs.
a. Vocabulary: hilarious, moving, boring, gripping, shocking, scary,
violent, entertaining.
b. Grammar: how to use –ed and –ing adjectives
c. Pronunciation: Pronounce correctly the –ed ending in verbs
2. Skills: sentences completion, completing the table, choosing the best
answer, answering the questions, describe things in life, listening and repeating,
spoken interaction.
competence
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:

1. Warm up
*Questions
T asks some questions. + What kind of film is it ?
Ss answer the questions +Who does it star ?
+ What is it about ?
…
2. Presentation
Aim: Help students know the adjectives which are often used to describe
films and how to use –ed and –ing adjectives
1. Vocabulary
Ex1. The following are adjectives
22
- Explain the words which are often used to describe
- Read the words films. Can you add some more?
- Ask them to complete the sentences 1. hilarious: vui nhộn, hài ước
using the adjectives. 2. moving:cảm động
3. boring
4. gripping: hấp dẫn, thú vị
5. shocking
6. scary: làm sợ hãi, rùng rợn
7. violent
8. entertaining
-Explain the form adjectives by 2. Structure: - ed and –ing
adding- ed and –ing adjectives. adjectives
+ We use –ed adjectives to describe
someone’s feeling.
Eg:The film was long ,and I was
bored
+ We use – ing adjectives to describe
things or people ( that cause the
feelings)
Eg:The film was long and boring.
3. Practice
Aim: Ss can do more exercises about –ed and –ing adjectives and Help
students pronounce correctly the –ed ending in verbs.
- Have Ss compare the table Ex2. Complete the table with the –ed
individually. Then has some Ss write and –ing forms of the adjectives.
their answers on the board before 1. interested
checking with the whole class. 2. embarrassing
3. exciting
4. disappointed
5. exhausted
6. surprising
7. confused
8. frightening
Ex3. Choose the correct adjectives.
- Ask Ss to do the exercise 1. moving
individually and then check with the 2. frightened
whole class. When checking, ask Ss 3. disappointed
to refer to the Remember Box to 4. amazed
make the meanings of the adjectives 5. terrified
clearer to them.
3. Pronunciation
T models the sounds /t/ /d/, and /id/ Ex5. Listen and repeat the verbs. Pay
in different words with the ending – attention to the sounds /t/, /d/, and /id/
ed. at the end of each verb.
-Plays the recording and asks Ss to /t/ /d/ /id/
listen and repeat the words, paying watched waited played
attention to the sounds /t/, /d/, and danced needed bored
/id/ at the end of each word.
23
-T may play the recording as many walked hated closed
times as necessary. Then, ask Ss to
put the words in the correct columns
while they listen. Ss compare their
answers in pairs. T checks.
- Remember: Ask Ss to look at the

rules in the remember Box. Tell them Ex6. Ask and answer questions
the rules of pronunciation. about the pictures. Then listen to the
-First, model this activity with a recording.
more Ss. Then asks Ss to work in Example: cry a lot/ laugh a lot
pairs. A: He cried a lot, didn’t he?
T may go around to help B: No, he didn’t. He laughed a lot.
-T calls some pairs to practice in
front of the class.
-T checks pronunciation.
4. Further practice
Aim: Ss can interact each other using –ed adjectives and –ing adjectives to
describe these things and experiences in your life.
- First , model this activity with some * Tell your partner how you felt,
more Ss. Then, asks Ss to work in using –ed adjectives.
pairs. Example: I felt terrified before my
T may go around to help weaker Ss. last Maths test.
Calls some pairs to practise in front
of the class. * Now use –ing adjectives to
describe these things and
experiences in your life.
Example: The last film I saw was
called Norwegian Wood. It was really
moving.
- Remind the meaning and how to use –ed and –ing adjectives.
- Pronounce correctly the –ed ending in verbs.
- Do exercise A in workbook
- Prepare: Unit 8- A closer look 2.
- Review: Although, despite/ and in spite of and give examples
Period 64
UNIT 8: FILMS
I. OBJECTIVES:
24
1. Knowledge: By the end of the lesson, Ss will use although, despite, and
in spite of to express contrast between two prices of information in the same
sentence. Use however and nevertheless to express contrast between two
sentences
a. Vocabulary: related to the topic: films.
b. Grammar: how to use however and nevertheless, although, despite, and
in spite of.
2. Skills: sentences completion, rewriting the sentences, making the
sentences.
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: T calls some Ss write the new words on the board.
2. New lesson:

1. Warm up
Sing a song in English.
2. Presentation
Aim:Help students use although, despite , and in spite of to express contrast
between two piece of information in the same sentences.
-T asks Ss to study the Grammar Box. 1. Although, despite/ and in spite of
Draws Ss’ attention to the meaning and
use of although, despite, and in spite of Eg:
by analysing the examples in the Although he is so young, he performs
grammar Box. excellently.
-T asks some more able Ss to give some
more examples.
2. However and nevertheless

-T asks Ss to study the Grammar Box.
T: Draws Ss’ attention to the meaning Eg:
and use of however and nevertheless by He is so young, however he performs
analysing the instruction and examples excellently
in the Grammar Box. Then ask some
more able Ss to give some more
examples.
25
3. Practice
Aim: Ss can use although, despite , and in spite of, however and nevertheless to
do exercises
Ex1. Complete the sentences. Use
- For 1,2and 3, tell Ss what they should although
do. + a clause from the box.
T asks Ss to do the grammar exercises 1…..although few people came to see
individually. Remind them to look back it
to the Grammar Box and use a 2. Although they spent a lot of money
dictionary if necessary. Then have Ss on the film
compare answers in pairs before 3. Although the acting is exellent.
checking with the whole class. 4. ….although it was a comedy
5. …although it is set in modern
times.
Ex2. Complete the sentences, using
although, despite/ in spite of.
Sometimes, two answers are
possible.
1. Although
2. despite/ in spite of
3. although
4. Despite/ In spite of
5. Although
Ex3. Rewrite these sentences using
the words in the brackets. Change
other words in the sentence if
necessary.
1. I don’t think…..although he is…
2. Although many…, …
3. Despite having to work…,…..
4. Although he has….,…..
5. In spite of (having) a happy ending,
…
-T tells Ss what they should do. Ask Ss Ex4. Complete the sentences…
to do the grammar exercise individually. 1. However/ Nevertheless
Remind them to look back to the 2. Despite/ In spite of
Grammar Box and use a dictionary if 3. However/ Nevertheless
necessary. Then Ss compare answers in 4. Although
pairs before checking with the whole 5. Although
class.
4. Further practice
Aim: Ss can make sentences using however and nevertheless, although, despite ,
and in spite of
T asks Ss to do the exercise * Write sentences to use however and

individually, using their own ideas to nevertheless, although, despite , and
write sentences. Then have them work in spite of,
26
in team, comparing their sentences.
Teamwork
+ Divide the class into two teams
+ Each member in each team go to the
board and write a sentence use however
and nevertheless, although, despite , and
in spite of
+ Time: 3 minutes
+ The team which has more right
sentences will win

- Remind although, despite , and in spite of to express contrast between
two prices of information in the same sentence.
- Use however and nevertheless to express contrast between two
sentences.
- Do exercise B in workbook
- Prepare: Unit 8- Communication
- Make survey questions: Survey on favourite actors, Survey on the best
films, Survey on action films, Survey on cartoons.
Date of preparation Date of teaching Clas Absentees

s
7A
7B
Period 65
UNIT 8: FILMS
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will do a survey on favourite
actors/ films…then report their results to those group members
a. Vocabulary: survey, go ahead, violence
b. Grammar: review
2. Skills: listening and completing, making the sentences, interviewing,
spoken interaction.
27
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: T calls some Ss write the form of Although, despite and
in spite of ,however and nevertheless and give examples.
2. New lesson:

1. Warm up
Aim: To warm up the class
T asks Ss to answer some questions *Questions

Ss answer the question in speaking. - What kind of films you like to see?
- Who are your favourite actors/
actresses?
- Today, we are going to do an …
interview with your classmate about
films. Please think of the questions
you may ask your friends in your
interview with them.
2. Presentation
Aim: Help students know some newwords.
- Translate the meanings of the words * Vocabulary
in extra vocabulary. survey: cuộc khảo sát
go ahead: cứ làm đi, cứ tự nhiên
violence: có nhiều cảnh bạo lực
*
3. Practice
Aim: Help students liten and complete and then practice in groups to have a
survey.
- T asks Ss to look at the picture and 1. Listen to the conversation and
read the conversation and guess what fill in the blanks with the words
the missing words from the blanks you hear.
may be.
-T plays the recording and lets Ss
check their guesses. 1. survey
-T plays the recording again for Ss to 2. actor
check the answers. 3. Tom Cruise
4. actrwess
5. Angelina Jolie
28
-T asks Ss to work in group of six or 2. Work in groups of six or eight.
eight, asking their group members Each of student chooses one of the
one set of questions. following sets of survey questions.
-T reminds them to write the names - Survey on favourite actors
of names of the people they interview - Survey on the best films.
and note the answers in the table. - Survey on action films
- Survey on cartoons
-T has Ss make notes of their survey 3. Make notes of your results.

result, using the suggestions in - Most people I have surveyed….
Student’s book. T may have them - About half of the people I have
practice reporting the results of their surveyed
surveys in pairs or in groups. - Almost no one I have surveyed….
T asks Ss to join another group, 4. Join another group. Report

reporting the results of their survey to your results to those group
the new members. members.
T chooses some Ss to report the
results of their interviews before the
whole class. After each S has
finished his/her report, T invites
some comment from other Ss. Then
T makes comments and corrects Ss’
mistakes.
4. Further practice
Aim: Ss can talk about the film which they like
T asks Ss to talk about the film which Eg:
they like Hello everybody. Today, I am going
Ss talk about the film which they like to tell you about the film which I
T observes and remarks like. It is ……

- Do exercise part C in workbook
- Prepare: Unit 8- Skill 1
29
Period 66
UNIT 8: FILMS
Lesson 5: Skills 1
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will read for specific
information about someone’s review of his/her favourite film. Talk about film
(its plot, main characters, cast, etc.)
a. Vocabulary: sinking , must –see, special effects, visuals, fall in love,
social classes
b. Grammar: review
2. Skills: Reading and answering, spoken interaction, interviewing.
4. Competence development: independent working, pair work,
linguistic competence, cooperative learning and communicative competence
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:

1. Warm up
Aim:To warm up the class and introduce the lesson.
T asks Ss to look at the picture of the
film Titanic and asks some questions: *Questions
+ Have you ever seen this film ?
+ Do you know who actor and actress
Ss answer the questions in the picture are ?
+ Do you like him/her?
Why / Why not ?
2. Presentation
Aim: Help students read about Nick’s review of the film Titanic on his blog
and answer the questions.
30
I. Reading
T asks Ss to scan the passage to find 1. New words.
where the words sinking, must-see, - sinking : Sự chìm, sự đánh chìm
special effects, and visuals are in the - must –see: bộ phim hấp dẫn cần xem
passage. T may help Ss work out the - special effects: kỹ xảo đặc biệt
meanings of these words out of the - visuals: thị giác, nhìn
context. - fall in love:
- social classes:
- T may set a longer time limit for Ss
to read the text again and answer the
questions. Ask Ss to note where they
found the information that helped
them to answer the questions.
Ss can compare answers before 2. Answer the questions.
discussing them as a class. 1. It is a romantic film.
2. It stars Leonardo DiCaprio and
Kate Winslet.
3. It is about the sinking of the ship
Titanic on its first voyage.
4. The main characters are Jack
Dawson and Rose Dewitt Buckater.
Jack saves Rose from killing herself
by jumping from the ship. Although
they are from different social class
and Rose is already engaged, the two
fall in love.
5. The ending of Titanic is very sad.
6. They say it is a must-see in the 20th
century.
3. Practice
Aim: Help students talk about film (its plot, main characters, cast)
II. Speaking
- First, ask Ss to read every film
poster.
- T may help them with the new
vocabulary. Then ask Ss to work in
pairs, talking about the films they
would/ wouldn’t like to see.
- T may go round to help.
- Calls some pairs to practise in front * Ask and answer questions about
of the class. the films you would like to see
Example:
- First, ask Ss to work in pairs, asking A: What is your favorite film?
and answering about the films from B: I want to see War of the Worlds.
the posters. A: What kind of film is it?
-T may go round to help. B: It’s a science fiction
- Calls some pairs to practise in front A: What is it about?
31
of the class. A: It’s about….
-
4. Further practice
Aim: Ss can interview other student about films
- First, remind Ss of the words Example questions:

phrases about films. Ss may refer to - Can you describe your new
the words and phrases they can use to film in three words?
talk about films. - Did you enjoy making the
Ss work in groups; film?
T goes around to provide support if - Why should we watch this
necessary. film?

- The specific information about someone’s review of his/her favourite
film .
- Talk about film (its plot, main characters,cast, etc…)
- Do exercise part D in workbook
- Prepare: Unit 8: Skills 2
Period 67
UNIT 8: FILMS
Lesson 6: Skills 2
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will listen for special
information about someone’s favourite film star; Write a review of a film.
a. Vocabulary: Related to the topic: Films
b. Grammar: review
2. Skills: Listening and correcting the sentences, listening and answering
making notes, writing a review.
competence
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
32
1. Warm up
- Ask Ss to tell about their favourite * Questions
actors/ actresses.
- Ask them: +Who is your favourite actor/actress?
+What does he/she look like?
+What are his/her sucessful films?
+What awards/ prises has he/she won?
+ What do critics say about him/her?
2. Presentation
Aim: Help students listen about Nick’s father’s favourite film star and correct
the following statement and answer the questions.
- Ask Ss to read the instruction I. Listening
carefully and remind them to 1. Listen and correct.
remember key words in the statements. 1. Tom Hanks is Nick’s father’s
-Play the recording and ask Ss to favourite film star.
correct the statements. Then asks two 2. Tom Hanks isn’t a handsome actor.
or three Ss to write their answers on 3. Tom Hanks has won two Oscars.
the board.
- Play the recording again for Ss to
check the answers.
2. Listen again. Answer the
questions below.
T asks Ss to read the rubric and study 1. He has won the Oscar for Best Actor
the questions carefully. twice.
Ss may work in pairs to discuss the 2. They say he is one of the best actors
answers from the information they in Hollywood.
have heard in 1. 3. He plays the role of a soldier in
T plays the recording again and have Saving Private Ryan.
Ss answer the questions as they listen. 4. Because it is one of the best
Ss can share their answers with their comedies in the 1990s.
partners.
T calls some Ss to write their answers
on the board.
3. Practice
Aim: Help students write a review of a film.
III.Writing
- Ask Ss to make notes about one of 3. Make notes about one of your
their favourite films. Remind them that favourite films.
they do not have to write full sentences - Name of the film, type of film, and
and they can use abbreviations. Then, actors or director.
ask Ss to share their notes with their - The plot: What happens in the film?
partners. How is the film? ( gripping/ moving/
T asks some Ss to read aloud. hilarious) What about the ending?
- Other aspects of the film, the acting,
33
the music, the special effects, the
visuals, etc…
- Critics’ reviews, your onerall
opinion.
4. Write a review of your favourite
Set up the writing activity. film…
T reminds Ss that the first and Introduction ( paragraph 1)
important thing is always to think Body
about what they are going to write. In Paragraph 2
this case, Ss do not have to find out so The plot: What happens in the film?
many ideas of what they have to write How is the film?( gripping/ moving/
because they may have made in 3. So hilarious) what about the ending?
T only has to brainstorm Ss for the Paragraph 3:
language necessary for writing. Other aspects of the film: the acting,
- Ask Ss to write the draft first. Then the music, the special effects, the
have them write their final version in visuals, etc..
class or at home. Conclusion ( Paragraph 4)
Critics’ reviews, your overall opinion (
Why you recommend the film to
everyone)
4. Further practice
Aim: Ss can talk about the film which they like
T asks Ss to talk about the film which Eg:

they like Hello everybody. Today, I am going to
Ss talk about the film which they like tell you about the film which I like. It
T observes and remarks is ……

- Review the special information about someone’s favourite film star.
- Write a review of a film again.
- Write the final version
- Prepare: Unit 8- Looking back
34
s
7A
7B
Period 68
UNIT 8: FILMS
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will revise the knowledge they
have learnt about the topic “films”.
a. Vocabulary: Related to the topic: Films
b. Grammar: review
2. Skills: making the sentences, answering the sentences, sentences
completion, matching, spoken interaction.
competence
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:

1. Warm up
- Ask Ss to tell about their favourite * Questions
actors/ actresses.
- Ask them: +Who is your favourite actor/actress?
+What does he/she look like?
+What are his/her sucessful films?
35
+What awards/ prises has he/she won?
+ What do critics say about him/her?
2. Vocabulary
Aim:Help students review some adjectives about describing films and –ed and –
ing adjectives.
1. Think of an example of every type
- Ask Ss to think of as many examples of films in the box.
of different types of films as possible. Example: Mr. Bean is a comedy.
Then ask some Ss to say out their “Big Ben Down” is an action
examples in front of the class. film
- Ask Ss to read the sentences 2. Read the sentences. What types of

carefully and decide which types of films are people talking about?
films the people are talking about. Key:
Remind that the adjectives in the 1. It’s a comedy.
sentences will provide the context for 2. It’s a horror film
them to choose the correct types of 1. It’s a documentary.
films. 2. It’s a romantic comedy.
3. It’s a Sci-fi film.
3. Fill in the blanks with -ed or –ing
- Ask Ss to do individually. Check the adjectives that are formed from the
results with a partner. T gives feed verbs in brackets.
back 1. terrified
2. disappointing
3. annoying
4. satisfied
5. shocking
4. Complete the second sentences…
1. They were excited about the film.
2. The film was boring so they left
halfway through it.
3. We were moved at the ending of the
film.
4. You’ll be surprised at his new film.
5. Lots of people find the way he
behaves/ his behaviour confusing.
3. Grammar
Aim: Help students do exxerise to review although, inspite of and despite.
5. Match the first half in A with the
-First, ask Ss to do individually.Then suitable half in B.
ask them to check their answers with a
partner before discussing the answers
as a class .Remind Ss to keep a record 1. d 2. e 3. a 4. b 5. c
of their original answers so that they
can use that information in their Now I
can…statement.
36
4. Communication
Aim: Help students complete the dialogue in the correct order and practice
saying.
6. Number the lines of the dialogue in
-First, ask Ss to do the task the correct order.
individually to number the lines of the
dialogue. Then asks them to check
their answers with the whole class.
After finishing, ask Ss to practise 1. E 2. I 3. A 4. D 5. F
saying the dialogue with their partners. 6. B 7. G 8. C 9. H
5. Project
Aim: Help students know how to complete the project at home.
1. Look at the film below. Think about
- Ask Ss to read the film posters and the following questions
point out what information should be
included in a film poster. Then ask Ss - What is the purpose of a film poster?
to work in pairs/ groups to discuss the E.g: To give information of a film.
question in 1. Each Ss may make notes
about the ideas from his/her partner or
other group member.
- Ask each s to choose one of their 2.Choose one of your favourite films
favourite films, and design a poster for and design a poster for it.
it. They may use the ideas from the
notes for their task.
- Display Ss’ leaflets on the wall. T 3. Then organise an exhibition of film
choose some of the posters of the film posters in your class.
posters and ask Ss to give comments.

