Week: Planning date:

Period:
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 1: MY TIMES - LESSON 1: VOCABULARY (PPP)
WHERE WE SPEND TIME

I. AIMS:
I. AIMS:
1. Language contents:
- Vocabulary: (n) at school, at the shops, in bed, in fast food restaurants, in the car, in the countryside, in the park, in the playground,
on the bus, on the phone, in front of the TV, in your room
2. Knowledge: By the end of the lesson, my students will be able to get some more knowledge about where and how they spend their
time.
3. Skills:
Main skills : reading and listening skills.
Sub skills : speaking and writing skills.
4. Attitude: be confident to talk about where and how students spend their time.
5. Competences:
Talk about places where students spend their time, using key phrases.
 Talk about how students spend their time, using the suggested ideas in the reading quiz (the amount of time they spend on doing
something, and their feeling about these activities)
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
5 items that can be found in these places:
countryside, park, fast food restaurant,
school
• Work in pairs and think of the possible
items.
• Report to the class. In the countryside, we can find farm
lands, animals, trees, rivers and fruits.

• Teacher asks some pairs to report back

to the class.

II. PRESENTATION. T - Ss - T / Ss - Ss /
Indiv. (10’)
Set context:
• Call out some students to answer the Questions:
questions.
- Some students will answer the question “What are your favorite places?
“What are your favorite places? Where do you Where do you spend most of your
(talk about their favorite places).
spend most of your time?” time?”
• Lead to the topic of the lesson – Where - Listen to the teacher.
we spend time - Look, listen and repeat in chorus and
New words:
Teach new vocabulary: individuals
fast food restaurant /fɑːst ˈfuːd
• Use pictures and explanations to present ˌres.trɒnt/
new words.
playground /ˈpleɪ.ɡraʊnd/
• Ask students to practice their
pronunciation drills. countryside (n) /ˈkʌn.tri.saɪd/

New words: research (n) /ˈriː.sɜːtʃ/

fast food restaurant (n) journey (n) /dʒɜː.ni/
playground (n) teenager (n) /ˈtiːnˌeɪ.dʒɚ/
countryside (n) screen (n) /skriːn/
research (n)
journey (n)
teenager (n)
screen (n)
III. PRACTICE. T - Ss - T/ S - S/ Indiv. Suggested answers
Activity 1 (5’) Match the phrases in the box 1. in the park 7. in your room
with places 1-12 in the picture. Listen and
check. 2. at the shops 8. on the bus
• Ask students to work in pairs to match 3. in the 9. in front of the
the words to the correct places in the - Work in pairs to do the task. countryside TV
picture. - Listen and identify word stress then 4. in the car 10. on the phone
• Give the answers to the class. note down the places. 5. in fast food 11. at school
restaurants 12. in the
6. in bed playground
Activity 2 (5’) Complete the Time of Your
Life quiz with words from Exercise 1. Then Suggested answers
- Read the quiz and complete it in pairs.
choose the correct option in blue.
- Check the answers. 1. in bed
• Ask students to read the quiz and 2. in the car
complete it in pairs. 3. school
• Check students’ answers. 4. playground
5. in fast food restaurants
6. at the shops
7. front of the TV
A. 9 hours
B. 40 minutes

Activity 3 (5’) Watch or listen again. Who
likes seeing friends at the weekend, Emilia,
Elijah, or Renee? Who goes to school by bus,
Harry, Lily, or Darius?
• Play the video / audio again for
students to answer the questions.
• Ask students to check the answers in
pairs.
• Check answers with the class.
• Ask the students to complete the key
phrases.
Key Phrases:
1. I spend all of my time ...
2. I spend too much time ....
3. We spend most of our time ...
4. I spend a bit of time ...
5. I don’t spend a lot of time ...
6. Do you spend much time ...?
7. I don’t spend more than ....
8. I don’t spend any time ....
- Watch or listen, to give answers.
- Check the answers in pairs.
- Check the answers with the teacher.
C. 7 days, 14 hours
D. 67 minutes
E. 50 hours
Suggested answers:
Renee likes seeing friends at the
weekend.
Darius goes to school by bus.
Suggested answers to the key phrases:
1. I spend all of my time on my
phone.
2. I spend too much time in front of
screens.
3. We spend most of our time at the
shops.
4. I spend a bit of time in my room.
5. I don’t spend a lot of time in bed.
6. Do you spend much time on your
 homework?
7. I don’t spend more than an hour.
8. I don’t spend any time in bed.

