Giáo Án Môn Tiếng Anh Lớp 7 Global Success Hk2 Theo Công Văn 5512 (2 Cột) Năm Học 2022-2023 (Đang Cập Nhật) (Bài 7-10)

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GLOBAL SUCCESS
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GIÁO ÁN MÔN TIẾNG ANH LỚP 7 GLOBAL

SUCCESS HK2 THEO CÔNG VĂN 5512 (2
CỘT) NĂM HỌC 2022-2023 (Đang cập nhật)
(BÀI 7-10)
WORD VERSION | 2023 EDITION
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Date of planning: …/… / 2023
Date of teaching: …/… / 2023
Week : 19 UNIT 7: TRAFFIC
Period: Lesson 1: Getting started – Meeting in the school yard
L
I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
A
1. Knowledge
CI
- An overview about the topic Traffic
- Vocabulary to talk about means of transport
2. Core competence
- Use some words related to the topic Traffic; ask and answer about some means of transport.
FI
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
OF
- Actively join in class activities
3. Personal qualities
- Develop awareness of travelling in town/city
- Be concerned to the local traffic
- Establish good habits in obeying traffic rules
ƠN
II. MATERIALS
- Grade 7 textbook, Unit 7, Getting started
- Computer connected to the internet
- Projector/ TV/ pictures and cards
NH
- sachmem.vn
III. PROCEDURES: (STAGES)
Activity 1: Warm-up (5’)
* Aim: To activate students’ knowledge on the topic of the unit.
To enhance students’ skills of cooperating with team mates.
Y
* Content: Miming game

QU
* Products: Students guess words correctly.

* Organization of implementation:
Teacher’s and Ss’activities Content
*Warm up: T –Ss (Team work) * Warm up: Miming game
* Teacher gives instructions Ex: cycle (ride a bike)
M
** In groups, Ss
- One of the students in the group go to the
KÈ
board.
*** Teacher secretly show 1 picture of a mean
of transport to that student. He/She has to mime
the picture and the other has to guess. Of
course the other groups will also be allowed to
Y
guess.
DẠ
- take turns go to the board until finish all the

pictures.
**** Teacher checks and corrects if Ss
pronounce the words incorrectly.
* Lead in: Teacher ues the picture and asks Ss
questions to lead in the new lesson.
Activity 2: Presentation (7’)
Pre teach vocabulary
* Aim: To introduce the vocabulary appearing in the text.
L
* Content: Learn some vocabularies related to the topic.
A
* Products: Students read and understand the meaning of vocab.
Students know how to to play the game “what and where”
CI
* Organization of implementation
T-Ss * Vocabulary
FI
* T asks Ss to look at the photos and answer the
question
** Ss say the words.
OF
***Teacher shows and says the words aloud
and asks Ss to repeat them. - cycle (v) /ˈsaɪkl/: đạp xe
* *** Teacher asks Ss to translate the word into - traffic jam (n.phr.) /ˈtræfɪk dʒæm/: tắc đường
Vietnamese. - cross the road (v.phr.) /krɒs ðə rəʊd/: băng qua
ƠN
Concept check: Slap the board đường
- rush hour (n.phr.) /ˈrʌʃ aʊə(r)/: giờ cao điểm
* Checking vocab: < Slap the board >

NH
Activity 3: Practice (23’)
Lead-in/ pre-read and listen
Task 1+Task 2
* Aims: - To get students interested in the topic; To set the context
- To help Ss understand the main idea of the text
Y
* Content: Listen and read the conversation, choose the correct answer A, B, or C.
* Products: Students read and understand content of the conversation.
QU
Ss choose the answers correctly.

* Set the sences: * Answer the questions:
T-Ss
M
Look at the picture and the dialogue

KÈ
a) Who are they in the dialogue?

b) Where are they?
a) They are Lan and Mark
b) They are at the schoolyard.
Task 1: Listen and read
Y
Task 2: Read the conversation again and choose

the correct answer:
DẠ
T-Ss, Ss-Ss, T-Ss 1. How does Lan often go to school?

A. By bicycle.
B. By motorbike.
C. On foot.
2. It normally takes Lan ___ to get to school.
* Teacher asks Ss to look at the picture (p.73), A. two minutes
answer the question: B. ten minutes
** Ss work out and answer questions in pairs. C. twenty minutes
3. Lan and Mark agree to go cycling ______.
*** Ss share their answers as a whole class.
A. tomorrow
L
**** T asks them to read and listen to the B. every day
A
conversation to check their answers. T C. at the weekend
encourages students to explain where they have
CI
found the answers from the conversation.
Controlled practice
Task 3
FI
* Aims: - To practise reading and listening for specific information, To practise scanning
- To develop Ss' knowledge of vocabulary
* Content: Write one word from the conversation to complete each sentence.
OF
* Products: Students write correct words on the board. (work independently)
T-Ss, Ss-Ss, T-Ss Task 3: Write one word from the conversation
ƠN
to complete each sentence.
* Teacher asks Ss to work individually to read 1. Last Sunday afternoon, Lan ______ round the
and listen to the conversation and find the lake near her home.
words and phrases and then share their answers 2. Mark says to Lan: “You ______ be careful,
with their partners who sit next to them. (peer
NH
especially when you cross
check) the road.
** Ss do exercise 3 individually 3. Traffic ______ are a problem in big cities.
*** Ss share and discuss with their partners to 4. – ______ does your mum go shopping?
write all words/ phrases down on the – She often walks.
notebooks.
Y
5. This road is very ______ during the rush hours.

**** Teacher corrects their answers as a class * Answers
QU
1. cycled 2. should 3. jams

4. How 5. crowded
Task 4
* Aims: To help Ss revise and develop the vocabulary about means of transport.
* Content: Look at the pictures and write a word under each.
M
* Products: Ss read each word correctly.

KÈ

T – Ss Task 4: Look at the pictures and write a word
*Teacher asks students to Look at the pictures under each.
and write a word under each.
** Have Ss work in pairs and write the means
Y
of transport under the right pictures.

DẠ
*** Then T lets Ss read each word correctly.

**** Check and correct their pronunciation.
* Suggested answers:
1. bicycle 2. car 3. bus
4. motorbike 5. plane/air-plane
6. train 7. boat 8. Ship
L
Activity 4: Production (Less controlled practice) (5’)
A
Task 5
CI
* Aims: To help Ss practising talking about how they go to school, To practise team working
- To give students authentic practice in using target language
FI
* Content: Find someone who … Write your friends’ names in the blanks. Then report to the class.
* Products: Students write correct the adjectives words on the board.
OF
T-Ss, Ss-Ss Task 5: Find someone who … Write your
* Teacher gives Ss clear instructions in order to friends’ names in the blanks. Then report to
make sure Ss can do the survey effectively. the class
ƠN
- ask students to look at the survey and think of
the needed structures to ask their friends.
+ Students goes around the class and ask at
least 20 classmates and ask them
NH
- observer Ss while they are role playing, note
their language errors
** Ss do as instructed
**** Teacher gives Ss feedback.
Y
- choose some useful or excellent words/ Eg: Do you usually walk to school?
phrases/ expressions/ word choices Ss have Have you ever gone to school by bus/…?
QU
used to suggest other students use them Do you ride a bike to school?
- choose some typical errors and correct as a Do you ever travel by plane?
whole class without nominating the students’ ‡Yes, I do.
names ‡ No, never/notyet.
Activity 5: Consolidation (3’)
M
* Aim: To consolidate what students have learnt in the lesson.

* Content: Vocabulary of traffic and means of transport; read and understand content of the
KÈ
conversation
* Products:
Teacher’s and Ss’ activities Content
Y
- Teacher asks students to talk about what they - Vocabulary of traffic and means of transport.
DẠ
have learnt in the lesson. - Reading for specific information and details
- Ss work indepently - Scanning
* Homework (2’)
* Aim: To revise the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
* Products: Students’ textbook and workbook
L
- T reminds Ss to do homework and prepare the - Learn all the new words by heart.
A
new lesson. - talk about the traffic in your neighbourhood
- Prepare lesson 2 ( A closer look 1).
CI
*- Evaluation:
…………………………………………………………………………………………………………
…………………………………………………………………………………………...............
FI
OF
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Week : 19 UNIT 7: TRAFFIC
L
Period: Lesson 2: A closer look 1
I. OBJECTIVES
A
CI
1. Knowledge
- Vocabulary about the verbs to use means of transport
- Vocabulary to read the road signs.
- Pronunciation: /aɪ/ and /eɪ/
FI
2. Core competence
-Describe / name all the road signs and know some kinds of signs: informative, prohibitive, and
OF
warning
- Pronounce the sounds /aɪ/ and /eɪ/ correctly;
ƠN
- Develop awareness of understanding the road signs and obeying the traffic rules.
II. MATERIALS
- Grade 7 textbook, Unit 7, A closer look 1.
NH
- Projector/ TV/ small boards, markers.
- sachmem.vn
Y

* Aim: To activate students’ prior knowledge and vocabulary related to the topic.
QU
To lead in the lesson about vocabulary and pronunciation.

* Content: Game: JUMBLED WORDS
* Products: Ss make the correct words and write down onto the small boards.
M
Warm-up: T - Ss Game: JUMBLED WORDS

* Teacher gives instructions
KÈ
** In groups of 5, Ss will be given a small white *Answers:

board and marker.
- Teacher show the jumbled words onto the 1- otba -> boat
screen one by one
2- itanr -> train
*** Students work in groups to make the correct
Y
words and write down onto the small boards. 3- npeilapra -> airplane
DẠ
When they finish, they hold it up to show their

answers to teacher. 4- rsotrpca -> sport car
- take turns to write until finish all the words.
**** Teacher checks and corrects if Ss write the 5- otmiroekb -> motorbike
words incorrectly.
* Aim: To help students use key language more appropriately
L
* Products: Read and pronounce correctly and understand the meaning of words.
A
CI
Pre teach vocabulary * Vocabulary
FI
* Teacher use different techniques to teach - road sign (n.phr.) /ˈrəʊd saɪn/: biển báo giao
vocab (pictures, situation, realia) thông
**Follow the seven steps of teaching vacab. - cycle lane (n.phr.) /ˈsaɪkl leɪn/: đường đi riêng
OF
cho xe đạp
*** Repeat in chorus and individually
- traffic light (n.phr.) /ˈtræfɪk laɪt/: đèn giao thông
**** Copy all the words - crossroads /ˈkrɒsrəʊdz/: (n) ngã tư
* Checking vocab: < Rub out and - pavement /ˈpeɪvmənt/ = (n) Footpath: vỉa hè
remmember>
ƠN
Task 1
* Aims: To revise / teach some collocations of a verb and a phrase related to the different means of
NH
transport.
* Content: Match the words in A with the phrases in B.
* Products: Students give their answers exactly.
Y
T - Ss Task 1: Match the words in A with the phrases

* Teacher asks Ss to look at the table (p.74),
QU
in B.
identify the form (verbs and nouns – means
of transport):
** Ss work out and answer questions in pairs.
M
**** T asks them to to check their answers.

_ Teacher asks students to make your own
KÈ
sentences with these phrases. Then tell share *Answers:

them to share their sentences with a partner 1- C 2–A 3–B 4–E 5–D
- My father taught me how to ride a bike.
and correct for them.
- My father usually drives a car to work.
- I sometimes go on foot to school.
Y
Task 2
DẠ
* Aims: - To practise identifying the meanings of road signs.

