Week: Planning date:

Period:
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 8: I BELIEVE I CAN FLY - LESSON 1: VOCABULARY (PPP)
FUTURE VEHICLES
I. AIMS:
1. Language contents:
- Vocabulary: flying car, jetpack, amphibious bus, fossil fuels, economical, wonderful, fast, convenient, spacious, self-driving
2. Knowledge: By the end of the lesson, my students will be able to talk about future means of transport.
3. Skills:
Main skills : reading and listening skills.
Sub skills : speaking and writing skills.
4. Attitude: be confident to talk about future means of transport.
5. Competences:
Use vehicle vocabulary to talk about future means of transport.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, powerpoint slides, ….
 2. Students: textbook, notebook.
III. TECHNIQUES: Qs& As, games, visualize….
IV. PROCEDURES:

TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Guessing Game
- Show photos of some vehicles. - Guess the photos. Suggested answer:
- Ask students to call out the names of these - Tell the class. Students’ own answers.
vehicles.
- Give comments.

II. PRESENTATION. T - Ss - T / Ss - Ss /
Indiv. (10’)
Set context:
- Ask students some questions: Can you fly as a Suggested answers:
- Answer the questions.
bird? Can a car fly?
Students’ own answers
- Show some pictures or play a video clip of a
car running and flying or a motorbike running
and flying. Ask students: Do you want to fly?
And say: Yes, I believe all of us can fly.
- Lead to the topic – Future Vehicles
Teach new vocabulary:
- Use pictures and explanations to present
new words.
- Ask students to practice their
pronunciation drills.
New words: New words:
flying car flying car /ˈflaɪɪŋ kɑː(r)/
jetpack jetpack /ˈdʒetpæk/
amphibious bus amphibious bus /æmˈfɪbiəs bʌs /
fossil fuels fossil fuels /ˈfɒsl fjuːəlz/
economical economical /ˌiːkəˈnɒmɪkl/
wonderful
wonderful /ˈwʌndəfl/
fast
fast /fɑːst/
convenient
convenient /kənˈviːniənt/
spacious
spacious /ˈspeɪʃəs/
self-driving
 self-driving /ˌself ˈdraɪvɪŋ/

III. PRACTICE. T - Ss - T/ S - S/ Indiv.

Activity 1 (5’) Read the descriptions and
match them with six photos A-F. Suggested answers
- Ask students to scan the descriptions 1-6 - Scan the descriptions 1-6 quickly in 2 1. C
quickly in 2 minutes and underline the most minutes and underline the most 2. D
important details. important details. 3. A
- Let students work in pairs to guess which - Work in pairs to guess which photos A- 4. F
photos A-F match descriptions 1-6. F match descriptions 1-6. 5. E
6. B
- Ask students to show the answers. - Show the answers.
- Read the answers to the class. - Check the answers with the teacher.

Activity 2 (5’) Find the name for each means

of transport. Listen and check. Suggested answers:
- Let students work individually. - Work individually to underline the A flying motorbike
names of the means of transport in B self-driving car
- Ask them to underline the names of the means C flying car
of transport in descriptions 1-6. descriptions 1-6.
D jetpack
E tunnel bus
- Play the audio for students to listen and check. - Listen and check. F amphibious bus

- Check answers with the class and check that - Check with the teacher.
students understand all the names.

Activity 3 (5’) Read the description from

Exercise 1 again. Choose the word in blue
with the correct definition. Suggested answers:
- Let students work in pairs. 1. self-driving
- Work in pairs to read the words in blue,
- Ask them to read the words in blue, then read then read descriptions 1-6 to find out 2. fast
descriptions 1-6 to find out the synonyms.
the synonyms. 3. convenient
- Ask some students to read the answers.
- Check the answers with the teacher. 4. spacious
- Check the answers with the class.
5. economical
6. wonderful

Activity 4 (5’) Listen to the dialogue. What

future means of transport are they talking
about?
- Let students work individually. Suggested answers:
- Work individually.
- Play the audio for students to listen and check Flying car
what future means of transport they are talking - Listen and check what future means of
about. transport they are talking about.
- Ask some students to answer the question. - Check the answers with the teacher.

IV. PRODUCTION. T - Ss - T/ S - S / Indiv.

• Activity 5 (15’) USE IT! Work in pairs.
Talk about a future means of transport.
Use the key phrases.
Suggested answers
- Let students work in pairs.
- Work in pairs to share their favorite Students’ own answers
- Explain the key phrases to the class.
future means of transport.
- Ask each student to choose their favorite
future means of transport and to tell their - Listen to the other friends and teacher.
partners.
- Check students’ dialogues and correct their
mistakes.
- Ask some students to talk to the whole class.
V. Homework. (2’) - Learn by heart all the new words.
- Give homework. - Take notes - Workbook: page 50
- Prepare Lesson 2 – Reading.