- Retell the knowledge they have learnt about the topic “film ”
- Do exercise in work book ( The rest ones)
- Prepare: Unit 9- Festival around the World.
37
s
7A
7B
Period 69
UNIT 9: FESTIVALS AROUND THE WORLD
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss can use the lexical items
related to the topic “Festivals around the world” and read for specific
information about an unusual festival.
a. Vocabulary: fascinating, amazing, religious, firework , make a camp
b. Grammar: review
2. Skills: listening and reading, reading and answering the questions,
reading and deciding true or false, writing words under pictures, matching,
spoken interaction.
3. Attitude: Ss will be more aware of preserving and developing
festivals in Viet Nam and around in the world.
competence
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
Teacher’s and students’ Contents

activities.
1. Warm up
- Play games: Solve the 1 F I L M
crossword. 2 C O M E D Y
1.TomHanks is a 3 S C A R Y
famous…….star. 4 A C T R E S S E S
2.Mr.Bean’s holiday is the 5 H I L A R I O U S
……..I like best. 6 M O V I N G
3.That film was so…..that I
7 A C T I N G
couldn’t sleep after watching it.
4.Tra Giang is one of the most T H R I L L E R
well – known………in Viet
38
Nam.
5. I couldn’t help laughing
when watching that
film.It’s…………
6. My brother cried a lot
because the film was
very……………
7……….films usually have
lots of chase and fighting.
8. If a film tells an exciting
story about murder or
crime,it’s a……
2. Presentation
Aim: Help students understand the dialogue and answer the questions.
- T uses some techniques to 1. Listen and read.
present some new words. * New words.
Checking the understanding by - fascinating (adj) hấp dẫn
making sentences with the new - amazing (adj) đáng ngạc nhiên
words. - religious (adj) thuộc tôn giáo
- firework (n) pháo hoa
- make a camp (v) cắm trại
a. Answer the following questions.
- T asks Ss work independently. 1. No, she didn’t because she said “ Oh
Allow them to share answers really?” to show her surprise.
before discussing as a class. 2. People light candles and display/ let off
T then checks their answers, fireworks.
and gives explanation if 3. It’s La Tomatina
necessary. 4. Because to celebrate the festival people go
to the desert, make a camp, and have a party.
5. They should write up reports and hand
them in to the teacher.
- T asks Ss read the

conversation again to do this b. Tick (v) T (true) or F (false).
exercise. Ask for Ss’ answers as 1. T 2. T 3. F 4. T
well as the explanation for their
choices.
3. Practice
Aim: Help students know and pronounce correctly the name of festivals and
know some festivals with the reasons they are held.
2. Write the festivals in the box under the
pictures. Then listen and repeat.
-T tells Ss that in the box are 1. Water festival
some festivals. Ss do this 2. Cannes Film Festival
activity in pairs. 3. Ghost Day
T plays the recording for Ss to 4. Tet
listen, check and repeat their 5. Rock in Rio
answers. Make sure that Ss 6. Christmas
39
pronounce correctly the name 7. Halloween
of the festivals. 8. Easter
3. Match the festivals below with the

- T explains to Ss that festivals reasons they are held.
are held for different reasons. Key:
- T asks Ss if they know the Religious: Halloween, Ghost Day
meaning of these words. Music /Arts: Rock in Rio, Cannes Film
Seasonal (adj) relate to or Festival
happening a during a period in Seasonal: Tet, Water Festival
the year. Religious: Christmas, Easter
Religious (adj) connected with
religion or with a particular
religion.
Superstitious(adj)based on the
belief that particular events
happen in a way that can not be
explained by reason or science.
4. Further practice
Aim: Help students give their opinion about some festival.
4. Give opinion.
- T asks Ss to work with Example:
classmate and comparetheir A: I think Rock in Rio and the Cannes Film
answers. Festival are music or arts festivals.
T reminds them to follow the B: I agree.
model conversation in the box. A: Which do you think are seasonal festival?
B: I think Christmas and Easter. How about
you?
A: I think Halloween and Ghost day.

- Retell the knowledge they have learnt about the “topic”
- Learn new words and phrases
- Prepare: Unit 9: A closer look 1.
Prepare:
+ Find some verbs and change into nouns and adjectives.
40
s
12.5.2020 7A
7B
Period 70
41
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss can use adverbial phrases
correctly and appropriately. The lexical items related to the topic “Festivals
around the world”. Pronounce two-syllable words with correct stress in isolation
and in context.
a. Vocabulary: celebratory, parade ,carnival, joyful , adopt ,pumpkin
b. Grammar: adverbial phrases
c. Pronunciation: Pronounce two-syllable words
2. Skills: Complete the table, sentences completion, spoken interaction,
listening and repeating, listening and reading, listening and checking
competence
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:

1. Warm up
- T introduces the lesson by asking Eg:
students to tell some traditional Halloween, Ghost Day, Cannes Film
festivals in Viet nam or in the world. Festival, Tet, Water Festival,
- Ss tell some traditional festivals. Christmas, Easter …
- T asks students about their
preparations for Tet.
- Ss tell about their preparations for
Tet.
2. Presentation
Aim: Help students know some new words.
I- Vocabulary
-T uses some techniques to present celebratory (aj) mang tính kỷ niệm
some new words. parade (n) cuộc diễu hành
- Checking the understanding by carnival (n) ngày hội
making sentences with the new words. joyful (aj) vui mừng
adopt (v) kế tục
pumpkin (n) quả bí
3. Practice
Aim: Ss can do vocabulary exercise related to the topic “Festivals around the
42
world” and use adverbial phrases correctly and appropriately and help students
pronounce two – syllable words with correct tress
1a. Complete the table.
- Ss work individually to complete the Listen and check your answers.
table and compare their answers with a Key:
partner.T plays the recording for Ss to 1. celebration
check their answers. 2. festive
3. parade
4. culture
5. performance
b. Now complete the following
sentences with the words from the
- Have Ss read all the sentences and table.
guess the part of speech of the word to Key:
be filled in each blank. 1. festival
T comments on and confirms the 2. celebrate
correct answers. 3. celebrations
4. culture
5. parade
6. performers
II. Pronunciation
3. Listen and complete the table.
- T explains the rules about stress in * Keys
part. Look out! Stress on 1st syllable: gather, picture,
- T can give some examples to artist,
illustrate. lovely, famous
- T asks students to listen to the tape Stress on 2nd syllable: relax, enjoy,
and repeat.Then put them on the hotel, describe, rename.
correct column according to their stress
pattern.
- Ss listen and repeat the words.
- T asks Ss read out the words.
4. Circle the word with a different

- Tasks students to listen and circle the stress pattern from the others. Then
word with a different stress pattern listen and check.
from the others.Tcorrects. Key:
1. balloon
2. complete
3. prepare
4. alone
5. tidy
5. Read the following sentences and
- Ss do this exercise individually first mark “ ’ ” the stressed syllable in the
then compare their answers with a underlined words.
partner.Then listen and check and 1. ‘project
repeat. 2. ‘dancers
3. a‘ttend
43
4. ‘answer
5. ‘music
4. Further practice
Aim: Ss can interact to other student with vocabulary they have learnt.
2. In groups, choose a festival. Take

T lets students play games to make turns to say the festival.
sentences using vocabulary words Example:
which they have learnt A: I am going to Rio Carnival to
Ss work in groups to do the activity. watch performers dance.
They choose one activity and take turn B: I am going to Rio Carnival to watch
to lengthen their sentences by adding performers dance, and musicians play
the activities. samba music.
T corrects and mistakes

- Retell the knowledge they have just learnt about the topic.
-Learn new words and phrases
- Prepare A closer look 2.
Prepare:
Make sentences with wh_question (who, what, when, where, how, why,
how often, how much, how many…)

s
7A
7B
Period 71
I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: related to the topic: festivals around the world
b. Grammar: H/ Wh questions and use adverbial phrases
c. Pronunciation: Pronounce two-syllable words
44
2. Skills: Complete the table, spoken interaction, making questions,
playing games.
competence
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:

1. Warm up
Chatting: Chatting:
T chats with Ss about festivals in the What is the festival?
pictures. When is it?
- Ask Ss to look at the pictures and Where is it?
think of the information they want to How often does it take place?
get about the festival. Why do people attend?
How do people celebrate?
2. Presentation
Aim: Help students know how to use adverbial phrases and Wh – questions
1. Adverbial phrases
-T explains adverbial phrases and +Adverbial phrases made with nouns:
gives examples: Eg: every year, every day, last year….
+Adverbial phrases made with
prepositions:
Eg: in 2013, in a small town, with
beautiful plants.
+Adverbial phrases made with to-
infinitive:
Eg: to enjoy the party, to have more
friends.
2. Type/ question:
When " time
T asks Ss to give type of wh -question Where " place
How often " frequency
Ss copy and give example Why " reason
How " manner
What " thing
Whose " belong to a person/ thing
45
Which " whole sentences (limited
options)
3. Practice
Aim: Ss review Wh – questions and do exercise
Ex 2. Now look at the webpage.
Complete the table about the festival.
-T tells Ss that they are going to read Key:
information about the Cannes Film What? A film festival
Festival and complete the table. Who? By film star,
-T corrects. Where? In a city in France
When? May
How often? Every year
How? In a very serious way
Why? To win the Palme
Do’r
Ex 3: Ask and answer the question

about the festival they know
-T asks students to ask and answer the
questions about a festival you know in
Viet Nam using what,where, when, Eg:
how... What is the festival?
Ss do this activity in pairs. Check Ss’ Where is it held?
answers and have them role play the When does it take place?
conversation. Who can attend the festival?
Why do people attend?
How do people celebrate?
Ex 6. Now make questions for the
underlined parts.
Key:
- Ss work independently, writing down 1.Where did you buy this T- shirt?
the questions. T can call on some Ss to 2. How often do you go to the music
write their answers on the boards. festival?
Other Ss give comments and T give 3. Why did your friends save money?
corrections 4. When did you go to the Flower
Festival in Da Lat?
4. Further practice
Aim: Ss can interact to other students about festival using H/Wh-questions and
adverbial phrases
- Ss work in groups. * Games.
One student thinks of any festival Example:
he/she likes. A: Where is the festival held?
Other Ss ask questions about the B: In the USA and some other
festival to find out what festival it is. countries in the world.
Remember to use H/Wh-questions and C: When do people celebrate it?
46
adverbial phrases. …………

- Retell the Wh- questions and some adverbial phrases
- Practice asking and answering about the festival.
- Do exercise part A, B workbook
- Prepare: Communication.

s
7A
7B
Period 72
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to ask and answer
questions about festivals.
2. Skills: discussion, listening and answering, listening and deciding true
or false sentences, spoken interaction.
competence
II. TEACHING AIDS
47
III. PROCEDURE
1. Checking: Ask to write the Wh-questions and give example.
2. New lesson:
1. Warm up
Aim: To warm up the class and lead in the class
-Sing a song.
-T asks Ss to tell some festivals in their
home village.
- Make some questions about festival.
2. Presentation.
Aim: Help students answer some questions about thanksgiving.
I- Extra vocabulary.
- First, teacher uses some techniques to thanksgiving: (n) lễ tạ ơn chúa
present new words. Then have Ss read stuffing: (n) lông vũ, gối ôm
the new vocabulary after the teacher. feast: (n) bữa tiệc
Check the understanding: Make gravy: (n) nước sốt thịt
sentences with the new words. cranberry: (n) quả nham việt quất
-T asks Ss look at the picture about

animal and answer the questions.
-Ss discuss.
3. Practice
Aim: Help students listen and check their answers and write (T) or (F) for the
following sentence.
1. Look at the animal below. Discuss

- Play the recording. Ss listen carefully the following questions with a
and check their answer to 1. Then T partner.
gives the correct answers. Key:
a. A turkey
b. It’s one of the traditional foods of
important festival.
c. Thanksgiving.
3. In pairs, write true (T) or false (F)
-T asks students to work in pairs to for the following sentence.
decide if the statements are true or Key:
false . 1. F ( It’s also held in Canada)
- Ss work in pairs. 2. F ( It’s celebrated on the fourth
- T gives keys. Thursday of November and in Canada
it’s celebrated on the second Monday
of October.
3. T
4. F ( Children also take part in food
preparation.)
48
5. T
6. F ( Some people like to go for a
walk or takes naps)
7. F
4. Further practice
Aim: Help students ask and answer about some festival such as: thanksgiving
and Hoi Mua , a harvest festival in Phu Yen.
-Explain the requires of the exercise. Eg:

-Give the example. A: Do you know about a harvest in
-Ss work in pairs. And make up their festival in Phu Yen?
own.After some time, call some pairs B: Yes , I do.
to act out the conversation in front of A: When is it celebrated ?
the class. B: In March.
-Other Ss give comments.
- Give feedback on Ss’ conversation
- Do exercise part C workbook
- Prepare: Skills 1
Read about the festival: La Tomatina
Think about the festival and then ask and answer that festival
s
7A
7B
Period 73
Lesson 5: Skills 1
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to read for specific
information about an unusual festival. Help Ss to talk about two festival: Cheese
–rolling and monkey buffet.
2. Skills: Putting pictures in the order, reading and checking answers,
reading and answering, discussion, spoken interaction.
competence
II. TEACHING AIDS
49
III. PROCEDURE
1. Checking: Ask to write the Wh-questions and give example.
2. New lesson:
1. Warm up
* Questions
T asks some questions about the + What can you see in the picture?
festival: La Tomatina. + What are they doing ?
Ss answer the questions + What is the festival?
- T asks them to put them in the order + Where is it?
you think they happen at the festival. + When does it take place?
- Ss answer. + What do people do during the
festival?
+…
2. Presentation
Aim: Help students know the La Tomatina festival in Spain and answer the
questions about the text.
I. Reading
T presents some new words. 1. Vocabulary
Ss read and copy greasy (aj) vấy mỡ, dính mỡ
pole (n) cái cột
cannon (n) súng
jet (n) vòi phun nước
chaos (n) sự lôn xộn
goggle (v) gương mắt, trợn tròn mắt
Key: C – D – A – B
-T asks Ss to read the text again and 2. Answer the following questions.
answer the questions 1. It is celebrated on the last
Ss answer the questions Wednesday every August.
T corrects 2. He stayed up late
3. They placed a ham on top of greasy
pole.
4. They had to wear goggles to protect
their eyes.
5. It was a jet from water cannon.
6. It was red with rivers of tomato
juice.
3. Practice
Aim: Help students know about two festival: Cheese –rolling and monkey
buffet.
II. Speaking
-Ss work in groups and read the 4. Work in groups and read the
newspaper headlines.And they discuss newspaper headlines.
what is unusual about the festivals.
50
Have some Ss present their group’s
ideas.
5. Choose one festival to teach your
-T gives some suggestion questions group about. .
and tell Ss that the table is includes Suggestion questions:
information
About the two festivals in 4. 1. What do they often do at Season
Ask them to practice in pairs to ask festival?
and answer about the festival. 2. Where do they organize activities?
3. When does the festival take place?
4.Who takes part in this festival?
5.Why is it held ?
6.How is it held?
6.Talk about the festival : cheese –
-T asks students to look at the table and rolling and mokey buffet.
talk about the festival which they like. Eg:
Cheese – rolling is a seasonal festival;
People race downhill to catch cheese.It
is one of the most famous seasonal
festivals in our country, which takes
place in England in spring every
year…
4. Further practice
Aim: Ss can talk about the festival they know
T asks students to talk about the Eg:

festival which they know. Hello, I am going to talk about the
Ss talk about the festival which they festival which I know. It is …
know
T observes and remarks
3. Guides for Home work

- Do exercise part D workbook
- Prepare: Skills 2
Review: used to, ed and ing adjectives, connectors, wh/h questions,
Pronunciation: /e/ and /ei/; /t/, /d/, and / id/
51
s
7A
7B
Period 74
Lesson 6: Skills 2
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to listen to get
specific information about a music festival. And write a festival which they
attended.
2. Skills: discussing pictures, listening and deciding true or false, listening
and answering, writing a short paragraph, talking the presentation
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: Talk about festival: cheese –rolling or monkey buffet
2. New lesson:

1. Warm up
52
- Look at the picture below. Suggestions:
What kind of festival do you think it It is a music festival.
is?
Share your ideas with a partner.
2. Presentation
Aim: Help students listen about a music festival and tick T or F and answer the
questions.
I. Listening
-Ss read the statements in exercise 2 2. Listen to Nick talk about a music
and guess if they are true or false. festival he attended. Tick (V) T (true)
Write the guesses on the board. or F (false). Correct the false
sentences.
-Play the recording one or two times. 1. F ( one of the most famous festivals)
Ask Ss to listen carefully and check 2. T
their guesses. 3. F ( They stayed in a tent)
4. F ( He’s Nick’s father’s favorite
-T plays the recording again. singer)
Ss answer the questions. 3. Now listen and answer the
Have Ss compare their answers in questions.
apairs before giving T the answers. 1. It takes place every June.
2. They are music bands.
3. He interested the audience with the
hit song.
4. They also went to the Bohemian
Woods.
5. They enjoyed a mixed of good
music from around the world.
3. Practice
Aim:Help students write a festival which they attended.
II. Writing
Think of a festival they attended and 4. Think about a festival you attended.
make notes about it. Make notes about it below.
Ss answer Suggestions. Writing:
Writing:
- What was the festival? - answer suggestions.
- Who celebrated it? It was a cock fighting festival.
- Where was it held? It was held in the common house’s
- When was it held? yard in my village.
- How was it held? It was held on January 15th ( Lunar
- Why was it held? New Year)
……..
5. Write a paragraph about the
- Ss write a paragraph individually festival you attended use the notes
based on the notes they have made. above.
T can ask one or two Ss to write the Ss can start like this.
paragraph on the board. Other Ss and Last week I attended a festival. It was
53
teacher comment on the paragraphs. called “ Harvest festival” It was held
by farmers in my village.
4. Further practice
Aim: Ss can talk about a festival which they attended
T asks Ss to talk about a festival which

they attended
Ss talk about a festival which they
attended

- Retell the music festival.
- How to write a festival which they attended.
- Do exercise workbook
- Prepare: Looking back
54
s
7A
7B
Period 75
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss can cover the whole unit:
Grammar, vocabularies and structures. Ss apply them to do exercises.
b. Grammar: review
2. Skills: rearrange the letters, sentences completion, making sentences,
spoken interaction
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: Talk about festival which they attended
2. New lesson:
Ss’ and T’s activities Contents