- To develop Ss' knowledge of vocabulary
* Content: Write the correct phrases under the signs
* Products: Ss write the correct phrases under the signs correctly.
T - Ss, Ss - Ss Task 2: Look at these road signs. Then write
* Teacher asks Ss to look at the road signs the correct phrases under the signs.
L
and guess their meanings. Then work and
A
share their answers with their partners who sit
next to them. (peer check)
CI
** Ss do exercise 3 in pairs.
*** Ss share and discuss with their partners
to write all words/ phrases down on the
FI
books. *Answers
**** Teacher corrects their answers as a 1. traffic lights 2. Hospital ahead
OF
class. 3. No right turn 4. cycle lane
5. School ahead 6. No cycling
Task 3
* Aims: To give Ss practice in how to talk about road signs in real life.
ƠN
* Content: Take turns to say which of the signs in 2 you see on the way to school.
* Products: Students say correct answers in front of the class.
NH
T-Ss, Ss-Ss Task 3: Work in pairs. Take turns to say which
* Teacher gives suggestions and asks of the signs in 2 you see on the way to school.
students to share their sentences.
A: On the way to school, there are crossroads, so I
** Teacher nominates Ss to say the sentences
Y
see several traffic lights.

aloud
B: On my way to school, there is a school, so I see
QU
*** Ss say the sentences aloud.

a “school ahead sign”.
**** Teacher checks and gives the
….
corrections if they have mistakes.
Activity 4: * PRONUNCIATION (10’)
Task 4
M
* Aims: To teach Ss how to pronounce the sounds /aɪ/ and /eɪ/ and practise pronouncing these
sounds in words correctly.
KÈ
* Content: Listen and repeat. Pay attention to the sounds /aɪ/ and /eɪ/.
* Products: Students pronounce words exactly.
Y
* Presentation: T - Ss * PRONUNCIATION
DẠ
* First, T gives examples of the sounds /ai/ Task 4: Listen and repeat. Pay attention to the
and /ei/. Ask Ss to observe the T's mouth sounds /aɪ/ and /eɪ/.
when pronouncing the two sounds.
** Then let Ss practise the sounds /aɪ/ and /eɪ/ * Suggested answers:
/aɪ/ /eɪ/
together.
***Play the recording and ask Ss to listen to cycle /ˈsaɪ.kəl/ sail /seɪl/
these words and repeat. fly /flaɪ/ train /treɪn/
fine /faɪn/ plane /pleɪn/
****Correct their pronunciation. Play the sign /saɪn/ station /ˈsteɪ.ʃən /
recording as many times as necessary. motorbike /ˈməʊ.tə.baɪk pavement /ˈpeɪv.mənt /
A L
Task 5
* Aims: -To help Ss pronounce the sounds /aɪ/ and /eɪ/ correctly in context;
CI
-To help Ss differentiate the sounds /aɪ/ and /eɪ/.
* Content: Underline the words with the sound /aɪ/ and circle the words with the sound /eɪ/. Then
listen, check and repeat.
FI
* Products: Students underline the words and read the words exactly.
OF
T - Ss, Ss-Ss Task 5: Underline the words with the sound /aɪ/
* Have Ss quickly read the sentences and and circle the words with the sound /eɪ/. Then
underline the words with the sound /ai/ and listen, check and repeat
circle the words with the sound /ei/.
**Then play the recording for Ss to listen and
ƠN
check what they have done.
***Have them work in pairs to compare their
answers. Check Ss' answers as a class.
- Play the recording again. Let Ss listen and
NH
repeat sentence by sentence. Tell them to pay
attention to the words with the sounds /ai/
and /ei/.
- choose some typical errors and correct as a
Y
whole class
QU
* Aim: To help Ss memorise the target language and skills that they have learned.
* Content: Vocab and how to pronounce the sounds /aɪ/ and /eɪ/
* Products:
M

KÈ
T - Ss - Vocabulary of verbs and road signs

Teacher asks students to talk about what they - Pronuciation: /aɪ/ and /eɪ/
have learnt in the lesson
* Homework (2’)
Y
* Content: Revise Vocabulary and find 5 more words with /aɪ/ and 5 more words with /eɪ/.
DẠ

- T reminds Ss to do homework and prepare - Learn all the new words by heart.
the new lesson. - Do exercises in the workbook.
- Find 5 more words with /aɪ/ and 5 more words
with /eɪ/.
L
- Prepare lesson 3 ( A closer look 2)..
A
*- Evaluation:
…………………………………………………………………………………………………………
CI
…………………………………………………………………………………………
FI
OF
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Week : UNIT 7: TRAFFIC
L
I. OBJECTIVES
A
1. Knowledge
CI
Know how to use:
- It to indicate distance
- should and shouldn’t
FI
2. Core competence
- Ask and answer questions about distances;
- Know to use “should/shouldn't”to give advice;
OF
- Develop awareness of understanding the road signs and obeying the traffic rules.
ƠN
II. MATERIALS
- Projector/ TV/ pictures.
NH
- sachmem.vn
* Aim: -To activate students’ knowledge on the topic of the unit
Y
-To enhance students’ skills of cooperating with team mates

* Content: * Game: Pelmanism
QU
* Products: Students plays in groups and choose two cards exactly.

Warm up (group work) * Game: Pelmanism
M
* Teacher divides the class into two teams and

KÈ
gives instructions the game

*T assk each group to choose two cards in
turn.
Flip the two selected student cards, if they
Y
match exactly, they will get 1 mark. If there is

no match, turn it over and continue the game * Answers:
DẠ
1- Cycle lane
until all the cards are flipped. 2- School ahead
The group with more points wins. 3- No cycling
4- No right turn
5- Hospital ahead
Lead in: - Teacher says: “This lesson today is
going to tell you about “it indicating distance”
Task 1
L
* Aim: To introduce students the form of the key grammar and how to use them appropriately
* Content: How to use “It” to indicate distance
A
* Products: know how to use “It” to indicate distance
CI
T-Ss * IT INDICATING DISTANCE
FI
* Teacher draws students’ attention to the
grammar point and the example
OF
- Teacher asks Ss:
** Ss read the grammar explicit and study
the example.
*** Ss may discuss within groups/pairs
ƠN
before answering. - What does the sentences tell us about?
**** Teacher shows and says the sentences ‡ Distance from his/her house to the bus stop
aloud and asks Ss to make similar - What is the structure using in the sentence?
NH
sentences. ‡ It be (about) + distance from A to B.
* Practice/ Controlled practice
Task 1
* Aim: To help Ss use “It” to write correct sentences
* Content: Write sentences with It. Use these cues.
Y
* Products: Ss write the correct sentences on the board.

QU

Task 1. Task 1. Write sentences with It. Use these
cues.
* Teacher asks Ss to look at the example
M
and the task. EX: 500 metres / my house / nearest shop.

** Ss work out and answer questions → It is about 500 metres from my house to the
nearest shop.
KÈ
individually.
*** Ss share their answers in pairs.
**** T asks them to to check their
answers.
Y
Then tell share them to share their

sentences as a whole in class and correct
DẠ
for them.
Task 2
* Aims: -To help Ss revise the question How far
-To help Ss use It to ask and answer questions about distance in their neighbourhood.
* Content: Work in pairs. Ask and answer questions about distances in your neighbourhood
L
* Products: Ss asks and answer in front of the class.
A
CI
Task 2: Task 2: Work in pairs. Ask and answer
questions about distances in your
* Teacher asks Ss to look at the example and neighbourhood
FI
identify the structure of the question: How Eg:
far is it from … to …? A: How far is it from your home to your
Then work with their partners who sit next to school?
OF
them to make similar conversations. B: It's about 3 kilometers from my home to my
school.
* How far is it from + place 1 + to + place 2?
*** Ss write all conversations down on the ‡ It is (+ about) + from + place 1 + to + place
ƠN
notebooks. 2.
**** Teacher corrects their answers as a A: How far is it from your school to the
class. market?
B: It's about 1 kilometer from my school to the
market.
NH
Activity 3: Should / shouldn't
Task 3
* Aims: To help Ss review the first use of the modal verb should/shouldn't
* Content: Choose the correct option in brackets (should/ shouldn’t)
Y
* Products: Ss read aloud the sentences.

* Organization of implementation :
QU

Task 3 Task 3: Choose the correct option in
T : we have already learnt should/shouldn't to brackets.
give advice, so you repeat the usage of
*Form: S + should/shouldn’t + Vinf
M
“should/shouldn't”
* Teacher draws students’ attention to the
KÈ
remember box. Teacher asks them to study

the examples and identify the structure:
* Teacher gives suggestions and asks
students to make some similar sentences
Y
using the structures.

*** Teacher nominates Ss to read aloud the
DẠ
*Key:
sentences.
1.should 2. should 3. shouldn't
**** Teacher checks and gives the 4. should 5. shouldn't
corrections if they have mistakes
Task 4
* Aims: To help Ss practise the uses of the modal verb should/shouldn't.

* Content: Complete each sentence, using should / shouldn’t.
* Products: Complete each sentence exactly
L
A
CI
Task 4 Task 4: Complete each sentence, using
should / shouldn’t.
* Teacher gives Ss time to do the exercise
FI
individually and peer check with their * Answers:
partner.
1- shouldn’t 2- should 3- shouldn’t
**Call on some Ss to read the sentences
OF
4- should 5- should 6- shouldn’t
aloud
*** Other Ss comment’
**** Teacher checks and gives the
ƠN
Activity 4: Production (5’)
Task 5
* Aims: To help Ss apply the uses of should / shouldn't in real context by making sentences
using pictures and the cues.
NH
* Content: Look at the pictures. Make sentences, using should / shouldn’t and the cues.
* Products: Ss write their answers on the board.
Y
Task 5 Task 5: Look at the pictures. Make

*Have Ss look at the pictures carefully. sentences, using should / shouldn’t and the
QU
Provide the answer for the first item since it cues

has a when phrase and Ss may not realise
* Answers:
this.
1- He shouldn’t waste water.
** Give them some time to work
independently and write down the answers. 2- They should wear their helmets.
M
-Then let them work in groups to check and 3- She should be more careful.
say out the sentences. 4- They shouldn’t play football on the
KÈ
- T goes round giving help when and where pavement.

necessary. 5- They shouldn’t ride their bikes dangerously.
*** Some Ss may write their answers on the
board.
**** Other Ss comment and T makes
Y
corrections.
DẠ

* Content:
* Products: Students say what they have learnt in the lesson
- Teacher asks students to talk about what
L
they have learnt in the lesson.
- It indicating distance
A
- Should/shouldn’t
CI
* Homework (2’)
* Aim: To revise the knowledge that students have gained in this lesson.
FI
OF
- T reminds Ss to do homework and prepare - Do exercise in the workbook.

the new lesson.
- Prepare lesson 4 ( communication)
ƠN
*- Evaluation:
…………………………………………………………………………………………………………
………………………………………………………………………………………….
NH
Y
QU
M
KÈ
Y
DẠ
Period: Lesson 4: Communication
L
I. OBJECTIVES
A
By the end of this lesson, students will be able to:
1. Knowledge
CI
- learn how to ask and answer about means of transport and some strange traffic rules.
- practise using some grammar points and vocabulary related to the topic.
2. Core competence
FI
- Asking and answering about means of transport.
- Develop communication skills
OF
- Be collaborative and supportive in pair work and team work
- Be benevolent and responsible
ƠN
- Establish good habits in obeying traffic rules
II. MATERIALS
- Grade 7 textbook, Unit 7, Communication
NH
- TV/ Pictures/ Projector
- sachmem.vn
Y
* Aim: To introduce the lesson.

QU
* Content: Game: BRAINSTORMING

* Products: Students play a game by writing the names of means of transport
* Warm up Team work * Game: BRAINSTORMING
M
* Teacher divides class into 2 teams and asks them to

think of “MEANS OF TRANSPORTS” (even the
KÈ
strangest ones).
** Ss have 1 min to think of the words related to the
topic or they can discuss with their partners.
*** Each member from each team turn by turn run to
Y
the board and write one word.

DẠ
**** Teacher corrects their answers. * Suggested answers:

-The team which has more correct words will be the
Motorbike, bicycle, train, bus, plane,
winner
helicopter,…
+ Lead in
To lead in the lesson about communication.
* EVERYDAY ENGLISH
Asking and answering about means of transport
L
* Aim: To let students know the structure to ask and answer about means of transport.
A
* Content: Listen and read the conversation, paying attention to the highlighted parts
* Products: Ss understand and know to how to ask and answer about means of transport
CI
Task 1 Task 1: Listen and read the conversation,
FI
* Teacher plays the record for SS to listen and read paying attention to the highlighted parts.
the conversation about means of transport.
OF
** Ss listen and practice saying with their partners.
*** Teacher calls some pairs to read aloud.
**** Teacher corrects pronunciation if needed.
* Teacher asks Ss to pay attention to the highlighted
ƠN
parts and asks them some questions to elicit the new
structure:
ÿ Structure:
- Which tense do we use to ask and answer?
* to ask:
- Which question word do we use?
How do/does + S + go to …?
NH
- …..
** Ss answer teacher’s questions to find out new * to answer:
structure to ask and answer about means of transport - S + go/goes by …
to travel to places
*** Some students give the new structure to the -S+V
Y
teacher.
**** Teacher corrects and writes on the board:
QU
* Practice (5’)
Task 2
* Aims: To help students practise on how to ask and answer about means of transport
* Content: Ask and answer about the means of transport your family members use every day.
M
* Products: Role play and practice in front of the class fluently.

KÈ

Task 2: Task 2: Work in pairs. Take turns to ask and
answer about the means of transport your
* Teacher has SS look at the situation in Ex 2 to
family members use every day.
make similar dialogue:
Y
** Ss work in pairs to make similar dialogue. * Suggested answers:

DẠ
*** Teacher calls some pairs to present it in front A: How does your father go to work?
of the class. B: He usually drives his car but sometimes he
goes by bus. How about your father?
**** Teacher gives feedback and some
A: He walks because we live near his office.
comments.
Activity 3: (10’)
* STRANGE TRAFFIC RULES
* Aims: To provide Ss with some countries where the traffic rule is to keep to the left.
* Content: Tick the names of the countries where the traffic rule is to keep to the left side of the
road.
* Products: Ss give their answers correctly.
L
A
Task 3 Task 3: Which countries below keep to the
CI
* Explain to Ss that in many countries in the left? Tick the correct answers.
world, the traffic rule is to keep to the left side of
the road instead of to the right.
FI
**Ss work in groups and give the names of the 1. The United Kingdom ✓
countries where the traffic rule is to keep to the
OF
left side of the road. 2. The United States of America
*** Ask Ss to give their answers and correct
3. Australia ✓
them.
**** Teacher gives feedback and may give some 4. Thailand ✓
ƠN
more countries (Japan, Singapore, India, New
Zealand, Malaysia, Indonesia, Bangladesh ...). 5. China
Task 4
* Aims: -To give Ss some listening practice;
NH
-To provide Ss with some understanding of the traffic rule of keeping to the left.
* Content: listen again and complete the sentence with no more than THREE words.
* Products: Students complete the sentences exactly.
Y
Task 4 Task 4: Listen and check your answers in 3.