V. REFLECTION:
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Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 8: I BELIEVE I CAN FLY - LESSON 2: READING (Pre-While-Post)
NO LIMIT

I. AIMS:
 1. Language contents:
- Vocabulary: revision
Knowledge: By the end of the lesson, my students will be able to identify the main idea in a text.
2. Skills:
- Main skills : reading and writing skills.
- Sub skills : listening and speaking skills.
3. Attitude: Feel confident to identify the main idea in a text.
4. Competences:
- know how to answer specific questions about the text.
- use vocabulary items related to the issue of passage.
- identify the main topics in a text.

II. TEACHER’S AND STUDENTS’ PREPARATIONS:

1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Games, discussion, questions and answers, Skills Strategy, project-based learning.
IV. PROCEDURES:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Transport Survey
- Copy a sheet of paper including some - Go around and interview their friends, Suggested answer:
interview questions for students to interview then take some notes.
their friends. 1. What means of transport do you like
- Tell the class. most?
- Ask students to go around and interview their
friends, then take some notes. 2. How often do you take a bus to school?
- Ask some students to report back to the class. …

II. PRE-READING. T - Ss - T / Ss - Ss / Indiv.

(10’)
- Read out the question “Do you need oil or - Work in pairs to discuss the question. Question:
coal in the future?” and the clue to help “Do you need oil or coal in the future?”
- Talk in front of the class.
students.
Students' own answers.
- Elicit the answer.
III. WHILE READING. T - Ss - T/ S - S/
Indiv.(20’)
Activity 1 (7’) Look at the pictures, then read
the text quickly. What is the main idea?
Suggested answer:
Circle one of the options below.
- Look at the pictures and ask students if B Green sources of energy
- Let students look at the pictures and ask
option A or option B is the main idea.
students if option A or option B is the main
idea. - Guess what the answer is.
- Ask students to guess what the answer is. - Read quickly to confirm the answer.
- Let students read quickly to confirm the - Check answers with the teacher.
answer.
- Check the answer with the class.

 Activity 2 (7’) Listen and read the text.

Complete each sentence with ONE word. Suggested answers:
- Allow students time to read through the - Read the sentences. 1. Fossil
sentences, then play the audio. - Read and listen and complete the sentences 2. renewable
- Ask students to read and listen and complete with the correct words. 3. turbines
the sentences with the correct words. - Compare the answers in pairs. 4. greener
- Allow students time to compare the answers - Check answers with the teacher.
5. limit
in pairs.
- Check answers with the class.

 Activity 3 (6’) VOCABULARY PLUS Use

a dictionary to check the meaning of the Suggested answers:
words in blue in the text. - Use a dictionary to check the meaning
of the blue words. Students’ own answers
- Ask students to use a dictionary to check the
meaning of the blue words. - Check answers with the teacher.
- Check that students understand all the words.
IV. POST READING.T - Ss - T/ S- S / Indiv.
(10’)
●Activity 4: (10') Use it! Ask and answer the
questions. Which do you prefer, solar
energy or wind power? Why / Why not?
- Allow students time to prepare their ideas
individually, then put them into pairs to ask and
answer the questions.
- Ask some students to tell the class if they
prefer solar energy or wind power and state the
reason.
- Give comments.
V. Homework. (2’)
- Give homework.
Questions:
Which do you prefer, solar energy or
- Prepare their ideas individually.
wind power? Why / Why not?
- Work in pairs to ask and answer the
questions..
Suggested answer:
- Share the ideas with the class.
Students' own answers
- Learn by heart all the new words.
- Take notes. - Workbook: Exercises page 54.
- Prepare Lesson 3 – Language
Focus
V. REFLECTION:
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Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 8: I BELIEVE I CAN FLY - LESSON 3: LANGUAGE FOCUS (PPP)
CONNECTING IDEAS
I. AIMS:
1. Language contents:
- Vocabulary: revision
- Patterns:
Knowledge: By the end of the lesson, my students will be able to link the ideas.
- Main skills : reading and writing skills.
- Sub skills : speaking and listening skills.
2. Attitude: feel confident to link the ideas.
 3. Competences:
- Know how to link ideas.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and group work.
IV. PROCEDURES:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’) Suggested answer:

Dictogloss Transport Game - Do the activity. Students’ own answers

- Find (or write) a passage where someone is - Follow teacher’s instructions.
talking about how they get to school or work.
- Then, put students into pairs and read it out at a
faster than normal pace for the level of the
students.
- They have to work together to try to recreate
what they heard.
- Read it again, even more quickly.
- Students do the same and then compare what
 they have with the original version.
II. PRESENTATION. T - Ss - T / Ss - Ss /
Indiv. (10’)
Lead – in: (5’)
- Ask students what they can remember about - Answer the questions.
sources of energy. Suggested answer:
- Use dictionary if necessary.
- Ask: Who can tell me some fossil fuels? Who Students’ own answers
can tell me some green sources of energy?
- Remind students to use because, and, but and
or correctly.
- Introduce the new lesson.

Activity 1: (5’) Fill in the blanks with the

words from the text on page 94.

- Ask students to choose the correct options then - Choose the correct options then Suggested answer:
check the answers on page 94. check the answers on page 94. 1. because
2. and
- Check answers with the class and check that - Check the answers with the teacher.
3. but
students understand the sentences.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)
Activity 2: (5’) Look at the sentences in
Exercise 1 and choose the correct words in the
Rules.
- Ask students to work in pairs to look at the
sentences in Exercise 1 and choose the correct
words in the rules.
- Check answers with the class.
Activity 3: (5’) Look at pages 27 and 46 again,
then fill in the blanks with 3 different words:
Although, however and but.
- Ask students to work in pairs to look at the
sentences on pages 27 and 46.
- Ask them to underline although, however and
but.
- Ask students to try to remember the positions of
the three words and fill in the blanks of
Exercise 3.
- Check answers with the class.
4. or
Suggested answers:
- Work in pairs to look at the 1. and
sentences in Exercise 1 and choose 2. but
the correct words in the rules. 3. or
- Check the answers with the teacher. 4. because
Suggested answers:
- Work in pairs to look at the 1. but 2. however 3. Although
sentences on pages 27 and 46.
- Underline although, however and
but.
- Try to remember the positions of
the three words and fill in the
blanks of Exercise 3.
- Check answers with the teacher.
Activity 4: (5’) Rewrite the sentences with the
words in the brackets.
- Ask students to work individually to complete
the sentences, then work in pairs to compare the
answers.
- Check answers with the class.
- Work individually to complete the
sentences, then work in pairs to
compare the answers.
- Check the answers with the
teacher.
Suggested answers:
1. We should stop using fossil fuels because they
cause pollution.
2. We should choose solar energy, or we should
choose wind power.
3. Wind power is renewable and safe.
4. Nuclear power is unlimited, but it is unsafe.
5. Nuclear is unlimited; however, it is unsafe.

Activity 5 (5’): PRONUNCIATION.

Consonant clusters.
- Explain what a consonant cluster is. Give - Listen to the explanation.
students some examples and make sure all Suggested answers:
- - Listen and choose the correct option
students understand the explanation. - Check the answers with the 1. scientist, cyclist
- Play the audio. Ask students to listen and teacher. 2. single, triangle
choose the option they think is the answer.
3. member, timber
- Check the answers with the class, and point out
that it is important to recognize consonant 4. school, scale
clusters so as to speak good English. 5. changing, challenge
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
Activity 6: (6’) Use it! Work in pairs. One
gives two ideas, and the other connects them.
- Check that students understand the use of
connectives.
- Ask one student to give ideas and another
student to connect the ideas with the most
suitable connective.
- Ask students to work in pairs to practice the use
of connectives.
Suggested sentences:
- Listen to the teacher.
Students’ own answers
- One student to give ideas and
another student to connect the ideas
with the most suitable connective.
- Work in pairs to practice the use of
connectives.

V. Homework. (2’) V. Homework

- Give homework. - Take notes. - Learn by heart all structures.
- Workbook: page 51.
- Prepare the next lesson: VOCABULARY
AND LISTENING.