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

• Activity 1 (10’) Use it!
• Read through the questions in Exercise 6 with
the whole class.
• Ask students to prepare the answers
individually.
- Work in pairs to talk about how they
spend their time using Key Phrases and
some grammar structures.
- Tell the class about their partners.
Love / Like / Hate / Don’t mind + Being ...
E.g.: I love being in bed.
I don’t mind being on the bus

• Remind the students to use the structures in

Exercise 5 - Key Phrases.
• Suggest some grammar structures in Exercise
2 for students.
• Ask students to work in pairs, asking and
answering the four questions in Exercise 6.
Ask some students to tell the class some
information about their partners.
• Activity 2 (5’)
Consolidation: Vocabulary (Optional)
- Ask students to close books, write the - Work in teams and do the activity.
nouns from Exercises 1 and 3 on the
board, e.g. school, room, phone. - Check the answers with the whole
- Put students into teams. class.

- Teams take it in turns to choose a noun

and say a sentence using it and the
correct preposition, e.g. I like being at
school, I don’t mind being in my room.
- If the sentence is correct, the team gets a
point and the noun is crossed off.
- Continue until there is no noun left and
see which team has the most points.

V. Homework. (2’) V. Homework

- Give homework. - Take notes V. Homework
- Learn by heart all the new words.
- Workbook: Exercises 1, 2 page
12.
 - Prepare Lesson 2 – Reading.

V. REFLECTION:
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Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 1: MY TIMES - LESSON 2: READING (Pre-While-Post)
SCREEN TIME

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.
- talk about your screen time

II. TEACHER’S AND STUDENTS’ PREPARATIONS:

1. Teacher: pictures, textbooks, PowerPoint 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’)

●Game " The Alphabet Game”

- Write “Technological Devices” on the board
and explain that students will name some
technological gadgets.
- Then write some initial letters of some devices
and ask student to call out the word. For
example, C  Computer, P  Phone, etc.
- To make it fun, teacher can divide class into
- Listen to the instructions carefully. Suggested answer:
- Play the game in teams. C  Computer
- Each team will call out the names of I  Ipad
some technological devices.
L  Laptop
- The team has the most correct M  Music Player
answers will be the winner.
P  Phone or PC (personal computer)
teams. Which team has the most correct T  TV or Tablet
answers will be the winner.
Etc.

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
- Work in groups and talk about the
answers.
question based on their background Question:
- Ask some students to tell the class about their knowledge. "How much time do you spend in front
screen time. - Listen to the teacher. of your computer screen every day?"
"How much time do you spend in front of - Talk in front of the class What do you do on your computer /
your computer screen every day?" phone? When do you spend time on it?
-Teacher can ask some more questions such as,
What do you do on your computer / phone?
Students' own answers
When do you spend time on it?
- Teacher goes around the class and helps them.
- Ask some groups to talk in front of the class.

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

Indiv.(20’)

●Activity 1 (10’) Read the text about an

Suggested answer:
online forum and find two people who are
not happy with the rules at home. - Open student book to page 10. Serzh98 and Typho are not happy with the
- Explain that the text is an online forum where - Skim the text quickly to find the answer. rules at home.
people write comments and share ideas. - Work in pairs to do the task
- Point out to the students that they are - Check the answer with the class
skimming the text; i.e. read quickly for the
general ideas, not worrying about the unknown
words.
- Ask students to read the forum quickly to find
the answer to the question “Which two people
are not happy with the rules at home?”
- Students can compare their answers in pairs.
- Check answers with the class

*** Optional activity

Write the following sentences on the board:
1. Typho’s mum sometimes uses her phone in
restaurants.
- Read the forum again to decide True Suggested answers:
2. Serzh98’s sister doesn’t spend much time or False. 1. False (She goes outside to use it.)
doing homework.
- Check answers with the class. 2. True
3. Sam15 would like to watch TV in her 3. False (She doesn’t want to watch TV in
bedroom. her bedroom.)
4. Typho doesn’t often play video games. 4. True

- Ask students to read the forum again and

decide if the sentences are True or False.
- Check answers with the class.

●Activity 2(5’) Vocabulary plus. Check the

meaning of the words in blue in the text
- Work in pairs and use a dictionary to Suggested answer:
- Focus on the words in blue in the text and check the meanings of the words in blue
elicit that they have different patterns. in the text. Words in blue:
- Students check the meanings of the verbs and - Ask teacher if necessary Ban (v) /bæn/
find the infinitive forms.
Let (v) /let/
- Check answers with the class.
Allow (v) /əˈlaʊ/
Words in blue:
Ban (v)
Let (v)
Allow (v)
Different patterns of the verbs:
Ban something
Let someone do something
Allow someone to do something

IV. POST READING.T - Ss - T/ S- S / Indiv.

(10’)

●Activity: (10') Use it! Do you think Typho’s

dad is right to ban phones at meal times? Question:
When do you parents let you use the "Do you think Typho’s dad is right to ban
- Think about the question individually
computer? phones at meal times? When do you
- Take turns to talking about the parents let you use the computer?"
- Allow students time to prepare their answers question in pairs or groups.
to the questions individually. Explain to the Suggested answer:
- Ask the teacher if necessary.
students that they can include tablets and Students' own answers
phones, as well as computers. They then discuss
the questions in pairs or groups.
- Ask some students to report back to the class.
V. Homework. (2’) - Learn by heart all the new words.
- Give homework. - Take notes. - Workbook: Exercises page 12
- Prepare Lesson 2 – Language focus
- Simple Present

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

● Simple Present tense – affirmative and negative.