1. Warm up.
- Write the vocabularies about festival
(T divides the class into two teams and
calls on some representatives to go to
the board to write)
2. Vocabulary
Aim: Help students review some vocabularies by doing exercises
1. Rearrange the letters to make
- Ss do this activity individually then reasons for holding festival. Then
compare their answer with a partner. T match them to the pictures of the
asks Ss to go to the black board to festivals.
write the answers. 1. religious ( Christmas)
2. music ( Glastonbury)
55
3. superstitious ( Day of the Dead)
4. seasonal ( Thanksgiving)
2. Complete the sentences with the
- Ss do this activity individually then correct form of the words in brackets.
compare their answer with a partner Key:
1. cultural
2. parade
3. celebratory
4. festive
5. performance
6. celebration
3. Grammar
Aim: Help students review H/Wh- question word and adverbial phrases
3. Complete each question with a
- Ss do this exercise individually. suitable H/Wh- question word. More
Check their answers. Accept all the than one question word may be
answers if they make sense. accepted.
Key:
1. What
2. Where
3. How
4. Which
5. Where/ When / How / Why
6. When
- Ss make up their own sentences with 4. Make your own sentences with the
the adverbial phrases in the box. adverbial phrases from the box.
Have two Ss write their sentences on Eg: My father went to Ho Chi Minh
the board. T goes around and observes city last week.
and take notes of Ss’ mistakes.
Other Ss comment on the sentences on
the board.
4. Communication
Aim: Help students practice about their favorite festival
- Ss work in pairs to role-play. They
ask and answer about their favorite
festival. Ask some pairs to act out the
role-play.
Other Ss comment and vote for the
best conversation.
- Retell the vocabularies and the H/Wh- question and adverbial
phrases
- Complete the project in groups
- Prepare: Review 3

s
56
7A
7B
Period 76: REVIEW 3
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to review the 4
skills related to the topics that they have learnt among unit 7, 8, 9.
b. Grammar: review
2. Skills: choosing the best answer, completing the web, writing words
under pictures, completing the paragragh, playing games, matching, rewriting,
spoken interaction
3. Attitude: Ss will be more aware of studing English.
competence
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
Students’ and Teacher’s activities Contents

1. Warm up:
Aim: Review the titles which they have learnt
Brainstorming
Vocab Pronunciation
? What have you learnt in unit 7, 8,
9 in terms of language?
Unit 7
Grammar
Vocab Pronunciation
Unit 8
Grammar
…..
2. Pronunciation
Aim: Help students review the Sounds: / t / and / d /, /id/; / e / and / ei /.
57
1. Sounds: / t / and / d /, /id/
- T asks students to retell the - Đuôi “ed” được phát âm là /t/ khi nó
Sounds: / t / and / d /, /id/; / e / and đứng sau một phụ âm vô thanh: /p/, k/,
/ ei /. /f/, /s/, /ʃ/, /tʃ/.
- Ss listen and remember and then
Eg: stopped /stɒpt/
do exercises
- Đuôi “ed” được phát âm là /d/ khi nó
đứng sau một nguyên âm hoặc 1 phụ
âm hữu thanh: /b/, /g/, /v/,
/z/, /ʒ/, /dʒ/, /ð/, /m/, /n/, /ŋ/, /l/, /r/.
Eg: cried /kraɪd/
- Đuôi “ed” được phát âm là /ɪd/ khi nó
đứng sau âm /t/ hoặc /d/.
Eg: waited /’weɪtɪd/ )
2. Sounds: / e / and / ei /.
* Diphthong /eɪ/ (Nguyên âm đôi /eɪ/)
- "a" , "ea", "ei" ,"ey" được phát âm
là /eɪ/
Eg; Pay / /peɪ/
- "ai" được phát âm là /eɪ/ khi đứng
trước một phụ âm trừ "r"
Eg: rain /reɪn/
- "ay" thường được phát âm là /eɪ/ trong
những từ có tận cùng bằng "ay"
Eg: clay //kleɪ/
* Short vowel /e/ (Nguyên âm ngắn /e/)
- "a" được phát âm là /e/
Eg: many / /'menɪ/
Activity 1
1. B 2. C 3. C 4. A 5. B
- Ss do this exercise individually

then share their answers with a
partner before giving T the
answers. Write the correct answers
on the board. Have some Ss read Activity 2
out the words. Suggested answers:
- O’bey: receive, polite, perform -
‘Dancer: beauty, copy, teacher
- Organise this as a game. Ss do
this in pairs. Which pair adds the
most words will go to the board and
58
write their answers. Other pairs
may want to add more words. Write
other words on the board.
3. Vocabulary
Aim: Help students review some vocabularies
- Ss do this individually and then Activity 3

share their answers with a partner. 1. Ahead only
Check Ss’ answers. 2. No crossing
3. No U-turn
4. Right turn only
5. Railway crossing
- Ask Ss what kind of word can be Activity 4
1. celebrations
filled in each blank (i.e. noun, verb, 2. cultural
etc). Elicite answers. Ss do this 3. performances
exercise individually. Two Ss write 4. parades
their anwers on the board. Confirm 5. festive
the correct answers.
Activity 5
1. documentary 2. hilarious
3. boring 4. thriller
- This can be done as a small
5. moved 6. animation
competion game. The student who
solves the crossword the fastest is
the winner
4. Grammar
Aim: Help students review H/Wh- question, used to and connectors
- Elicit the kinds of H/Wh question. Activity 6

Ss do this exercise individually. 1. c 2. f 3. a 4. b
Chech Ss answers and write the 5. d 6. e
correct answers on the board.
- Ss do this individually and Activity 7
1. It’s about 1,877 kilometres from Ha
compare their answers with a Noi to Can Tho.
partner. Call some Ss to go to the 2. How far is it from Hue to Da Nang?
board to write their sentences. 3. There didn’t use to be many traffic
Other Ss comment. Confirm the jams when I was young.
correct sentences. 4. In spite of being tired/their tiredness,
they wanted to watch the film./ They
wanted to watch the film in spite of being
tired/their tiredness.
5. Although the festival took place in a
remote area, a lot of people attended it./
59
A lot of peole attended the festival
although it took place in a remote area.
Activity 8
____6___ Yeah. ..
Ss do this in pairs. Afer checking ___7___ Haha. …
their answers, ask one or two pairs ___1___ Mai, let’s …..
to act out the conversation. ___4___ That’s fine. ….
___5___ It’s only two kilometres….
___2___ Great idea, Mi. ….
___8___ OK. That’s a good idea. ...
___3___ How about the Cinemax? ….

- Retell the vocabularies and the H/Wh- question and used to and
connectors.
- Review the target knowledge
- Prepare for Review- Skills

s
7A
7B
Period 77: REVIEW 3 (cont)
I. OBJECTIVES:
skills related to the topics that they have learnt among unit 7, 8, 9.
b. Grammar: review
60
2. Skills: reading, matching the headings, reading and answering,
discussing, spoken interaction, listening and deciding true or false sentences,
writing email.
3. Attitude: Ss will be more aware of studying English.
competence
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
Students and Teacher’s Contents

activities
1. Warm up
? Let ss look at the picture and

ask:
What is this? (It’s a cup.)
Who can receive this cup? (People
who win the Oscars.)
2. Reading
Aim: Help students know how to read and answer the questions
- Give ss some tip to do this kind
of reading text: Read the headings
first. Then read the paragraph
quickly. Find the main point of
each paragraph by finding topic
sentence.
- Ss read the text quickly and Activity 1
A. 2 B. 3 C.1
match the headings with the
paragraphs. Ss compare their
answers with a partner before
giving the teacher the answers. Activity 2
Confirm the correct answers. 1. They were first organised in 1929.
- Ss do these exercises 2. They are named after the Oscar
individually, check their answers statuette.
with a partner before giving the 3. He is the preson who designed/ He
answers to T. Two Ss go to the designed the Oscar statuette
board and write their answers if
4. Emil Jannings received the first Oscar
time allows.
61
statuette
5. It is the prize for/ given to the best
film.
3. Speaking
Aim: Help students know how to ask and answer about Oscar
- Ss work in groups and discussed

the questions. Ss report their
group’s answers to the class.
Summarise Ss’ideas.
4. Listening
Aim: Help students listen the conversation and do exercises
Activity 4
- Play the recording for the first 1. F (Because Mrs Hoa said: It’s the first
time. Ss listen and decide if the time you’ve come to my house, isn’t it?)
statemennts are true or false. Elicit 2. F (Because the photos are on the wall)
the answers from Ss and write 3. T 4. T 5. T
them on the board. Don’t confirm
the correct answers at this stage. Activity 5
- Ss listen to the recording again Ms
Nick
Hoa
and answer the questions. Ss
1.tried Dutch foods and
compare their answers before ٧
drinks
giving T their answers. Write their 2. watched traditional
٧ ٧
answers on the board. Dutch dancing
Now play the recording again to 3. watched parades ٧
check the answers to exercise 4
4. listened to folk music ٧
and 5.
5. was interested in the
٧ ٧
festival
5. Writing
Aim: Help student know how to write an e-mail
- Ss read Mai’s email to

understand the context. Ss write
their email individually. Ask one
S to write the email on the board.
Other Ss and T comment on the
email on board. Collect some
emails to correct at home.

- Retell the way to do all skills.
62
- Review unit 7, 8, 9
- Prepare for the 45 test

s
7A
7B
Period 70: REVIEW
I. OBJECTIVES:
skills related to the topics that they have learnt among unit 7,8,9.
a. Vocabulary: review vocabulary ralated to topic: traffic, film, festival
around the world
b. Grammar: review: connectors, distances, - ed and –ing adjectives,
Adverbial phrases , wh – questions, used to
2. Skills: Complete the sentences using the words in the box, choose the
best answer, rewrite the sentences
63
3. Attitude: Ss will be more aware of and be more responsiple for
protecting the environment and the future means of transport and movement
II. TEACHING AIDS
III. PROCEDURE
2. New lesson
Teacher’s and students’ activities Contents
1. Warm up
T asks Ss to sing an English song

Ss sing an English song
2. Vocabulary
Aim: Help students review some vocabularies ralated to topic: traffic, film,
festival around the world.
I-Vocabulary.
T asks Ss to do exercise 2,4 page 4,5 Topic: Unit 7: Traffic
in exercise’s book. T uses computer to (Ex 2,4/ page 4, 5)
correct.
Ss do exercise individually.
Topic: Unit 8: Film

T asks Ss to do exercise 5 part B in (Ex 5 part B in unit 8)
unit 8 in exercise’s book. T uses
computer to correct.
T asks Ss to do exercise 1,2 part B in Topic: festival around the world

unit 9 in exercise’s book. T uses (Ex 1, 2 part B in unit 9)
computer to correct.
3. Grammar
Aim: Ss can review: connectors, distances, - ed and –ing adjectives, Adverbial
phrases , wh – questions, used to and do exercises
II. Grammar
T asks Ss to give the usage of the * Connectors
connectors 1. Although, despite/ and in spite of
Ss do it.
T gives the comment. Eg:
T asks Ss to do exercise 7 part B: unit Although he is so young, he performs
8 in exercise’s book individually, excellently.
check their answers with a partner 2. However and nevertheless
64
before giving the answers to
Ss go to the board and write their Eg:
answers if time allows. He is so young, however he performs
T corrects on the computer excellently
Exercise 7/13 in exercise’s book
* Ed and ing adjectives

T asks Ss to retell the use of the Ed - ed and –ing adjectives
and ing adjectives + We use –ed adjectives to describe
Ss retell the use of the Ed and ing someone’s feeling.
adjectives and give examples Eg:The film was long ,and I was bored
T asks Ss to do exercise + We use – ing adjectives to describe
things or people ( that cause the
feelings)
Eg:The film was long and boring.
Exercise 6/ part B unit 8 in

exercise’s book
* Adverbial phrases
T asks Ss to retell the form of the +Adverbial phrases made with nouns:
adverbial phrases and do exercise 4/19 Eg: every year, every day, last year….
page in exercise’s book. +Adverbial phrases made with
Ss do exercise 4/19 page in exercise’s prepositions:
book Eg: in 2013, in a small town, with
T corrects the mistakes on computer beautiful plants.
+Adverbial phrases made with to-
infinitive:
Eg: to enjoy the party, to have more
friends.
(Exercise 4/19page in exercise’s book)
* Type/ question:
T asks Ss to retell the form of the type When " time
of questions and do exercise 5 /19 Where " place
page in exercise’s book. How often " frequency
Ss do exercise 5/19 page in exercise’s Why " reason
book How " manner
T corrects the mistakes on computer What " thing
Whose " belong to a person/ thing
Which " whole sentences (limited
options)
T asks Ss to retell the form of the (Exercise 5/19page in exercise’s book)

distances. *Distances:
Ss retell the form of the distances and How far is it from …..to ….?
give examples It is ……..from ….to ….
65
Eg:
- How far is it from your house to
school?
It is about one kilometer from my
house toschool.
T asks Ss to retell the form of the form
of used to. II- Used to
Example: There used to be many trees
Ss retell the form of the form of used on the street, but now there are only
to and give examples shops.
Form:
(+) S + used to + V
(-) S + didn’t use to + V
(?) Did + S + use to
4. Pronunciation
Aim: Help students review the Sounds: / t / and / d /, /id/; / e / and / ei /.
1. Sounds: / t / and / d /, /id/
- T asks students to retell the Sounds: / - Đuôi “ed” được phát âm là /t/ khi nó
t / and / d /, /id/; / e / and / ei /. đứng sau một phụ âm vô thanh: /p/,
- Ss listen and remember and then do k/, /f/, /s/, /ʃ/, /tʃ/.
exercises in exercise’s book in part
Eg: stopped /stɒpt/
pronunciation
- Đuôi “ed” được phát âm là /d/ khi nó
đứng sau một nguyên âm hoặc 1 phụ
âm hữu thanh: /b/, /g/, /v/,
/z/, /ʒ/, /dʒ/, /ð/, /m/, /n/, /ŋ/, /l/, /r/.
Eg: cried /kraɪd/
- Đuôi “ed” được phát âm là /ɪd/ khi
nó đứng sau âm /t/ hoặc /d/.
Eg: waited /’weɪtɪd/ )
2. Sounds: / e / and / ei /.
* Diphthong /eɪ/ (Nguyên âm
đôi /eɪ/)
- "a" , "ea", "ei" ,"ey" được phát âm là
/eɪ/
Eg; Pay / /peɪ/
- "ai" được phát âm là /eɪ/ khi đứng
trước một phụ âm trừ "r"
Eg: rain /reɪn/
- "ay" thường được phát âm là /eɪ/
trong những từ có tận cùng bằng "ay"
Eg: clay //kleɪ/
* Short vowel /e/ (Nguyên âm ngắn
/e/)
66
- "a" được phát âm là /e/
Eg: many / /'menɪ/

- Retell some vocabularies about : traffic, film, festival around the world.
- Review the connectors, distances, - ed and –ing adjectives, Adverbial
phrases , wh – questions, used to
Guide the way to do part reading and listening.
67
s
7A
7B
Period 75
UNIT 10: SOURCES OF ENERGY
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will have some information
about energy SOURCES and they are able to talk about the different types of
energy sources
a. Vocabulary: Types of energy sources
b. Grammar: Future continuous tense and simple future passive form.
2. Skills: listening and reading, reading and answering the questions,
completing the information, listening and repeating, put the words into the
correct groups, asking and answering.
3. Attitude: Ss will be more aware of saving energy and be more
responsiple for protecting the environment.
competence
II. TEACHING AIDS
68
III. PROCEDURE
2. New lesson:
Teacher’s and students’ activities Content

1. Warm up
- Have Ss play games related to the
topic: Netwwords.
+What types of enery do you know?
-Have Ss read the words three times
in chorus. Energy
+Which types of energy do you
think that it is renewable or non-
renewable?
2. Presentation
Aim: Help students know some vocabularies, have some information about
energy sources.
-Ask some questions.
+Who are they ?
+Where are they ? 1. Listen and read
+What are they talking about ? *Vocabulary.
-Elicit some new words from the Negative effect =carbon footprint.
pictures and situations. Energy, source =>source of energy
-Read many times in chorus. Renewable >< non – renewable
-Check vocab:Slap the board. To last (forever)
-Call some individuals. To use up
To produce
3. Practice
Aim: Help students listen and read the words or phrases and answer the
questions and Help students distinguish renewable sources and non – renewable
sources.
a.Answer the questions.
-Have Ss do Ex 1-a 1,It’s about the negative effects we have
-Guide Ss how to do Ex1 on the environment.
-Call some Ss to give the answer 2, “Non-renewable energy” means that it
-Provice the answers. will run out if we use it up.
3, Sunlight is a renewable energy because
we can’t use it all up or it will last forever
.
4, Mai thinks she has a small carbon
footprint because she recycles the
products she uses and she goes
everywhere by bike.
69
5, The products that we use are bad for
the environment or the energy that we use
produces carbon dioxide might create a
big carbon footprint .
b.Complete.
SOURCES OF ENERGY
Renewable Non-renewable
-Then , do Ex1-b sources sources
( Group – work) win Wav sola coal Gas oil
d e r
-Look at the table, listen and repeat

the words or phrases.
- Call some students read aloud the
words or phrases.
- Correct the pronunciation
Renewable sources Non-renewable sources
-Ask Ss to put the words in to the Wind , coal , hydro Natural gas , biogas ,
correct groups in the table. , nuclear …… oil, solar ……
(individually)
-Check.
-T provide the keys.
4. Further practice
Aim:Help students talk about the different types of energy sources:renewable
and non - renewable sources.
- Divide the class in to 6 groups. Ask and answer the questions

- Have Ss make up the dialogues A: What type of energy source is wind ?
then role – play. B: It’s a renewable source of energy .
- The groups take turn to present A: What type of energy source is coal ?
their dialogue B: It’s a non-renewable source of energy .
- T Listen and feedback. A: ……………………………………..