V. REFLECTION:
……………………………………………………………..………….………………………………………………………
Week: Planning date:
Period:

LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 8: I BELIEVE I CAN FLY - LESSON 4: VOCABULARY AND LISTENING (Pre-While-Post)
BOARDING TIME
I. AIMS:
1. Language contents:
- Nouns: yellow sign, departure information board, gate, shuttle
- Knowledge: By the end of the lesson, my students will be able to listen to specific information.
 2. Skills:
- Main skills : listening and reading skills.
- Sub skills : speaking and writing skills.
3. Attitude: feel confident to listen to specific information.
4. Competences:
- Listen to specific information
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES : Games, discussion, pair – work.
IV. PROCEDURES:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Odd One Out
- Write down a group of 4 words on the board, - Follow the instructions to do the task. Suggested answers.
3 of which are very similar while one is
Bus, taxi, boat, car, etc.
different. - Check with the teacher.
- Students have to say which one doesn’t fit and
why.
II. PRE-LISTENING. T - Ss - T / Ss - Ss /
(10’)
Set context: (5’) - Answer with their own ideas. Suggested answers:
- Read out the question “What should you look Students’ own answers
- Work in pairs to discuss the
at when you are going to fly?”
questions.
- Ask students to discuss the questions in pairs.
- Tell the class.
- Elicit answers from individual students and
encourage them to give reasons for their
answers.
- Discuss the answers as a class.
Activity 1: Fill in the blanks with these Suggested answers:
words. Listen and check. (5’)
- Ask students to guess what pictures A-D are. A departure information board
- Play the audio for students to check their
- Guess what pictures A-D are. B shuttle
answers.
- Check the answers with the class and check - Listen to the audio and check the answers. C gate
that students understand all the words.
- Check the answers with the teacher.
- Play the audio again and point out any D yellow sign
difficult pronunciations. - Listen again and pay attention to difficult
pronunciations
III. WHILE-LISTENING. T - Ss - T/ S - S/
Indiv. (18’)
Activity 2: (6’) Listen and answer these
questions.
Suggested answers:
- Ask students to listen and pay attention to
specific information. - Listen and pay attention to specific 1. They go to Ho Chi Minh City.
information. 2. Mike wants to visit Ben Thanh
- Play the audio. Ask students to work
individually and check the answers. - Check the answers with the teacher. Market and the War Remnants
- Check answers with the class. Museum.

Activity 3: (6’) Read the Study

Strategy. Listen again and complete
the table below. Suggested answers:
- Play the audio again.
- Listen and complete the table.
- Ask students to listen and complete
the table. - Check the answers with the teacher.
- Check the answers with the class.

Activity 4: (6’) Listen to the dialogue

Suggested answers:
again and complete the sentences.
- Play the audio and ask students to 1. Ho Chi Minh City
listen again. 2. information
- Ask them to work in pairs and check
the answers. - Listen again. 3. Vietnam Airlines
- Check the answers with the class.
- Work in pairs and check the answers. 4. 12 o’clock
- Check the answers with the class. 5. shuttle

IV. POST-LISTENING. T - Ss - T/ S - S /
Indiv. (10’)
Activity 5: USE IT! Work in pairs. Imagine
you are at the airport and you are going to
Ha Noi. Make your own dialogue. (10’)
- Listen to the teacher.
- Put them into pairs to make dialogues.
- Work in pairs to make dialogues. Suggested answers.
- Ask some stronger students to do the exercise
voluntarily. - Tell the class. Students’ own answers
- Discuss as a class.

V. Homework. (2’) V. Homework

- Give homework. - Take notes - Learn by heart all the phrases.
- Workbook: Exercises page 52.
- Prepare the next lesson: LANGUAGE
FOCUS

V. REFLECTION:
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Week: Planning date:

Period:

LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 8: I BELIEVE I CAN FLY - LESSON 5: LANGUAGE FOCUS (PPP)
INFINITIVES AND QUANTIFIERS
I. AIMS:
1. Language contents:
- Vocabulary: revision
 - Patterns: Infinitives and Quantifiers

2. Knowledge: By the end of the lesson, my students will be able to use quantifiers to express quality and infinitives with to or without to.
3. Skills:
- Main skills : reading and writing skills.
- Sub skills : speaking and listening skills.
4. Attitude: be confident to use quantifiers to express quality and infinitives with to or without to.
5. Competences:
Identify the rules of Infinitives and Quantifiers.

II. TEACHER’S AND STUDENTS’ PREPARATIONS:

1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs, inductive grammar learning.
IV. PROCEDURES:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
- Put students into pairs or groups.
- Ask them to match some kinds of vehicles
with the appropriate features.
- Check with the whole class.
Suggested answers
- Work in pairs or groups. Car  fast, convenient, etc.
- Match some kinds of vehicles with
the appropriate features.
- Report back to the class.

II. PRESENTATION. T - Ss - T / Ss - Ss /
Indiv. (10’)
 Activity 1: Lead-in (3’)
- Write down some examples of infinitives on Suggested answers
- Answers some eliciting questions.
the board and elicit the use of infinitives.
Students’ own answers
- Underline the verb forms in the examples and - Listen to the explanation.
elicit that they refer to infinitives with or
without to.

