Week: Planning date:

Period:
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 2: COMMUNICATION - LESSON 1: VOCABULARY (PPP)
COMMUNICATION
I. AIMS:
1. Language contents:
- Vocabulary: (n) card, letter, email, face-to-face conversation, emojis, emoticons, instant messaging, landline, mobile phone, social
media, symbols, text message, video chat
2. Knowledge: By the end of the lesson, my students will be able to get some more knowledge about the ways they can
communicate.
3. Skills:
Main skills : reading and listening skills.
Sub skills : speaking and writing skills.
4. Attitude: be confident to talk about the ways they communicate.
5. Competences:
Talk about the ways to communicate with people.
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’)
• Ask students to work in pairs to think of • Work in pairs and think of the possible
3 devices that can be to communicate. devices.
• Report to the class. Phone, letter, message, etc.
• Teacher asks some students to tell the
class.

II. PRESENTATION. T - Ss - T / Ss - Ss /
Indiv. (10’)
Set context:
• Call out some students to name five
- Some students will name five different
different ways to communicate.
ways to communicate. New words:
• Lead to the topic of the lesson –
 Communication - Listen to the teacher. Face-to-face conversation (n) /ˌfeɪs.tə
ˈfeɪs ˌkɑːn.vɚˈseɪ.ʃən/
Teach new vocabulary: - Look, listen and repeat in chorus and
Text message (n) /ˈtekst ˌmes.ɪdʒ/
• Use pictures and explanations to present individuals
new words. Email (n) /ˈiː.meɪl/
• Ask students to practice their Letter (n) /ˈlet̬ .ɚ/
pronunciation drills. Card (n) /kɑːrd/
New words: Mobile phone(n) /ˌmoʊ.bəl ˈfoʊn/
Face-to-face conversation (n) landline (n) /ˈlænd.laɪn/
Text message (n) instant messaging (n.) /ˌɪn.stənt
Email (n) ˈmes.ɪ.dʒ ɪŋ /

Letter (n) video chat (n.) ˈvɪd.i.oʊ tʃæt/

Card (n) emoticon (n.) /ɪˈmoʊ.t̬ ə.kɑːn/

Mobile phone(n) emoji (n.) /iˈmoʊ.dʒi/

landline (n) social media (n.) /ˌsoʊ.ʃəl ˈmiː.di.ə/

instant messaging (n.)

video chat (n.)
emoticon (n.)
emoji (n.)
 social media (n.)

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

Activity 1 (5’) Match the words in blue in the
communication survey with pictures A-J.
Listen and check.
 • Ask students to work in pairs to match - Work in pairs to do the task. 1. I 6. A
the words with pictures A-J. - Listen and identify word stress then 2. E 7. G
• Give the answers to the class. note down these words. 3. F 8. D
4. C 9. H
5. B 10. J
Activity 2 (5’) Do the survey and compare
with partner’s answers.
- Read the quiz and complete it in pairs.
• Ask students to read the survey and
complete it in pairs. - Check the answers.
• Check students’ answers. Suggested answers
Students’ own answers
Activity 3 (5’) Complete the fact file
statements about communication.
• Read through the fact file with the class - Read through the fact file
Suggested answers:
and elicit what the figures mean (e.g. - Complete the fact file 1. much more
young people only spend 3% of their 2. much less
communication time using their voices, - Check answers with the teacher
3. hardly any
whereas adults spend 20% of their 4. most
communication time speaking)
• Read out the first gapped sentence and
elicit the correct words to complete it.
 • Ask students to complete the remaining
sentences.
• Check answers with the class.

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

• Activity 1 (10) Watch or listen! Who meets
 their friends a lot, Rebecca, Harry or
Steve?
- Read out the question, then play the
video or audio for students to watch or
listen and answer the question.
- Check the answers with the class.
- Ask students to watch or listen again to
put the key phrases in the order students
hear them, and say which phrases they
do not hear.
- Watch or listen and answer the Suggested answers:
question. - Rebecca and Harry meet their
- Check the answers with the teacher. friends a lot.
- Watch or listen again to put the key - Key phrases in the order students
phrases in the order students hear them, hear them
and say which phrases they do not hear. 1 b 2 d, h, i 3 f 4 d, f, g

• Activity 2 (5’) Use it!

- Read through the questions with the - Prepare their answers individually. Suggested answers
class.
- Work in pairs to ask and answer the Students’ own answers
- Allow students time to prepare their questions.
answers individually.
- Tell the class something about their
- Put them into pairs to ask and answer
partner.
the questions. Remind them to listen to
their partner’s answers.
- Ask some students to tell the class
 something about their partner.

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

- Give homework. - Take notes - Workbook: page 16.
- Prepare Lesson 2 – Reading.