QU
* Play the recording again. Then listen again and complete the sentence
** Let Ss complete the sentence by themselves, with no more than THREE words.
then share their answers with a partner. *Key:
One explanation is that some countries use the
***T goes round the class to give support if same system as the UK.
M
necessary. Audio script - Track 51:

****Correct Ss' answers as a class. The right side is the wrong side!
Do you know that there are many countries in the
KÈ
world where the traffic rule is to keep to the left?

Some of these are the United Kingdom, Australia,
Thailand, and so on. There are different
explanations
for this. One explanation is that some countries use
Y
the same system as the UK.

DẠ
* Aims: -To provide Ss with some strange driving rules in the world;
-To give Ss some practice in talking about traffic rules.
* Content: Read, discuss which one do is the strangest rule?
L
* Products:
A
CI
Task Task 5: Read, discuss which one do is the
* Teacher has students work in groups to discuss strangest rule?
FI
which one they find strangest.
** Ss work in groups.
*** 2-3 groups share their ides Which one do you think is the strangest?
OF
**** Teacher encourages students to add more if
they know.
* Aims: To consolidate what students have learnt in the lesson.
* Content: Summarize the main content in the lesson.
ƠN
* Products: Students say what they have learnt in the lesson.
NH
Teacher asks students to talk about what they - how to ask and answer about means of
have learnt in the lesson. transport
- recall some strange rules.
* Homework (2’)
* Aim: To revise what they have learnt and prepare for the next lesson Skills 1.
Y
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbook.
QU
* Products: Students’ textbook and workbook.

- T reminds Ss to do homework and prepare the - Do EX in the workbook.

M
new lesson. - Prepare lesson 5 ( skills 1)

KÈ
*- Evaluation:
…………………………………………………………………………………………………………
……………………………………………………………………………………………………….
Y
DẠ
Period: Lesson 5: Skills1
L
I. OBJECTIVES
A
By the end of this lesson, students will be able to gain:
1. Knowledge
CI
+ Reading: - read for specific information about some rules about road safety
+ Speaking: - talk about how to avoid traffic accidents.
2. Core competence
FI
- know how to avoid traffic accidents
OF
Be benevolent and responsible
Establish good habits in obeying traffic rules
II. MATERIALS
ƠN
- Grade 7 textbook, Unit 7, Skills 1
- TV/ Pictures, cards
- sachmem.vn
NH
* Aim: To create a friendly and active atmosphere in the class before the lesson.
To lead in the topic of the reading text.
Y
* Content: Game: Hangman

QU
* Products: SS guess the word exactly.

* Game * Game: Hangman
M
* Teacher divides class into 2 teams and asks Which word has 9 letters in it related the topic “ON
them to think of the word which has 9 letters in it THE ROAD”?
KÈ
related the topic “ON THE ROAD”.

** Ss have 1 min to think of the words related to
the topic or they can discuss with their partners.
*** Each member from each team turn by turn
guesses the letter in the secret word.
Y
**** Teacher corrects their answers.

DẠ
-The team which can find or guess the secret first

will be the winner. DANGEROUS
+ Lead in:
- Teacher leads students into the lesson by telling
what they are going to learn: “We are going to
read a passage about some rules about road
safety
L
Activity 2: Pre-teach vocabulary (7’)
A
* Aim: - To prepare students with vocabulary related to the lesson; To lead in the reading skills.
CI
* Content: Some vocabularies related the lesson.
* Products: Read and understand the meaning of the words.
FI
Pre teach vocabulary * VOCABULARY:
OF
* Teacher use different techniques to teach - pedestrian (n) /pəˈdestrēən/: người đi bộ
vocab (pictures, situation, realia) - passenger (n) /ˈpasinjər/: hanh khách
** Repeat in chorus and individually - (to) obey / ōˈbā/: tuân thủ
- seatbelt (n) / ˈsēt ˌbelt/: dây an toàn
ƠN
*** Copy all the words - zebra crossing /ˈziːbrə ˈkrɒsɪŋ/ (n.phr): vạch kẻ
đường
**** T checks vocab by technique
- cyclist /ˈsaɪklɪst/ (n): người đi xe đạp
< Rub out and remember>
NH
* Checking vocab: <R &R>
Activity 3: Pre- reading (5’)

Task 1
* Aims: To activate Ss' knowledge of the topic of the reading text (obeying traffic rules).
Y
* Content: Look at the picture and answer the question.

* Products: Ss answer the question correctly.
QU
Task 1 Task 1: Look at the picture. Can you see
anything that is dangerous?
M
* Tell Ss to look at the picture carefully. * Answer key:

** Have them work in pairs to discuss the
question: Why is it dangerous? - The situation is very unsafe/dangerous.
KÈ
*** Encourage them to give their ideas (as many

ideas as possible). It is not important whether - It’s dangerous to ride a bike so close to a car
they give the right answers or not; it is important
that they speak in English. - these students do not walk across the street at the
Y
- Teacher calls some Ss to check what they have zebra crossing

discussed.
DẠ
**** Teacher corrects and gives feedback.

* While reading (10’)
Task 2
* Aims: To help Ss develop their reading skill for main ideas and specific information (scanning) and
help them focus on the road safety rules
* Content: Read the text and choose the correct answer.
* Products: Students say the correct answer.
L
Task 2 Task 2: Read the following text and choose the
A
* Teacher has Ss read the first sentence of the correct answer.
text in detail to do the exercise and asks them * This text is about ______.
CI
how to do this kind of exercise. A. rules for pedestrians
** Ss do the task independently B. traffic lights
*** Teacher tells Ss to compare their answers in C. traffic rules
FI
pairs before calling some of them to check. * Keys: C ( This text is about traffic rules)
**** Teacher confirms the correct answer and
explains if needed.
OF
Task 3
* Aims: To help Ss develop their reading skill for specific information (scanning).
* Content: Read the text again and answer the questions.
* Products: Some pairs ask and answer in front of the class.
ƠN
Task 3 Task 3: Read the text again and answer the
* Ask Ss to do the task individually. Tell them to questions:
* Answer key:
NH
read the passage two or three times, then read
each question, 1. They shoud cross the street at the zebra crossing.
** Ask Ss to work with a partner to discuss the 2. We should always use the cycle lane.
answers. 3. We should give a signal before we turn while
*** Call on some pairs of Ss to ask and answer. riding a bike
4. We must wait for buses to fully stop when you get
Y
-Explain the new words and clarify anything

difficult. T may ask questions to see if they on or off a bus.
QU
understand the passage fully. 5. We mustn’t stick any body parts out of the
**** Check the answers as a class. window when you are in a moving vehicle.
Activity 4: Post - Reading & Pre-Speaking (5’)
* Aims: To give Ss practice in asking and answering about obeying traffic rules.
* Content: Ask and answer the question: “When you are a road user, what should you NOT do?”
M
* Products: Some students present their answers to the class.

KÈ

Task 4 Task 4: Work in groups. Ask and answer
* Teacher asks Ss to work in groups and tells the following question:
them to focus on the rules for road users in the “When you are a road user, what should you NOT
Y
do?”
text to talk about which one they have to obey
- I shouldn’t cross the road on a red light.
DẠ
every day. - I shouldn’t cycle in the pavement or footpath.

** Ss work in groups. Teacher goes around and - I shouldn’t ride my bike fast.
listens and gives help if needed. - I shouldn’t carry a passenger in front of me.
*** Teacher calls on some Ss to share their
answers with the class.
**** Teacher listens and gives comment
* While -Speaking (5’)

* Aim: -To help Ss practise speaking about different situations that occur on the road.
L
-To provide Ss an opportunity to practise giving advices on dangerous situations on the road.
* Content: Discuss who is using the road safely, and who is acting dangerously.
A
* Products: Students gives their opinion correctly.
CI
Task 5 Task 5: Read the following sentences
FI
* Teacher has Ss work in groups and asks them about these people. Then work in groups. Discuss
to take turns to discuss the situations. who is being safe, and who isn’t
*Keys:
OF
** Ss work in groups to do the task. Teacher
1.safely
goes around, listens and gives help if needed. 2.dangerously (because he may have an accident
*** Teacher calls on some groups to share their because when it rains hard, the road is very slippery,
answers with the class. easy to cause an accident if he drives fast)
ƠN
**** Teacher comments 3.safely
4.dangerously (it is difficult for him to see the road
properly and to ride)
5.dangerously (she may have an accident because she
loses concentration when cycling)
NH
* Content: summarize the main content in the lesson.
Y
QU
- Teacher asks students to talk about what they - Some vocabularies related the lesson
have learnt in the lesson. - When you are a road user, what should and
shouldn't you do?
*Homework (2’)
M
KÈ

Y
- Teacher asks students to revise old lesson and - Do exercise in workbook.

to do exercise in workbook. - Prepare for the next lesson: Skills 2.
DẠ
*- Evaluation:
…………………………………………………………………………………………………………
…………………………………………………………………………………………………..
Period: Lesson 6: Skills 2
L
I. OBJECTIVES:
A
1. Knowledge
CI
+ Listening
use the lexical items related to the topic Traffic
listen for main ideas and specific information about traffic problems in Mumbai.
FI
+ Writing: write about traffic problems in your area.
2. Core competence
OF
- Write a paragraph about the traffic problems in your town / city.
ƠN
Be benevolent and responsible
Establish good habits in obeying traffic rules
II. MATERIALS
NH
- Pictures
- sachmem.vn
Y

QU
* Aim: To activate students’ prior knowledge and vocabulary related to the lesson.
* Content: Game: Brainstorming
* Products: Some students give their answers correctly.
M

Warm up Game: BRAIN STORMING:
KÈ
* Teacher writes on the board the word “Traffic

problems” and asks Ss some questions:
+ What does this word mean? Traffic
+ What do we have to suffer from these problems
problems?
Y
+ Can you name some traffic problems?

DẠ
** Ss think of these questions and discuss with * Keys:

their partners if needed. - Drink alcohol
*** Teacher calls some students to give their - Not obeying traffic laws
answers. - traffic jam
**** Teacher listens and give comments. - too many vehicles
- drive line up when riding on the road
+ Lead in: Teacher introduces students the - driving too fast, overtaking carelessly
content of the lesson: “In the lesson today, we - Cross the red light:
are going to listen to a person talking about - many narrow roads
traffic problems in his city - Mumbai.”
L
Activity 2: LISTENING
A
Pre-Listening (2’)
* Aim: To activate Ss' knowledge of the topic of the listening text (traffic problems).
CI
* Content: Look at the picture and answer the questions.
* Products: Some students give the correct answers in front of the class.
FI
Task 1 Task 1: What can you see in this picture?
OF
What is special about it?
* Teacher asks Ss to work in pairs to the
problems they can find in the picture.
I can see a lot of vehicles on the
road.
** Ss work with their partner to do the task.
ƠN
I can see a serious traffic jam.
I can see that some drivers don't
*** Teacher calls on some Ss to answer. obey traffic laws/rules.
I can see that it's very dangerous.
**** Teacher gives comments and leads Ss to
NH
task
* While -listening (10’)

Task 2
* Aims: To help Ss practise listening for the main idea / general information.
Y
* Content: Listen to the recording and choose the correct answer A, B, or C.

QU
* Products: Students say the correct answers aloud.

Task 2 Task 2: Task 2: Listen to the recording and
choose the correct answer A, B, or C
M
* Teacher asks Ss to read and underline the

key words.
KÈ
** Ss work independently to guess then

listen to the recording once to check their
guess.
*** Teacher calls on some students to give * Keys: C. the traffic problems in Mumbai
Y
the answers the have listened.