 ● Present time expressions
Knowledge: By the end of the lesson, my students will be able to write about habits and facts.
2. Skills:
- Main skills : reading and writing skills.
- Sub skills : speaking and listening skills.
3. Attitude: feel confident to write about habits and facts.
4. Competences:
- Identify the rules of how to form simple present tense in affirmative and negative form.

II. TEACHER’S AND STUDENTS’ PREPARATIONS:

1. Teacher: pictures, textbooks, PowerPoint 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’) Example:
Game “THE MEMORY CIRCLE” Teacher: Everyday, I watch TV.
- Ask students to stand up, in a circle, and start - Play the game. Student 1: Everyday, I watch TV and I listen
the game off by saying a sentence using simple
to music.
present tense. Then, the next student says that
sentence and then adds their own. If someone Student 2: Everyday, I watch TV and I listen
misses and gets it incorrect, they have to sit to music. Then I play football with friends.
down, and the game is over.
II. PRESENTATION. T - Ss - T / Ss - Ss /
Indiv. (10’)
Lead – in : (3’)
- Write these gapped sentences on the board: Suggested answer:
“My dad …… phones. My mum …… TVs - Answer the question individually.
in our rooms. ” My dad bans phones. My mum doesn’t
- Look at the board and listen to the allow TVs in our rooms.
- Refer students back to the text on page 10 to teacher.
complete the sentences.
- Use dictionary if necessary.
- Elicit that the verbs are in the present simple
tense, including affirmative and negative forms.
- Call out some students to answer.
- Introduce the new lesson “Present Simple:
affirmative and negative”

Activity 1: (7’)
Complete the rules with the words from the
box.
- Ask students to find more examples in the text.
- Read out the rule.
- Check the answers with class.
- Wrap-up the Rules and give explanation.
- Find more examples in the text. Suggested answer:
- Complete the rules and compare 1. We use the Present Simple to talk about
facts, habits and routines.
the answers with partners.
2. Affirmative verbs end with -s in he/ she/ it
- Copy down the grammar rules to forms.
the notebooks.
3. Negative forms use don’t + infinitive
without to after I/ you/ we/ they.
4. Negative forms use doesn’t + infinitive
without to after he/ she/ it.
⮚ GRAMMAR POINT:
PRESENT SIMPLE - AFFIRMATIVE
AND NEGATIVE
FORM:
(+) : I / We / You / They / Noun
Plural + V + O.
He / She / It / Noun Singular
+ V-s/-es + O.
(-) : I / We / You / They / Noun

III. PRACTICE. T - Ss - T/ S - S/ Indiv. (22’)
Activity 2: (5’) Choose the correct words
- Ask students to choose the correct verb forms.
- Elicit the answer from the class.
Activity 3: (5’) Pronunciation Third Person -s
(Audio 1.07)
- Model the pronunciation of the three sounds in
isolation.
- Play the audio for students to listen.
- Complete the task in pairs (if
needed)
- Check the answers with the teacher.
- Listen and repeat individually.
- Listen and repeat chorally.
Plural + DON’T + V bare + O.
He/ She /It / Noun Singular
+ DOESN’T + V bare + O.
Ex: His friends listen to music on his phone.
My dad likes games.
Her sisters don’t work much.
Tim doesn’t study the lesson.
Suggested answers:
1) My mum doesn’t like games.
2) She doesn’t play much.
3) Mark studies a lot.
4) His friends don’t work much.
5) My friends and I watch films on my
computer.
- Play the audio again, pausing for students to
repeat individually and chorally.

Activity 4: (5’) Listen to eight more verbs and

add them to the table in Activity 3. Practice
saying them. (audio 1.08)
Suggested answers:
- Play the audio, pausing after each verb for
- Complete the activity in pairs. /s/: lets, works
students to add it to the table.
- Check the answers with the teacher. /z/: spends, lives, plays, allows, studies
- Ask students to compare their answers in pairs.
- Check the answers with the class. /iz/: watches

Activity 5: (7’) Complete the text with the

correct form of the verbs in brackets.
- Read the gapped sentences silently
- Allow students time to read the gapped and individually and complete the Suggested answers:
sentences and to complete the sentences sentences with their own ideas. 1. think
themselves.
- Listen to the teacher’s feedbacks 2. doesn’t sleep
- Call some students to read their sentences. 3. plays
- Give feedbacks to the answers. 4. watches
5. don’t see
6. stays
7. doesn’t go
8. speaks
9. don’t know
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
(6’) Use it!
Activity:
- Read out the example sentence and elicit one or
two more examples.
- Ask students to write sentences individually
and then compare with a partner and guess
which of their partner’s sentences are false.
- Go around to observe students.
- Ask some students to read their sentences to the
class.
V. Homework. (2’)
- Give homework.
- Write sentences individually.
- Compare the sentences in pairs.
- Listen to the teacher’s feedback and
take notes.
- Take notes.
Suggested sentences:
I spend a lot of time on the phone.
My mum doesn’t play video games.
V. Homework
- Learn by heart all structures.
- Prepare the next lesson: VOCABULARY
AND LISTENING.