V. REFLECTION:
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Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 2: COMMUNICATION - LESSON 2: READING (Pre-While-Post)
EMOJIS

I. AIMS:
 1. Language contents:
- Vocabulary: revision
Knowledge: By the end of the lesson, my students will be able to understand the general idea of the text.
2. Skills:
- Main skills : reading and writing skills.
- Sub skills : listening and speaking skills.
3. Attitude:
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 an article.

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
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
● What do these emojis mean?
- Show some emojis.
- Ask students to figure out their meanings.
- To make it fun, teacher can divide class into
teams. Which team has the most correct
answers will be the winner.
II. PRE-READING. T - Ss - T / Ss - Ss / Indiv.
(10’)
- Read the questions with the class and put
students into small groups to discuss their
answers.
STUDENTS’ ACTIVITIES CONTENTS
- Listen to the instructions carefully. Suggested answer:
- Play the game in teams. Students’ own answers
- Each team will explain the meanings
of these emojis.
- The team has the most correct
answers will be the winner.
- Work in groups and talk about the Question:
question based on their background "Why do people use emoticons?”
knowledge.
- Ask some students to tell the class about their - Listen to the teacher. Students' own answers
answers.
- Talk in front of the class
"Why do people use emoticons?”

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

Indiv.(20’)
- Activity 1 (10’) Read the article.
Which of topics A–E are in the text?
Suggested answer:
Put the topics in order.
- Check the meanings of topics in the list. 1A2C3E4D
- Read out the title of the text, then read
through the list of topics with the class - Read the article quickly to identify the
main topics and write them in order.
and check that students understand them
- Check answers with the teacher.
all.
- Ask: Which topics do you think are
included in the article? Elicit a few
 ideas, but don’t confirm them at this
stage.
- Ask students to read the article quickly
to identify the main topics and write
them in order.
- Point out to students that they don’t
need to understand all the details of the
article at this stage, but they just need to
identify the main topics.
- Check answers with the class
 Activity 2 (5’) Read and listen to the Suggested answers:
article. Write True or False.
- Read through the sentences. 1 false (She is reading a message made of
- Allow students time to read through the emojis.) 2 true
sentences, then play the audio. - Listen and decide if the sentences are
true or false. 3 false (They show ideas from many
- Ask students read and listen and decide cultures.)
if the sentences are true or false. - Correct the false sentences.
4 true
- Ask students to correct the false - Check answers with the teacher. 5 false (They can show people’s feelings.)
sentences.
- Check answers with the class.
 Activity 3 (5’) VOCABULARY PLUS Use
a dictionary to check the meaning of the
words in blue in the text.
- Ask students to use a dictionary to check
the meaning of the blue words. Suggested answers:
- Use a dictionary to check the meaning
- With stronger classes, you could of the blue words. Students’ own answers
encourage students to try to guess the
meaning from the context first, then - Check answers with the teacher.
check in a dictionary.
- Check that students understand all the
words.
IV. POST READING.T - Ss - T/ S- S / Indiv.
(10’)

●Activity: (10') Use it! Work in pairs. Do you

like emojis? Why / Why not? Question:
“Do you like emojis? Why / Why not?”
- Allow students time to prepare their answers - Think about the question individually
Suggested answer:
to the questions individually and then discuss - Take turns to talking about the
the questions in pairs. Students' own answers
question in pairs or groups.
- Ask some students to report back on their - Ask the teacher if necessary.
partner’s opinions.
- If there is time at the end of the lesson, put
students into pairs and ask them to design their
own emoji. Students could then present their
emojis to each other in small groups and
explain when they would use it. Each group
could choose one emoji to present to the class.
The class could vote for their favourite overall.

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

- Workbook: Exercises page 20
 - Give homework. - Take notes. - Prepare Lesson 3 – Language focus
- Present continuous: affirmative
and negative

V. REFLECTION:
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Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 2: COMMUNICATION - LESSON 3: LANGUAGE FOCUS (PPP)
I. AIMS:
1. Language contents:
- Vocabulary: revision
- Patterns:

● Present continuous: affirmative and negative.

Knowledge: By the end of the lesson, my students will be able to write about what’s happening.
2. Skills:
 - Main skills : reading and writing skills.
- Sub skills : speaking and listening skills.
3. Attitude: feel confident to describe what’s happening.
4. Competences:
- Identify the rules of how to form Present continuous tense in affirmative and negative form.