Task 3
DẠ
* Aims: To help Ss practise listening for specific information (to find and write down some
words while listening to the recording).
* Content: Listen again and write ONE word or number in each gap.
* Products: Students write the correct answers on the board.
Task 3 Task 3: Listen again and write ONE word or
* Tell Ss that they are going to listen to a number in each gap
L
passage about traffic problems in Mumbai,
India. 1. Traffic _______ happen nearly every day in
A
Mumbai.
** Have Ss read through the sentences first.
2. One reason for the traffic _______ is the
CI
Ask them to guess the word / number to fill increase of the population.
in each gap and write down their guesses. 3. Mumbai has nearly _______ million people.
***Play the recording once or twice. Ask Ss 4. The _______ in Mumbai are narrow.
FI
to listen carefully and write down the correct 5. Many road users do not _______ the traffic
answers. rules.
Keys:
OF
**** Play the recording once more for Ss to
l. jams 2. problem/jams 3. 20/twenty
check their answers.
4. roads 5. obey
* Post- listening (5’)
* Aims: To help Ss use what they have listened to life context.
ƠN
* Content: Compare traffic problems in Mumbai to the traffic problems in Hanoi.
* Products: some Ss share their answers in front of the class.
NH
Discuss * Discuss: Compare traffic problems in Mumbai
to the traffic problems in Hanoi.
* Teacher tells Ss to work in groups to
discuss and compare traffic problems in E.g. The traffic jams in Hanoi is as serious and
Mumbai to the traffic problems in Hanoi. frequent as they are in Mumbai.
Y
Write down onto the notebooks in full

QU
sentences
** Ss work in groups. Teacher moves around
and offers help if needed.
*** Teacher invites some Ss to share their
answers.
M
**** Teacher corrects if needed.

Activity 3: WRITING
KÈ
Pre-Writing (5’)
* Aims: To help Ss identify the traffic problems in their town / city to prepare for the writing task
in 5.
* Content: Tick the traffic problems in big cities in Viet Nam.
Y
* Products: Ss give out more problems that they see in their city.
DẠ
Task 4 Task 4: Tick the traffic problems in big cities in
* Teacher writes on the board “Your city’s Viet Nam
Traffic Problems” and asks Ss to tick the
traffic problems in big cities in Viet Nam and
asks them to give out more problems that *Suggested answers:
they see in their city. Too many vehicles
** Ss think of it and can discuss with their Narrow roads
partners. People’s awareness
L
*** Teacher calls on some Ss to raise their …
A
ideas.
**** Teacher listens and confirms.
CI
While-Writing (5’)
* Aim: To help Ss practise writing a passage about 70 words about the traffic problems in their
town / city.
FI
* Content: Write a paragraph about 70 words about the traffic problems in their town / city.
* Products: Students’perfect writing on the posters.
OF
Task 5 Task 5: Write a paragraph of about 70 words
about the traffic problems in your town/city.
*Tell Ss to read the sentences they have
ƠN
written in 4.
** Have them study the outline.
*** Ss practise writing a paragraph. Tell
NH
them to use proper connectors {first / firstly,
second / secondly, etc.), and pay attention to
grammar, use of words, spelling and I live in Quang Ngai city. It is a small and busy city.
punctuation. There are lots of vehicles on the road all day. There
**** T may collect some Ss' writings and are lots of cars, buses, taxis and trucks on high ways.
Y
mark them, then comment to the class. Most people travel by motorbike. Every family has a
QU
+ If there is not enough time for Ss to do motorbike. The traffic jam is often at about 7 a.m and
their task in class, have them do it as 5 p.m because it’s the time when people go to work or
school and come back home. There are sometimes
homework.
accidents on the road. Therefore, to reduce these
problems, we need to obey traffic rules to reduce
M
accidents as much as possible.
Activity 4: Post-Writing (3’)

KÈ
* Aim: To peer check, cross check and final check students’ writing.
* Content: Cross check students’ writing
* Products: Students check the others’ writing carefully.
Y

DẠ
*** Teacher asks students to exchange their + Exchange their textbooks to check their friends’
textbooks to check their friends’ writing. writing.
****Teacher then gives feedback as a class
discussion.
* Products: Say aloud what they have just learnt in front of the class.
L
A
CI
- Teacher asks students to talk about what - Listen information about traffic problems in
they have learnt in the lesson. Mumbai
- Write a paragraph about 70 words about the
FI
traffic problems in their town / city
* Homework (2)
OF
- To allow students finalize their versions after being checked by friends and teacher.
ƠN
- Teacher asks students to write down the - Rewrite the paragraph in the notebooks.
paragraph in their books. - Prepare Looking back and project.
- Teacher asks students to prepare the new
NH
lesson.
* Evaluation:
…………………………………………………………………………………………………………
………………………………………………………………………………………
Y
QU
M
KÈ
Y
DẠ
Period: Lesson 7: Looking back and project
L
I. OBJECTIVES:
A
1. Knowledge
CI
- review the vocabulary and grammar of Unit 7
- apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
FI
- Develop communication skills and creativity
OF
- Develop self-study skills
II. MATERIALS
- Grade 7 textbook, Unit 7, Looking back & Project
ƠN
- TV/ Pictures, A4 cards and colours
- sachmem.vn
NH
* Content: Listen a song and answer the question.
* Products: Students write correct words on the board.
Y
QU
Warm up * Warm up: Listen a song and answer the

question.
* Teacher has students watch a video and asks - What is the song about?
Ss to answer the question.
** Ss listen and watch a video clip. - say some rules for road users?
M
***Teacher calls some students to answer the

question and say some rules for road users.
KÈ
**** Teacher confirms and leads them to do all

the exercises in books.
Activity 2: VOCABULARY (10’)
Task 1
Y
* Aim: To help Ss revise the phrases indicating road signs.

* Content: Label each traffic sign.
DẠ
* Products: Students write correct words on the board. (say the correct answers aloud)
Task 1 Task 1: Label each sign. Work in pairs.
What does each sign tell us to do?
* Teacher has Ss work individually.
** Ss do this activity individually, then

compare their answers with their partners.
L
* Answer keys:
A
*** Teacher asks for Ss’ answers.
1. red light 2. school ahead
CI
**** Teacher confirms the correct ones 3. hospital ahead 4. cycle lane
5. No left turn 6. Do not cycle
FI
Task 2
* Aims: To help Ss revise the vocabulary related to traffic.
OF
* Content: Fill in each gap with one word to complete the sentences.
* Products: Students write the correct words on the board.
ƠN
Task 2 Task 2: Fill in each gap with one word to
complete the sentences.
* T asks Ss to read the sentences first. Tell
them to pay attention to the gaps, and what * Answer keys:
words they need to fill in them. 1. user
NH
** Ss write the answers in their notebooks,
2. ride
then compare their answers with their
3. passenger
partners.
4. drive/ fly
*** T asks some of them to write the words 5. traffic
Y
on the board.
QU
**** T corrects the mistakes if necessary.

Activity 3: GRAMMAR (10’)
Task 3 + Task 4
* Aims: To help Ss revise the structure with “It “indicating distance and make sentences using
cues. To help Ss revise the uses of modal verb should/shouldn't in sentences.
M
* Content: Write complete sentences, using these cues

* Products: Students write completed sentences on the board
KÈ
Task 3 Task 3: Write complete sentences, using these
* Teacher asks Ss to recall the structures of cues
Y
asking and answering about distance, and * Key:

DẠ
tell them to do Ex 3 in the book. 1.It is over 100 km from my home town to Ho Chi
** Ss do the exercise individually and swap Minh City.
with their partners. 2.It is about 25 km from here to my grandparents'
*** Teacher calls some Ss to check their house.
answer.
**** Teacher confirms the correct answer. 3.It is not very far from our school to the city
museum.
Task 4 4.How far is it from your house to the gym?
* Teacher asks Ss to do the task. 5.Is it a long distance from Ha Noi to Ban Gioc
Waterfall?
L
** Ss work individually to do the task.
*** Teacher calls Ss to give out their Task 4: Choose A, B, or C to complete the
A
answers. sentences.
+ Notes:
CI
**** Teacher checks and confirms their - Should/ shouldn’t + V: dùng để khuyên ai nên
answer. làm gì hoặc khg nên làm gì
-T may review the uses of can, could, - would + V: dùng cho những hành động theo
FI
might to the class. thói quen
- could: thường dùng trong câu hỏi, nhằm đưa ra
một lời đề nghị
OF
- can + V: diễn tả khả năng xảy ra của sự việc,
cho phép ai đó làm gì
- might: diễn tả khả năng có thể xảy ra của sự vật
* Answer keys:
ƠN
1. C 2. B 3. C
4. A 5. C 6. B
Activity 4: PROJECT(5’)
Task 5:
NH
* Aims: To help Ss identify common traffic signs and make their own road signs.
* Content: Make a project about: “Trafic signs”
* Products: Students report the results to the class.
Y

Task 5 Task 5: Show the prepared signs. Make your
QU
* Teacher asks Ss to show the signs they own sign.

have prepared and identify the messages
in each of the sign.
* Teacher also has Ss spend some time to
M
make their own signs and practise

presenting within their groups.
KÈ
** Ss discuss with their partners.

*** Some students raise their ideas and
explain their answers.
**** Teacher listens and confirms. * Task 6: Traffic signs exhibition
Y
Task 6: - I saw some traffic signs on my way from home to

school:
DẠ
* Teacher asks Ss to work in groups of 4 – 6 1. Red light

to stick their traffic signs onto the I see a red light on a traffic light when going
classroom’s wall and present about them. through a crossroads. A "red light" sign means
** Ss work in group to do the task. you have to stop.
2. School ahead
*** Teacher calls some groups to present On my way to school, I see a “school ahead
their signs to the class sign”. A "school ahead" sign means there is a
**** Teacher confirms and corrects. school ahead.
L
* Content: summarize what students have learnt in the lesson.
A
* Products: Say aloud what they have learnt in the lesson.
CI
- Teacher asks students to talk about what - review the vocabulary and grammar of Unit 7
FI
they have learnt in the lesson. - Make a project about: “Trafic signs”
* Homework (2’)
OF
* Aim: To revise the knowledge that students have gained in Unit7 and Prepare for the next
lesson: Unit 8 – Getting started.
ƠN
- Teacher asks students to revise old lesson - Do exercise in workbook.

NH
and to do exercise in workbook. - Complete the project
- Teacher asks students to complete the
project and prepare the new lesson. - Prepare for the next lesson: Unit 8 –Lesson 1.
Getting started.
Y
*- Evaluation:
QU
…………………………………………………………………………………………………………
………………………………………………………………………………………………………
M
KÈ
Y
DẠ
DẠ
Y
KÈ
M
QU
Y
NH
ƠN
OF
FI
CI
A L
Week : UNIT 8: FILMS
Period: Lesson 1: Getting started
L
- Let’s go to the cinema tonight!
A
I. OBJECTIVES:
CI
1. Knowledge
- An overview about the topic “Films”
- Lexical items related to the topic “Films”: types of films; adjectives describing films.
FI
2. Core competence
- Talk about a film.
OF
- Establish good opinions in accepting and declining suggestions
- To teach Ss to work hard and love watching film.
ƠN
II. MATERIALS
- Grade 7 textbook, Unit 8, Getting Started
- Computer connected to the Internet
NH
- sachmem.vn
* Aim: To set the context for the listening and reading text.
Y
To introduce the topic of the unit.

QU
* Content: Look at the picture and answer the questions

* Products: Students answer the questions exactly.
Warm up: Warm up: Chatting
M
* Teacher asks students some questions related to Look at the picture and answer the questions
the topic: - What are they doing?
** Students raise hands to answer the questions. - Do you like watching films?
KÈ
*** Teacher and students discuss the questions. - What kind of film do you like watching?
**** Teacher accepts all students’ questions. - Have you ever watched a movie at the
cinema?
Y

* Pre- teaching vocab
DẠ
* Aim: To teach Ss new vocabulary related to types of film.