Infinitives
Suggested answers
 Activity 2: (7’) Choose ONE option to - Choose one option to complete the
complete the sentence. 1. to see
- Ask students to choose one option to complete sentences. 2. to go
the sentences. - Check answers with the teacher. 3. have to
- Check answers with the class. 4. catch

III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)

Activity 3: (4’) Look at the sentences in
Exercise 1 and complete the Rules.
- Ask students to look at the sentences in
Exercise 1 and complete the Rules.
- Check the answers with the class.
- Look at the sentences in Exercise 1 Suggested answers
and complete the Rules. With to after ordinary verbs
- Check the answers with the teacher.
Without to after modal verbs

Activity 4: (4’) Complete the sentences with Suggested answers

the correct form of the verbs in the brackets. - Complete the sentences with the
1. to go out
correct form of the verbs in the
- Ask students to complete the sentences with 2. help
the correct form of the verbs in the brackets. brackets.
- Check the answers with the teacher. 3. to dance
- Check the answers with the class.
4. work
5. stay up

Activity 5: (4’) Write the negative and
interrogative forms of these affirmative
sentences.
- Ask students to write the negative and
interrogative forms of these affirmative
sentences.
- Check answer with the class.
Quantifiers
6. to do
7. answer
8. wear
Suggested answers
- Write the negative and interrogative
1.Susan doesn’t have to get up early.
forms of these affirmative sentences.
Does Susan have to get up early?
- Check the answers with the teacher.
2. Peter doesn’t have to do five exercises.
Does Peter have to do five exercises?
3. They don’t have to wear ties at work.
Do they have to wear ties at work?
4. People don’t have to wear masks at
public places.
Do people have to wear masks at public
places?
Activity 6 (3’) Fill in the blanks with some,
any or a lot of / lots of.
- Read the sentences and fill in the Suggested answers
- Ask students to read the sentences and fill in blanks with some, any or a lot of / 1. some
the blanks with some, any or a lot of / lots of.
lots of. 2. a lot of / lots of
- Check the answers with the class.
- Check the answers with the teacher. 3. any
4. some

IV. PRODUCTION. T - Ss - T/ S - S / Indiv.

(13’)
Activity 7: (13’) USE IT! Work in pairs. Tell
the other what you want to do, need to do and
must do when you go home every day.
Suggested answers
- Put students into pairs to talk about what they - Work in pairs to talk about what they
want to do, need to do and must do when they want to do, need to do and must do Students’ own answers.
go home every day. when they go home every day.
- Ask some students to tell the class about their - Tell the class some ideas.
ideas.

V. Homework. (2’) - Learn by heart all structures.

 - Give homework. - Take notes - Workbook: Exercises page 67.

V. REFLECTION:
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Week: Planning date:
Period:

LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 8: I BELIEVE I CAN FLY - LESSON 6: SPEAKING (Pre-While-Post)
AT THE AIRPORT CHECK-IN

I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to do the check-in at the airport.
2. Skills:
- Main skills : speaking and listening skills.
- Sub skills : reading and writing skills.
3. Attitude: Feel confident to do the check-in at the airport.
4. Competences:
Know how to do the check-in at the airport.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and group work.
IV. PROCEDURES:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
GAME: LETTER DICTATION
- Divide students into 4 groups. - Work in groups to figure out what the Suggested answer:
- Give students strings of words, such as questions are. Whatisyourfavoritemeansoftransport?
Whatisyourfavoritemeansoftransport?,
- Tell the class. What is your favorite means of transport?
Doyouliketravellingbybus?, etc.
- Check with the teacher. Doyouliketravellingbybus? Do you like
- Ask groups to figure out what the
questions are. travelling by bus?
- Check with the class.
- The groups with the most correct
answers will be the winner.
II. PRE-SPEAKING. T - Ss - T / Ss - Ss /
Set context: (5’)
- Read out the situation and the question - Answer some eliciting questions. Question:
to the class and elicit some possible - Discuss with the whole class. You are at an international airport. How
answers. can you do the check-in?
- Ask more questions to encourage
students to say more, e.g. How do you
know if it’s broken? What should you Students’ own answers.
do?
- Lead in to the lesson.