- Retell the different types of energy sources: renewable and non -
renewable sources.
- Learn by heart all the new words and phrases.
Prepare A closer look 1.
- Do exercises.
Talk: Benefits of Renewable energy source and Effects of Non-
renewable energy source
70
s
7A
7B
Period 80
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to talk about types
of energy sources, and know how to stress in the three-syllable words.
a. Vocabulary: Advantages & Disadvantages of energy .
b. Grammar: Future continuous tense and simple future passive form.
c. Pronunciation: How to tress in the three-syllable words
2. Skills: Putting the words into the table, comparision the answers,
sentences completion, listening and repeating, reading the sentences.
competence
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:

1.Warm up
-Have Ss play game “spider – web * play games
71
of words” Benefits of Effects of
- Read three times in chorus Renewable energy Non-
source renewable
- Lead to the new lesson energy source
safe , clean , cheap Dangerous ,
……………………… harmful ,
… expensive …..
2. Presentation
Aim:Help students know some vocabularies about describing the types of energy.
I. Vocabulary
Put the words below into the table to
describe the types of energy .
Sources of Advantages Disadvantages
-Have Ss do Ex1 on the text book. energy
- Guide how to do. Wind Abundant ,un Not available
- Ask Ss to do in five minutes limited
- Provice the keys. Water/hydro Clean , safe Expensive , not
available
Solar Renewable Expensive
plentiful,
Biogas Renewable ,p Abundant cheap
lentiful, clean
-Have Ss work in pairs to do ex2
- Cross – check Nuclear Renewable , Expensive ,
clean , safe
- T feedback
Coal, oil , Abundant Harmful,
natural gas exhausted ,
-Have Ss do Ex3 on the text book.
- Guide how to do 2.Compare your answers with your
-Ask Ss to do partner.
-Provide the keys For example:
A: I think biogas is renewable.
-Ask Ss to write down on the B:Me,too.I also think it is abundant and
notebooks. cheap.
……………………………………………
…….
3. look at the pictures and complete these
sentences , using the words in1.
1. solar – clean / safe
2. 2.non-renewable
3.wind – clean
4.expensive – dangerous
3. Practice
Aim: Help students know how to stress in the three- syllable words.
T guides Ss how to stress the nouns II. Pronunciation
and the adjectives with three * How to stress in three-syllable Nouns
syllables and Adjectives .
Rule1 : Ooo When Sylablel2 &3 are short
72
vowels.
T gives examples Eg : excellent , difficult , president ,
T explains the rules plentiful , energy accident , dangerous
- Have Ss practice in chorus Rule2 : oOo When Syllable 2 is a long
vowel or a dipthong and Syllable3 is a
T asks Ss to do Ex 4 & 5 to short vowel or dipthong /ou/ . ( popular)
distinguish the two ways of
Eg : disaster , potato , enormous ,
stressing three-syllable words
expensive , convenient , advantage ..
* Practice .
4. Listen and repeat .
Ooo oOo
T has Ss practice - dangerous - expensive
Ss cross-check - plentiful - abundant
- limited - convenient
- easily - enormous
- energy - advantage
5. Read the following sentences Coal will
T calls some individuals be replaced by another renewable resource.
1. Wind power is convenient and
abundant .
2. Natural gas is limited and it is harmful
to the environment .
3.Solar energy is plentiful and it can be
replaced easily .Nuclear power is
expensive and dangerous .
4. Further Practice
Aim: Ss can interact to each other about real situation in life
Eg:
T ask Ss to interact to each other A: I think biogas is renewable.
about real situation in life B: Me,too. I also think it is abundant and
Ss ask and answer cheap.
T corrects and remarks ……

- Retell the different types of energy sources:renewable and non -
renewable sources.
- Learn by heart all the new words.
- Prepare for next lesson
Review simple future tense
73
s
7A
7B
Period 81
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to talk about
ENERGY SOURCES and they master the uses of the future continuous tense
and the simple future passive
a. Vocabulary: Energy sources
b. Grammar: The future continuous tense and the simple future passive
2. Skills: sentences completion, writing the sentences, completing the
conversation, interaction to each other, completing the paragraph, changing the
sentences, writing the sentences.
competence
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:

1.Warm up
Aim: To warm up the class and introduce the lesson
* Questions:
T has Ss answer some questions Review simple future tense.
1.What will it be tomorrow ?
T leads to the new lessons 2.Where will you go for this summer
vacation?
3.When will you have a party for your
next birthday?
74
4.How will the world change if we use
up all the non - renewable energy
sources.
2. Presentation
Aim: Help students know the way to use of the future continuous tense.
- Give examples 1. The future continuous tense.
- At 8.00 tomorrow morning, I will be
- Explain other uses of tense. learning Math at school.
- This time next summer , we will be
visiting Paris
(+) S + will be + V-ing

(-) S + will not be + V-ing
(?) Will + S + be + V-ing ?
1. Complete the sentences using the

future continuous form of the
T has Ss work in pairs to do Ex 1,3 verbs in brackets.
( work individually) 1. will be putting
T calls someone to present their 2. will be taking
answers. 3. will be installing
Ss cross –correct
4. will be spending
T provides the keys
5. will be using
- Ask Ss to write down on their 3. Complete the conversation with the
notebooks. verbs in brackets ( simple future or
future continuous tense ).
1. will watch
2. will we put
3. will be having
4. will travel
5. will walk or cycle
6. will be cycling
7. will be going
3. Practice
Aim: Help students know about the uses of the simple future passive.
* The future simple passive form.
- Give the form * Form
(+) S + will be + Vpp ( by O ) .
- Give examples
(-) S + will be + Vpp ( by O ) .
(?) will + S + be + Vpp ( by O ) ?
- Explain other uses of the passive * For Examples .
voice. -Solar panels will be put on the roof
of the houses.
75
- The exercises will be finished
tomorrow.
-Have Ss work in pairs to do Ex 5,7
5. Complete the magazine article with
( work individually) the passive form of the verbs in the
table .
1. be provided
2. be used
-Call someone to present their
3. be placed
answers.
4. be stored
- Cross –correct
5 be solved
-Provide the keys
-Ask Ss to write down on their

notebooks
4.Futher practice
Aim: Ss can talk and write what will be done in the future
T asks Ss to talk and write what will Talk and write what will be done in
be done in the future the future .
Ss talk and write what will be done * Suggestions
in the future 1. A hydro power station will be built
T corrects and remarks in the region to increase the
electricity.
2. Solar panels will be put / installed
on the roof of the buildings .
3. A network of wind turbines will be
installed to generate electricity .
4. Bicycles will be used to travel

- Retell the uses of the future continuous tense and the uses of the simple
future passive.
- Prepare for next lesson ( find the meaning of the new words in the
next lesson )
- Do B3,4,5,6 ( workbook)
- Redo section 2,6, – students’ book

s
76
7A
7B
Period 82
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to talk about their
carbon footprint as well as the ways how to save energy in life.
a. Vocabulary: ways to save energy in life
b. Grammar: The future continuous tense and the simple future passive
2. Skills: answering the question, giving ideas, talking.
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: Write the structure: the uses of the future continuous tense
and the uses of the simple future passive
2. New lesson:
Teacher’s and students’ Content

activities
1. Warm up
Aim: To warm up the class and lead in the new lesson
T has Ss answer the * Questions:
questions 1.What did you do to save energy ?
Ss: Sets the sense . 2.What do you usually do to save energy ?
T leads to the new lesson 3.What will you do to save energy ?
Ss: Answer Answers:
I…………………………….
I…………………….
I…………………………….
(students answers)
2. Presentation
Aim: Help students complete the table using the questions
-Ask students to complete QQuestions Always Often Some Never
( =1) ( = 2) Times ( = 4 )
the table. Do you (= 3)
-Ask Ss to mark each ………?
other’s answers in pairs. 1.take
77
- After adding up the showers...
marks ,ask Ss to write 2. walk or
the score in the total ride..
score box. 3. use
public
transport…
4. use a
handfan
5. use low
energy
3. Practice
Aim: Help students explain how well your partner saves energy.
-Ask Ss to work in groups 2. Practice

of six. A.What is your total score ?
1 student is the moniter B:My total score is 30
5 students are the A: Your footprint is quite small.
participants. Remember to care about, and respect,the
-Call some groups to world around us.
represent their works.
-Feedback.
-Give the answers.
4. Further practice
Aim: Help students talk about carbon footprint.
* Report your partner’s carbon footprint to
T has Ss work in pairs your groups / class . Use the following
prompts .
T calls some Ss/ pairs to For example :
represent their report My partner’s carbon footprint is big . He is
before the class considerate because uses lots of baths . He
could try harder to use showers instead of
Ss feedback baths . By reducing the baths , he can help to
save energy in the future .

- Retell the carbon footprint to save energy.
- Do Speaking ( workbook)
- Write a report about your own carbon footprint .
Find Name of energy sources
s
7A
7B
Period 83
78
Lesson 5: Skills 1
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will get some more information
about ENERGY SOURCES as well as well be able to talk about their
advantages and disadvantages .
- Develop Ss’ reading and speaking skills

a. Vocabulary: Advantages and disadvantages of energy sources
b. Grammar: How to make a speech about advantages and disadvantages
of energy
2. Skills: discussing the questions, reading and checking ideas, matching
the verbs with nouns, reading and answering the questions, asking and
answering the questions, talking.
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: Write the structure: the uses of the future continuous tense
and the uses of the simple future passive
2. New lesson:
1.Warm up
79
- Have Ss play game ‘ spider wed’ * Network. (old lesson)
-Read 3 times in chorus
-Set the sense wind sun
-Lead to the new lesson
Name of
energy
sources
nuclear water
2. Presentation
Aim: Get some mome information about energy sources
1. Discuss the following

* Discussion: questions .
- Have Ss work in groups to discuss the 1, What are the main sources of
following questions. energy in Viet Nam ?……coal , oil,
hydro power, …
- Listen and feedback 2, What types of energy sources will
be used in the future ?
………………………
( ….solar energy , wind energy
…..)
2. Read the text below and check
3. Read the text

3-Guide Ss the way how to do Ex3-a a. Match the verbs with the nouns.
- Give examples 1– c . create energy
- Ask Ss to work individually 2– a . drive machinery
- Call some Ss to the black- board 3- e . generate electricity
-Provide the correct answers 4– b . turn turbines
5–d . heat houses .
b. Answer the questions .
4- Guide Ss the way how to do Ex3-b 1.Two. They are renewable and non-
- Give examples renewable .
- Ask Ss to practice in pairs 2.Hydro power is limited because
- Cross- check dams cannot be built in certain
- Call some Ss to the black-board areas ,and nuclear energy is
-Provide the correct answers dangerous .
3.Because the wind can turn turbines
to make electricity . Solar energy can
- Ask Ss to write down on their be changed into electricity or cab be
80
notebooks used
4.to heat or cool our houses .
5.We use hydro power most .
he think Viet Nam will use the wind
and the sun as alternative sources of
energy in the future .
3. Practice
Aim: Talk about their advantages and disadvantages about energy sources
- Have Ss work in pairs 4.Ask and answer questions about the

advantages and disadvantages of each
- Call some pairs to role- play type of energy source.
before the class Example:
-Cross-check
A: What type of energy is oil ?
B: It is non-renewable source of energy ,
- T feedback because it cannot easily be replaced .
A: What are its advantages and
disadvantages ?
B: It can be used to drive machinery ,
but it also pollutes the environment .
4. Further Practice
Aim: Ss can talk about the advantages and disadvantages of each type of
energy source
Divide the class into 4 groups Talk about the advantages and
- Have Ss make a peech about the disadvantages of each type of energy
advantages and disadvantages of source.
each type of energy source.
-T observe
Example:
- Call some groups to represent
their work Hydro power is a renewable source of
-Feedback energy because it comes from water . It
is cheap and plentiful . Unfortunately ,
dams can only be built in certain areas .

- Retell the advantages and disadvantages about energy sources
- Prepare for next lesson ( find the meaning of the new words in the next
lesson)
- Do reading ( workbook)
- Redo ex5 (students’ book)
81
s
7A
7B
Period 84
Lesson 6: Skills 2
I. OBJECTIVES:
82
1. Knowledge: By the end of the lesson, Ss will be able to listen and get
information from listening and write a passage about energy and the ways how
to save energy in life
a. Vocabulary: Advantages and disadvantages of energy sources
b. Grammar: How to make a speech about advantages and disadvantages
of energy
2. Skills: discussing the questions, listing and tick, listening and
completing the sentences, completing the passages, discussing and writing the
sentences, writing a passage.
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: Talk the advantages and disavantages about energy
sourses
2. New lesson:

1. Warm up
Aim: To warm up introduce the lesson
- Have Ss play game ‘ spider-wed of

phrases’
- Read 3 times in chorus
2. Presentation
Aim: Help students listen and get information about energy.
1. Listening
-Discuss some questions. Look at the pictures . Discuss the
-Set the sence followings .
-Lead to the new lesson 1. What do you think is unusual about this
means of transport ?
2. Have you seen any transport like this ?
3. What should we do to save energy in our
life ?
2. Have Ss guess the answers 2.Listen to the passage and tick true or
before listening. false to the statements .
- Cross - check
- Play the tapes.

- Call someone to give their
83
answers. 1. T
-Play the tape again. 2. T
-Provide the keys. 3. T
4. F
5. T
3. Listen to the passage again and
complete the sentences .
3.-Ask Ss to work individually.
- Cross – check 1. mountainous
- Call some Ss to the black – 2. Cooking and heating
board. 3. air pollution
- Provide the correct answers. 4. on the increase
5. wind and the sun
3. Practice
Aim: Help students write a passage about energy and the ways how to save
energy in life.
Writing
- Have Ss work in groups to 4.Complete the article . Use the phrases
discuss what we should do to below .
save energy 1-E , 2 -D , 3 -A , 4-B , 5-C
-T observes and feedback
- Ask Ss to write down the

answers on their notebooks
5.Discuss the following ways to save
energy . Decide on the 5 most important ,
- Divide the class into 6 groups then write them in the box
- Have Ss practice in group What should you do to save energy?
- T observes 1.Reduce our electricity.
T calls some groups to represent 2.Use public transport.
their work.
3.Reduce the use of fossil fuel.
Ss: Feedback
4.Increase the tax on petrol.
5.Use low energy light bulbs.
6. Write a short passage about What

should you do to save energy?
Start like this:
Every day, we use too much energy at
home.We should…………………………
…………………………………………….
……………………………………………..
…………………………………………….
4. Further practice
84
Aim: Ss can talk about what should you do to save energy
T asks Ss to talk about what Eg:

should you do to save energy Hello, I am going to tell you about what
Ss talk about what should you do should you do to save energy. Every
to save energy day,we use too much energy at home.We
T corrects and remarks should turn off the lights.

- Retell the ways how to save energy in life.
- Prepare for next lesson (find the meaning of the new words in the next
lesson)
- Do Writing ( workbook)
- Redo Ex6 ( student’sbook)

s
7A
7B
Period 85
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to revise what
they have learnt about ENERGY SOURCES in the previous lessons as well
as make their own products slogans about how to save energy.
a. Vocabulary: Sources of energy & ways to save energy in life
b. Grammar: The future continuous tense and the future simple passive
form.
85
2. Skills: putting the words into the correct groups, sentences completion,
changing sentences, completing the dialogue, interation to each other.
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: Talk the ways how to save energy in life.
2. New lesson:
Teacher’s and students’ Content

activities
1. Warm up
T asks Ss to sing an English
song
2. Vocabulary
Aim: Review some vocabularies.
I. Vocabulary. ( Review)
-Have Ss put the words in to 1 . Put the words into the correct groups .
the correct groups to recall Sources of Advantages Disadvantages
some new words. energy
-T calls someone to represent
Biogas Clean Polluted
their
answers. Solar energy Cheap Expensive
T provide the keys Gas Plentiful Limited
Nuclear Available Exhausted/
energy dangerous
unlimited Harmful
Water power
3. Grammar
Aim: Help students review the future continuous tense and the future simple
passive form.
1.Review briefly the usages
and forms of the future
continuous tense and the
simple future passive voice
form.
- Give examples.
2. Complete the sentences using the verbs in
86
2 – Have Ss do Ex(pair work brackets in the future continuous.
& group work) 1. will be wearing
- Cross – check. 2. will be lying
- Call some one to present
3. will be working
their answers.
- Provide the keys. 4. will be studying
5. will be building
3. Change the following sentences into the
- Ask Ss write down their passive voice.
answers on their notebooks 1. A lot of money will be spent on heating
next year .
2. Biogas will be used for fuel in homes and
for transport.
3. Renewable energy like wind and solar
energy will be used to solve the problems
of pollution.
4. The use of electricity will be reduced to
save energy.
5. A hydro power station will be built in
this area next year.
4. Complete the dialogue, using the future
continuous form of the verbs .
1, will be earning 2, will be doing
3, will be doing 4, will be hosting
5, will be doing
4. Communication
Aim: Help students talk about how to save energy.
5. Look at the pictures and answer the
- Have Ss look at the pictures question below .
and say out. What should you do to save energy ?
- We should turn off the fire when the
kettle is boiling .
- We should turn off the faucet when the
- Call some ones to present.
tub is full of water .
- We should close the refrigerator’s door
- Feedback and correct when we do not use it .
mistakes if necessary. - We should turn off the fan when we do
not use it.
- We should turn off the lights when there
is no one in the room .
- We should turn off the gas-stoves when
we do not cook .
5. Project
Aim: Help students write simple slogans
-Have Ss discuss the slogans. IV: Project.( Poster / sub-boards)
87
- Observe and feedback. 1. Look at the slogans and answer the
-Divide the class into 6 questions below.
groups. - How are they used ?
- Have Ss work in groups to - Why are they important ?
draw slogans about how to
save energy. 2. Write a simple slogans in your groups
- Call some groups to present about how to save energy.
their products. (Exhibition their slogans)
- T observes ( may bedo at home)
- Feedback.

- Retell the ways how to save energy in life and the future continuous
tense and the future simple passive form.
- Redo 3,5 and project
(students’ book)
Teaching date 7A:……………

7B:…………….
Period 86:CORRECTING THE TEST.

I.OBJECTIVES.
1.knowlegde:To correct the test on grammar, vocabularies, reading,
listening, writing that they have learnt in this test.
2.Skill: pay attention to listening ,reading, writing and language focus.