* Content: learn some vocabularies related to the topic.
* Pre teach vocabulary * Vocabulary
- Teacher use different techniques to teach 1. fantasy (n): phim viễn tưởng
vocab (pictures, situation, realia) 2. horror film (n): (n.phr) phim kinh dị
- Follow the seven steps of teaching vacab. 3. documentary (n): phim tài liệu
L
- Repeat in chorus and individually 4. comedy (n): phim hài
5. frightening (adj): sợ = scary
A
- Copy all the words 6. review /rɪˈvjuː/ (n) : bình luận
7. moving /ˈmuːvɪŋ/ (adj): xúc động
CI
* Checking vocab: < Rub out and remmember>
Activity 3: Practice: 20’
FI
Task 1:
* Aims: To have student know the topic.
* Content: Listen and read the dialogue.
OF
* Products: Students read and understand the content of the dialogue.
Students know how to role play
* Teacher can play the audio more than once. TASK 1: Listen and read. (p.82)
ƠN
** Students listen and read.
*** Teacher can invite some pairs of students
to read aloud.
**** Teacher checks students’ pronunciation
NH
and gives feedback.
Task 2
Y
* Aims: To have students get specific information of the text and understand the conversation
better.
QU
* Content: Read the conversation again and choose the correct answer to each question
* Products: Students give the answers.
Task 2 Task 2: Read the conversation again and
M
* Teacher tells students to read the conversation choose the correct answer to each question.
again and work independently to find the *Answer key:
KÈ
answers. 1. b
** Students do the task individually. 2. a
*** Teacher allows students to share their 3. a
answers before discussing it as a class and 4. c
encourages them to give evidence.
Y
**** Teacher calls some students to give the

answers and gives feedback.
DẠ
Task 3
* Aims: To introduce more types of films.
* Content: Choose the correct word or phrase to complete each of the following sentences.
* Products: Ss play in groups and give the answers exactly.
Task 3 Task 3: Choose the correct word or phrase to
* Teacher divides the class into 2 teams. Each complete each of the following sentences.
team will send a leader to play the game on the * Answer key:
L
board. 1. comedy
Teacher explains instructions of the game: 2. fantasy
A
Teacher reads the features of any types of film 3. documentary
CI
in the Vocabulary part. 4. science fiction film
The two leaders of the teams will have to slap 5. horror film
the board at the correct types of film.
Who can slap the correct types of films faster
FI
will earn points for the teams.
** Students play the games in team mode.
OF
*** Teacher has students write down the
correct answer on the notebook.
**** Teacher confirms the answers and gives
feedback. Teacher can ask for translation to
check their understanding
ƠN
Task 4:
* Aims: To introduce adjectives describing films.
* Content: Complete the following sentences with the words in the box.
* Products: Ss write their answers on the board.
NH
Task 4 Task 4: Complete the following sentences with
* First, have Ss work independently. the words in the box.
** Then ask them to share their answers with * Answer key:
Y
one or more partners. T can ask for translation 1. frightening

of some of the adjectives in the list to check 2. funny
QU
their understanding. 3. moving

***With stronger classes, T may wish to ask Ss 4. boring
to make sentences with the adjectives they have 5. interesting
learnt.
**** If there is enough time,T can ask some Ss
M
to write their answers on the board.

Activity 4: Production:(5’)
KÈ
* Aim: To check students’ vocabulary about types of films and adjectives describing films as well
as improve pair work skill
* Content: Ask and answer about a type of film.
* Products: Some pairs to practise in front of the class.
Y

DẠ
* Teacher models this activity with a student Task 5: Work in pairs. Ask and answer about
first. a type of film. Use some of the adjectives in
** Teacher asks students to work in pairs. Task 4.
*** Teacher can go around to help weaker * Example:
students. A: Do you like documentaries?
**** Teacher calls on some pairs to practice in B: No, I don’t.
front of the class. A: Why not?
B: I think they’re boring.
L
* Content:Read and understand content of the conversation.
A
* Products:
CI
- Teacher asks students to talk about what they - Vocab about types of films and adjectives
FI
have learnt in the lesson. describing films
- Read and understand content of the conversation
* Homework (2’)
OF
* Aim: To review the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson (A closer look 1)
ƠN
- T reminds Ss to do homework and prepare the - Learn by heart all the new words.
new lesson. - Read the dialogue again.
* Evaluation:
NH
…………………………………………………………………………………………………………
………………………………………………………………………………………………………..
Y
QU
M
KÈ
Y
DẠ
Week: UNIT 8: FILMS
L
I. OBJECTIVES
A
1. Knowledge
CI
- Vocabulary: adjectives to describe films
- Pronunciation: Correctly pronounce words that contain the sounds: /ɪə/ and /eə/
2. Core competence
FI
- Use some adjectives to describe film,
OF
II. MATERIALS
- Grade 7 textbook, Unit 8, A closer look 1
ƠN
- Projector, loudspeaker, slides
- sachmem.vn
III. PROCEDURES : (STAGES)
NH
* Content: Write all the sports and games they have learnt. (know)
Y

QU
Warm-up * Game: Matching

* Teacher divides the class into 2 groups.
**Teacher asks students to match the word and
picture exactly 15 seconds.
*** Students write their answers on the board
M
feedback.
- The group has more points is the winner.
KÈ

* Aim: To enrich students’ vocabulary.
* Content: Some vocab in the lesson.
Y
* Products: Read and understand the meaning of the words.

DẠ

* Teacher use different techniques to teach 1. dull (adj) /dʌl/ = boring: buồn tẻ, chán
vocab 2. violent (adj)/'vaiələnt/: bạo lực, hung dữ
(providing explanations of the words; 3. confusing (adj)/kən'fju:ziŋ/: khó hiểu, làm rối lên
showing picture illustrating the words. 4. enjoyable (adj)/in'dʒɔiəbl/: thú vị, thích thú
** Follow the seven steps of teaching vacab. 5. shocking (adj)/'∫ɒkiŋ/: gây choáng váng
*** Repeat in chorus and individually
L
**** Copy all the words * Checking vocab: < what and where>
A
Checking vocab: < what and where>
CI
Task 1:
* Aims: To teach Ss new adjectives for describing films.
FI
* Content: Work in pairs and match the adjectives with the definitions
* Products: SS give their answers correctly.
OF
Task 1 Task 1: Work in pairs and match the adjectives
* Teacher asks students how they think about with the definitions
different types of film.
ƠN
** Teacher asks students to work in pairs and * Answer key:
quickly do the task. 1. b
*** Teacher allows students to peer check 2. d
first. 3. a
**** Teacher confirms the answers and gives 4. e
NH
feedback. 5. c
Task 2
* Aims: To practice the targeted language (adjectives) and activate the background knowledge.
* Content: Complete the following sentences, using the adjectives in 1.
Y
* Products: Ss say the answers exactly.

QU
Task 2 Task 2: Complete the following sentences, using
* Teacher asks students what KEYWORD is the adjectives in 1.
and to pay attention to the KEYWORDS in * Answer key:
M
Ex. 2. 1. shocking
** Teacher asks students to do Ex. 2. 2. dull
- Have students do the task individually. 3. enjoyable
KÈ
*** Ask them to share their answers in pairs 4. violent

before checking the answers as a class. 5. confusing
**** Teacher then encourages students to
explain their answers. Correct if necessary.
Y
Task3
* Aims: To help students practice using the adjectives to describe films.
DẠ
* Content: Work in pairs. Ask and answer questions about a film you saw recently.
Task 3 Task 3: Role-play: Reporter – Film Critic.
* Teacher sets the scene. Ask some students to * Example:
explain to each student to check their A: What film did you see recently?
understanding of their roles and the situations. B: The Family is number 1
** Then let some pairs role-play the A: What do you think of it?
L
conversations in front of the class. B: It's too funny.
*** Teacher allows students to cross check
A
first.
**** Teacher then checks pronunciation, if
CI
necessary.
Activity 4: PRONUNCIATION (5’)
Presentation (Pre-teach the sounds /ɪə/ and /eə/)
FI
* Aims: To help students have concept and identify the sounds /ɪə/ and /eə/.
* Content: pronounce these two sounds /ɪə/ and /eə/.
OF
* Products: know how to pronounce two sounds /ɪə/ and /eə/.
Pre-teach the sounds /ɪə/ and /eə/ * PRONUNCIATION
* Teacher introduces 2 sounds/ɪə/ and /eə/ to /ɪə/ and /eə/
ƠN
students and lets them watch a video about /ɪə/ /eə/
how to pronounce these two sounds. hear /hɪə(r)/ bear /beə(r)/
** T gives some words and show how to cheering /ˈtʃɪərɪŋ/ chair /tʃeə(r)/
pronounce these two sounds. atmosphere stare /steə(r)/
NH
*** Teacher quickly explains the rules /ˈætməsfɪə(r)/ square /skweə(r)/
**** Teacher asks students to give some idea /aɪˈdɪə/
words they know containing these sounds.
Practice (10’)
Task 4
Y
* Aims: To teach Ss how to pronounce the sounds /ɪə/ and /ea/ and practice pronouncing these
sounds correctly in single words.
QU
* Content: Listen and repeat the words. Pay attention to the sounds /ɪə/ and /eə/
* Products: Students pronounce words exactly.
Task 4: Task 4: Listen and repeat the words. Pay
M
* Model the sounds /ɪə and /ea/ first and let Ss attention to the sounds /ɪə/ and /eə/.
see how the sounds are formed.
/ɪə/ /eə/
KÈ
- Ask Ss to practise the /ia/ and /ea/ sounds

together. idea/aɪˈdɪə/ nightmare /ˈnaɪt.meər/
** Play the recording and ask Ss to listen and
pier /pɪər their/ðeər/
repeat. Play the recording as many times as
necessary. really /ˈrɪə.li/ share/ʃeər/
Y
*** Call on some Ss to read out the words in fear /fɪər/ hair /heər/
DẠ
the table in front of the class. ear /ɪər/ chair /tʃeər/

**** Comment on their pronunciation of the
sounds /ɪə/ and /ea/.
Task 5
* Aims: To help students practise the sounds /ɪə/ and /eə/ in sentences.
* Content: Listen and repeat. Underline the words with the sound /e/ and /æ/.
* Products: Ss underline the words with the sounds /ɪə/ and /eə/ exactly.
L
* Teacher asks students to practice saying the Task 5: Listen and practice the sentences.
A
sentences in pairs or groups. * Audio script - Track 56:
** Students practice saying the sentences in 1.Is there a cinema near here?
CI
pairs or groups. 2.There's a chair under the stairs.
*** Teacher goes around to offer help or 3.Put your earphones near here.
correct pronunciation, if necessary. 4. I don't care about your idea.
FI
**** Teacher calls some students to say the 5. Our airplane is up there, in the air.
sentences in front of the class. Check their
pronunciation if necessary.
OF
* Production (5’)
* Aim: To give students chance to apply what they have learnt.
* Content: * Game: BROKEN TELEPHONE
* Products: Writing and reading the sentences in groups.
ƠN
* Teacher explains the rules: * Game: BROKEN TELEPHONE
Teacher calls 16 students and divides them
into 2 teams standing in 2 lines. The first E.g. There’s a chair under the stairs.
NH
student from each line will be shown 1 short
sentence containing words with the /ɪə/ and
/eə/ sounds. Team members have to whisper
one by one till the last. The last student from
each line runs to the board and writes down
Y
the sentence. The faster one with the correct

sentence will be the winner.
QU
** Students play the game.

*** Teacher helps students in the game.
**** Teacher gives feedback.
M
* Content: Summarize the main content.

* Products: Some students summarize the lesson briefly.
KÈ
- Teacher asks students to talk about what they - Some vocab in the lesson
have learnt in the lesson - how to pronounce these two sounds /ɪə/ and /eə/
Y
Homework (2’)
DẠ
* Content: Review the lesson and prepare for the next lesson and do exercise in the workbook
- T reminds Ss to do homework and prepare - Learn by heart all the new words.
the new lesson. - Rewrite the sentences into notebooks.
- Find some words have the sounds/ɪə/ and /eə/
L
* Evaluation:
…………………………………………………………………………………………………………
A
…………………………………………………………………………………………………………
CI
FI
OF
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
L
I. OBJECTIVES
A
CI
1. Knowledge
- Understand the use of the connectors: although/ though and however
- Practice using the connectors: although/ though and however in contexts
FI
2. Core competence
- Ss know how to make sentences using although/though and however
OF
II. MATERIALS
ƠN
- sachmem.vn
NH
* Aim: To activate students’ prior knowledge related to the targeted grammar: connectors of contrast.
- To increase students’ interest.
- To enhance students’ skills of cooperating with team mates.
Y
* Content: Game: Sentence puzzling

* Products: Students play the game in groups and arrange the word cards to make a meaningful
QU
sentence.
Warm up (group work) Game: Sentence puzzling
* Teacher divides the class into 4 groups.
M
-Teacher delivers different sets of word cards to 4 Set 1: He goes out although it is raining.
groups. Set 2: She gets good marks though she is lazy.
KÈ
-Each group will have to arrange the word cards Set 3: The movie is not very interesting. However,
to make a meaningful sentence. people still like to watch it.
-The group with a correct sentence will get 1 Set 4: He studied hard. However, he failed the
point exam.
Y
** Students play the game in groups.

*** Teacher and students discuss the answers.
DẠ

feedback.
‡Lead in
-Teacher draws students’ attention to the
connectors used to create the sentences.
-Teacher introduces the target of the lesson:
connectors of contrast – although/ though and
however.
L
* Aim: - To have students get to know about the connectors: although/ though and however.
- To help students understand the use of the connectors: although/though and however.
A
* Content: * Grammar: Connectors of contrast
CI
* Products: Ss understand and know how to use the connectors: although/ though and however.
FI
Grammar: * Grammar: Connectors of contrast
* Teacher asks students to study the Grammar 1. Although/ though
box. - We use although/ though before a clause to connect
OF
Teacher draws students’ attention to the two contrasting ideas in the same sentence.
meaning and use of although/ though and Examples:
however. + Although/ Though John Peters is an amateur actor,
** Teacher then asks some more able students he gave a great performance in his latest film.
to give some more examples + John Peters gave a great performance in his latest
ƠN
*** Teacher and students discuss the answers. film although/ though he is an amateur actor.
**** Teacher confirms the answers and gives 2. However
feedback. - We use however to contrast ideas in two sentences.
We normally use a comma after it.
NH
Example:
John Peters is an amateur actor. However, he gave a
great performance in his latest film
Activity 3 : Practice (15’)

Y
Task 1 + Task 2
* Aims: To check students’ understanding of the connectors although/though.
QU
* Content: Combine the two sentences, using although/ though.