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:

- Ask students to look at some pictures to Students’ own answers

describe what’s happening in each one.
- Play the game.
- The teams with the most correct sentences will
be the winner.
II. PRESENTATION. T - Ss - T / Ss - Ss /
Indiv. (10’)
Lead – in : (3’)
- Write on the board: Anna ….. on the sofa. Suggested answer:
- Answer the question individually.
- Refer students back to the text on page 20 to My dad bans phones. My mum doesn’t
- Look at the board and listen to the allow TVs in our rooms.
find the missing verb (is sitting). Complete the
sentence on the board and underline the verb. teacher.
- Elicit that it is in the present continuous - Use dictionary if necessary.
- Introduce the new lesson “Present
Continuous: affirmative and negative”

Activity 1: (7’)
Complete the sentences with the words in the
box. Check your answers in the text on page
22. Then choose the correct words in the
Rules.
- Ask students to complete the sentences with the
words in the box and check the answers in the - Complete the sentences with the Suggested answer:
text on page 22. words in the box and check the 1 is sending
- Ask students to choose the correct words in the answers in the text on page 22. 2 isn’t using
Rules.
- Choose the correct words in the 3 are becoming
- Check answers with the class.
 Rules. 4 aren’t speaking
Rules:
1 things happening now
2 be, -ing
3 be, have (possession)

⮚ GRAMMAR POINT:
PRESENT CONTINUOUS -
AFFIRMATIVE AND NEGATIVE
FORM:

(+) : S+ am/ is / are + Ving + O.

(-) : S+ am/ is / are + NOT + Ving +
O.

Ex: His friends are listening to music on his

phone.
My dad is not working now.

III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)

Activity 2: (7’) Read the Study Strategy. Then Suggested answers:
write the -ing form of the verbs. Check your - Listen to the teacher’s explanation Study strategy: You delete the -e before you
answers in the text on page 22 and give answers if needed. add -ing. We repeat the final consonant
- Read through the study strategy with the class. - Write the -ing form of the verbs andbefore we add -ing.
- Give an example of a verb ending in -e (write), check the answers in the text. 1 becoming
and one ending in a short vowel and a 2 having
- Check the answers with the teacher. 3 sending
consonant (sit). Refer students back to the text
on page 20 to find how they are spelled in the - 4 speaking
ing form. 5 sitting
6 writing
- Elicit the answers to the questions. Elicit other
verbs that end in -e and elicit the -ing form (e.g.
give – giving, have – having) and elicit other
verbs that end in a short vowel and a consonant
(e.g. run – running, chat – chatting).
- Students write the -ing form of the verbs and
check their answers in the text.
- Check answers with the class.

Activity 3: (5’) Look at picture A. Complete

sentences 1–5 using affirmative and negative Suggested answers:
forms of the present continuous. 1 are sitting
- Complete the sentences with the
- Read out the first gapped sentence and elicit the 2 is having
correct verb forms.
missing verb.
- Check answers with the 3 is saying
- Ask students complete the sentences with the
 correct verb forms. teacher. 4 isn’t listening
- Check answers with the class. 5 is sleeping
6 is pointing

Activity 4: (8’) Pronunciation. Sentence Stress.

- Play the example sentences twice, then read
them out, putting stress on content words.
- Repeat the examples.
- Ask students to repeat the examples. Explain
what the content words are and what structure - Work in pairs to read and listen to
words are. sentences 1-5.
- Check the answers with the teacher.
- Ask students to work in pairs to read and listen
to sentences 1-5.

- Ask some students to read their sentences to the

class. Correct any errors.

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

(6’) Use it!
Activity:
- Ask students to look at picture B and read
sentences 1-5 of exercise 4.
- Look at picture B and read Suggested sentences:
- Use sentence 1 as the example. Ask students: Is
sentence 1 true or false? sentences 1-5 of exercise 4. Students’ own answers
- Correct the answer with the class. - Work in pairs to do sentences 2-5.
- Ask students work in pairs to do sentences 2-5.
- Listen to the teacher’s feedback and
One asks and the other answers. As feedback,
ask who guessed correctly if all their partner’s take notes.
sentences were true or false.

V. Homework. (2’) V. Homework

- Give homework. - Take notes. - Learn by heart all structures.
- Workbook: page 17
- Prepare the next lesson: VOCABULARY
AND LISTENING.

V. REFLECTION:
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Week: Planning date:
Period:

LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 2: COMMUNICATION - LESSON 4: VOCABULARY AND LISTENING (Pre-While-Post)
ON THE PHONE
I. AIMS:
1. Language contents:
- Verb phrases: be engaged / busy, call back, dial a number, download a ringtone, hang up, leave a voicemail, put on speakerphone,
send a text message
2. Knowledge: By the end of the lesson, my students will be able to understand and use phone language.
3. Skills:
- Main skills : listening and reading skills.
- Sub skills : speaking and writing skills.
4. Attitude: feel free to use phone language.
5. Competences:
- Identify some phrases using to talk on the phone.
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’) Suggested answers.