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

LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 1: MY TIME - LESSON 4: VOCABULARY AND LISTENING (Pre-While-Post)
I. AIMS:
1. Language contents:
 - Verb phrases: to watch TV, to stay in bed late, to go online, to listen to music, to collect things, to make videos, to draw or paint a
picture, to play an instrument, to blog (to write stories), to make cakes, to meet friends, to go shopping, to go
dancing, to do sport, to go to the cinema
2. Knowledge: By the end of the lesson, my students will be able to listen for hobbies.
3. Skills:
- Main skills : listening and reading skills.
- Sub skills : speaking and writing skills.
4. Attitude: feel free to share personal free time activities.
5. Competences:
- Identify some phrases using to describe hobbies.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, PowerPoint 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’)
- Write the word “Hobbies” on the board.
- Put students in 2 or 3 big groups.
- Ask them to list as many hobbies as possible
in 3 minutes.
- Check with the class.
- The group with the most correct hobbies will
be the winner.
- Work in groups to list as many hobbies as
possible in 3 minutes.
- Check with the teacher.
Suggested answers.
to watch TV, to stay in bed late, to go
online, to listen to music, to collect
things, to make videos, to draw or paint
a picture, to play an instrument, to blog
(to write stories), to make cakes, to
meet friends, to go shopping, to go
dancing, to do sport, to go to the cinema
II. PRE-LISTENING. T - Ss - T / Ss - Ss /
(10’)
Set context: (3’)
- Ask a question:
“How do you relax when you are not at
school?”
- Ask more questions to encourage students to
say more
“Where do you do this? Who with? How much
time do you spend doing this?”
● Activity 1: Complete the phrases in the
questionnaire. (7’)
- Ask students to complete the questionnaire
with the correct verbs.
- Check that students understand all the verbs
and phrases.
- Play the audio for students to listen.
- Check the answers with the class.
- Answer with their own ideas.
- Complete the questionnaire.
- Listen to the audio.
- Check the answers with the teacher.
Questions:
“How do you relax when you are not at
school?”
“Where do you do this? Who with?
How much time do you spend doing
this?”
Suggested answers.
Go online, collect things, make videos,
draw or paint a picture, play an
instrument, blog or write stories, bake
cakes, meet friends, go shopping, go
dancing, do sport, go to the cinema
III. WHILE-LISTENING. T - Ss - T/ S - S/
Indiv. (18’)
Activity 2: Look at the photos of Abbie and
Niall. What are their hobbies? Which hobby
is relaxing? (5’)
- Focus on the photos and elicit the two
hobbies.
- Ask students which hobby is relaxing and
why.
- Play the audio.
- Check the answer with the class.
● Activity 3: Listen again and answer the
questions. (5’)
- Allow students time to read the questions.
- Play the audio again.
- Check the answer with the class.
- Look at the photos and tell what hobbies
they are.
- Listen to the audio.
- Check the answers with the teacher.
- Read the questions.
- Listen to the audio again.
- Check the answers with the teacher.
Suggested answers:
1. Abbie paints trainers.
2. Niall makes videos.
Abbie’s hobby is relaxing.
Suggested answers:
1. She buys them online.
2. Because it’s a very relaxing hobby.
3. They like them.
4. Yes, he does.
5. They act in the videos.
6. He makes the videos two to three
 times a year.
● Optional activity: LISTENING (8’) \ Suggested answers.
Listen again and correct these sentences. - Read the sentences. 1) True
- Play the audio. - Listen carefully for information 2) False (She sometimes gives them to
- Ask students to listen again and correct the before listening. people.)
sentences. 3) False (He has got a good camera.)
- Correct the false sentences.
- Check answers with the class. 4) True
Sentences:
1) The trainers and pants don’t cost much
money.
2) Abbie always gives the trainers to friends.
3) Niall hasn’t got a good camera.
4) Niall makes videos for songs.

IV. POST-LISTENING. T - Ss - T/ S - S /
Indiv. (10’)

● Activity 4: Write sentences about a person

in your family. Use the present simple
form of the verbs and the adverbs in the
lesson. (5’)
- Think and list ideas for writing task. Suggested answers.
- Give students some examples, such as My
dad sometimes watches TV. He doesn’t play - Write their sentences. (Students’ own answers)
any video games. - Read their sentences to the class.
- Encourage them to write both affirmative and
negative sentences.
- Ask some students to read their sentences to
the class.
- Correct any errors.