III. WHILE SPEAKING. T - Ss - T/ S - S/

Indiv. (20’)
Activity 1: (5’) Complete the dialogue with
the correct words. Then listen and check.
Suggested answers
- Ask students to read the gapped dialogue and
- Read the gapped dialogue and complete it 1. passport
complete it with the correct words.
- With weaker classes, students could work in with the correct words. 2. certificate
pairs for this. - Listen the audio or watch the video to
- Play the video or audio for students to watch 3. aisle
check the answers.
or listen and check their answers. 4. 20C
- Check answers with the class. - Check answers with the teacher.
5. luggage
 6. transit
7. ticket
8. departure time

Activity 2: (5’) Cover the dialogue. Which

phrases are for checking in at the airport?
Listen again and check. Suggested answers
- Work in pairs and cover the dialogue in
- - Put students into pairs and ask them to cover 2, 3, 5, 6, 7, 8, 9
the dialogue in exercise 1. exercise 1.

- - Play the video or audio again for students to - - Listen and put a tick next to the phrases for
listen and put a tick next to the phrases for checking in at the airport. Check answers in
checking in at the airport. pairs.
- - Check answers with the class and check that - Listen and check the answers.
students understand all the key phrases.

Activity 3: (5’) Practice the dialogue in pairs.

- Ask students to work in pairs and practice the Suggested answers
dialogue. - Practice the dialogue in pairs.
- Practice in front of the class. Students’ own answers.
- Correct any mistakes.
- Listen to the teacher’s feedback.
Activity 4: (5’) Work in pairs. Rearrange the
dialogue, then practice it.
- Ask students to work in pairs to rearrange the
dialogue and then practice it.
- Ask some pairs to perform one of their
dialogues for the class.
Suggested answers
- Work in pairs to rearrange the dialogue 6, 2, 9, 3, 7, 5, 1, 4, 8
and then practice it.
- Perform the dialogue for the class.

IV. POST SPEAKING. T - Ss - T/ S - S /.

Activity 5: (13’) Use it! Work in pairs. .
Prepare a dialogue for the following
situation. Use the key phrases. Then change
Suggested answers
roles.
- Work in pairs to prepare a new dialogue. Students’ own answers.
- Read through the situation with the class and - Wrap roles and practice the dialogue
make sure students understand everything. again.
- Ask students to work in pairs to prepare a - Perform the dialogue to the class.
new dialogue.
- Ask students to swap roles and practice again.
- Ask some students to perform their dialogues
to the class.
V. HOMEWORK. (2’) - Learn by heart all key phrases.
 - Give homework. - Take notes - Workbook: Exercises page 71.

V. REFLECTION:
……………………………………………………………..………….
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……………………………………………………………………………
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……………………………………………………………………………

Week: Planning date:

Period:

LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 8: I BELIEVE I CAN FLY - LESSON 7: WRITING (Pre -While-Post)
 EMAILS
I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to write a narrative email using because and so.
2. Skills:
- Main skills : writing and reading skills.
- Sub skills : speaking and listening skills.
3. Attitude: be confident to write a narrative email using because and so.
4. Competences:
- Know how to write a narrative email using because and so.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works.
IV. PROCEDURES:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

 I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Guess the kinds of energy Suggested answer:
- Show some pictures of sources of - Work in groups. Students’ own answers.
energy. - Call out the names of the sources of
- Divide class into groups, asking them to energy.
call out the names of these sources.
- Give explanation if necessary.
- The group with the most correct answers
will be the winner.

II. PRE-WRITING. T - Ss - T / Ss - Ss / (10’)

Set context: (5’)
- Ask the question What kinds of accidents can
happen to skiers? Elicit answers from students. - Think and answer the questions. Suggested answer:
- Ask more questions to encourage students to - Tell the class. Students’ own answers
say more, e.g. Have you ever been skiing? Did
you have an accident? Do you know anyone
who has had a skiing accident?
Activity 1: (5’) Read the email. What
happened to Clare? Why can’t she go out?
- Ask students to read the email and answer the
questions.
- Ask them to find four examples of the present
perfect.
- Ask them to compare the answers in pairs.
- Check answers with the class.
- Read the email and answer the
questions, then compare their answers
in pairs.
- Check the answers with the teacher.
Suggested answers.
She had an accident yesterday.
She cannot go out because she is lying
in bed with her broken leg.

III. WHILE-WRITING. T - Ss - T/ S - S/
Indiv. (15’)
Activity 2: (5’) Study the Key Phrases.
Which phrases go at the beginning and
which go at the end of an email? Suggested answers
- Ask students to read the key phrases and - Read the key phrases and decide Beginning: How’s it going? Have you
decide which go at the beginning and which go which go at the beginning and which done anything (exciting)? Thanks for your
at the end of an email. go at the end of an email. email.
- Check answers with the class and check that - Check answers with the teacher. Ending: Write back soon. Bye.
students understand all the phrases.