- Mime the actions done with the phone. - He is chatting on the phone.
- Put students in 2 or 3 big groups. - Work in groups to make sentences with - She is leaving a voice mail.
- Ask them to make sentences with the actions. the actions.
- Check with the class.
- Check with the teacher.
- The group with the most correct hobbies will
be the winner.
II. PRE-LISTENING. T - Ss - T / Ss - Ss /
(10’)
Set context: (3’) Questions:
- Put students into pairs to ask and answer the How often do you phone / text? What
- Answer with their own ideas.
questions. do you talk about? Which person do
- Encourage them to ask more questions to find you phone most often? Who do you text
out more information, e.g. How often do you most often?
phone / text? What do you talk about? Which
person do you phone most often? Who do you
text most often?
- Ask some students to tell the class what they
learned about their partner.

Activity 1: Run through the meanings of Suggested answers:

verb phrases in Exercise 1. (7’) Students’ own answers
- Ask students to use dictionary to find the
- Use dictionary to find the meanings of
meanings of some verb phrases in Exercise 1.
some verb phrases in Exercise 1.
- Check that students understand all the verbs
and phrases. - Check the answers with the teacher.
- Check the answers with the class.
III. WHILE-LISTENING. T - Ss - T/ S - S/
Indiv. (18’)
Activity 2: Listen and match phrases A–H
with what you hear (1–8). Listen again and
check. (5’) Suggested answers:
- Allow students time to read through the - Read through the phrases. 1C2E3B4G5H6D7F8A
phrases.
- Listen to the audio.
- Play the first extract and elicit which phrase it
- Check the answers with the teacher.
matches (C).
- Play the rest of the audio.
- Allow students to compare their answers in
pairs, then play the audio again for them to
check their answers.
- Check answers with the class and check that
students understand all the phrases.

● Activity 3: Match 1–6 with a–f. Listen and

check (5’) - Match the sentence halves. Suggested answers:
- Ask students to match the sentence halves. 1d2b3e4c5a6f
- Allow them to compare their answers in pairs - Listen to the audio.
then play the audio.
- Check answers with the class. - Check the answers with the teacher. Suggested answers.
1B2C3A
● Activity 4: (8’)
Listen to three conversations. Write who
says phrases 1–6 in exercise 2.
- Play the audio. - Listen and match the pictures with
- Ask students to listen and match the the conversations.
pictures with the conversations. - Check answers with the teacher.
- Check answers with the class.
IV. POST-LISTENING. T - Ss - T/ S - S /
Indiv. (10’)

● Activity 4: Work in pairs. Imagine you

are in the following situations. Think of
your answers and then explain your
reasons to your partner. (10’)
- Read the situations and think about their Suggested answers.
- Allow students time to read the situations and answers. Students’ own answers
think about their answers.
- Work in pairs to explain the answers.
- Put them into pairs to explain their answers
- Present to the class.
and give reasons.
- Ask some students to present in front and
give feedbacks.

V. Homework. (2’) V. Homework

- Give homework. - Take notes - Learn by heart all the phrases.
- Workbook: Exercises page 18.
- Prepare the next lesson: LANGUAGE
FOCUS

V. REFLECTION:
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Week: Planning date:

Period:

LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
 UNIT 2: COMMUNICATION - LESSON 5: LANGUAGE FOCUS (PPP)
Present continuous: questions • Present simple and present continuous

I. AIMS:
1. Language contents:
- Vocabulary: revision
- Patterns: Present continuous: questions • Present simple and present continuous

2. Knowledge: By the end of the lesson, my students will be able to write about what is happening now, and what happens regularly.
3. Skills:
- Main skills : reading and writing skills.
- Sub skills : speaking and listening skills.
4. Attitude: be confident to write about what is happening now, and what happens regularly.
5. Competences:
- Identify the rules of Present continuous: questions and compare Present simple and present continuous.
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’)
Free time Activities
●Game : NOUGHTS AND CROSSES
- Play the game in groups.
- Divide class into 2 groups. One group is Listen to
Watch TV Drink coffee
“noughts” (O) and the other is “crosses” - Select the boxes and make sentences music
(X). with those words/ numbers.
Go to the Go to the Play video
- Ask students to use “present continuous gym park games
tense” to make interview questions
about free time activities. Go fishing Eat pizzas Play football
- Ask students to take turns and select the
E.g.: My mom is watching TV.
boxes and make sentences with those
words/ numbers. The group makes the His brother is drinking coffee.
correct sentence will get an (O) or (X).
- Declare the winner group which has 3
Os or Xs on a horizontal, vertical, or
diagonal row.

II. PRESENTATION. T - Ss - T / Ss - Ss /
Indiv. (10’)
 Activity 1: Lead-in (3’)
- Refer students back to the pictures in exercise - Answers some eliciting questions. Suggested answers
3 on page 22. Questions
- Listen to the explanation.
- Ask one or two questions, e.g. Who is Who is Anthony talking to? What is
Anthony talking to? What is David doing? David doing?
- Elicit the answers, then write the questions on
Students’ own answers
the board.
- Elicit that they are in the present continuous
and we use this to talk about things that are
happening now.