* Products: Ss give the correct answers.
Task 1 Task 1: Combine the two sentences, using although/
M
* Teacher has students work individually. though.

** Students work individually to combine the * Answer key:
KÈ
sentences.
1. Although the questions were very difficult, he solved
*** Teacher lets students work in pairs and
them easily.
exchange the answers before checking with
2. Although he was a great actor, he never played a
the whole class (explain each sentence if
leading role in a film.
necessary).
Y
3. Although they spent a lot of money on the film, it

wasn’t a big success.
DẠ
feedback.
4. Although the film was a comedy, I didn’t find it
funny at all.
5. Although We played well, we couldn’t win the
match.
Task 2 Task 2: Complete the sentences, using although/
* Teacher has students work individually. though or however.
** Students work individually to complete the * Answer key:
sentences. 1. Although/ Though
L
*** Teacher lets students work in pairs and 2. However
exchange the answers before checking with 3. although/ though
A
the whole class (explain each sentence if 4. However
necessary). 5. although/ though
CI
feedback.
Task 3
FI
* Aims: To check students’ understanding of the connectors although/though or however in contexts.
* Content: Use your own ideas to complete the sentences.
OF
* Products: Ss complete the sentences exactly.
Task 3 Task 3: Use your own ideas to complete the
* Teacher asks students to read the sentences.
ƠN
instruction. 1. I don’t really like the film though my sister likes it.
** Teacher asks students to do the exercise 2. He felt very well. However, he didn’t go to work.
individually, using their own ideas to write 3. The film was a great success. However, it wasn’t
sentences. given any prizes.
NH
*** Teacher then has them work in pairs, 4. Although it rained all day, my clothes were dry.
comparing their sentences. Teacher can go 5. The music in the film was terrible. However, the
around to help students. visual effect was wonderful.
feedback.
Y
Task 4
QU
* Aims: To further check students’ understanding of the connectors although/though or however.

* Content: Choose the correct answer A, B or C to complete each sentence.
* Products: Ss choose the correct answer and say aloud in front of the class.
M
Task 4 Task 4: Choose the correct answer A, B or C to

* Teacher has students work independently. complete each sentence.
KÈ
** Teacher asks students to do the exercise * Answer key:

individually. 1. A
*** Teacher lets students work in pairs and 2. C
exchange the answers before checking with 3. A
the whole class (explain each sentence if 4. C
Y
necessary). 5. A
DẠ
feedback.
Task 5
* Aims: To help students practice using the connectors although/though or however
* Content: Game – Chain story
* Products: Ss read aloud their answer and check with the whole class.
Task 5 Task 5 : Game – Chain story
L
* Teacher has students work in groups. Example:
** Students write a story beginning with the Although it rained yesterday, we went shopping.
A
clause, using the second part of the previous Although / Though we went shopping, we didn’t buy
CI
sentence with although / though as the first anything.
part of the next sentence.
The group with the longest story wins.
*** Teacher lets students work in groups and A: Although / Though the sun is shining, the weather
FI
cross check their answers before checking isn't very warm.
with the whole class (explain each sentence if B: Although / Though the weather isn't very warm, we
OF
necessary). go camping.
**** Teacher confirms the answers and gives C: Although / Though we go camping, we don’t prepare
feedback. anything.
ƠN
* Content: Summarize the content of the lesson.
* Products: Some students raise their hands and say what students have learnt in the lesson.
NH
Teacher asks students to talk about what they * Grammar: Connectors of contrast
have learnt in the lesson.
* Homework (2’)
* Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson
Y
QU
- T reminds Ss to do homework and prepare Make 4 sentences about yourself, using Connectors of
the new lesson. contrast
M
- Prepare lesson 4- Communication.

KÈ
*- Evaluation:
…………………………………………………………………………………………………………
………………………………………………………………………………………………………..
Y
DẠ
Period : Lesson 4: Communication
L
I. OBJECTIVES
A
- accept and decline suggestions;
CI
- do a survey about group members’ favorite film;
- report the survey’s result to class.
1. Knowledge:
FI
- Vocabulary: revise vocabulary on types of films, adjectives to describe films
- Grammar: structures to accept and decline suggestions
2. Core competence:
OF
ƠN
II. MATERIALS
- Grade 7 textbook, Unit 8, Communication
- Projector, loudspeaker
NH
- sachmem.vn
* Aim: To activate students’ prior knowledge and to increase students’ interest.
* Content: Game: Conversation rearranging
Y
* Products: Ss arrange the sentences to make a meaningful conversation. (Work in groups)

QU
Warm up: Game: Conversation rearranging
* Teacher divides the class into 4 groups. * Keys:
Teacher delivers a set of sentences in a
M
conversation to each group.

** Students will have to work in groups to
KÈ
arrange the sentences to make a meaningful

conversation. The group with the fastest correct
conversation will be the winner.
*** Teacher allows students to cross check first.
**** Teacher plays the recording to check and
Y
ask students to identify the content of the

conversation.
DẠ

* EVERYDAY ENGLISH
* Aim: To introduce ways to accept/decline suggestions.
* Content: Listen and read the short conversation below, paying attention to the highlighted parts.
* Products: Ss understand the structure of ways to accept/decline suggestions; Role play and
practice in front of the class fluently.
L
Task 1 Task 1: Listen and read the short
A
* Teacher lets students listen to the examples in conversation below, paying attention to the
Ex. 1 in the book. highlighted parts
CI
** Teacher draws their attention to the form of
ways to accept/ decline suggestions.
FI
*** Teacher and students discuss the form of
ways to accept/ decline suggestions.
OF
**** Teacher confirms the answers and gives .
feedback.
* How about + V-ing?
- T asks Ss list of ways to accept and decline * Let’s + V-infinitive!
suggestions It sounds good/ interesting/ great to me/…
ƠN
No, thanks./ Thanks but I can’t…
*Practice (13’)
Task 2
* Aims: To give students opportunities to use ways to accept and decline suggestions correctly in
NH
context
* Content: Make a similar conversation and work in pairs ( Role play)
* Products: Role play and practice in front of the class fluently.
Y
Task 2 Task 2: Work in pairs. Make similar

QU
* Teacher has students work on the conversations conversations with the following situations
in pairs. Example:
** Students work on the conversations in pairs. A: Hey, let’s go to the cinema this weekend!
*** Teacher asks some pairs to act out in front of B: Good idea! I like action movie.
the class. A: So do I. I’ll see you at 6 p.m. this Sunday.
M
**** Teacher gives feedback and correction (if B: Great. See you.
needed).
KÈ
Activity 3: (10’)
A SURVEY ABOUT FILMS
Task 3
* Aims: -To teach Ss the questions they can ask their classmates to do a survey about their favourite
films;
Y
-To help Ss revise vocabulary related to the topic.

* Content: Listen to the conversation and fill in the blanks with the words you hear.
DẠ

Task 3 Task 3: Listen to the conversation and fill in
* Teacher asks several questions to set the scene. the blanks with the words you hear.
Then ask students to look at Ex. 3, quickly predict * Answers:
the answers and exchange the ideas with a (1) best
L
partner. (2) comedies
** Play the recording and ask students to fill in
A
the blanks, focusing on the structures to ask for (3) favourite
CI
information in the survey. (4) stars
Then let students read through the conversation (5) funny
and answer 2 questions:
FI
What kinds of information do you need to ask in
the survey?
Which structures do you need to ask for the
OF
information?
*** Teacher allows students to peer check first.
feedback.
Task 4
ƠN
* Aims: To let students have some time to brainstorm the ideas and do the survey
* Content: Do a survey about your group members’ favourite films.
* Products: Ask and answer the questions in front of the class fluently and exactly.
NH
Task 4 Task 4. Work in groups. Do a survey about
* Teacher lets students group up and spend 2 your group members’ favourite films.
minutes on making the table onto their notebook.
** Students work in groups.
Y
*** Then ask them to ask an answer as well as

QU
note down among their groups.

**** Teacher goes around and listen, make
suggestions and corrections if needed
* Production (5’)
M
* Aims: To let students practice talking about others’ favorite films

* Content: Report your results to the class
KÈ
* Products: Ss report the results of their surveys in front of the whole class
* Teacher invites some students to show their Task 5: Report your results to the class.
Y
survey notes and talk about their group member’s My friend's name is Nam. His favourite film is
favorite film. Tom and Jerry because he likes cartoon. The
DẠ
** Students show their survey notes and talk main character are "Tom and Jerry" ,…. this
about their group member’s favorite film. film is funny.
*** Teacher allows students to cross check first.
**** Teacher listens, gives comments or
corrections if needed.
* Consolidation (3’)
L
A
Teacher asks students to talk about what they - Practice the form of to accept and decline
CI
have learnt in the lesson. suggestions;
- do a survey about group members’ favorite
film;
FI
- report the survey’s result to class.
* Homework (2’)
OF
ƠN
new lesson. - Prepare lesson 5 ( Skills 1)
*-Evaluation:
NH
…………………………………………………………………………………………………………
……………………………………………………………………………………………………
Y
QU
M
KÈ
Y
DẠ
Week : UNIT 8 : FILMS
Period : Lesson 5 : Skills 1
L
I. OBJECTIVES
A
1. Knowledge
CI
- Develop reading skill about one’s favourite film
- Develop speaking skill: Talking about a film
2. Core competence
FI
- Develop presentation skill
OF
II. MATERIALS
ƠN
- sachmem.vn
NH
* Aim: To introduce the topic of reading and also revise the previous lesson.
* Content: play a game: PELMANISM
* Products: Ss work in groups and join the game actively.
Y
QU
Warm-up Warm-up: PELMANISM

* Teacher divides the class into 2 teams.
- Each team will have to choose the pair of
number ( the correct types of films under the
posters)
M
-The team with more correct answers will be

the winner.
KÈ
** Students play the game in team mode.

feedback.
Y
Activity 2: Reading (20’)

Pre-reading
DẠ
Task 1:
* Aim: To activate students’ knowledge of the topic of the reading text.
* Content: Look at the picture and answer the questions.
* Products: Students answers the questions in front of the class.
Task 1 I/ READING SKILL:
* Teacher has students work in pairs, ask and Task 1: Work in pair, discuss the questions.
answer the following questions:
L
Do you like fantasies?
A
Why or why not?
** Students work in pairs.
CI
*** Teacher and students discuss the questions
and answers.
**** Teacher accepts all students’ questions.
FI
- Do you like fantasies?
- Why or why not?
OF
(Vocab – pre-teach)
* Aim: To provide students with some lexical items before reading the text.
* Content: Learn some vocab related in the lesson.
* Products: Read and understand the meaning of vocab.
ƠN
Pre teach vocabulary * VOCABULARY:
* Teacher introduces the vocabulary. 1. series (n): chuỗi, loạt (phim, chương trình)
NH
** Teacher asks students to get the meaning in 2. wizard (n): phù thủy, người có tài phi thường
context and try to make up sentences with of 3. must-see (n): đáng xem
the following words: 4. gripping (a): lôi cuốn, hấp dẫn
**** Teacher confirms students’ answers and * Checking vocab: < Rub out and remmember>
Y
checks their pronunciation and gives feedback.

* While reading
QU
Task 2
* Aims: To develop reading skill for general information (skimming).
* Content: Match the words or phrases with their meanings
* Products: Some students give the answer and explains which sentences give them the
information..
M
KÈ
Task 2 Task 2: Read the film review of Harry Potter

* Teacher asks students to open the book, and the Sorcerer's Stone on Mark's blog. Match
read through the text and do the task. the words or phrases with their meanings
** Students read the text and do the task.
Y
*** Teacher allows students to share their

DẠ
answers before discussing it as a class and

answer and explains which sentences give
them the information.
* Answer key:
1. b 2. d 3. A 4. c
Task 3
* Aims: To help students develop their reading skill for specific information (scanning);
L
To help students broaden and deepen their knowledge of the famous football star Pelé.
* Content: Read the text again and answer the questions.
A
* Products: Ss answer the questions correctly .
CI
Task 3 Task 3: Read Mark’s blog again and answer the
FI
* Teacher can set a longer time limit for questions.
students to read the text again and answer the Game: Spin the big wheel
questions. * Answer key:
OF
Teacher asks students to read the questions 1. Harry Potter and the Sorcerer’s Stone is a
and underline key words, then reminds them fantasy.
to focus on the types of information they have 2. Daniel Radcliffe is one of the stars in the film.
to find. 3. The film tells the story of Harry Potter. He’s a
Teacher asks students to note where they powerful wizard. He is a student at a school for
ƠN
found the information that helped them to wizards and learns about himself, his family, and
answer the questions. the bad things happening around him.
** Teacher asks students to work in pairs and 4. People say it’s a must-see for teens.
find the answer. Students can compare
NH
answers before discussing them as a class.
answers before discussing it as a class and
**** Teacher calls a student to write his/ her
Y
answer on the board, then checks sentence by

sentence with the class.
QU
Activity 3: Speaking
* Pre - speaking
Task 4:
* Aims: To help students form the ideas for their speaking.
* Content: Ask and answer questions about the film Kungfu Boy.
M
* Products: Some pairs practice in front of the class.