3. Attitude:study seriously and study more harder.
II . PREPARATION :
1:Teacher’s:Questions+Keys.
2:Studys':Get ready to check.
III. PROCEDURES:
1.Checking - up.
* Total: 7A:…………………
7B:………………….
* Old lesson: No
2.New lesson
Teacher’s and Ss’ activities Contents
*Listening:(10’) I:Listening and do the test below:
T:Give Ss the test papers (2pts)
88
Ss:Get the test papers to check. 1.Listen and tick True(T) or False(F).
T:Ask Ss to give the aims of the 1.F 2.F 3.T 4.T
listening from the test. 2.Listen and complete sentences.
Ss:Give the aims of the listening 3.delicious 4.traditional
from the test.
T:Ask Ss to give the answers
they did.
Ss:Give the answers they did.
T:Take some notes on the board
then read the tape scription to
check.
Ss:Listen to the teacher to II.Pronounced
compare. 1.A 2.B 3.D 4.D
T:Give feedback. III.Choose the correct answers(2,5pts)
* Grammar and vocabulary: 1.C 2.B 3.D 4.B 5.B
(10’) 6.D 7.A 8.B 9.C 10.A
T:Ask Ss to give the aims of the
exercise from the test.
Ss:Give the aims if the exercise.
T:Ask Ss to give the answers
they did.
Ss:Give the answers they did. C.READING
T:Take some notes on the board V:Complete.(1,5point)
then give the correct answers to 1.B. born 2.C.actor
check. 3.A. made 4.D.in
Ss:Listen to the techer to 5.B.lots 6.D. fliming
compare.
T:Give feedback.
* Reading: (10’) V.Read and answer. (1pt)
T:Ask Ss to give the aims of the 1. No,they don’t
exercise from the test 2. The people of Sweden
Ss:Give the aims of the exercise. 3. Because they are the greatest sweet eaters
T:Ask Ss to give the answers in the world
they did. 4. The Chinese eat the least sugar
Ss:Give the answers they did. D. WRITING
T:Take some notes on the board VI. Rewrite. (1pt)
then give the correct answers to 1. => How far is it from Tuyen Quang to Ha
check. Noi city?
Ss:Listen to the techer to 2. => I used to ride my bike to school when I
compare. was a student
T:Give feedback 3. => In spite of being their age, they still
love playing sports
4. => Alothough I was tired, I didn’t sleep
VII.Make sentences. (1pt)
* Writing: (10’) 1. Titanic is a romantic film
T:Ask Ss to give the aims of the 2. My Mum used to live in a small village
exercise from the test. when she was girl
Ss:Give the aims of the exercise. 3. It is about two kilometers from my house
89
T:Ask Ss to give the answers to my school.
they did. 4. We enjoyed the film because it was
Ss:Give the answers they did. entertaining.
T:Take some notes on the board
then gives the correct answers to
check.
Ss:Listen to the techer to
compare.
T:Give feedback.
3. Consolidation: (2’)
T:Remark the grammar in the test.
Ss: Listen and remember.
4.Home work: (3’)
- Prepare for the new lesson.
90
s
7A
7B
Period 88
UNIT 11: TRAVELLING IN THE FUTURE
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss can:
- Use lexical items ralated to future means of transport and movement.
- Understand the difference between facts and opinions
a. Vocabulary: Flying car, Jet pack, teleporter ,Driverless car,
Crash, Avoid, Helicopter, Imaginative
b. Grammar: Use will for future prediction
2. Skills: listeing and reading, reading and choosing the best answer,
answering the questions, tick facts or opinions, answering the questions,
combine adjectives and nouns, giving opinion.
protecting the environment.
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: 15minutes
Code 1:
I. Choose the best opion to complete each sentence.Circle A,B , C or D.
91
1.This time next month, they……a new hydro power station on the river.
A.are going to build B.will be building C.are building D.will be
build
2.Our class…………ways to save energy at home this time next Saturday
morning.
A.is discussing B.is going to discuss C.will be discussing D.will
discuss
3.The village…………..solar panels this time next year.
A.will be installing B.will install C.has been installing D.will installed
4.Lan used to go to school………………….
A. with bike B. by foot C. in car D. by bus
5.This time in 2030 , many countries…………..nuclear power.
A.are using B.are going to use C.will be using D.have been
using
6. They go to work…………………. train.
A. in B. to C. at D. by
II.Change the following sentences in to the future passive.
1.They will build a new house here.
-> A new house……………………………………………….
2.Jane will buy a new computer.
->A new computer…………………………………………….
Code 2:
1. ………….. is La Tomatina celebrated? – Every August.
A. When B. Why C. Where D. Which
2. The film was so boring…………, we saw it from beginning to end.
A. Therefore B. However C. Although D. Despite
3. She’s sure that they will find the film……………..
A. entertaining B. entertain C. entertainment D. entertained
4.I …………… go on foot when I was in primary school.
A.have to B.used to C.can D.may
5. They …………………….. English this time tomorrow
A. learn B. will learn C. will be learned D. will be learning
6. Solar energy ……………….. by many countries in the world in the future.
A. use B. will use C. will be using D. will be used

1.My brother will buy a new car.
-> A new car………………………………………………….
2.Peter will buy some bananas.
->………………………………………………………………
Code 3:
1. That picture is …………………………
A. us B. ours C. our D. we
2. ………………..is a renewable source.
A. Coal B. Oil C. Wind D. Gas
92
3.Everybody attends the festival ……………. fun.
A.with B.for C.in D.of
4.Solar energy ………… by many countries in the world in the future.
A.use B.will use C.will be using D.will be used
5.A friend of ……………… is coming to stay with me next month.
A.me B.my C.I D.mine
1.They will build a new school here.
-> A new school……………………………………………….
2.We will buy some pens at the market.
-> Some pens…………………………………………………..
KEYS:
Code 1: 1B 2.C 3.A 4.D 5.C 6.D
Code 2: 1A 2.B 3.A 4.B 5.D 6.D
Code 3: 1B 2.C 3.B 4.D 5.D 6.A
Code 1
1. A new house will be built here.
2.A new computer will be bought by Jane.
Code 2
1. A new car will be bought by my brother.
2.Some bananas will be bought by Peter.
Code 3
1. A new school will be built here.
2. Some pens will be bought by us at the market.
2. New lesson:
1.Warm up
Aim: To warm up the class and review the words.
Example: “motorbikes”
- To start the lesson, ask Ss as a class - have motors powered by engines.
to brainstorm on the board one or two
means of transport that are now - use petrol
commonly used in Viet Nam. - used for road traiffic
- advantages, practical, personal
transport
- disadvantages: not safe cause
pollution
2. Presentation
Aim: Use lexical items raleted to future means of transport and movement,
the use “will” for future prediction.
1. Listen and read.
93
- Elicit the new words. * New words
Write ‘flying car’ on the board.Ask Ss Flying car (n): ô tô bay
what they think how a ‘flying Jet pack (n) : động cơ phản lực mini
car’might be different from an Teleporter (n): dịch chuyển tức thời
ordinary car(eg: appearance, energy, Driverless car (n): ô tô không người
advantages, disadvantages, etc…) lái
Write ‘jet pack’ and ‘teleporter’ on the Crash (v) (n): đâm, va chạm
board.Ask Ss to guess what they are? Avoid (v): tránh
Helicopter (n) : máy bay trực thăng
Imaginative(n) : giàu trí tưởng
-Let Ss predict how people travel in tượng
the future, then write some of the
students’ answers on the board.
- Let ss draw the usage of “will” in this
situation.
* Model sentences:
Eg: People will own driverless cars
Have Ss cover the text in the future.
T asks them to look at the piture only. Will + V: for future prediction.
Introduce the names of the students
(Veronica, Mai, and Phuc).Ask them:
- What can you see in the picture?
- What are Veronica, Mai, and Phuc
doing? What makes you think so?
- What do you think is on the screen?
Is there a connection between what is
on the screen with what Mai is
thinking about?
- What topic are they talking about?
a.Ss work individually to answer the
questions.
a. Answer the following questions.
Ss compare answers in pairs and then
discuss as a class.
T writes correct answers on the board.
Key
Ss work in pairs to ask and answer the
1. a 2. b 3. c
question. After that call some pairs to
4. a
ask and answer for the class to listen.
b.Ss work in pairs to ask and answer
the question.After that call some pairs
to ask and answer for the class to
listen.For a more advanced class,
b. Key:
questions 2 &3 can be used as a team –
94
based class 1. If there are too many flying cars,
there will be traffic jams in the sky.
Some means of transport will not be
convenient in bad weather (e.g.jet
pack). Future means of transport
may use a lot of fuel which will
make pollution worse.
2&3: Open answers from Ss.
3. Practice
Aim: Understand the difference between facts and opinions.
2. Facts or opinions.
- Draw Ss attention to the Remember Write a fact and an
box.Give more examples if necessary opinion( which could be your
and ask Ssto identify which are facts personal opinion)
and which are opinions. about flying cars on board. Ask
- Ask Ss to work in pairs to tick the Ss to decide which statement could
Facts vs Opinions box.Then ask for be proved and which is what you
their answers as a class. feel.
- Ask Ss to explain their decisions 1. F
before giving the keys 2. O
3. F
4. O
5. O
4. Further practice
Aim: Know more about some future means of transport.
Ss work individually to come up with 3. Can you find any future mean
the means of transport mentioned in of transport
the conversation.
T makes an example by giving a
comvination, e.g. an electric car.
Eg: flying car driverless car
T tells Ss how to do this task by
looking at the example given. Then ask
Ss to work individually to make a list
of the combined words.
3. Guides for homework.

- Retell the use “will” for future prediction.
Find the means of transport and verbs related to means of transport
Review preposition of place
95
s
7A
7B
Period 89
I. OBJECTIVES:
By the end of the lesson, Ss can:
- Appropriately use rising and falling intonation for Yes-No and Wh-
questions.
- Use lexical items ralated to future means of transport and movement.
a. Vocabulary: Pedal (v), Float, Heated , Hot air balloon, Tram , Bullet
train .
b. Grammar: Use will for future prediction
2. Skills: cross out the means of transport, matching pictures with words,
sentences completion, listening and tick, listening and repeating, practising
reading.
competence
II. TEACHING AIDS
III. PROCEDURE
FIFTEEN – FIVE MUNITE TEST.(code 1)
I . Choose the correct answers.(6points)
1. The wind, the sun, and the wave are some types of……….sources of energy.
A. changeable B. alternative C. cheap D. costly
2. Remember to……………the lights before going to bed.
A. turn B. turn on C. turn off D. stop
3.Trung usually goes to wrok …………..bus.
A.by B.on C.for D.with
4. We should put…………….on our roof for the heating and hot water.
A. solar energy B. equipment C. cracks D. solar
panels
5. Fossil fuels are very common in our society but they...……the environment.
96
A. renew B. provide C. waste D.
pollute
6……………….. the way to school ,I can see a “No left turn” sign.
A.In B.On C.To D.At
II. Change the sentences into the passive voice.(4points)

1. People in Britain will spend a lot of money on heating next year.
->A lot of money will……………………………………………………………..
2. Solar energy will replace most of fossil fuels in the future.
-> Most of fossil fuels will………………………………………………………..
1. Several governments try to………….the use of fossil fuels.
A. reduce B. increase C. waste D. save
2. Alternative sources of energy………….. developed in the near future.
A. is B. was C. has been D. will be
3.It is not…………………to pass the red traffic light.
A. dangerous B. safe C. safety D. danger
4. “Why is it called a …… source?” – “Because it can be replaced easily and
quickly.”
A. effective B. specific C. renewable D. non-
renewable
5. Hydro power is ………………… because dams cannot be built in certain
areas.
A. limited B. unlimited C. abundant D. enough
6. At this time next week, we …………….. a wind turbine in our garden.
A. install B. installed C. will installed D. will be installing
1. We will minimize the use of electricity to save our energy.
-> The use of electricity will
……………………………………………………….
2. Human will use the sun as the biggest energy source for the future.
-> The sun will
………………………………………………………………………

1.Titanic is a/an ………………..film, which was directed by James Cameron.
A. sci-fi B. thriller C. horror D. romantic
2. Biogas is ……………… and cheap for cooking and heating.
A. plenty B. abundant C. serious D. expensive
3. A hydropower station ……………….. in the North of the country next year.
A. will be built B. were built C. was built D. has been
built
4.I don’t really like romantic movies because they are very ………………..
A. moved B. moving C. move D. movement
97
5.I am going to Rio Carnival to ………………. performers dance.
A. watch B. watching C. watched D. to watch
6 ……………………a tricycle when I was a child.
A. used to ride B. use to ride C. used to riding D. used ride

1. People will use biogas for fuel in homes and for transport.
->Biogas
will………………………………………………………………………..
2 .We will reduce our use of electricity to save our energy.
->The use of electricity will………………………………………………………
KEYS:
Code 1: 1C 2.C 3.A 4.D 5.D 6.B
Code 2:1A 2.D 3.B 4.C 5.A 6.D
Code 3:1A 2.B 3.A 4.B 5.A 6.A
Code 1:
1.A lot of money will be spent on heating next year in Britain.
2. Most of fossil fuels will be replaced in the future.
Code 2:
1. The use of electricity will be minimized to save our energy.
2. The sun will be used as the biggest energy source for the future.
Code 3:
1.Biogas will be used for fuel in homes and for transport.
2.The use of electricity will be reduced to save our energy.
2. New lesson.
1. Warm up
The class can be started with a game.
T writes the verbs: drive, ride, fly, sail,
pedal on the board.
Ss volunteer to perform the action
looking at the verb and the class guess
what action the Ss is doing.
2. Presentation
Aim:Use lexical items related to future means of transport and movement.
T lets Ss work in pairs to do activity 1
then elicit the new words from the I. New words
Pedal (v), (n): đạp (xe), bàn đạp
98
pictures Float (v): nổi
Heated (adj): nóng
Hot air balloon (n): kinh khí cầu
Tram (n):
Bullet train (n): tàu hỏa siêu tốc
(tàu viên đạn)
1.Check Ss answer. 1. Cross out the means of transport
After having the keys, Ss work in pairs that doesn’t go with the verb.
again to say the correct . Key:a. a motorbike (explain when ride
Eg:drive a train, drive a car, drive a is used and drive is used)
bus. b. a car
c. a train
d. a bus
e. a plane
2. Match the students with the
2. T asks Ss to underline the most transport
important key words in the thinking Key:
bubbles. a. a ship
T gives an example. b. a bus
Ss then work individually and compare c. a hot air balloon
their answers in pairs. d. a bicycle
e. a plane
f. motorbikes
3. In or on? Complete the sentences.
3.Ss work individually then pairs.
Key:
T explains the use of in and on in
1. in
Remember box.
2. on
If time allows,ask Ss to ask and answer
3. on
how they often go/ travel to some
4. in
places ( school,supermarket, the sea…)
5. in; on
Write two questions on the board:one
Y/N question and one Wh-
question.Tell Ss to say the questions
aloud and ask them to notice how the
two questions are said in different
ways.Ask Ss to find out the rules in
Look out!Box.Ask Ss to give some
questions and have more practice.
3. Practice
Aim: Appropriately use rising and falling intonation for Yes – No and Wh-
questions.
99
-T plays the recording . Pronunciation
- Ss work individually and tick in the 4. Listen and tick the correct box
appropriate box.
Ss practise saying the questions 1. What will be next?
individually then as a class. 2. Do you think you can use it in bad
- Ss practise saying the questions weather?
individually and decide if they are 3. How much fuel will these means of
spoken with rising or falling voices. transport use?
- T plays the recording for Ss to check 4. Will pollution be much worse?
their answers, then confirm their Key:
correct answers. 1. falling
- Ss work in pairs and ask and answer 2. rising
the question in 6. 3. falling
4. rising

- Retell the vocabulary and the use rising and falling intonation for Yes –
No and Wh – questions.
Review “will”for future prediction
Review: The personal pronouns I,you,she,he, it,we, they, correspond the
respective possessive adjectives my, your, his, her, its, our, their, and the
respective possessive pronouns mine, yours,his, hers,its, ours, theirs.

s
7A
7B
Period 90
I. OBJECTIVES:
- Use will for future prediction
100
- Use possessive pronouns
a. Vocabulary:
b. Grammar: will for future prediction, and possessive pronouns
2. Skills: listening and completing dialogue, rearranging the words to
make sentences, sentences completion, writing sentences, playing games,
making sentences.
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: Write the new words.
2. New lesson
activities
1. Warm up
Set up the situation to lead in to the
lesson:
T – Sts exchange:
T:How do you go to school
everyday?
Ss:I go to school by…..(by bike)
T: What color is your bike?
Ss: My bike/ It is red/…..
T: Mine is white.
And how will you travel when
you are 25?
Ss: I will ……..
Lead in to the objectives of the
lesson are use will for future
prediction and use possessive
pronouns.
2. Presentation
Aim: Help students use “will”for future prediction then do exercises.
T reminds Ss of Phuc, Veronica, I. Grammar.
and Mai and the group’s project in 1. Will for future predition
Getting Stated Key: We often use will to make a
Ask Ss if they are talking about the prediction about the future.
past , the present , or the future.For
more able class elicit from Ss more Prediction
information about what the group Affirmative S + will + V
101
discuss. Negative S + will not
Ss cover the text to listen carefully (won’t) + V
to pick up any phrases/sentences
that contain will. Interrogative Will + S + V?
2. Rearange the words to make the

sentences.
1. Pepple won’t use flying cars until the
-Ss work individually then year 2050.
compare their answers with each
other. 2. Do you think the fuel price will
increase next month?
3. The mail won’t arrive until next
week.
4. I don’t think he will take the new
position.
5. We will use more solar energy in the
future
3. Complete the sentences with the
correct form of will.
Key:
-Write ‘fortune teller’ on the 1. Will I be
board.Ask Ss why people want to
2. will be
visit a fortune teller,and what the
fortune teller is expected to talk 3. Will I be
about. If you have experience 4. will be
asking a fortune teller to predict
5. Will I be
your future (or simi-lar),tell the
6. won’t be
class what the fortune teller sáy(in
7. will travel
direct form).Ask ss if they have
ever talked with a fortune teller
about the future, and if the
predictions have become true or
not.
Ss work in pairs to complete the
task.
Then T gives feedback to Ss as a
class.
If time allows, ask Ss to play roles
to predict the future of each other.
3. Practice
Aim: Ss can use possessive pronouns and do exercise
T explains that we use possessive 2. Possessive pronouns.
pronouns to avoid repeating
information. This is your pen “your” is a possessive
102
Draw Ss’ attention to the table. adjective and it is put before the noun.
The personal pronouns This pen is yours. “yours” is a
I,you,she,he, it,we, they,correspond possessive pronouns and stands alone.
the respective possessive
adjectives my, your, his, her, its,
our, their, and the respective
possessive pronouns mine, Instead of saying:This pen is your
yours,his, hers,its, ours, theirs. pen(Which sounds repetitive)
We say This pen is yours.
- Go through the example with Instead of saying:This bike is my bike ,
Ss.Say the two sentences have the not his bike, we say This bike is mine ,
same meaning.Highlight the not his.
changes in the possessive in the
two sentences. 4. Complete the sentences with
possessive pronouns
1. This computer is theirs.
-Ss work individually to complete 2. The black bike is mine
task4.Then T calls on some Ss to 3. These shoes are his.
write the answers on the board 4. The cat is Veronica’s
and give feedback.
5. The picture is ours
4. Further practice
Aim: Ss can talk sentences using the structure they have learnt
* Game:
Have Ss work in groups of 4 or
5.Each group member writes 5
sentences individually, then the
group get together to see how
many sentences they have.The
group that has the most correct
sentences wins.

- Retell the use “will” for future prediction and use possessive pronouns.
Learn new words and phrases
Prepare for Communication.
Write bad experience of yours about using a particular means of transport
Give traffic problems and give solutions
103
s
7A
7B
Period 91
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss can: Talk about traffic
problems and give solutions
a. Vocabulary: related to the topic: “travelling in the future”
2. Skills: discussing and making a list, reading and underlining all the
problems, brainstorming the ideas, presentation the solutions, writing the
comments in the table.
competence
II. TEACHING AIDS
104
III. PROCEDURE
1. Checking: Write the new words.
2. New lesson
1. Warm up
Aim:To warm up the class and lead in the new lesson
-Start the lesson by telling the class
one bad experience of yours about
using a particular means of
transport.Write the key words of the
story on the board.Ask Ss if they
have similar experience.You can
also bring in one or two photos
about transport problems where you
live and discuss them with the
class.
-Ss work in pairs to do this tast.T
then calls on some pairs to share
their list with the class.
2. Presentation
Aim: Help students know to use some new words.
T elicits the new words 1.New words.
T checks technique: What and Metro (n): tàu ngầm(đi trong thành
where phố)
Skytrain (n): tàu trên không
Gridlocked (n): kẹt cứng, tắc nghẽn
giao thông
Face (v): đối mặt với
3. Practice
Aim:Talk about traffic problems and give solutions.
Ss read the two texts individually 2. Underline all the problems you
and underline the problems can find
- Biggest city without a metro of
mentioned.
skytrain.
T elicits their answers on the board.
- The city is getting gridlocked
T asks if they have similar
- There are too many cars (10 million
problems where they live.
in traffic every day) and more cars are
coming
- Serious pollution
- Fewer buses
- It takes too long to drive in the city
105
If time allows, ask Ss to suggest
solutions to these problems.
Ss work in groups of 4 or 5 to
design a future means of transport
that will help people in
Wonderland, using the prompt web
provided.
4. Further practice
Aim: Ss can design a future means of transport that will help people in
Wonderland, using the prompt web provided
T explains they should listen 3. Design a future means of

carefully to other groups in order to transport that will help people in
give evaluation (as a group). (5 is Wonderland, using the prompt web
the highest score and 1 is the lowest provided.
score).
What kind
T collects the evaluation and adds of energy
up the scores to find out the best will it use?
presentation.
Mean of
transport
Where can
people use
it?