 Activity 2: Match questions 1–4 with

answers a–d. Then choose the correct words
in rules 1–2.
Suggested answers
- Students match the questions with the answers - Complete the rules.
and choose the correct words to complete the 1d2c3b4a
- Check answers with the teacher.
rules. Rules: 1 be 2 be
- Check answers with the class.
- With weaker classes, ask students to do the
matching task, then read out the rules and elicit
the answers.

Example:
A: Is your mom cooking?
B: Yes, she is. / No, she isn’t.

A: What are you doing?

B: I’m reading a book.

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

Activity 2: PRONUNCIATION Diphthongs
Listen. Choose the words whose underlined Suggested answers
part is pronounced differently from that of
the others. (3’) 1. pear
- Use sentence 1 as an example. - Listen to the example. 2. shoulder
- Play the audio. - Listen and repeat each word. 3. bear
- Ask students listen and repeat each - Work in pairs and do sentences 2-5.
4. choir
word. After 4 words, stop and ask - Check the answers with the teacher.
students to identify the word whose 5. fail
underlined part is pronounced differently
from that of the other three words.
- Give the correction by writing phonetic
symbols. Play the audio. Students work
in pairs and do sentences 2-5.
- Correct the sentences with the class.

Activity 3: Order the words to make

questions. Then ask and answer the
questions with your partner. (5’) Suggested answers
- Ask students to order the words to make - Order the words to make questions. 1 Are you listening to your teacher?
questions.
2 What is your teacher doing?
- Check answers with the class, then put
 students into pairs to ask and answer the - Work in pairs to answer the 3 Is the person next to you speaking?
questions. questions. 4 Are you sitting near a window?
- Check the answers with the teacher. 5 Are the people in your class talking
a lot?
Activity 4: Read the examples and then 6 What are you thinking?
complete the Rules. Complete the interview
with the present simple or present
continuous form of the verbs (7’) Suggested answers
- Read out the examples, then ask students Rules:
- Complete the rules with the correct
to complete the rules with the correct words. 1 continuous 2 simple
words.
- Check answers with the teacher. Interview:
- Check answers with the class.
1 are you studying
- Ask students to complete the interview - Complete the interview with the
2 am working
with the correct verb forms. correct verb forms.
3 are studying
- Point out to students that they can use
clues in the text to help them choose the - Check answers with the teacher 4 are you doing
correct verb form. 5 are listening
- Check answers with the class 6 make
7 Are they playing
8 play
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
(13’)
Activity 5:
Write present simple and present continuous
questions using the words in the box and
Suggested answers
your own ideas. Then ask and answer the
questions with your partner. (13’) Students’ own answers.
- Listen to the examples.
- Elicit or give one or two examples, e.g.
How often do you call your parents? - Write their questions individually.
What is your brother doing at the - Work in pairs to ask and answer their
moment? questions
- Allow students time to write their - Report back to the class.
questions individually.
- Ask students to work in pairs to ask and
answer their questions. Remind students
to listen carefully to their partner.
- Ask some students to report back to the
class.
V. Homework. (2’) - Learn by heart all structures.
- Give homework. - Take notes - Workbook: Exercises page 19.

V. REFLECTION:
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Week: Planning date:
Period:

LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 2: COMMUNICATION - LESSON 6: SPEAKING – Making Plans over the Phone
I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to make plans over the phone.
2. Skills:
- Main skills : speaking and listening skills.
- Sub skills : reading and writing skills.
3. Attitude: Feel confident to make plans over the phone.
4. Competences:
Know how to make plans with friends on the phone.
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. Whatareyoudoingtoday?  What are you
Whatareyoudoingtoday?,
- Tell the class. doing today?
Whatdoyouliketowatch?, etc.
- Check with the teacher. Whatdoyouliketowatch?  What do you
- Ask groups to figure out what the
questions are. like to watch?
- 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’)
- Ask students this question, When you want - Answer the questions. Question:
to tell friends something important, do you - Listen to their friends’ answers. When you want to tell friends something
phone or text? important, do you phone or text?
- Elicit responses from some individuals. Students’ own answers.
- Lead in to the lesson.
III. WHILE SPEAKING. T - Ss - T/ S - S/
Indiv. (20’)
Activity 1: Complete the dialogue with the
phrases in the box. Then watch or listen and
check. What does Mike want to do? Why
can’t Anna meet Mike now? (5’)
- Students read the gapped dialogue and - Read the gapped dialogue and complete it Suggested answers
complete it with the phrases in the box. with the phrases in the box.
- With weaker classes, students could work in 1 at home
- Listen the audio to check the answers.
pairs for this. 2 having coffee
- Play the video or audio for students to watch - Watch the video and answer the questions
3 cinema
or listen and check their answers. about Anna and Mike.
- Check answers with the class, then ask the 4 are you doing
- Check answers with the teacher.
questions about Anna and Mike and elicit the 5 cousin
answers.
6 film
7 bus
Mike wants to go to the cinema. Anna is
waiting to Skype her cousin in Canada.
Activity 2: Read the Key Phrases. Cover the
dialogue and try to remember who says the
phrases, Anna or Mike. Which key phrases
are not used? Watch or listen again and
 check. (5’)
- - Put students into pairs and ask them to cover Suggested answers
- Work in pairs and ask them to cover the
the dialogue in exercise 1.
dialogue in exercise 1. Mike: We’re thinking of going to the
- - Students read the key phrases and try to
remember who said them, and which phrases - - Read the key phrases and try to remember cinema. / Are you interested? / Text me
aren’t used. who said them, and which phrases aren’t when you’re on the bus.
used.
- Play the video or audio again for students to
check their answers. Check answers with the - Listen and check the answers. Anna: I can’t right now. / I can make it at
class and check that students understand all four. Not used: I can’t make it. / I’m not
the key phrases.
sure. / Nothing special.