●Activity 5: USE IT! Work in pairs. Which

hobby do you prefer? Abbie’s or Niall’s?
- Compare their sentences in pairs. Students’ own answers.
Why? (5’)
- Listen to the teacher’s feedback and take
- Allow students some time to prepare their
notes.
answers individually.
- Ask them to discuss in pairs.
- Calls out some students to tell the class
something they learned about their partner.
- Give feedbacks to the presentation.
V. Homework. (2’) V. Homework
- Give homework. - Take notes - Learn by heart all the phrases.
- Workbook: Exercises page 10.
- Prepare the next lesson: LANGUAGE
FOCUS

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

Period:

LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
 UNIT 1: MY TIME - LESSON 5: LANGUAGE FOCUS (PPP)

I. AIMS:
1. Language contents:
- Vocabulary: revision
- Patterns: Simple Present - Questions
2. Knowledge: By the end of the lesson, my students will be able to ask and answer questions about free time activities.
3. Skills:
- Main skills : reading and writing skills.
- Sub skills : speaking and listening skills.
4. Attitude: be confident to talk about their free time activities
5. Competences:
- Identify the rules of Yes/ No question and W-H question in Simple Present tense.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, PowerPoint 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 Drink Listen to
Watch TV
“noughts” (O) and the other is “crosses” - Select the boxes and make sentences coffee music
(X). with those words/ numbers.
Go to the Go to the Play video
- Ask students to use “simple present 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.: When do you watch TV?
boxes and make sentences with those
words/ numbers. The group makes the Do you go fishing?
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: Complete the questions and
answers with do, don’t, does, doesn’t. Then
Suggested answers
choose the correct words in Rules 1-4. - Complete the questions and answers. 1. do 2. don’t 3. Does
4. does 5. doesn’t
● Ask students to complete the questions - Check answers in the questions and
answers with the teacher. Rules:
and answers. 1. do 2. does 3. do, don’t
- Complete the rules. 4. does, doesn’t
● Check the answers in the questions.
- Check the rules with the teacher. Simple Present: questions
● Read through the rules.
⮚ Yes/ No question

● Check and explain the rules with the

class.

● ● Answer: Yes, S (I / We /
You / They / Noun Plural)+ DO
Or Yes, S (He / She / It /
Noun Singular)+ DOES.

No, S (I / We / You /
They / Noun Plural) + DO NOT
(DON’T)
Or No, S (He / She / It / Noun
Singular)+ DOES NOT (DOESN’T).

Example:
A: Do her friends like the trainers?
B: Yes, they do. / No, they don’t.

A: Does Niall write stories?

B: Yes, he does. / No, he doesn’t.

⮚ W-H question

What
Where
When
Who
What time
How often

Example:
1. What do you watch on TV?
2. Where does he go?
 ● Note:
Answers for WH-Questions:
For Subjects (He/ She / It / Noun Singular),
put -s/ -es after the verbs.
E.g.: Where does he go?  He goes to
school.
What does she do?  She listens to
music.

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

Activity 2: Complete the questions with
present simple form of the verbs in brackets. Suggested answers
(3’)
1. Do, make 2. Do, meet 3. Does, live
- Read out the example Do you blog about
your life? (blog) - Listen to the example. 4. Do, collect 5. Does, stay 6. Do, talk
- Elicit another example from the class. - Give another example.

- Ask students to complete the questions. - Complete the questions.

- Check answers with the class. - Check the answers with the teacher.

Activity 3: Ask and answer questions from

Activity 2. Use do, don’t, does and doesn’t in
your answers. (5’)
 - Allow students time to prepare their
answers to the questions.
- Prepare the answers to the questions. Suggested answers:
- Ask students to work in pairs to ask and
- Work in pairs to ask and answer the Students’ own answers.
answer the questions.
questions.
- Ask some students to tell something
- Tell something about their partners.
about their partners.

Activity 4: Read the answers and complete

the questions with the words in the box. (7’)
- Read out the example Do you ever go to
the cinema? Yes, I do. I love watching
films.
- Elicit another example from the class.
- Ask students to complete the questions
with the words in the box.
- Check the answers with the class.
- If necessary, ask students to work in
pairs to ask and answer these questions.
Suggested answers
- Listen to the example. 1. How often 2. Who 3. Where
- Give another example. 4. When 5. What 6. Why
- Complete the questions with the
words in the box.
- Check the answers with the teacher.
- If necessary, work in pairs to ask and
answer these questions.