KÈ

Task 4 II. SPEAKING SKILL
* Teacher models this activity with a good Task 4: Look at the table. Work in pairs. Ask
student first. and answer questions about the film Kungfu
Y
** Teacher asks students to work in pairs. Boy.

*** Teacher can go around to help weaker * Example:
DẠ
students. A: Let’s see a film this evening?

**** Teacher calls on some pairs to practice B: That’s a great idea. What film shall we see?
in front of the class. A: Kungfu Boy.
B: What kind of film is it?
A: __________________
* While- speaking
* Aims: To help students use what they practice to give a long talk about the film Kungfu Boy
* Content: Work in groups. Take turns to talk about the film Kungfu Boy.
* Products: Some groups give presentations in front of the class.
L
A
Task 5 Task 5: Work in groups. Take turns to talk about
CI
* Teacher has students work in groups, talk the film Kungfu Boy.
about the film Kungfu Boy based on the Example:
information from Task 4.
FI
** Students work in groups to do the task. Kungfu Boy is on at … at … p.m. It’s a(n) … about
*** Teacher goes around to help students. …
**** After finishing, teacher can call some
OF
groups to give presentations in front of the Kungfu Boy is on at Ngoc Khanh Cinema at 4.30
class. p.m. It's a comedy about a very big boy who saves
his town and becomes a hero. It stars Bruce Wane
and was directed by John Stevenson. People say
that it is very funny and interesting.
ƠN
Activity 4: Post-Reading and Speaking (5’)
* Aims: -To help students improve next time; To help some students enhance their presentation
skill.
* Content: Students give comments for their friends and vote for the most interesting and
NH
informative
* Products: Students give comments in front of the class.
* Teacher allows students to give comments Students’ comments
Y
for their friends and vote for the most

QU
interesting and informative presentation.

** Students give comments for their friends
and vote for the most interesting and
informative presentation.
*** Teacher and students discuss the
M
presentations.
**** Teacher gives feedback and comments.
* Consolidation (3’)
KÈ

* Content: Summarize the lesson’s content briefly.
* Products: Some students say aloud what they have learnt in the lesson.
Y

T - Ss, - Read the text about Pele’
DẠ
- Teacher asks students to talk about what - Talk about the famous sportsperson .
* Homework (2’)
* Content: Review the lesson and prepare for the next lesson .
L
- Teacher asks students to write down their - Learn by heart vocab.
- Do EX in the workbook.
A
opinion about a famous sportsperson.
- prepair Project
CI
*- Evaluation:
…………………………………………………………………………………………………………
………………………………………………………………………………………………………
FI
OF
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Period: Lesson 6: Skills 2
L
I. OBJECTIVES
A
- listen for special information about a comedy;
CI
- write a short paragraph about your favorite film.
1. Knowledge:
- Vocabulary: adjectives to describe films, aspects of a film
FI
- Grammar: review
2. Core competence:
OF
II. MATERIALS
ƠN
- Projector, loudspeaker
- sachmem.vn
NH
* Aim: To wake up students’ interest.
* Content: Watch a short video and answer some questions
* Products: Ss join the game actively and answer the questions exactly.
Y
QU

Warm up * Game: Watch a short video and answer
* The teacher shows the students a short video some Qs
about 3 minutes and then asks them to answer “ Gia đình là số 1)
some questions. Who has seen this movie?
M
** Students answer the question exactly. What is the name of the film? The family is
*** Teacher allows students to give comments number 1
KÈ
on this movie. What type of this film? It’s a comedy

**** Teacher confirms the answers and lead What is the film about? It's about funny
in the new lesson situations in a family
Pre-Listening (5’)
Y
Task 1:
* Aim: - To activate students’ knowledge of the topic of the listening text;
DẠ
- To help students develop their skill of listening for general information.

* Content: Work in pairs and discuss the following question.
* Products: SS answer the question correctly.
Task 1 Task 1: Work in pairs and discuss the
* Teacher asks students what type of films following question.
are in the video in the previous activity. What do you like / dislike about a comedy?
L
** Students quickly discuss with a partner. I like watching comedies because it's funny and
A
*** Teacher asks what they like/ dislike helps me to reduce stress after a hard school day.
comedies and why/ why not.
CI
* While -listening (10’)
Task 2
FI
* Aims: To draw students attention to listening skills: predicting, identifying keywords and
listening for specific details.
* Content: Listen and answer: Who stars in Naughty Twins?
OF
* Products: Students gives the answer correctly
Task 2 Task 2: Mark and Hoa are talking about the
ƠN
* Teacher plays the recording. film Naughty Twins. Listen to their
** Students listen and focus on the conversation. Who stars in the film?
predicted keywords to find out the answer. ‡ Linda Brown and Susan Smith star in the
*** Teacher allows students to peer check film.
first.
NH
**** Teacher confirms the answers and
gives feedback.
Task 3
* Aims: To develop students’ skill of listening for specific information (scanning), and identify
the exact words to fill the blanks
Y
* Content: Listen and choose the correct answer.

QU
* Products: Ss join the game actively and choose the correct answer.
Task 3 Task 3: Listen again and choose the correct
* Teacher asks students to read the answer.
M
conversation and to focus on the key 1. Naughty Twins is a __________.

information and underline the keywords. A. comedy
** Teacher plays the recording again. Ask B. science fiction film
KÈ
students to listen and choose the correct C. horror film

answer. 2. The main characters are _________.
*** Teacher lets students peer-check with a A. old classmates
partner. B. twin brothers
Y
**** Teacher calls some students to give C. twin sisters

the answers to the class and correct the 3. Where do the twins meet each other for the
DẠ
mistakes where necessary, encourages first time?

students to explain their answers, and A. At a summer camp.
shares some tips on finding the B. At a summer school.
information. C. At a hospital.
4. People say Naughty Twins is a film that ____.
( T can have SS play a game: The big A. young people should see
wheel game) B. young people shouldn't see
C. is shocking
* Play a game: The big wheel game.
L
1. A 2. C 3. A 4. A
Activity 3: WRITING
A
Pre-Writing (5’)
CI
Task 4
* Aims: To help students brainstorm ideas for their writing.
* Content: Make notes about your favorite film
* Products: Ss write down the important and interesting things in their notebooks.
FI
OF
Task 4: Task 4: Make notes about your favorite film
* Ask Ss to make notes about one of their
favourite films. Remind them that they do
not have to write full sentences and they
can use abbreviations.
ƠN
** Then ask Ss to share their notes with
their partners.
*** T may read out the notes from some
more able Ss to the whole class.
NH
gives feedback.
While-Writing (7’)
Task 5
* Aim: To help Ss practise writing a paragraph about their favourite films.
Y
* Content: Write a paragraph of 40-50 words about your favourite films

* Products: Students’ writings in their notebooks.
QU
Task 5 Task 5: Write a paragraph of 40-50 words
** Teacher tells students to make a film about your favourite films, using the
review about their agreed favorite movie in information in 4.
M
Task 4. Teacher gives students some time

to arrange the work within the groups and My favorite film is Tom and Jerry. It’s an
KÈ
give each group an A2 plain card with animation. The main characters are Tom and
some colors. Jerry. It’s about adventures of Tom – the cat and
-Teacher allows students time to write a Jerry – the mouse. I like Tom best because he is
paragraph (about 80 words) about their very stupid but funny, Jerry is very clever and
favorite film, using the suggested ideas/ cute. They hate each other but their adventures
Y
information in Task 4. help them to know more about friendship. You

DẠ
- Teacher asks some students to decorate can see it on TV program or watch it on online
the card with the colors and stickers. program. Although I’m a secondary student, I
*** Teacher allows students to cross check like to see it.
first.
Activity 4: Post listening and writing (5’)
* Aim: To cross check and final check students’ writing.
* Content: Swap and give feedback on each other’s writing.
* Products: Ss give feedback on each other’s writing clearly
L
A
- Teacher has the groups swap and give * Students’ writing.
CI
feedback on each other’s writing.
Teacher then gives feedback on one writing
as a model.
FI
* Content: Ss talk about what they have learnt in the lesson.
OF
* Products: Ss summarize what they have learnt in the lesson briefly
- Teacher asks students to talk about what - listen for special information about a comedy;
ƠN
they have learnt in the lesson. - write a short paragraph about your favorite film.
* Homework (2’)
* Aim: To review the knowledge that students have gained in this lesson.
NH
* Products: Students’ textbooks and workbooks.
- Teacher asks students to write down the - Rewrite the passage.
email in their books. - Prepare “ Looking back and project”
Y

lesson.
QU
* Evaluation:
…………………………………………………………………………………………………………
……………………………………………………………………………………………………..
M
KÈ
Y
DẠ
Date of planning : …/… / 2022
Period: Lesson 7: Looking back and project
L
I. OBJECTIVES
A
1. Knowledge
CI
- Review the vocabulary and grammar of Unit 8
- Apply what they have learnt (vocabulary and grammar) into practice through a project
2. Core competence
FI
- Develop critical thinking skill
OF
- Be more creative when doing the project
ƠN
II. MATERIALS
- Pictures, A0 paper
NH
- Projector/ TV
- sachmem.vn
Activity1: Warm-up (7’)
Y
* Aim: - To revise the vocabulary related to the topic and lead in the next part of the lesson.
QU
* Content: * Game: Brainstorming: Types of films

* Products: Ss fill the missing words correctly and fastly in the map.
Warm up (Team work) * Game: Brainstorming:
M
* Teacher divides the board, and divides the

class into 2 teams.
KÈ
** Members of each team take turns and write as Types of

many types of films as possible in 2 minutes. films
*** Students cross check their answers first.
feedback. The group having more correct
Y
answers is the winner.

DẠ

Task 1
* Aim:
* Content: Match the types of film in column A with their descriptions in column B.
* Products: read the correct answers aloud.
Task 1 Task 1: Match the types of film in column A
* Teacher encourages students to complete with their descriptions in column B.
L
the task individually. * Keys
A
** Students do the task individually. 1-d
*** Students exchange their textbooks with 2-a
CI
their partners. 3-e
**** Teacher gives feedback as a class 4-c
discussion. 5-b
FI
Task 2 + Task 3
* Aims: To encourage students to give examples for types of films.
To help students revise adjectives describing films.
OF
* Content: Give an example for every film type in the box.
* Products: Some students say out their examples in front of the class
Task 2 Task 2: Give an example for every film type
ƠN
* Teacher asks students to think of as many in the box.
examples of different types of films as comedy documentary
possible. fantasy horror film science-
** Students think of as many examples of fiction film
NH
different types of films as possible.
*** Teacher then asks some students to say * Example: a comedy: Mr Bean
out their examples in front of the class.
Examples of Vietnamese films are fine.
**** Teacher gives feedback as a class
Y
discussion.
Task 3: Choose the correct answer (A, B, or C)
QU
Task 3 to complete each of the following sentences.

* Teacher encourages students to complete * Answer key:
the task individually. 1. C
** Students complete the task individually. 2. B
*** Students exchange their textbooks with 3. C
M
their partners. 4. A
**** Teacher gives feedback as a class 5. B
KÈ
discussion. 6. A
Activity 3: Grammar (10’)
Task 4
* Aims: To help students revise the connectors: although/ though and however.
* Content: Match the sentences or sentence halves in columns A and B.
Y
* Products: Ss give the correct answers .

DẠ
Task 4 Task 4: Match the sentences or sentence
* Teacher asks students to do it individually halves in columns A and B.
first. * Answer key:
** Students complete the task individually. 1. d
*** Teacher then asks them to check their 2. e
answers with a partner before discussing the 3. a
answers as a class. 4. b
L
**** Teacher reminds students to keep a 5. c
record of their original answers so that they
A
can use that information in their Now I can...
statement.
CI
Activity 4: Project (10’)
* Aims: - To allow students to apply what they have learnt (vocabulary and grammar) into
practice through a project.
FI
* Content: Posters exhibition: YOUR FAVOURITE FILM
* Products: Students’ project.
OF
Posters exhibition Posters exhibition: YOUR FAVOURITE
FILM
* Teacher has students work in groups and 1. Choose one of your favourite films and
ƠN
gives instructions to students as follow: design a poster for it, including:
** Students do the project in groups. – name of the film
*** Students vote for the best poster. – type of film
**** Teacher gives feedback. – its director and main actors / actresses
NH
– a short summary
– your overall opinion about the film
– the showtime and cinema
– pictures or photos to illustrate the film
2. Organise them into an exhibition.
Y
3. Vote for the best poster.