Activity 3: Work in pairs. Practise the

dialogue. (5’)

- Ask students to work in pairs and practise the

dialogue. - Practice the dialogue in pairs.
- Correct any mistakes. - Practice in front of the class.
- Listen to the teacher’s feedback.

Activity 4: Put the dialogue in the correct

order. Listen and check. Then practise it
with your partner (5’)

- Ask students to read the dialogue and put it in
the correct order.
- Play the audio for them to listen and check
their answers. Play the audio again and tell
students to listen carefully to the
pronunciation and intonation.
- Ask students to practise the dialogue in pairs.
IV. POST SPEAKING. T - Ss - T/ S - S /.
Activity 5: Use it! Read the situation.
Practise a new dialogue using the key
phrases and the dialogue in exercise 1 to help
you. (13’)
- Ask students to work in pairs to prepare a
new dialogue.
- Ask students to wrap roles and practice the
Suggested answers
- Read the dialogue and put it in the correct 1 A We’re thinking of playing football.
order.. Are you interested?
- Listen to the audio and check the correct 2 B I can’t right now. Maybe later.
answers. 3 A Why? What are you doing?
- Listen again, paying attention to the
4 B Nothing special. I’m doing my
intonation and pronunciation.
- Practice the dialogue in pairs. homework.
5 A Oh, right. Text me later when you’re
free, OK?
6 B OK then. Bye.
7 A Bye
.
- Work in pairs to prepare a new dialogue. Students’ own answers.
- Wrap roles and practice the dialogue
again.
- Perform the dialogue to the class.
 dialogue again.
- Ask some students to perform the dialogue to
the class.

V. HOMEWORK. (2’) - Learn by heart all key phrases.

- Give homework. - Take notes - Workbook: Exercises page 23.

V. REFLECTION:
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Week: Planning date:
Period:

LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 2: COMMUNICATION - LESSON 7: WRITING A REPORT ON A SURVEY (Pre -While-Post)

I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to write a report on a survey.
2. Skills:
- Main skills : writing and reading skills.
- Sub skills : speaking and listening skills.
3. Attitude: be confident to write a report on a survey.
4. Competences:
- Know how to write a report on a survey, using but and however to contrast results.
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’)
GAME: RUNNING DICTATION - Work in groups. Suggested answer:
- Divide class into 2 groups. - Go to the board to read and remember Twenty students are learning in the
one or some sentences from the text. classroom. Half of them are girls and the
- Pin two pieces of paper with a short text
other half are boys. [etc.]
in it on the board. - Dictate the sentences for the other
- Ask one member of the groups go to the members to write down.
board to read and remember one or some
sentences from the text. They then
dictate the sentences for the other
members to write down.
- The group with the most correct
sentences will be the winner.
II. PRE-WRITING. T - Ss - T / Ss - Ss / (10’)
Set context: (5’)
- Ask the questions to the class, What is - Think and answer the questions. Students’ own answers
your favourite song in English? Do you
listen to many songs in English? and
elicit answers from individual students.
- Ask more questions to encourage
students to say more, e.g. Who are your
favourite singers? Which songs do you
find easy to understand in English?
-
Activity 1: Read the language survey report.
How many people are there in the class?
How many people watch TV programmes in Suggested answers.
another language? (5’)
There are 13 people in the class. Only a
- Read out the Communication survey few people watch TV programmes in
questions and explain that when you do a - Read Communication survey
another language.
survey you often write a report with the questions and the report.
results. - Check the answers with the teacher.
- Ask students to read the report and
answer the questions, then compare their
answers in pairs.
 - Check answers with the class.

III. WHILE-WRITING. T - Ss - T/ S - S/
Indiv. (15’) Suggested answers.
Activity 2: Complete the Key Phrases from 1 in the 2 of the class 3 of the people 4
the text. Which key phrases are followed by Less 5 few 6 Nobody
a verb in the singular form? (5’)
- Point out the person icons next to the key - Complete the key phrases with words
phrases, are to indicate how many people each from the report.
phrase refers to. - Check answers with the teacher.
- Ask students to complete the key phrases with
words from the report.
- Check answers and check that students
understand all the phrases.