- Retell the traffic problems and solution
Learn new words
Prepare for skills 1.
Find means of transport
Give facts or opinions abot transports
106
s
7A
7B
Period 92
Lesson 5: Skills 1
I. OBJECTIVES:
- Read a text about special vehicles
- Give facts or opinions
2. Skills: looking at the pictures and gives opinions, reading and finding
the names of the transport inventions, finding the words and matching
definitions, answering the questions, reading and deciding the facts and
opinions, talking and interacting about the transport
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: During the lesson.
2. New lesson
107
1.Warm up
Aim: To warm up the class and lead in the class
T lets Ss watch the video about
transport inventions in the future, and
find the following information: - Names of the inventions.
- What types of engines will they use?
T introduces the lesson (Sky whale: eco –engines

Supersonic planes: intelligent engines)
2. Presentation
Aim:Help students read and answer some questions about the special vehicles.
I. Reading
T introduces the pictures in textbook
and ask some the question
How many people can travel on them ?
Where are these vehicles used?
How can these people control the
vehicles?
Ss answer the questions
(These are all personal of 1. New words

transport.One person can travel on Flop (v): thất bại
them.They are all used for ground Hover scooter (n): xe trượt trên mặt đất
transport. People control them by using Monowheel (n): xe đạp một bánh
handle bars) Segway (n): segway (tên một loại
phương tiện giao thông di chuyển bằng
sự di chuyển tay lái)
T lets them watch video and find Handle (n): tay cầm
names of the transport inventions.
Ss watch and find names of the

transport inventions
T introduces the newwords
Ss listen and copy
2. Findthe words in the text
Key:
T asks Ss to do exercise 3,4 1. invention
Ss work individually. 2. flop
T corrects the mistakes 3. Weird
3. Answer the following questions
1. The Segway.
2. Maybe because a personal hover
scooter is expensive, and it may be
difficult to park.
108
3. The monowheel.
4. The Segway
3. Practice
Aim: Ss can give facts or opinions.
T explains the Study Skill box for II. Speaking
5. Fact/ opinion
opinion signal words.
T may bring in some photos or write 1. fact
on the board some interestiong topics
2. opinion
and ask Ss for their opinions.
3. opinion
Ss use opinion signal words where
4. fact
possible. 5. opinion
6. fact
4.Further practice
Aim: Ss can interact to each other about the difference between a fact and an
opinion
T reminds Ss of the difference between
a fact and an opinion that they have
learnt in Getting Satrted. Ss work in
pairs to complete the task.
Ss work in pairs to prepare their
presentation about the vehicle. Renind
them to use statements about both facts
and opinions.Ss can add their own
ideas where possible.Call on some
pairs to present it to the class.

- Retell the names of the transport inventions and the facts or opinions.
Learn new words and phrases
Give facts and your opinions about the vehicle.
- name of mean of transport.
- how it looks
- how its functions.
- what you think about it.
109
s
7A
7B
Period 93
Lesson 6: Skills 2
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss can: - listen for specific
information about inventions of future means of transport.
- Write a paragraph about future means of transport.
2. Skills: looking the pictures and giving the opinions, listening and
checking the answers, listening and answering the questions, listening and tick,
writing a short paragraph,sharing the writing.
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: Write the new words
2. New lesson

1. Warm up
T asks Ss some questions Chatting:
Ss answer the questions Which transport do you think of the
future?
2. Presentation
Aim: Listen for specific information about inventions of future means of
110
transport.
I- Listening
- Have Ss guess the answer first.Tell 1. Look at the picture. Which do you
Ss that the questions ask about what think are the correct options below.
they think, and not what is true about - Ss’ opinion.
the vehicle.Remind them to use
opinion signal words where
possible.Do not give corrective
feedback.
-Accept all answers from Ss and ask 2. Now listen and check your
them to explain why they think so answers.
- Play the recording and ask Ss to 1. can
check their answers in 1. 2. doesn’t
3. not easy
4. can’t
5. is
- Ss work individually to answer the 3. Listen again and answer the
questions and compare the answers following questions.
with their partners. 1. The vehicle is called TF-X
2. It can travel at 300 kph.
3. It was designed in 2013.
4. Tick the benefits of this vehicle

Ss work in pairs to do the task. that are mentioned in the recording.
T gives correct feedback and plays 1. It can avoid traffic.
the recording again if necessary. 2. It can avoid bad weather.( not
mention)
3. It travels fast. 
4. You can invite three of your
relatives and three of your friends to
travel with you on this vehicle at the
same time.( the car has two seats)
5. Learning to drive the car is simple.

3. Practice
Aim: Write a paragraph about future means transport.
- Refer to the text in Reading to II- Writing
support Ss in this task. 5. Write a short paragraph about a
future means of transport in this unit.
Include both facts and your opinions
about the vehicle.
- name of mean of transport.
- how it looks
- how its functions.
- what you think about it.
111
4. Further practice
Aim: Ss can interact to each other and give opinions about mean of transport
T asks Ss to give opinions about Swap your writing with your partner.
mean of transport Find which sentences are facts, and
Ss practise in pairs which ones are opinions. Do you
Ss swap their writing with each agree or disagree with your friend’s
other. Ask Ss to identify facts and opinions?
opinions. For more able classes, ask
Ss to give
their own feedback about their
friend’s writing.

- Retell the way to write a paragraph about future means of transport.
Learn new words and phrases.
Exercise: Part D, E ( Workbook)
Prepare: Looking back and project.
112
s
7A
7B
Period 94
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss can: review the vocabulary
words and grammar they have learnt about transport
2. Skills: looking the pictures and wirting the words, completing the table,
changing the personal pronouns, writing the description, matching the sentences.
competence
II. TEACHING AIDS
III. PROCEDURE
2. New lesson

activities
1. Warm up
Chatting: Ss talk about their

future means of transport.
2. Vocabulary
Aim: Help students review some vocabularies about transport.
I- Vocabulary.
T has Ss work individually to 1. Use the clues in the two pictures to form
combine the pictures together a phrase.
to form a phrase b. solar-powered taxi
Ss do it in speaking. c. driverless plane
T gives the comment. d. space car
e. underwater bus.
113
2. Complete this table.
Ss first work individually, Transport possibilities in the future.
then work in groups to fill the Verb Energy Characteristic
table. used s
T gives the comment. bicycle Ride, Wind- Automated,
pedal powered high-speed
Car drive Water- Flying,
powered driverless
train drive Solar- Underwater,
powerd supersonic
airplane Fly, Solar- driveless
drive powered
3. Grammar
Aim: Ss can review the future tense and suitable possessive pronouns.
II-Grammar
-Ss work individually then
compare their answers with 3. Change the personal pronouns in
each other. brackets into suitable possessive pronouns.
T gives the key. 1. mine
2. yours
-Ss write the text and swap 3. theirs
with each other for per 4. hers
comment.
4. Look at the information about
skycycling tubes. Then write a description
of this means of transport using will and
won’t.
Skycycling tubes will be easy to drive….
5. Complete the dialogues using will (+)
or won’t (-).
1. (I don’t know).Perhaps we won’t travel in
-Ss work individually then driveless cars in the future.
compare their answers with 2. Will we have high speed trains in the next
each other. five years?
Yes, maybe we will
3. I think we will have electric taxis very
soon.
Oh, I think we won’t have them until the
year 2030.
4. Project
Aim: Help students know the way to do the project.
+ PROJECT
Encourage Ss to draw Our own future transport.
picturesor use videos to In groups, brainstorm ideas for your future
illustrate their ideas. They means of transport. Think about the
114
may use posters or prepare a following:
presentation using computer if + Where does it travel? Does it fly, float,
possible. drive or something else?
+ How does it travel? Do you pedal it?.....
……………………………………………
3. Consolidation.(15’)
Code 1:
1.This time next month, they……a new hydro power station on the river.
A.are going to build B.will be building C.are building D.will be
build
2.Our class…………ways to save energy at home this time next Saturday
morning.
A.is discussing B.is going to discuss C.will be discussing D.will
discuss
4.Lan used to go to school………………….
A. with bike B. by foot C. in car D. by bus
5.This time in 2030 , many countries…………..nuclear power.
A.are using B.are going to use C.will be using D.have been
using
1.They will build a new house here.
-> A new house……………………………………………….
2.Jane will buy a new computer.
->A new computer…………………………………………….
Code 2:
4.I …………… go on foot when I was in primary school.
A.have to B.used to C.can D.may
A. learn B. will learn C. will be learned D. will be learning

1.My brother will buy a new car.
115
-> A new car………………………………………………….
2.Peter will buy some bananas.
->………………………………………………………………
Code 3:
3.Everybody attends the festival ……………. fun.
A.with B.for C.in D.of
4.Solar energy ………… by many countries in the world in the future.
A.use B.will use C.will be using D.will be used
5.A friend of ……………… is coming to stay with me next month.
A.me B.my C.I D.mine
1.They will build a new school here.
-> A new school……………………………………………….
2.We will buy some pens at the market.
-> Some pens…………………………………………………..
KEYS:
Code 1: 1B 2.C 3.A 4.D 5.C 6.D
Code 2: 1A 2.B 3.A 4.B 5.D 6.D
Code 3: 1B 2.C 3.B 4.D 5.D 6.A
Code 1
1. A new house will be built here.
2.A new computer will be bought by Jane.
Code 2
1. A new car will be bought by my brother.
2.Some bananas will be bought by Peter.
Code 3
1. A new school will be built here.
2. Some pens will be bought by us at the market.
-Learn new words and phrases.
- Exercise: Workbook
- Prepare for the revision.
116
117
s
7A
7B
Period 80: REVIEW
I. OBJECTIVES:
skills related to the topics that they have learnt among unit 10, 11.
b. Grammar: review
2. Skills: Complete the sentences using the words in the box, put the verb
in the future continuous tense, change these sentences into passive sentences
118
II. TEACHING AIDS
III. PROCEDURE
2. New lesson
2. Warm up

2. Vocabulary
Aim: Help students review some vocabularies about energy and transport.
-Ask students to complete using the 1-Vocabulary.
words in the box (Computer) Ex1:Complete the sentences using the
- Call some students go to the board words in the box.
and write their answer. Jet pack wind dangerous
Monowheel float air pollution
a……….is a renewable source.
b.You can wear a….. on your back to fly
anywhere easily in the future.
c……..is a single –wheel bike.
d.You can……easily on the Dead sea.
e.Biogas helps solve the problem of
indoor…………
f.Nuclear energy can provide electricity
- Correct. for the world needs, but it is……….
* Keys
a.wind
b. Jet pack
c. Monowheel
d .float
e .air pollution
f. dangerous
3. Grammar
Aim: Review the future tense, future passive and suitable possessive pronouns.
I. Future continuous tense.
T asks Ss to give the form of the Form:
future continuous tense. + Positive sentence.
Ss do it. S + will + be + Verb-ing
T give the comment. - Negative sentence.
S + will not(won’t) + be + Verb-ing
? Question sentence
119
Will + S + be + Ving?
Exercise 1. Put the verb in the future
continuous tense.
1. Daisy (sit) on the plane at 9 am
tomorrow.
2. At 8 o’clock this evening my friends
Ss do these exercises individually,
and I (watch) a famous film at the
check their answers with a partner
cinema.
Ss go to the board and write their 3. She (play) with her son at 7 o’clock
answers if time allows. tonight.
4. He (work) at this moment tomorrow.
5. They (make) their presentation at this
time tomorrow morning.
II. Future simple passive
Form
T asks Ss to give the form of S + will + be + verb 3 (past participle)
thefuture simple passive Exercise 2 Change these sentences into
passive sentences.
1. Will he pick up the kids tomorrow?
Ss do these exercises individually,
…………………………………………
2. The birds will eat those cookies.
Ss go to the board and write their ………………………………………
answers if time allows. 3. My friends will visit him tomorrow.
…………………………………………
4. The coach will throw a party on the
weekend.
……………………………………
5. The next earthquake will destroy the
city.
………………………………………
III. Possessive pronouns
T asks Ss to give the form of the Subject Possessive Possessive
possessive pronouns Pronouns Adjectives Pronouns
Ss respond the form.
I My mine
T gives the
You Your yours
He His his
She Her hers
It Its its
We Our ours
You Your yours
120
Ss do these exercises individually, They Their theirs
before giving the answers to Exercise 3
Ss go to the board and write their 1. I have a dog. That dog is……… !
answers if time allows. 2. She has a cat. That cat is…… !
3. We have a car. That car is…… !
4. They have a bike. That bike is…… !
- Retell some vocabularies about transport and energy.
- Retell the future tense, future passive and suitable possessive pronouns.
Guide the way to do part reading and listening.
Teaching date 7A:……………

7B:…………….
Period 95: ENGLISH TEST

Time:45 minutes
I.OBJECTIVES.
By the end of th lesson, Ss will be able to
1. Knowledge: to test student’s knowledge that they have learnt in
unit 10,11.
*Vocabulary: Sources of energy, travelling in the future.
*Grammar: The future continuos , the future simple passive,
possessive pronouns
2.Skills: listening, reading, writing and language focus
3.Attitude: students pay attention to the test.
II. TEACHING AIDS:
1.teacher: photos, computer
2. students:pen.
III. MATRIX:
level Realize Grasp thoroughly Apllcation Total

Objective S.test Objective test Subject test Low High level
skills/ test level
topics
121
(unit
10,11)
listen and -listen and

tick T or F complete
Qs: 4 Qs: 2 totalQs: 6

Mark: 1 Mark:1 total mark:
2=20%
Vocabula - vocabulary: Complete

ry about each sentence
sources of using
energy, possessive
travelling in pronous
the future.
-Grammar:
The future
continuos,
the future
simple
passive
+ Qs:4
grammar Qs:10
Mark: 1 Total qs:14
Total Mark: 2,5
qs:14 Total
mark:3,5=35
Total %
mark:3,5=
35%
Reading read and Answer the
choose the qestion
Total best Qs:=4 Total qs:10
qs:10 answer Mark:1 Total
Total Qs: 6 mark:2,5=25
mark:2,5= %
25% Mark:1,5
Writing Make Rewri
Sente te the
Total qs:8 nces sentec
Total es: Total qs:8
mark:2=2 distanc Total
0% Qs:4 e, used mark:2=20%
Mark: to,
122
1 althou
gh,
inspite
of
Qs:4
Mark:
1=10%
Total Total qs:14 Total qs:16 Total qs:4 Total
qs:34 qs:34
Total mark: Total mark: 4,5=45% Total mark: 2=20%
Total 3,5=35% Total
mark:10= mark:10
100% =100%
Name:…………… ENGLISH TEST(Code 1)

Class:7…… Time:45minutes
Mark Teacher’s remark
I. LISTENING: Listen to the tape and do the task below. (2,0 points).
a) Listen and tick True or False for the following sentences (1,0 point).
Sentences True False
1. Solar energy can be cheap and clean.
2. Most of our electricity now comes from nuclear power.
3. Solar energy can be used on cloudy days.
4. All buildings in Sweden will be heated by solar energy in 2050.
b) Listen again and fill in each blank with one word you hear. (1,0 point).
1. Solar energy doesn’t cause ……………………………….
2. A lot of…………………….. in the world are already using solar energy.
II. LANGUAGE FOCUS (3,0 points).
a.Choose the best option (A, B, C or D) to complete each sentence (2,0
points).
123
A. learn B. will learn C. will be learned D. will be
learning

b.Complete each sentence with the correct form of the word given(1pt)
1.This flying car is……………….. flying car. (She)
2.These e – tickets are Bill’s and Sue’s e –tickets.They are…………... ( They)
3.These magazines are…………. (We)
4.That is your electric bike,………..is here. (I)
III. READING: Read the passage and then do the tasks below. (2,0 points).
In Britain, the climate is not very good. There are very few hot days and it
rains a lot. Because of this, people spend a lot of time at home. Generally,
British homes have a lot of furniture in them, carpets on the floors and heavy
curtains.
Many houses in Britain are old. Many of them are over one hundred years
old.
Often, they do not have enough insulation and the heat goes out through the
windows, the doors and up the chimney.
Because of the climate, people in Britain have to spend a lot of money on
heating. Many houses have a special system called "central heating". This heats
all the rooms and, at the same time, heats the hot water. Houses without central
heating often have gas, electric or coal fires. The rooms in most British houses
are quite small.
New houses are much better. They have two layers of glass in the
windows to stop the heat going out.
a. Write True (T) or false (F) for the following statements (1,0 point)
Statements True False
1. There are a lot of hot days and it rains a lot in Britain.
2. Many houses in Britain are over one hundred years old.
3. A lot of houses in Britain have a special system called "central heating".
4. No rooms in Britain are big.
b) Answer the following questions (1,0 point)
1. Why do British people spend a lot of time at home?
……………………………………………………………………………………
……
2. Are a lot of houses in Brittan new?
……………………………………………………………………………………
…
3. Do people in Britain have to spend a lot of money on heating?
124
……………………………………………………………………………………
……
4. What do they do to stop the heat going out?
……………………………………………………………………………………
……
IV. WRITING: (3,0 points).
a) Arrange the words and phrases to make complete sentences. (1,5 point)
1. is/ film. / Titanic/ romantic/ a
….............................................................................................................................
.......
2.this / be / tomorrow./ English / They / will / time / learning
……………………………………………………………………………………
……
3. to save/ will reduce/ our energy./ the use of electricity/ We/
….............................................................................................................................
.......
b) Rewrite the following sentences.(1,5 point)
1. What is the distance between Na Hang and Tuyen Quang city?
-> How ………………………………………………………………….
……………
2. We will use less electricity in the future
=> Less
electricity……………………………………………………………...........
3. This is my computer
=> This computer is…………………………………………………………

125
points).
1.You can wear a…………. on your back to fly anywhere easily in the future.
A.jet pack B.flying car C.teleporter D.high-speed bicycle.
2.In the future most people will travel……………..flying train.
A.in B.at C.on D.at
3.Do you think we………..driverless car in the future.
A.use B.to use C.will use D.have used
4………….. is a single –wheel bike.
A.Monowheel B.Hover scooter C.Segwey D.Teleporter.
5.Nunclear energy can provide electricity for the world needs, but it is…………
A.cheap B.unlimited C.dangerous D.safe
6.You can ………..easily on the Dead Sea.Why? – Because it’s so salty.
A.fly B.walk C.drive D.float
7.Biogas helps solve the problem of indoor…………
A.noise pollution B.air pollution C.water pollution D.soil pollution.
8.It’s really difficult to …………a bicycle up the hill.
A.pedal B.drive C.fly D.walk
Energy is fundament (nền tảng) to human beings. Many poor people in
developing countries do not have modern sources of energy like electricity or
natural gas, with which their life can be improved.
People who live in mountainous areas have to gather wood for fuel.This
takes a lot of time.For many people living in rural areas, biogas is the largest
energy resource available.The main use of biogas is smoke – free, it helps the
problem of indoor air pollution. Moreover, it is made from plant waste and
animal manure.They cost almost nothing.
The tendency (xu hướng) to use renewable energy sources in developing
sources in developing countries is on the increase as non – renewable ones are
running out.In the future, the wind and the sun will be used as the most
important environmentally friend energy sources.
1. Non – renewable sources are being used up
2. Biogas is a new source of energy available for poor people
3. Biogas creates a lot of smoke
4. The wind and the sun will not be used in the future
1.Do many poor people in developing countries have modern sources of energy
like electricity or natural gas ?
……………………………………………………………………………………
….
2.What do people in mountainous areas do for fuel?
126
……………………………………………………………………………………
….
3.Is biogas available in the countryside ?
……………………………………………………………………………………
….
4.How much does biogas cost ?
……………………………………………………………………………………
…
….............................................................................................................................
.......
……………………………………………………………………………………
……
….............................................................................................................................
.......
-> How ………………………………………………………………….
……………
=> Less
electricity……………………………………………………………...........
=> This computer is…………………………………………………………

127
points).