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

(13’)
Activity 5: Make questions using the words
from boxes A and B. Find the differences
between you and your partner (13’)
- Ask two students to read out the example
to the class,
A: What do you watch on TV?
B: I usually watch films.
A: Me, too!
- Point out that we can use Me, too to
agree with someone.
- Allow students time to prepare ten
questions individually.
Suggested answers
Students’ own answers.
- Read out the example to the class
- Prepare ten questions individually.
- Read their questions to the class.
- Work in pairs to ask and answer the
questions.
- Listen carefully to their partner and
find out the differences between
them.

- Ask some students to read their - Report back to the class.

questions to the class. Correct any errors.
- Ask students to work in pairs to ask and
answer the questions.
- Ask students to listen carefully to their
partner and find out the differences
between them.
 - Ask some students to report back to the
class.

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

- Give homework. - Take notes - Workbook: Exercises page 11.

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

LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 1: MY TIME - LESSON 6: SPEAKING – Thinking of Things to Do

I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to make and response to suggestions.
2. Skills:
- Main skills : speaking and listening skills.
- Sub skills : reading and writing skills.
 3. Attitude: Feel confident to make and response to suggestions.
4. Competences:
Know how to make and response to suggestions.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, PowerPoint 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, What can - Answer the questions. Students’ answers.
you do in your town at the weekend? - Listen to their friends’ answers.
- Elicit responses from some individuals.

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

Indiv. (20’)
Activity 1: Complete the dialogue with the
key phrases. Then watch or listen and check.
What do Lisa and Jamie decide to do?(5’)
- Ask students to read the gapped dialogue
and complete it with the correct key
phrases.
- Play the audio for students to listen and
check the answers.
- Ask students to watch the video and answer
the questions: What do Lisa and Jamie
- Read the gapped interview and complete it Suggested answers
with the correct key phrases. 1. Shall we do something?
- Listen the audio to check the answers.
2. Why don’t we go for a bike ride?
- Watch the video and answer the questions:
3. I don’t feel like cycling.
What do Lisa and Jamie decide to do?
4. How about going into town?
- Check answers with the teacher.
 decide to do? 5. That sounds like a good idea.

- Check answers with class. 6. Let’s finish our homework now.

Lisa and Jamie decide to get the bus into
town / go to a café in town.
Activity 2: Look at the Key Phrases. Which
key phrases are for making suggestions and
which are for responding to suggestions?
Write S (suggestion) or R (response) (5’)

- Ask students to read the key phrases and - Read the key phrases and categorize them.
categorize them. Suggested answers
- Listen and check the answers.
- Check answers with the class and check that 1. S 2. R 3. S 4. S 5. S 6. R
students understand all the key phrases.

Activity 3: Practice the dialogue with a

partner. (5’)

- Ask students to practice the dialogue from - Practice the dialogue from exercise 1 in
exercise 1 in pairs. pairs.
- Invite some pairs to practice in front of the - Practice in front of the class.
class. - Listen to the teacher’s feedback.
- Correct any mistakes.
Activity 4: Choose the correct phrases in
mini-dialogues. Listen and check. Then Suggested answers
practice in pairs. (5’)
1. Let’s, want

- Ask students to read the mini-dialogues and
choose the correct answers.
- Play the audio for them to listen and check
the answers.
- Play the audio again and ask students to listen
carefully to the intonation and pronunciation.
- Ask students to practice the mini-dialogues in
pairs.
2. Why don’t we, sounds like
- Read the mini-dialogues.
- Listen to the audio and choose the correct 3. going, feel like
answers. 4. do
- Listen again, paying attention to the
intonation and pronunciation.
- Practice the mini-dialogues in pairs.

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

Activity 5: Use it! Prepare and practice a .
new dialogue. Use the key phrases and at
least two ideas from pictures A-D. (13’)

- Ask students to work in pairs to prepare a - Work in pairs to prepare a new dialogue. Students’ own answers.
new dialogue.
- Wrap roles and practice the dialogue
- Ask students to wrap roles and practice the again.
dialogue again.
- Perform the dialogue to the class.
- 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 11.

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

LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 1: MY TIME - LESSON 7: WRITING A PROFILE FOR A WEB PAGE (Pre -While-Post)

I. AIMS:
- Vocabulary: revision
1. Knowledge: By the end of the lesson, my students will be able to write about themselves.
2. Skills:
- Main skills : writing and reading skills.
- Sub skills : speaking and listening skills.
 3. Attitude: be confident to write about themselves.
4. Competences:
- Know how to write about themselves using and, also and too.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, PowerPoint 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 I spend a lot of time in my house and I
one or some sentences from the text. also like meeting friends in town. We often
- Pin two pieces of paper with a short text
go to the swimming pools or coffee shops.
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 and elicit - Think and answer the questions. Students’ own answers
answers from individual students. What
do you do in and around your home town
at the weekend?
- Ask more questions to encourage them
to speak more, e.g. How often do you do
this? Who do you do it with? Why do
you enjoy it?
Activity 1: Read the profile and find three
things that Rachel likes (5’) Suggested answers.
- Have students read the article profile and - Read the profile and find three things Meeting friends in town; horses;
find three things that Rachel likes. that Rachel likes. athletics; piano; watching music videos;
- Check the answers with the class. funny programs; listen to most music
- Check the answers with the teacher.