Language point: Contrasting ideas

Activity 3: Find the words but and however
in the survey. Do they come at the beginning,
middle or end of a sentence? (5’)
- Find but and however in the survey Suggested Answers:
- Ask students to find the examples of the two and answer the questions. However comes at the beginning of a
words and answer the question. sentence; but comes in the middle of a
- Check the answers with the teacher.
- Check answers with the class and elicit or
explain that these linkers are used to link sentence.
contrasting ideas.
- Point out that but is preceded by a comma
(e.g. Everybody listens to English songs, but
only a few people watch TV programmes).
However is followed by a comma (e.g.
However, less than half post comments)

Activity 4: Match 1–4 with a–d. (5’)

- Match the sentence halves. Suggested Answers:
- Ask students to match the sentence halves.
- Check the answers with the teacher. 1d2a3b4c
- Check answers with the class. With stronger
classes, students could write their own
alternative endings for the sentences.

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

(13’) Suggested Answers:
Activity 5: Use it! Follow the steps in the Students’ own answers
writing guide.
- Read the task with the class, then copy
the following table onto the board:
 - Read the task.
- Answer the questions and plan their
text.
- Check their grammar and spelling
carefully by themselves.

- Ask each of the survey questions in turn

and complete the numbers of students in
 the yes / no columns.
- Ask students to copy the table and
results. Students write their report.
Remind students to use some of the key
phrases, and but and however.
- Remind them to check their grammar
and spelling carefully.

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

- Give homework. - Take notes - Workbook: Exercises page 21.

V. REFLECTION:
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Week: Planning date:

Period:

LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 2: COMMUNICATION - LESSON 8: CULTURE
 ENGLISH IS ALL AROUND
I. AIMS:
- Vocabulary revision
1. Knowledge: By the end of the lesson, my students will be able to talk about English Proficiency Index in the world.
2. Skills:
- Main skills : reading and writing skills.
- Sub skills : speaking and listening skills.
3. Attitude: be confident to talk about English Proficiency Index in the world.
4. Competences:
- Talk about English Proficiency Index in the world.
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’)
Game: “ODD ONE OUT”
- Give students some lists of words and ask Suggested answers:
- Listen to teacher.
them to cross out the one that is different from - English, physics, maths, computer The
the rest. - Cross out the word that is different from odd-one-out is computer.
- Go around the class to support students. the others.
- Check students’ answers. - Correct the answers with teacher.
- Listen to teacher
II. PRE-READING. T - Ss - T / Ss - Ss /
(10’)
Activity 1: Complete the lists with the words
and phrases in the box. (4’)
- With books closed, ask: Can you speak
English? How long is it since you started to - Answer some questions. Suggested answers:
learn English? Did you get any certificate in - Listen to teacher’s explanation and answer Students’ own answers
English last year? What is it? the questions.
- Elicit some examples of English certificates
and ask: Do you want to get them? Which one
would you like to get?
- Then say: If you want to know how good your
English is, you should do a test by Education
First. After doing the test, you will know your
EPI, which means English Proficiency Index.
Your EPI shows you how good your English is.

Activity 2: Understand some new words in

the text. (6’)
- Ask students to underline some new words in
the text and use dictionary to find out the
meanings.
- Check answers with the class.
Suggested answers:
- Underline some new words in the text and Students’ own answers
use dictionary to find out the meanings.
- Check answers with the teacher.
III. WHILE-READING. T - Ss - T / Ss - Ss /
(20’)

Activity 3: Read and listen to the text and

complete the table. (6’) Suggested answers:
- Play the audio. 1 611 – Singapore
- Ask students to read and listen to the text, 2 562 – the Philippines
underlining the countries and their EPI. - Read and listen to the text, underlining the 3 473 – Việt Nam
- Ask students: What is the EPI of …?. countries and their EPI.
- Correct the answers and let students work in - Check answers with the teacher.
groups to fill in the table.
- Ask students to show the tables to the class.
- Give the correct answers.

Activity 4: Read the text again and write

True or False. (6’)
- Read sentence 1 to the class and write it on the Suggested answers:
board. Ask students: What is the most 1 True 2 False 3 False 4 False 5 True
important detail in this sentence? - Read the statements
- Underline more than a billion and ask - Answer teacher’s questions.
students to look for this detail in the text.
- Work in pairs and do sentences 2-4.
- Ask students: How many people speak
English as their first language? How many - Check answers with the teacher.
people speak it as a second language? Students
answer the questions.
- Ask students: Do more than a billion people
speak English in the world? Students answer
the question.
- Confirm that sentence 1 is true.
- Ask students to work in pairs and do sentences
2-4.
- Check answers with the class.
Suggested answers:
Students’ own answers
Activity 5: YOUR CULTURE Work in
groups. Ask and answer the questions with a
partner. (8’)
- Allow students time to prepare their ideas
individually. - Prepare their ideas individually.
- Put them into pairs to ask and answer the - Work in pairs to ask and answer the
questions. questions.
- Ask some students to tell the class something - Tell the class something about their
they learned about their partner. partner.