4………….. is a single –wheel bike.
A.Monowheel B.Hover scooter C.Segwey D.Teleporter.
5…………..is a renewable source.
A.Coal B.Oil C.Wind D.Gas
6.You can wear a…………. on your back to fly anywhere easily in the future.
A.jet pack B.flying car C.teleporter D.high-speed bicycle.
7.In the future most people will travel……………..flying train.
A.in B.at C.on D.at
8.Do you think we………..driverless car in the future.
A.use B.to use C.will use D.have used
In Britain, the climate is not very good. There are very few hot days and it
rains a lot. Because of this, people spend a lot of time at home. Generally,
British homes have a lot of furniture in them, carpets on the floors and heavy
curtains.
Many houses in Britain are old. Many of them are over one hundred years
old.
Often, they do not have enough insulation and the heat goes out through the
windows, the doors and up the chimney.
Because of the climate, people in Britain have to spend a lot of money on
heating. Many houses have a special system called "central heating". This heats
all the rooms and, at the same time, heats the hot water. Houses without central
heating often have gas, electric or coal fires. The rooms in most British houses
are quite small.
New houses are much better. They have two layers of glass in the
windows to stop the heat going out.
1. There are a lot of hot days and it rains a lot in Britain.
2. Many houses in Britain are over one hundred years old.
128
3. A lot of houses in Britain have a special system called "central heating".
4. No rooms in Britain are big.
1. Why do British people spend a lot of time at home?
……………………………………………………………………………………
……
2. Are a lot of houses in Brittan new?
……………………………………………………………………………………
…
3. Do people in Britain have to spend a lot of money on heating?
……………………………………………………………………………………
……
4. What do they do to stop the heat going out?
……………………………………………………………………………………
……
….............................................................................................................................
.......
……………………………………………………………………………………
……
….............................................................................................................................
.......
-> How ………………………………………………………………….
……………
=> Less
electricity……………………………………………………………...........
=> This computer
is…………………………………………………………..........
KEYS:
I.LISTENING:
Code 1,2,3
a) Listen and tick True or False for the following sentences. (1,0 point).
1- T 2–F 3–T 4- F
5. pollution 6. Countries
129
points).
Code 1:1.D 2.A 3.B 4.A 5.D 6.D 7B 8.C
Code 2: 1A 2.C 3.C 4.A 5.C 6.D 7.B 8.A
Code 3: 1D 2.B 3.C 4.A 5.C 6.A 7.C 8.C
Code 1,2,3
1.her 2.theirs 3.ours 4.Mine
Code 1
a) Write True (T) or false (F) for the following statements. (1,0 point).
1. F 2. T 3. T 4- F
b) Answer the following questions. (1,0 point).
1. Because the climate is not very good.
2. No, they aren’t.
3. Yes, they do.
4. They have two layers of glass in the windows to stop the heat going out.
Code 2:
1. T 2. T 3. T 4- F
1.No they don’t
2.They have to gather wood for fuel
3.Yes, it is.
4.It costs almost nothing.
Code 3
1. F 2. T 3. T 4- F
1. Because the climate is not very good.
2. No, they aren’t.
3. Yes, they do.
4. They have two layers of glass in the windows to stop the heat going out.
a) Arrange the words and phrases to make complete sentences. (1,0 point).
1. Titanic is a romantic film.
2. They will be learning English this time tomorrow.
3. We will reduce the use of electricity to save our energy.
b) Rewrite the following sentences. (1,0 points).
1. How far is it from Na Hang to Tuyen Quang?
2. Less electricity will be used in the future.
130
3. This computer is mine.
131
s
7A
7B
Period 82
UNIT 12: AN OVERCROWDED WORLD
I. OBJECTIVES:
132
1. Knowledge: By the end of the lesson, Ss can use the words to describe
overcrowded places, words about the effects of overcrowding.
a. Vocabulary: Overcrowded , Slum, Peaceful, Crime, Commit crime,
Diverse, Spacious
2. Skills: listeing and reading, reading and tick, reading and matching,
matching words and pictures, descibing a person or place, making a list the
problem, sharing the list.
protecting our country and world.
competence
II. TEACHING AIDS
III. PROCEDURE
2. New lesson
Ss and T’s activities Contents
1. Warm up
Write the word ‘population’ on the
board.Make sure Ss know the Eg:
meaning of this word by either There are 5 million people in Ha Noi.
giving the equivalent Vietnamese ->Ha Noi has a population of 5 million.
word or writing.
Ask Ss if they know the population
of any area in the country or in the
world.Once the Ss have done it, add
the prefix “over” and elicit the
meaning of this newly – formed
word from Ss->Introduce the lesson.
2. Presentation
Aim: Listen and answer the questions about the conversation.
- Set the scene:Ask Ss to look at 1. Listen and read
the title of the text and the
pictures and ask them prediction
question about what they are
going to read.The questions may
be:
+ What is the conversation about ?
+What do you think Brazil is like ?
+Do you think Phuong kile Brazil?
+What can you find about
Rio/Brazil in this conversation? * New words
- Ss guess the answers. Overcrowded (adj): đông nghịt
- Elicit the new words. Slum (n): Khu nhà ổ chuột
133
Peaceful (adj): thanh bình
Crime (n): tội phạm
Commit crime: phạm tội
Diverse (adj): đa dạng, khác
Spacious (adj): rộng rãi
T plays the recording.
Ss listen and read. Ask Ss if their
predictions are correct.
1a.Ss work independently. a. Tick true or false
1. T
T asks them to read the sentences
2. T
and decide if they are true or false.
3. F
Ss correct the false sentences. 4. T
T writes the correct answers on the 5. F
board.
b. T asks Ss to read the explanations b. Find the words or phrase to match
in the exercise and try to find the the following.
words without checking the 1. deverse
text.Then ask Ss to refer to the 2. wealthy
dialogue again for the correct 3. major
words.Correct the answers as a 4. slums
class. 5. crime
3. Practice
Aim: Listen and match the words with the pictures and describe a person or a
place
2.Make sure Ss know the meaning 2. Match the words in the box with
of the words in the box.Then Ss the picture.
work independently to label the 1. a 2. c 3. b
pictures.Have them compare their 4. e 5. d
answers with a partner.
Play the recording and have Ss
repeat the words.T gives correction
if necessary.
3. Use some words in 2 to describe a
3. Ss complete the exercise person or a place you know.
independently.
I visit my native village every year. I
T calls some Ss to share their love the peaceful atmosphere there
sentences with the class. ………………………………………
T can choose some good sentences
and write them on the board for
other Ss to learn from.
Encourage Ss to make as many
sentences as possible.
4. Further practice
134
Aim: Make a list of the problems about an overcrowded area.
In groups, ask Ss to think of the
problems and make a list of them. * Think of the problems and make a list
of them
If Ss have difficulty, suggest that
they look for problems in their daily
life at their own classes, schools,
homes, areas or any other places
they know for the answers.
Call each group to report their list to
the class. T may help write the
problems on the board.Ask the class
if they agree or not.Encourage them
to give an explanation to their
answers. Then move on to the next
group and do the same.
- Retell some vocabularies and the problems about an overcrowded area.
Prepare game: Brainstorming:T asks Ss if they can remember any new
words they learn in Getting Started. Categorize them as positive (peaceful,
wealthy…) and negative (poor, slums…).

s
7A
7B
Period 83
Lesson 2: A CLOSER LOOK 1
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss can: use the lexical items
related to the topic of an overcrowded world.
- Know and mark the stress on two – and three – syllable words and
pronounce them correctly.
a. Vocabulary: Dense , shortage, nutrition, malnutrition, spread
c. Pronunciation: mark the stress on two – and three – syllable words
135
2. Skills: listeing and numbering the words, sentences completion,
matching a cause with its effects, sharing ideas, listening and marking, listening
and repeating
competence
II. TEACHING AIDS
III. PROCEDURE
2. New lesson

1. Warm up
Brainstorming:
T asks Ss if they can remember any
new words they learn in Getting
Started. Categorize them as positive
(peaceful, wealthy…) and negative
(poor, slums…).
Move on to this lesson which focuses
on some problem as a result of
overpopulation.
2. Presentation
Aim: Know and mark the stress on two-and three –syllable words and
pronounce.
1. Listen and mark the stressed
5.Ss listen and mark the stressed syllables.
syllables. T corrects the answers. s’pacious Po’llutio ‘poverty
Have Ss listen again and repeat the n
words.
‘stressful ‘hungry Nu’trition
In’crease Su’pport ‘violence
(v)
‘shortage Di’sease ‘healthcare
2. Listen and repeat.
As a As a
noun verb
6.Have Ss listen and repeat the
‘record ‘record
words.
‘picture ‘picture
136
‘answer ‘answer
pa’rade pa’rade
Su’pport Su’pport
3. Practice
Aim: Know and use the lexical items related to the topic of an overcrowded.
T elicit the new words.  New words
Dense (adj): dày đặc, đông đúc
shortage (n): sự thiếu hụt
nutrition (n): dinh dưỡng
malnutrition (n): suy dinh dưỡng
spread (v): lan tràn, phát tán
1. Ss listen to the recording and 1. Listen and number the words in
number the words. Ss listen again the order you hear them.
and repeat the words.
T checks the the understanding of the
words bay asking questions like: ‘Do 1. crime
you think our school has enough 2. malnutrition
space ?’ ‘What causes disease ?’
3. poverty
4. shortage
5. disease
6. space
7. dense
8. healthcare
2. Ss work individually.T checks the 2. Complete the sentences with some
answer as a class. Encourage Ss to of the words from 1
explain why they choose that word 1. healthcare
for the sentence. 2. crime
3. Disease
4. Malnutrition
5. poverty
3.T can give an example of cause and 3. Match a cause with its effect
effects.Write the example on the Eg:
board and ask Ss which one is the He drove a. He had an accident.
effect. fast √
Ss work independently or in
pairs.When they have finished , let b. He felt hungry.
them exchange their answers with a
partner/another pair.T then gives 1.b 2. a 3. f 4. d 5. c 6.e
correct answer.T may ask Ss to
explain why.
4. Further practice
Aim: Ss can write ideas about some problems and discuss for
agreement/disagreement
4. Write and share ideas with the
137
In groups, Ss discuss to fine out class.
which problems each place may a. Lack of entertainment, few
have.T collects Ss’ answers and write opportunities for employment, not
them on the board. enough services.
Then the whole class look at the b. Poverty, slums, disease, pollution,
problems and discuss for unemployment, poor healthcare.
agreement/disagreement. c. Noise/ air pollution, crime,
overcrowded, shortage of
accommodation.

- Retell some vocabularies and the way to mark the stress on two – and
three- syllable words and pronounce.
Find and give examples
+ words of quantifiers(many, a little…)
+ countable and uncountable nouns.
+ Imperatives with “more”, “less ”, and “fewer”

s
7A
7B
Period 98
Lesson 3: A CLOSER LOOK 2
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss can: use comparatives of
quantifiers, make tag questions
b. Grammar: use comparatives of quantifiers, make tag questions
2. Skills: reading and comparing the information, completing the
sentences, finding the correct sentences and correcting incorrect sentences,
completing the interview.
competence
II. TEACHING AIDS
138
III. PROCEDURE
2. New lesson

1.Warm up
T reminds Ss of items they learnt Chatting:
in the previous lessons + words of quantifiers(many, a little…)
+ countable and uncountable nouns.
+ Imperatives with “more”, “less ”, and
“fewer”
2. Presentation
Aim: Help Ss know to use comparatives of quantifiers and do exercises
I- Comparisons of quantifiers.
1.Have Ss read the sentences and 1. Read the sentences.
the rules in the table. - more + N/Ns + than…
T asks Ss to add more words to the - less + N + than…
table for each type of comparison. - fewer + Ns + than….
2. Ss complete the reading 2. Look at the information for the two

independently. cities below, and compare their data.
T encourages Ss to observe and Eg: In Brumba, there are more people
recognize that both tables include per square kilometre than in Crystal.
the same kinds of information. ………………………………………
3. Read the comparisons of the two
3.Ss complete exercise 3 by cities, and decide if they are true. If
referring to the tables. they are not, correct them.
1. Correct
2. Incorrect. In Brumba, more people
live in slums.
3. Incorrect. People in Crystal earn
more per day.
4. Correct.
5. Correct.
4.Have Ss do this exercise 4. Complete the sentences with more,
independently. less or fewer.
T checks the answers as a class. 1. fewer
2. more
3. more
4. fewer
5. less
3. Practice
Aim: Help Ss know how to make tag questions and do exercise
139
II- Tag- questions.
- Writes 3 questions on the
board: + How can the government improve the
Draw Ss’ attention to how these life of people in the slums?
three questions are formed:the first + Do you live in an overcrowded place?
two types + They have moved to the city to look
Ss have already learnt and the new for a job, haven’t they?
one tag questions.
Have Ss read the conversation. 5. Check if the tags are correct. If they
are not, correct them.
5.Ss do this exercise 1. Incorrect….do you? – don’t you?
independently. 2. Incorrect…aren’t they?- don’t they?
Then they share their answers with 3. Correct
a partner.T checks and writes the 4. Correct
correct tags on the board. 5. Incorrect…can’t they?- can they?
6. Choose one of the question tags in
the box to complete each blank in the
interview.
6.Ss do this exercise 1. don’t they
independently.T checks the 2. isn’t it?
answers as a class. 3. can’t we?
4. is it?
4. Further practice
Aim: Ss can do more about using comparatives of quantifiers, making tag
questions.
T asks Ss to make sentences with

comparatives of quantifiers, and
tag questions
Ss make sentences with
comparatives of quantifiers, and
tag questions

- Retell the way use comparatives of quantifiers, make tag questions.
-Learn the grammar rules
Prepare for Communication.
Review more/less/fewer to make comparison about two areas
140
s
7A
7B
Period 99
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss can use more/less/fewer to
make comparison about two areas
a. Vocabulary: The lexical items related to the topic “An overcrowded
world”
b. Grammar: use comparatives of quantifiers.
2. Skills: looking the picture and discussing, making a list of the ideas,
matching the words with places, reading the information, talking the differences.
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking:
* Checking 15’
Code 1:
141
I.Complete the sentences by using the words in the box.
Healthcare overcrowded disease more fewer
1.I don’t want to live in an…………..area.There is not enough space for us to
play.
2.Good……… helps people to stay healthy, and to live longer.
3.The city suffers…………….pollution than the countryside.
4.February has………….days than january.
5……….speads more quickly in overcrowded areas.
II.Give the tag questions of the these sentences.
1.They like ice cream very much,……………….?
2.You brother doesn’t like watching TV,……………….?
3.She is reading a book in her room,…………………?
4.You went to the movies yesterday evening,……………….?
5.He can’t speak English very well,……………………?
Code 2:
1. they don’t want to live in an…………..area.There is not enough space for us
to play.
2.Good……… helps people to stay healthy, and to live longer.
3.The countryside has …………….problems than a big city.
4.January has………….days than February.
5……….speads more quickly in overcrowded areas.
1.You like ice cream very much,……………….?
2.You brother doesn’t like playing sport,……………….?
3.She is reading a book in her room,…………………?
4.You went to the movies yesterday evening,……………….?
5.He can speak English very well,……………………?
Keys:
Code 1:
1. overcrowded 2. Healthcare 3.more 4. Fewer 5. disease
1.don’t they? 2.does he? 3.isn’t she 4.didn’t you? 5.can he
Code 2:
1. overcrowded 2.Healthcare 3.fewer 4.more 5.disease
1.don’t you? 2.doesn’t he 3.is she 4.didn’t you 5.can’t he.
2. New lesson

1. Warm up
142
Ss look at the picture and discuss what
places they are and how they are
different.
-Ss work individually then compare in
pairs.
- Write the answer on the board.
2. Presentation
Aim: Know some vocabularies and use more/less/fewer to make comparison
about two areas.
-Elicit some new wwords from pictures 1. Extra vocabulary

and situations. - Densely populated:
- Physiccian:
-Read aloud many times in chorus - Density:
- Checking vocab:matching game. - Slavery:
-Call some individuals. - hunger(n)
2. Matching
-Ss complete the exercise indepently. Suggested answer:
-T asks them to explain their choice. Group 1:high living standard, clean
water, densely populated, good
education, crime.
Group2:poor healthcare, crime,…
3. Practice
Aim: Ss can complete the table and make comparison about two areas.
-Have Ss read the two passages and 3. Complete the table

complete the table given by teacher. facts Mauritania Hong
- T checks wwith whole class. Kong
Area
- Ss complete the exercise indepently. population
- T asks them to explain their choice. Density
Economy
Healthcare
Problems
Result
Unusual
Facts.
4. Further practice
Aim: Ss can comparison about some countries
Example:
- Have Ss read the two passages and The population of Mauritania is very
complete the table given by teacher small, only over three million
- T checks with whole class. people. Hong Kong is must larger. It
143
has more than seven million
people…..
- Encourage Ss to talk about the

differences( The table above can
help)
Call some pairs to share their ideas with
the class.