III. WHILE-WRITING. T - Ss - T/ S - S/
Indiv. (15’) Suggested answers.
Activity 2: Complete the Key Phrases with 1. meeting friends in town / listening to
words from Rachel’s profile. (5’) most music
 - Ask students to complete the key phrases
with words from the profile.
- Check answers with the class.
Language point: Linkers
Activity 3: Find and, also and too in the
profile. Are they in affirmative or negative
sentences? Where is each word in the
sentence? (5’)
- Explain that we use linkers to join ideas
together.
- Ask students to find and, also and too in
the profile and answer the questions.
- Check answers with the class and
explain that the three linkers are all used
to link similar ideas.
- Complete the key phrases with words 2. watching music videos
from the profile. 3. watching funny programs on Youtube
- Check answers with the teacher. 4. listening to him
5. TV
6. video games
7. Justin Bieber
8. athletics
- Find and, also and too in the profile Linkers
and answer the questions.
Suggested Answers:
- Check the answers with the teacher.
They are in affirmative sentences.
And and also are in the middle of the
sentence.
And comes between two full clauses.
Also comes before a main verb. (I also
like…) or after the verb be (I’m also
into…).
Too comes at the end of a phrase, and is

Activity 4: Complete the sentences with and,
also and too. (5’)
- Ask students to complete the sentences
with and, also and too.
- Ask them to compare their answers in
pairs.
- Check the answers with the class.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
(13’)
Activity 5: Use it! Follow the steps in the
writing guide. Ask ad answer the questions
for part B.
- Read the task with the class.
- Ask students to answer the questions
and plan their text.
- Read through the headings in Rachel’s
profile with the class and tell the
preceded by a comma.
- Complete the sentences with and, Suggested Answers:
also and too. 1. and 2.and, too 3. also 4. and, too
- Compare their answers in pairs. 5. and, also
- Check the answers with the teacher.
Topic: Write a personal profile for a
web page. Explain how you like
spending your time.
1. What’s your name and where do you
- Read the task. live?
- Answer the questions and plan their 2. Where do you like spending your time?
text.
3. Who do you like spending your time
- Check their grammar and spelling with?
 students that they should use the same
headings in their profile.
- Remind students to check grammar and
spelling carefully.
carefully by themselves. 4. How do you spend your screen time?
5. What sports and hobbies do you like?
6. What music do and don’t you like?
CHECKING

▪ the use of linkers

▪ meanings of adjectives, nouns and

verbs

▪ punctuation

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

- Give homework. - Take notes - Workbook: Exercises page 13.

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

LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 1: MY TIME - LESSON 8: CLIL - MATHS: DATA AND CHARTS

I. AIMS:
- Vocabulary: Free time activities
- Grammar: Simple Present: Affirmative, Negative and Question Forms
 1. Knowledge: By the end of the lesson, my students will be able to understand and interpret graphical information.
2. Skills:
- Main skills : reading and writing skills.
- Sub skills : speaking and listening skills.
3. Attitude: be confident to understand and interpret data and charts.
4. Competences:
- Understand and interpret graphical information.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, PowerPoint 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
them to cross out the one that is different from
the rest.
Suggested answers:
- Listen to teacher.
- mall, cinema, café, school The odd-
- Cross out the word that is different from one-out is school. (School is for learning
- Go around the class to support students. the others.
- Check students’ answers.
- Correct the answers with teacher.
- Listen to teacher
while the other places are for relaxing.)
- watch TV, make cakes, do housework,
draw a picture  The odd-one-out is do
housework. (Do housework is a chore
while the others are something enjoyable.)
II. PRE-WRITING. T - Ss - T / Ss - Ss / (10’)
Set context: (5’) Suggested answers:
- Ask students how many of them watch a - Think and answer the questions. Students’ own answers
popular TV program, e.g. The Hidden
Voice. Ask students to put their hands
up, and write the number of those who
watch and those who don’t watch on the
board.
- Explain to students that you have just
carried out a survey to see which TV
program they watch.
- Ask how the collected numbers can be
shown.
Activity 1: Check the meaning of the words
in the box and match them with A-E in the
charts. (5’)
Suggested answers:
- Ask students to work in pairs to check A data chart
the meaning of the words and match - Work in pairs to check the meaning of the B y axis
them with A–E in the charts. words and match them with A–E in the C bar chart
- Check the answers. charts. D x-axis
E pie chart
- Check the answers with the teacher.