IV. POST-READING. T - Ss - T / Ss - Ss /
(10’)
Activity 6: USE IT! Use your answers from
exercise 3 to write a text (60–80 words) Suggested answers:
describing your use of English in daily life Students’ own answers
- Let students write a text as an - Write a text (60–80 words) describing your
assignment and collect their papers after use of English in daily life.
some days.
- Choose the best writings and hold a - Check grammar and punctuation carefully.
small exhibition in 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:
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Week: Planning date:

Period:

LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 2: COMMUNICATION - 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 write and talk about ways to communicate.
2. Skills:
- Main skills : reading and writing skills.
- Sub skills : speaking and listening skills.
3. Attitude: be confident to write and talk about their time and other people’s time.
4. Competences:
Use correct vocabulary and grammar points talking about communication.
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’)
Suggested answers:
Game: “THREE THINGS IN COMMON”
- Ask students to work in pairs.
- Ask them to ask and answer about their ways
to communicate. Then find three things they
have in common.
- Have some pairs report back to the class.
- Lead in the lesson.
Students’ own answers
- Listen to teacher.
- Ask and answer about their free time
activities. Then find three things they have in
common
- Tell the class the similar things.
II. PUZZLES AND GAMES. T - Ss - T / Ss -
Ss /
Activity 1: Complete the puzzle with words
about communication. Then use the letters in
the blue boxes to make a mystery word. (7’)
- Ask students to complete the puzzle then find - Complete the puzzle. Suggested answers:
the mystery word. - Check answers with the teacher. 1 emoticons
- With weaker classes, you could allow students
to look back through the unit to help them. 2 video chat
With stronger classes, you could do it as a race. 3 letter
- Check the answers.
4 social media
5 text message
6 mobile phone
7 symbols
Mystery word: conversations
Activity 2: SENTENCE RACE. Work in
- Listen to the instructions.
groups. Order the words to make present
continuous sentences. Score three points for Suggested answers:
finishing first. Score one point for each 1 Our maths teacher isn’t feeling very well
correct sentence. (7’) today.
2 Jake and his brother are playing football
- Divide the class into three teams (or more if - Work in teams to order the words to make in the park.
you have a large class). Teams race to order the present continuous sentences.. 3 His phone’s ringing, but he isn’t
words to make present continuous sentences. answering.
Award three points to the team that finishes - Check answers with the teacher. 4 My grandparents aren’t living with us
first, and one point for each correct sentence. now.
See which team has the most points overall. 5 I’m afraid my landline isn’t working at
- As an extension, students could work in pairs the moment.
and write another sentence using the present
continuous.
- Monitor and help while they are working, and
make sure their sentence is correct. They can
then rewrite the sentence as a jumbled sentence
and swap with another pair. The two pairs race
to unscramble each other’s sentences.

Activity 3: Look at the mobile phone key

pad. Use the code to write phone language Suggested answers:
verbs (7’)
- Ask students to use the code to write the - Use the code to write the verbs. 1 send 2 top up 3 download 4 hang up 5
verbs. They could work in pairs for this, and - Check answers with the teacher. put 6 speak up 7 leave
you could do it as a race.
- Check answers with the class. As an
extension, students could write a sentence using
each of the verbs.
Activity 4: WHO’S WHO? Work in pairs. Suggested answer
Follow the instructions.. (7’) Students’ own answers
- Students work in pairs and follow the - Work in pairs and follow the instructions.
instructions. - Check answers with the teacher.
- Tell them the aim is to name all the people in
the picture as quickly as possible by asking
questions to identify them.
- As an extension, students could write three
true / false questions about the picture. They
then close their books and work in pairs. They
take turns to read their sentences to their partner
and guess whether their partner’s sentences are
true or false.

Activity 5: Work in groups. Talk about each

other following the instructions.. (10’) Suggested answers:
- Ask students to work in groups of four to say Students’ own answers
sentences about each other, using the present - Work in pairs and follow the instructions.
simple and present continuous.
- With stronger classes, to make it more - Check answers with the teacher.
challenging, you could specify that once a verb
has been used by someone in the group, it
cannot be reused, so students need to think of a
different verb to use each time. Monitor while
students are working and correct any typical
errors in a feedback session at the end.
III. Homework. (2’) - Learn by heart all the new words.
- Give homework. - Take notes - Prepare Unit 3.

V. REFLECTION:
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