Language Point: Reason and result

Activity 3: (5’) Look at the words in blue in Suggested Answers:
the text. Which word introduces a reason? Because introduces a reason.
Which one introduces a result? - Find the blue words in the email and
answer the questions. So introduces a result.
- Ask students to find the blue words in the
email. Read out the example in turn and ask: - Check answers with the teacher.
Does this introduce a reason or a result?
- Discuss the answers with the class and make
sure students understand everything.

Activity 4: (5’) Complete the sentences with

because or so.
- Read out the first sentence and elicit the - Answer teacher’s questions. Suggested Answers:
correct word to complete it. - Do the remaining sentences with the 1. because
- Ask students to do the remaining sentences correct words. 2. so
with the correct words. - Check the answers with the teacher. 3. so
- Check answers with the class. 4. because
5. because

IV. PRODUCTION. T - Ss - T/ S - S / Indiv.

(13’)
Activity 5: Use it! Follow the steps in the
writing guide.
- Read the task with the class and elicit one or
two ideas of accidents that people might have
while camping by the sea, e.g. slipping on - Read the task. Suggested Answers:
rocks and cutting their leg or burning their - Answer the questions and plan the Students’ own answers
hand on a camp fire. email.
- Discuss the questions and check that students - Write email.
understand everything.
- Check their grammar and spelling
- Ask students to plan their emails. Read carefully by themselves.
through the paragraph plan with the class.
- Ask students to write the emails. Remind
students to check grammar and spelling
carefully.

V. Homework. (2’) - Learn by heart all structures.

- Give homework. - Take notes - Workbook: Exercises page 69.

V. REFLECTION:
……………………………………………………………..………….
……………………………………………………………………………
Week: Planning date:
Period:

LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 8: I BELIEVE I CAN FLY - LESSON 8: CULTURE
HIGH FLYERS
I. AIMS:
- Vocabulary revision
1. Knowledge: By the end of the lesson, my students will be able to talk about the history of aviation.
2. Skills:
- Main skills : reading and writing skills.
- Sub skills : speaking and listening skills.
3. Attitude: be confident to talk about the history of aviation.
4. Competences:
- Talk about the history of aviation.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works.
IV. PROCEDURES:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Transportation Spelling Game
Suggested answers:
- Write names of some vehicles with missing - Listen to teacher.
Students’ own answers
letters.
- Find the missing letters.
- Ask students to find the missing letters.
- Check students’ answers. - Listen to teacher
II. PRE-READING. T - Ss - T / Ss - Ss /
(10’)
Activity 1: Pre-teach some new words in the
text.
- Use pictures or explanation to present or elicit
meaning of some new words in the text such as - Answer some eliciting questions from the Suggested answers:
celebrate, aircraft, historic, operate, air teacher. Students’ own answers.
passenger, material, engine-making. - Repeat the new words and take notes.
- Ask students to repeat the new words and take
notes.

III. WHILE-READING. T - Ss - T / Ss - Ss /
(20’)
Activity 2: (5’) Read and listen to the text. Suggested answers:
Write dates before the following statements. 2003
- Ask students read and listen to the text. December 17, 1903
- Ask them to write dates before the statements. - Read and listen to the text.
1908
- Check answers with the class. - Write dates before the statements. January 1, 1914
- Check the answers with the teacher.

Activity 3: (5’) Match the blue words in the

text with definitions 1-5.
- Ask students to match the blue words in the - Match the blue words in the text with Suggested answers:
text with definitions 1-5. definitions 1-5 1. heavier-than-air
- Ask students to work in pairs to check their - Work in pairs to check the answers.
answers.
- Give the correct answers.
Activity 4: (5’) Read the text again and
answer the questions.
- Ask students to read the text again and answer
the questions.
- Check the answers with the class.
Activity 5: (5’) YOUR CULTURE. Work in
groups to complete the table. Use the
2. affordable
- Check answers with the teacher. 3. come up with
4. innovations
5. scheduled air
Suggested answers:
- Read the text again and answer the 1. Orville and Wilbur Wright made the
questions.
first airplane.
- Check the answers with the teacher. 2. Léon Delagrange was the first air
passenger.
3. The first flight on December 17, 1903
lasted 12 seconds.
4. The first airway was between St.
Petersburg in Russia and Tampa in
Florida, the USA.
5. Travelling by air is cheaper now
because innovations in material and
engine-making technology help make
lighter, stronger and safer kinds of planes.
following questions to help you.
- Ask students to complete the table.
- Ask students to practice asking and answering - Complete the table.
the questions in pairs. - Ask and answer the questions in pairs. Suggested answers:
- Ask some pairs to practice in front. Students’ own answers.
- Give feedbacks. - Speak in front.