III. WHILE-WRITING. T - Ss - T/ S - S/
Indiv. (15’)
Activity 2: Read and listen to the text. What
information does the pie chart NOT give? Suggested answers.
(5’)
- Read and listen to the text and decide It doesn’t give information about the
- Play the audio.
what information the pie chart doesn’t numbers of students in each group.
- Ask students to read and listen to the text give.
and decide what information the pie
chart doesn’t give. - Check the answers with the teacher.
- Check the answers.

Activity 3: Study the charts. Then choose

the correct words in the reports. (5’) - Work in pairs to study the charts and Suggested Answers:
- Ask students to work in pairs to study choose the correct words in the
1 A small number
the charts and choose the correct words reports.
2 a quarter
in the reports. - Check the answers with the teacher.
3 three
- Check answers with the class.
4 Over
5 four
6 two hundred.

Activity 4: USE IT! Draw a bar chart for the

data in the chart below.(5’)
- Ask students to work in pairs and draw
a bar chart for the data in the table. Tell
them to refer to the bar chart on the
page to help them.
- Check the answers with the class.
Suggested Answers:
- Work in pairs and draw a bar chart for
the data in the table.
- Refer to the bar chart on the page if
necessary.
- Check the answers with the teacher.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
(13’)
Activity 5: Use it! Further practice from
Activity 4
Suggested answers:
- Focus on the data in exercise 4 and ask:
How many students were in the survey - Answer some eliciting questions. Students’ own answers
altogether? (32) - Work in pairs to write reports.
- Elicit some statements that are true - Read the reports to other members in
based on the data in exercise 4, e.g. different groups.
About a quarter of the students watch
between 8 and 12 hours per week. A - Check their grammar and spelling
small number watch more than 12 carefully by themselves.
hours.
- Put students into pairs to write their
reports.
- Put pairs together into groups of four to
read their reports to each other.
- Ask some pairs to read their report to
the class.

III. 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 1: MY TIME - 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 their time and other people’s time.
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 their activities.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, PowerPoint 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: “THREE THINGS IN COMMON”
- Ask students to work in pairs.
- Ask them to ask and answer about their free
time activities. Then find three things they
have in common.
- Have some pairs report back to the class.
- Lead in the lesson.
II. PUZZLES AND GAMES. T - Ss - T / Ss -
Ss /
Activity 1: Find the prepositions. (7’)
- Divide the class into three teams.
- Ask each team to look at the picture and say
where each person is, using at, in, on.
- Ask them to find the four pictures which use
the same prepositions.
- Check answers with the class.
Suggested answers:
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.
- Work in teams to look at the picture and Suggested answers:
say where each person is. 1. at home 2. on the beach 3. on the bus
- Find the four pictures which use the same 4. in the playground 5. at school
prepositions.
6. in bed 7. at the shops
- Check answers with the teacher.
8. in the car 9. on the sofa
10. in the park
The four pictures which use the same
Activity 2: Guess the famous person. (7’)
- Read out the instructions.
- Put students into pairs to choose a famous
person and write five clues.
- Ask pairs to read their clues to the class, and
the first student to guess the famous person gets
a point.
- Check who has the most points at the end.
prepositions are 4, 6, 8 and 10.
- Listen to the instructions.
- Work in pairs to choose a famous person Suggested answers:
and write five clues.
Students’ own answers
- Read their clues to the class.
- Guess the famous person of the other pairs.

Activity 3: Find nine more free time

activities in the puzzle. (7’)
- Ask students to find nine more free time
activities in the puzzle.
- Check answer with the class.
Activity 4: Make sentences. (7’)
- Divide the class into two teams and ask each
team to write their sentences.
- Ask teams in turn to read out one of their
sentences.
- The other teams decide if the sentence is
correct or not. Give a point for each correct
sentence. The team has the most points will be
the winner.
- Check with the class.
- Find nine more free time activities in the
puzzle.
- Check answers with the teacher.
- Write their sentences in teams.
- Read out one of their sentences.
- Decide if the sentences of the other teams
are correct or not.
- Check answers with the teacher.
Suggested answers:
meet friends, go dancing, listen to music,
do sport, bake cakes, write stories, paint a
picture, go online, watch TV
Suggested answer
Students’ own answers
Suggested answers:
1. when 2. How often 3. Who
 4. Where 5. Why 6. What time

Activity 5: Work snake. (10’)

- Ask students to work in pairs to find the
question words and complete the questions.
- Check answers with the class.
- Have students ask and answer the questions in
pairs.
- Ask some students to tell the class something
about their partner.
- Work in pairs to find the question words
and complete the questions. Suggested answers:
- Check answers with the teacher. 1. What 2. How often 3. Where
4. When 5. Who
- Ask and answer the questions in pairs.
- Tell the class something about their
partner.

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

- Give homework. - Take notes - Prepare Unit 2.

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