- Teacher gets students to retell the aims of the lesson.
Talk a country they know (population, pollution, education,…)
144
s
7A
7B
Period 100
Lesson 5: Skills 1
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss can know the way to read and
answer the questions, the heading for the paragraph and Ss can talk about
advantages and disadvantantages
a. Vocabulary: Review
b. Grammar: Review
2. Skills: discussing a city, reading and checking the answer, reading and
choosing the correct heading, reading and choosing the best answers, discussing
disadvantages and advntages of the city, sharing the answer.
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: 15’
Code 1:
I. Complete the sentences by using the words in the box.
1. I don’t want to live in an…………….…..area. There is not enough space for
us to play.
2. Good………………… helps people to stay healthy, and to live longer.
3.The city suffers…………………..……….pollution than the countryside.
4. February has…………………..…….days than january.
5…………………..….speads more quickly in overcrowded areas.
II. Give the tag questions of the these sentences.
1. They like ice cream very much,……………….?
2. You brother doesn’t like watching TV,……………….?
3. She is reading a book in her room,…………………?
145
4. You went to the movies yesterday evening,……………….?
5. He can’t speak English very well,……………………?
Code 2:
Healthcare crime disease more fewer
1. Some people commit …………………….when they have no money and no
food.
2. What’s ‘………………', mum? - It’s a system to take care of people’s health.
3.The countryside has …………………..…….problems than a big city.
4. January has………………….…….days than February.
5……………………….….speads more quickly in overcrowded areas.
1. You like ice cream very much,……………….?
2. You brother doesn’t like playing sport,……………….?
3. She is reading a book in her room,…………………?
4. You went to the movies yesterday evening,……………….?
5. He can speak English very well,……………………?
Code 3
Healthcare fewer overcrowded peaceful crime
1. ……………..is not a problem in the slums only, isn’t it?
2. So many people are moving to cities, making them……………….
3. Poor people die because they do not have good …………………
4. The photo is fantastic. The countryside looks so …………….
5. February has…………………..…….days than january.
1. You are a teacher, ……………………..?
2. She likes living in the city, …………………….?
3. He didn’t do his homework, …………………………?
4. Hoa is learning English at the moment, …………………………?
5. You have finished your homework,……………………?
Keys:
Code 1:
1. crime 2. Healthcare 3. more 4. Fewer 5. disease
1. don’t they? 2. does he? 3. isn’t she 4. didn’t you? 5. can he
Code 2:
1. overcrowded 2. Healthcare 3. fewer 4. more 5. disease
1. don’t you? 2. doesn’t he 3. is she 4. didn’t you 5.can’t he.
Code 3
1. crime 2. Overcrowded 3. Healthcare
4. peaceful 5. Fewer
1. aren’t you
146
2. Doesn’t she
3. did he
4. isn’t she
5. haven’t you
2. New lesson

1. Warm up
- Ask Ss to look at the list of cities
and see if they have appeared in
their list on the board.Ss discuss
the question in pairs and then as a
class.
2. Presentation
Aim: Read and for specific information the population explosion.
-From the list of the cities given, Ss 1. Discussion
discuss which one has the largest
population and share their ideas with a
partner.
-Ss quickly read the passage for 2. Check the answer.

specific information and put the cities
in the order of their population size.
- teacher checks as a class. Key:
1.Tokyo
2.Shanghai
3.Jakarta
4.Manila
5.London
3. Practice
Aim: Ss can read and do exercise
3. Read the passages again. Choose
the correct heading for each
-Ss read each part of the passage and paragraph
choose the correct heading for it.Ask
Ss to underline the words which help 1- B: population explosion
them make their decision. 2- D: Which are the biggest?
-Ss compare in pairs. 3- C: problem for the poor
- T checks the answers. 4- A: Issues for everyone
4. Read the passage again and
-Ss read the exercise again and do the choose the best answer A, B, C
exercise indepently, ask Ss to look for
the key words which can help. 1. The world’s population is C.
2. Tokio has B people.
3. Problems in big cities affect C.
147
4. Some problem that poor peaple face
in cities include C
5. When air pollution is bad, people B
-Ask Ss to go through the list of

different places and note down the
problems they can think of for each
places.
-Teacher goes around and helps Ss
with any new words they need.
4. Further practice
Aim: Talk about the about the disadvantantages of being in an overcrowded
place.
-Ask a representative from each group * Discuss the disadvantages
to report their findings to the class. - 1. An overcrowded school.
+ Don’t have enough class.
+ Don’t have clean water.
2. An over crowded bus
+ dangerous
+ densely
3. An overcrowded block of flats
+ homeless
+ shortage of water
- One disadvantage of an overcrowded
school is don’t have enough class.
- Another is don’t have clean water.

- Teacher gets students to retell the aim of the lesson.
- Prepare for Skills 2.
Write a short paragraph describing the changes in population in Ho Chi
Minh City
148
s
7A
7B
Period 101
Lesson 6: Skills 2
I. OBJECTIVES:
1. Knowledge: By the end of the lesson students will be able to:
- Listen for specific information in a film review.
- Write a short passage about the population growth of an area.
a. Vocabulary: The lexical items related to the topic “ An overcrowed
world”
b. Grammar: Review
2. Skills: Looking the pictures and giving opinions, listening and
checking the ideas, listening and answering the questions, reading and finding
the information, writing a short paragraph describing the changes in population
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: Write the vocabulary words
2. New lesson
149
1. Warm up
Chatting.
-Talk about the affects of an
overcrowded world?
2. Presentation
Aim:Listen to get specific information about An overcrowded world.
Ss work individually, getting as much 1. Look at the poster. What do you
information from the poster as think the film is about?
possible. The information may include:
Ss share with their partners. - Have you seen this film?
- What is it about?
- Who is the main character?
- Where do you think the story
happen?
-T plays the recording twice. 2. Listen and check.
-T asks Ss to listen and do the task. - Ss do the exercise individually.
-Ss listen again and check their - Ss compare their answer in pairs.
answers.
-T corrects their answers. 3. Comprehension questions
-T asks Ss to read the questions first 1. The film is base on a book called
to see what information they need to Q&A.
answer the questions. 2. The main character of the film is a
-T plays the recording as many times boy from an Indian slum.
as necessary. 3. He wins a lot of money on an
-Ss do the exercise individually. Indian game show.
-Ss compare their answer in pairs. 4. Because he is a boy from the slums.
-T checks as a class. 5. The film looks beautiful, is full of
emotion and is gripping.
3. Practice
Aim: Write a short passage about the population growth of an area.
II. Writing
- T asks Ss to read the passage about 4. Reading.
Dharavi slum. - one of the largest slums
T asks them to underline - In 1950, the population was around
words/phrases to describe Dharavi 100,000 people. Since then….
slums or to show the changes in its
population.
-Ss write their paragraph individually

based on the suggestions in the book. 5. Writing
-T collects some writing to correct at - Write a short paragraph describing
home. the changes in population in Ho Chi
-If there is not enough time to write Minh City.
the paragraph in class, T can assign it
150
for homework. Ho Chi Minh City is one of the
largest cities in Viet Nam. According
to the figures from the population
investigation committee, the
population of HCM City in 1979 was
three million four hundred and twenty
thousand people. But in 2009, its
population was around seven million
one hundred and twenty-three
thousand people. It was much bigger
than that in 1979. It grew double after
- Collect some Ss’ writing papers and 30 years…..The population of HCM
mark them, then give comments to the City has grown and grown. It is an
class. population explosion.
4. Further practice
Aim: Ss can describe the changes in population in Ho Chi Minh City.
T asks Ss to describe the changes in Eg:

population in Ho Chi Minh City Hello, I am going to tell you about
Ss describe the changes in population describing the changes in population
in Ho Chi Minh City in Ho Chi Minh City.
T corrects and remarks …

- Prepare for Looking back and project.
Review more. Less, fewer; tag questions
151
s
7A
7B
Period 102
I. OBJECTIVES:
1. Knowledge: By the end of the lesson students can review all what they
have learnt in this unit.Use what they have learnt during the unit to help
them answer the questions.
- Use “more, less, fewer” to talk about effects.
a. Vocabulary: The lexical items related to the topic “ An overcrowed
world”
b. Grammar: “more, less, fewer”
2. Skills: Matching the words with their definitions, writing the sentences
for each of the following words, filling in the gaps, sentences completion
competence
II. TEACHING AIDS
III. PROCEDURE
1. Checking: Write the vocabulary words
2. New lesson
1. Warm up

2. Vocabulary
Aim: Help Ss review some vocabularies and do exercise
152
- Ss work individually to do 1. Match the words with their
exercises. definitions
- Asks Ss to compare their answer 1E
with their partner 2B
-T gives the answers 3C
4D
- Asks Ss to do the exercise 5A
individually.
- Check the answers with their 2. Write the sentences for each of the
partners. following words
- Ss write some interesting sentences
on the board. Healthcare is necessity for all people.
- Teacher checks and gives feedback. ……………………………………
……………………………………..
3. Grammar
Aim: Help Ss review more. Less, fewer; tag questions and do exercise
3. Fill in the gaps
-T asks Ss to do the exercise 1. don’t we – a
individually. Check the answers with 2. don’t you – e
their partners. 3. won’t there – c
-T checks with the whole class 4. shouldn’t we – d
5. don’t they – b
4.Complete the sentences
-Ss write the text and wrap with each 1.More
other for peer comments. 2. More
-Ss work individually then compare 3. more
the answers with each other. 4. less
Encourage Ss to draw pictures to
illustrate their ideas.
Ss may use posters.
4. Communication
Aim: Help students know situation and talk about their possible effects.
5.Work in groups: I’ve got more
-T asks Ss to read the example Ex:
situation. T writes “I will” and “I
can” on the board to renind Ss that Situation: A cousin is moving in to
they can use them to talk about share your room for two months.
possible effects Effects: - It will lose my privacy.
Ss: work on situations 1 and 2 - It can have more fun.
independently.For less advanced - It will have less space of my
Ss,allow them to work in pairs or own.
groups.
-T calls some Ss to report their ideas.
- Suggest: Do the project:The world we live in
- Work in groups.
Each group searches for an under – populated place.
Note down some facts about the place.
153
(This project can be done as homework)
- Prepare for Key for test.
s
7A
7B
Period 103: Review 4
I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: The vocabulary for types of energy sources, means of
transport in the future and overpopulation
b. Grammar: The future continuous, the future simple passive and future
simple for predictions.
- Comparatives of quantifiers with more and less/ fewer.
- Tag questions
- How to give facts and opinions
2. Skills: listeing and marking, listeing and repeating, sentences
completion, choosing the best answer, using the correct verbs in the brackets,
putting the sentences in the right order.
competence
II. TEACHING AIDS
III. PROCEDURE
2. New lesson
1. Warm up
- Sing a song
2. Pronunciation
Aim: Help students know the rules for rising/falling intonation in a question.
-Remind Ss of the rules for rising/ 1. What’s a monowheel?(falling)
falling intonation in a question. 2.Single – wheel?(riding)
- Play the recording. 3.How do you ride it ?(falling)
- Ss listen and mark the intonation. 4.Is it easy ti fall ?(riding)
- Ss listen again and repeat. 5.shouldn’t you ?(falling)
6.Why do you like it ?( falling)
7.Can’t you imagine?(riding)
3. Vocabulary
154
Aim:Help students know some vocabularies.
- Ask Ss to look at the sentences and Ex2:Complete the sentences.
decide what kind of word is needed *Keys
for each sentence (a noun, a verb, an 1.solution
adjective…..) 2.overcrowded/crowded.
- Have Ss look for clues. 3.driverless.
Eg: In sentence 1, “a” shows that we 4.invention
need a noun. 5.healthier.
- Let Ss do the exercise
independently. Ex3:Choose the best answer.
Ss share their answers with a 1.A
partner.T checks and writes the 2.B
answers on the board. 3.A
4.B
5.A
4. Grammar
Aim:Review the future continuous, the future simple passive and future simple
for predictions.
- Ask Ss to review the structure and Ex4: Put the correct verbs in the
do exercise. blanket.
- Check and clearly explain each 1.will fly
answer. 2.will be used
3.will be demolished
4.will have
5.will invent.
Ex5: Arrange
1.c
2.g
3.a
4.i
5.e
6.f
7.h
8.d
9.j
10.b
- Review unit 10, 11, 12
- Prepare for the second term test
155
s
7A
7B
Period 104: Review 4
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss can know how to do the
reading, listening, speaking and writing.
b. Grammar: review
2. Skills: reading and tick, reading and choosing the best answer, playing
game, interacttion to other, listeing and answer the questions, writing a short
description
competence
II. TEACHING AIDS
III. PROCEDURE
2. New lesson

1. Warm up
T lets Ss sing an English song

2. Reading
Aim: Help students know how to read and answer the questions.
-Ask Ss to discuss and answer the * Keys
questions. 1.A
-Ask them to read passage and answer 2.B
the questions independently. 3.B
-Have Ss explain where they find the
clues to the answers.
-T checks.
3. Speaking
Aim: Help students know how to answer the Yes-No questions.
-Ask Ss to choose the words in the list

and practice in pairs.
156
4. Listening
Aim: Help students listen and answer the questions.
-Ask Ss choose the correct answer for * Keys
this vocabulary revision. A
- Make sure that Ss understand the
meaning of the word “footprint” by
asking the to give some examples.
5. Writing
Aim: Help students write about means of transport.
-Have learnt to talk about some
imaginative means of transport in unit
11.
-Ask them to refer back to this unit for
vocabulary as the organisation of a
narrative wring
- Retell the way to do the reading, listening and writing.
- Prepare for the test.
157
s
Period 86: REVIEW
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, students can:
Review the language they have studied and the skills they have
practiced
a. Vocabulary: Review
b. Grammar: the future continuous tense, the future simple passive form,
will for future predition, possessive pronouns, comparisons of quantifiers, tag-
questions.
2. Skills: writing, speaking, interacting to each other, asking and
answering the questions.
3. Attitude: Students will be more responsible for and more aware of
studying harder.
4. Competence development: independent working, linguistic
competence, cooperative learning and communicative competence.
II. TEACHING AIDS
2. Students: Textbooks
III. PROCEDURE
2. New lesson:
Teacher’s and students’ activities The main contents
158
1. Warm up
Home robots
- Ask students to name some kinds doctor robots,
of robots. teaching robots,
- What can robots do in the future? space robots,
worker robots.
2. Grammar
Aim: Help Ss review structures they have learnt
1. The future continuous tense.
T asks Ss to retell the structure: The
future continuous tense (+) S + will be + V-ing
Ss retell the structure: The future (-) S + will not be + V-ing
continuous tense and give examples (?) Will + S + be + V-ing ?
Eg:
- At 8.00 tomorrow morning, I will be
learning Math at school.
- This time next summer , we will be
visiting Paris
2. The future simple passive form.

* Form
T asks Ss to retell the structure: The (+) S + will be + Vpp ( by O ) .
future simple passive form (-) S + will be + Vpp ( by O ) .
Ss retell the structure: The future
(?) will + S + be + Vpp ( by O ) ?
simple passive form and give
examples * For examples .
T corrects and remarks - Solar panels will be put on the roof
of the houses.
- The exercises will be finished
tomorrow.
3. Will for future predition

Key: We often use will to make a
T asks Ss to retell the structure: will prediction about the future.
for future and might for future
Prediction
prediction
Ss retell the structure: will for future Affirmative S + will + V
and might for future prediction Negative S + will not
(won’t) + V
Interrogative Will + S + V?
4. Possessive pronouns.
T asks Ss to retell the Possessive This is your pen “your” is a
pronouns
159
Ss retell the Possessive pronouns possessive adjective and it is put
and give examples before the noun.
This pen is yours. “yours” is a
possessive pronouns and stands
alone.
Instead of saying: This pen is your

pen(Which sounds repetitive)
We say This pen is yours.
Instead of saying:This bike is my bike,
not his bike, we say This bike is mine ,
not his.
T asks Ss to retell the structure: 5- Comparisons of quantifiers.

Comparisons of quantifiers and tag - - more + N/Ns + than…
questions - less + N + than…
Ss retell the structure: Comparisons - fewer + Ns + than….
of quantifiers and tag – questions 6- Tag- questions
and give examples
3. Writing
Aim: Help Ss review some writing topics
T retells some writing topics and Topic 1:
guides how to write Writing about how to save energy
Ss copy Topic 2:
Writing a paragraph about facts and
opinions
Topic 3: Writing paragraph
describing polution growth in an area.
4. Speaking
Aim: Help Ss review some sentences to prepare for the oral test
T asks Ss to prepare: Introduce

about yourself.
Ss Introduce about yourself.
T remarks
T gives some questions for each unit
Ss listen and remember.
T gives some topics for students to Topic:

talk and guides how to talk 1.Talking about traffic problems in
Ss copy your town.
2.Talking about your favourite films.
3.Describing a festival in your
country.
4.Giving some ways to save energy.
5.Talking about travelling in the
160
future.

- the future continuous tense, the future simple passive form, will for
future predition, possessive pronouns, comparisons of quantifiers, tag-
questions
- Prepare for the next lesson: Review for the second term test.
Teaching date
PERIOD 105: The SECOND term test 7a:……….
71:………..
(Theo đề thi của trường)
* Speaking:
1.Talking about traffic problems in your town.
2.Talking about your favourite films.
3.Describing a festival in your country.
4.Giving some ways to save energy.
5.Talking about travelling in the future.
161
Class Teaching date
Period 105: CORRECTING The second 7a1:
term test 7b1:
(Theo đáp án đề thi của trường)

I-Objectives : By the end of the lesson Ss will be able to :
- Know what mistakes the have got from the test and how to improve their
English.
- Practice speaking skill with a partner to do the test again.
- Love their marks ..
162
II. Preparation
T: Paper test.
Ss: Paper test.
163

ANH 7 KI II Global

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ANH 7 KI II Global

Uploaded by

Copyright:

Available Formats

Period 55

Teacher’s and students’ activities. Contents

T explains some words and gives * Vocabulary

T asks Ss to work independently to Ex a. Choose the correct answer.

T asks Ss to make sentences with these

3. Guides for homework

Teacher’s and students’ activities. Contents

T explains : Look out! There are Look out!

3. Guides for homework

Teacher’s and students’ activities. Contents

* Ask and answer using: used to

Teacher’s and students’ activities. Contents

3. Find the fasle driving law?

3. Guides for home work

Teacher’s and students’ activities. Contents

- T asks students to work in 2. Make a list things shouldn’t do on

3. Read the following text.

*Answer these question.

T asks Ss to practise in pairs asking Eg:

3. Guides for homework

Teacher’s and students’ activities. Contents

T asks Ss to talk about traffic

T guides Ss to talk traffic problems in Eg:

3. Guides for homework

Teacher’s and students’ activities. Contents

T lets Ss review means of transport by *Song: Transportation song

- Call two students go to the board to 2. Write the names of means of

3. Guides for homework

Teacher’s and students’ activities. Contents

b. Find the questions in the

3. Think of a film. Fill in the blank

3. Guides for homework

Teacher’s and students’ activities. Contents

- Remember: Ask Ss to look at the

Teacher’s and students’ activities. Contents

Sing a song in English.

2. However and nevertheless

T asks Ss to do the exercise * Write sentences to use however and

3. Guides for homework

Date of preparation Date of teaching Clas Absentees

Teacher’s and students’ activities. Contents

T asks Ss to answer some questions *Questions

-T has Ss make notes of their survey 3. Make notes of your results.

T asks Ss to join another group, 4. Join another group. Report

3. Guides for home work

Teacher’s and students’ activities. Contents

- First, remind Ss of the words Example questions:

3. Guides for homework

Teacher’s and students’ activities. Contents

T asks Ss to talk about the film which Eg:

3. Guides for homework

Teacher’s and students’ activities. Contents

- Ask Ss to read the sentences 2. Read the sentences. What types of

3. Guides for homework

Teacher’s and students’ Contents

- T asks Ss read the

3. Match the festivals below with the

3. Guides for homework

Teacher’s and students’ activities. Contents

4. Circle the word with a different

2. In groups, choose a festival. Take

3. Guides for homework