IV. POST-READING. T - Ss - T / Ss - Ss /
(10’)
Activity 6: USE IT! Work in pairs. Plan a
flight for your holiday. Use the following
phrases.
- Let students to work in pairs to plan a flight - Work in pairs to plan a flight for Suggested answers:
for their holiday. holiday. Students’ own answers.
- Ask some pairs to tell the class.
- Give comments. - Tell the class.

V. Homework. (2’) - Learn by heart all the new words.

- Give homework. - Take notes - Prepare the next lesson “Puzzles and
games”.

V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
…………………………………………………………………..………….………………………………………………………………………

Week: Planning date:

Period:

LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 8: I BELIEVE I CAN FLY - LESSON 9: PUZZLES AND GAMES

I. AIMS:
- Vocabulary: revision
- Grammar: revision
1. Knowledge: By the end of the lesson, my students will be able to talk about kinds of vehicles and energy.
2. Skills:
- Main skills : reading and writing skills.
- Sub skills : speaking and listening skills.
3. Attitude: be confident to write talk about vehicles and energy.
4. Competences:
Use correct vocabulary and grammar points to talk about vehicles and energy.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works.
IV. PROCEDURES:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (8’)
Find Someone Who Suggested answers:
Find someone who…
- Ask students to go round the class and - Listen to teacher’s instruction.
… takes longer than 30 minutes to get to
find someone who say YES to the
- Do the activity. school
questions.
…walks to school
- Write a different name for each question. - Check with the teacher. …lives on campus
- Ask some students to ask and answer the …has their own car
questions. …takes the bus every day
etc.
II. PUZZLES AND GAMES. T - Ss - T / Ss -
Ss /
Activity 1: (8’) A BOARD GAME. Work in
groups. Follow the instructions.
Suggested answers:
- Divide students into groups of three and read
through the rues with the class. Students can - Work in groups of three, follow the Students’ own answers.
use counters or small coins to move around the instructions and play the game.
board.
- Ask students to play the game.
- Monitor and help while students are playing,
and be prepared to act as a judge if students are
not sure if a particular preposition or sentence is
correct.

Activity 2: (7’) Order the blocks of letters to

complete sentences.

- Read out the instructions, then read out the Suggested answers:
example answer and elicit the rest of the - Listen to the teacher’s explanation. 1. My brother wants to buy a new car.
sentence. 2. He stopped to buy a coffee.
- Ask students to work in pairs to order the - Work in pairs to order the blocks of letters 3. She is studying hard to pass the
blocks of letters and write the sentences. and write the sentences.
examination.
- Check answers with the class. - Check the answers with the teacher.

Activity 3: (7’) Circle the correct answer. Suggested answers:

- Ask students to read the questions and circle
the correct answer, a, b, c or d. - Read the questions and circle the correct 1. a
answer, a, b, c or d. 2. c
- Ask students to compare the answer in pairs. 3. c
- Check with the class. - Compare the answer in pairs. 4. c
Activity 4: (7’) FIND SOEMONE WHO… - Check the answers with the teacher.
Walk around the classroom and ask
questions. Write a different name for each
question.

- Explain the game to students, and tell them Suggested answers:

the idea is to find a name for each experience as
quickly as possible.
- Allow students time to work in pairs and form
the questions they will need to ask, e.g. Have
you ever won a prize?
- Allow students to move around the classroom
asking and answering questions.
- Continue until one student has found a name
for each experience.
Activity 5: (7’) GUESS WHO? Work in
groups. Follow the instructions.
- Divide the class into two groups, and read
through the instructions with the class.
- Ask students to play the game in their groups.
- Ask some students to read out their sentences
to the whole class.
III. Homework. (2’)
- Give homework.
V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
Students’ own answers
- Listen to the explanation.
- Work in pairs and form the questions they
will need to ask.
- Move around the classroom asking and
answering questions.
- Write the names for the questions.
Suggested answers:
Students’ own answers
- Listen to the explanation.
- Play the game in groups.
- Read out their sentences to the whole
class.
- Learn by heart all the new words.
- Take notes
……………………………………………………………..………….……………………………………………………………………………
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