QU

* Content: Summarize the lesson’s content.
* Products: A student says what she/ he has just learnt in the lesson.
M
- T - Ss - revise vocabulary and grammar in unit 8

- Teacher asks students to talk about what - Make a poster.
KÈ

* Homework (2’)
* Aim: To revise the knowledge that students have gained in Unit 8 and To prepare for the next
lesson
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbook
Y
* Products: Students’ textbooks and workbooks

DẠ
- Teacher asks students to revise old lesson - Complete the project
and to do exercise in workbook. - Prepare for the next lesson: Unit 9 –Lesson 1.
- Teacher asks students to complete the Getting started
project and prepare the new lesson.
L
* Evaluation:
A
…………………………………………………………………………………………………………
………………………………………………………………………………………….
CI
FI
OF
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Week: UNIT 9: FESTIVALS AROUND THE WORLD
Period: Lesson 1: Getting started – A Tulip Festival
L
I. Objectives
A
1. Knowledge
- An overview about the topic “Festivals around the world”
CI
- lexical items related to the topic “Festivals”: names of different festivals around the world
2. Core competence
FI
OF
- To teach Ss to work hard and love festivals around the world. the responsibility for community
to protect our country’s Festivals.
II. Materials
ƠN
- sachmem.vn
III. PROCEDURES :
NH
* Aim: To introduce and lead in the topic of the unit.
* Content: Chatting – Answer some questions.
* Products: Ss look at the picture and answer the questions.
Y
QU
* Teacher shows the picture of the Tulip Festival Chatting:

and asks students some related questions:
M
** Students raise hands to answer the questions.

*** Teacher and students discuss the questions.
**** Teacher accepts all students’ questions. - What can you see in the picture?
KÈ
- Can you guess the name of the festival?

- Have you ever heard of this festival? If yes,
what do you know about it?
Y
(Pre-teach vocabulary)
* Aim: - To provide students with vocabulary.
DẠ
- To help students well-prepared for the listening and reading tasks.

* Content: learn some vocabularies related to the topic.
* Teacher introduces the vocabulary by giving * Vocabulary
definitions/ examples/ pictures of the words.
** Teacher writes all students’ answers on the 1. folk dance (n)
board. 2. costume (n)
L
*** Teacher circles or highlights the following 3. float (n)
words and discuss the meanings of these words: 4. parade (n)
A
**** Teacher checks students’ pronunciation 5. feast (n)
and gives feedback. Teacher reveals that these 6. fireworks display (n)
CI
words will appear in the reading text and asks
students to open their textbook to discover
further.
FI
Activity 3: Practice
Task 1
* Aims: -To have students get to know the topic.
OF
* Content: Listen and read the conversation.
* Products: Students read and understand the meaning of the conversation
Students know how to role play.
Teacher’s and Ss’activities
ƠN
Content
* Teacher can play the recording more than Task 1: Listen and read (p.92).
once.
** Students listen and read.
*** Teacher invites some pairs of students to
NH
read aloud.
**** Teacher checks students’ pronunciation
and gives feedback.
Y
QU
Task 2
* Aims: To have students get specific information of the text.
* Content: Read the activities and tick the correct column.
* Products: Students give the answers exactly.
M
* Teacher tells students to read the conversation Task 2: Read the conversation again. Who did
again and work independently to find the the following activities? Tick the correct
KÈ
answers. column. Sometimes you need to tick both

** Students do the task individually.
Y
answers before discussing as a class and

DẠ

answers and gives feedback.
Task 3
* Aims: To introduce some more vocabulary related to the topic festivals.
* Content: Write a word or phrase from the box under each picture
* Products: Students say aloud the names of the cities and provide more information about them
L
A
* Ask Ss to look at the pictures and say what Task 3: Write a word or phrase from the box
they can see. under each picture (p.93).
CI
* Answer key:
** Have Ss work individually to match the
words / phrases in the box with the pictures. 1. parade
FI
*** Have them compare their answers with a 2. costumes
partner. Ask for Ss' answers. 3. feast
4. float
OF
**** Confirm the correct answers. 5. fireworks display
- Have some Ss practise saying the words / 6. folk dance
phrases.
Task 4
ƠN
* Aims: -To help Ss practise the words/phrases in 3.
* Content: Students fill in the blanks with the most suitable form of word/phrase.
* Products: Ss play in group actively and give the answers corectly.
NH
* Teacher asks students to complete the task by Task 4: Fill in each blank with a word or
playing game “LN” phrase from 3. You may have to change the
form of the word or phrase (p.93).
- Teacher divides the class into 2 groups. Game: Lucky Numbers
** Teacher asks students to choose the number
Y
and answer the questions quickly in 5 seconds. * Answer key:

1. folk dances
QU
- If students choose the lucky number, they 2. fireworks display

don’t have to answer 3. feast
- If students choose the Q , they have to answer 4. parades
exactly and will get 2 points. 5. floats; costumes
***Students fill in the blanks with the most
M
suitable form of word/phrase.

****The group has more points is the winner.
KÈ

Task 5
* Aims: To check Ss’ knowledge of some familiar festivals.
* Content: Match each description with a festival
Y
* Products: Ss give the answers corectly.

DẠ

* Teacher lets Ss work in groups of 4-6. Task 5: Quiz. What festival is it? Match each
description with a festival (p.93).
** Ss work in groups to find the answers. * Answer key:
*** Teacher can go around to help weaker 1. e
students. 2. a
3. d
**** Teacher calls the first group to come up 4. c
L
with the answers to share. 5. b
A
CI
* Content:. Vocab about school things and Read and understand content of the conversation
* Products: Say aloud some words they remember from the lesson.
FI
Content
Teacher asks students to talk about what they - some new words
OF
- Read and understand content of the conversation
* Homework (2’)
ƠN
NH
new lesson. - Name at least 3 festivals around the world.
* Evaluation:
………………………………………………………………………………………………………
…………………………………………………………………………
Y
QU
M
KÈ
Y
DẠ

Week: UNIT 9: FESTIVALS AROUND THE WORLD
I. OBJECTIVES:
L
1. Knowledge:
A
- Vocabulary: types of festivals and festival activities.
- Pronunciation: pronounce two-syllable words with correct stress.
CI
2. Core competence
- Be collaborative and supportive in pairwork and teamwork
FI
OF
- To teach Ss to work hard and love festivals around the world. the responsibility for community
to protect our country’s Festivals.
II. MATERIALS
ƠN
- Projector/ TV/ pictures
- sachmem.vn
III. PROCEDURES :
NH
* Aim: To activate students’ prior knowledge and vocabulary related to the topic, the targeted
vocabulary and its pronunciation.
* Content: Name the pictures
Y

* Teacher divides the class into 2 teams. Each Game: Hot seat.
QU
team will send a leader to play the game on the

board.
- Teacher explains the instructions of the game:
➢ Each leader stands against the board.
➢ Teacher shows/ writes the names of the
M
festivals (exercise 5 – page 93).

➢ Other members from each team describe the
KÈ
festivals and let the leader guess the names of

the festivals.
➢ The team with more correct answers is the
winner.
Y
** Students play in teams.

DẠ
*** Students give the correct answers.

feedback.
→ Teacher leads students into the lesson by telling
them that “In today lesson, we are going to learn
more words to describes festivals and pronounce
two-syllable words with correct stress.
L
(Vocab-pre-teach)
* Aim: To teach students some vocabularies related the topic in the lesson.
A
* Content: Some vocabularies to describe fesstivals.
* Products: Read and understand the meaning of vocab.
CI
Vocabulary: * Vocabulary
FI
1. Cannes Film Festival
* Teacher introduces the vocabulary. 2. Mid-Autumn Festival
3. Thanksgiving (n)
OF
** Teacher introduces the vocabulary by:
4. Easter (n)
- providing the pictures 5. carve (v)
- providing the definition/example of the words. 6. perform (v)
*** Teacher asks students to repeat.
ƠN
**** Teacher rubs out and checks. * Checking vocab: < Rub out and remmember>

Task 1
NH
* Aims: To present some types of festivals
* Content: Write under each picture a festival name from the box
* Products: Students write the correct words on the board.
Y
* Teacher has students to look at the pictures Task 1: Write under each picture a festival name
and asks them if they know the names of the from the box (p.94).
QU
festivals.
Answer key:
** Teacher gets students to do the exercise in
individuals. 1. Halloween
2. Christmas
*** Ask them to share their answers in pairs 3. Mid-Autumn Festival
M
before checking the answers as a class. 4. Cannes Film Festival

5. Easter
KÈ
6. Thanksgiving
Task 2
Y
* Aims: To present some festival activities.

* Content: Complete the table with the activites and the food related to four festivals.
DẠ
* Products: Ss complete the table exactly. (Group board)

* Teacher tells Ss that people celebrate Task 2: Complete the table below with the
festivals with different food and activities. phrases from the box (p.94).
** Teacher asks them to do the task
L
individually.
A
*** Teacher asks students to share their
answers in pairs before checking the answers
CI
as a class.
FI
Task 3
OF
* Aims: To give Ss further practice with words related to festivals and festivals activities.
* Content: Write the words and phrases under the correct pictures.
* Products: Ss write the words and phrases under the correct pictures.
ƠN
Task 3:T-Ss, Ss-Ss Task 3: Fill in each blank with a word or phrase
* Teacher asks Ss to work in pairs to complete from the box (p.94).
the sentences with the words/ phrases given.
* Answer key:
** Ss work in pairs.
NH
1. Christmas
*** Teacher allows students to cross check 2. painting eggs
first. 3. candy apples
4. Cannes Film Festival
**** Teacher invites some pairs to share their 5. Mid-Autumn Festival
Y
answers and gives feedback. 6. turkey

Activity 4: PRONUNCIATION (5’)
QU
* Aims: To help Ss identify how to pronounce two-syllable words with correct stress.
* Content: * Pronunciation: Stress in two-syllable words
* Products: Ss understand and know how to pronounce two-syllable words with correct stress.
M

* Pronunciation: Stress in two-syllable words
KÈ
* Teacher helps Ss to understand what a syllable

is.
** Explain to them that a syllable is a unit of
pronunciation having one vowel sound, with or
Y
without surrounding consonants, forming the

whole part of a word.
DẠ
*** Give some examples of one-, two- and

three-syllable words.
**** Tell them that in this lesson, they just
focus on two-syllable words and their common
stress pattern. Have Ss name some more two-
syllable words.
Practice (8’)
L
Task 4
A
* Aims: -To help Ss practise pronouncing these words with correct stress.
* Content: Listen and repeat. Then underline the stressed syllable in each word
CI
* Products: Ss write the words in the correct column on the board. ( posters)
FI
* Have some Ss read out the words in the table Task 4: Listen and repeat. Then underline the
in the Student's Book first. Then play the stressed syllable in each word. (p.94).
recording for them to listen and repeat the words
OF
they hear.
** Play the recording again for them to
underline the stressed syllable in each word.
***Invite Ss to share their answers. Write the
ƠN
correct answers on the board.
****Ask Ss if they recognise any rules related
to stress in two-syllable words. Share with them
NH
the most common rules:
Task 5
* Aims: To help Ss pronounce two-syllable words with correct stress in sentence.
* Content: Listen and repeat the sentences. Underline the stressed syllables in the bold words.
* Products: Students read the sentences in front of the class.
Y
QU

* Teacher has Ss read quickly the sentences Task 5: Listen and repeat the sentences.
and plays the recording. Ask them to pay Underline the stressed syllables in the bold words
attention to the bold words and underline the
stressed syllables.
M
** Students practice in pairs or in groups. 1.We're going to attend an Easter party at Nick's
house.
KÈ
*** Teacher goes around to offer help or 2.The dancers will perform traditional dances at the
correct pronunciation, if necessary. festival.
3.At Christmas, people usually buy presents for
**** Teacher calls some students to say the their family.
sentences in front of the class. Check their 4.Did you go to the Da Lat Flower Festival with
pronunciation if necessary.
Y
your parents?
5. My aunt is clever and patient.
DẠ

* Aim: To test students' quick reaction to the targeted sounds.
* Content: * Game: “Up and down”
* Products: Students play in groups actively.
*Teacher explains the rules: * Game: “Up and down”
** Students play the game in teams. Teacher says 1-15 words containing two-syllable
L
words. Students stand up for the ones with first main
A
*** Teacher helps students in the game. stress pattern, sit down for the second main stress
**** Teacher gives feedback. pattern.
CI
* Consolidation(2’)
* Content: Vocab about some words to describe festivals and how to pronounce two-syllable words
FI
with correct stress in sentence.
* Products: Say aloud some words they remember from the lesson.
OF
- Teacher asks students to talk about what they - Vocab about some words to describe festivals
have learnt in the lesson - how to pronounce two-syllable words with correct
ƠN
stress in sentence.
* Homework (2’)
NH
- T reminds Ss to do homework and prepare - Learn by heart all the new words.
the new lesson. - Do Exercise in the workbook.
Y

QU
* Evaluation:
………………………………………………………………………………………………………
……………………………………………………………………………………………………..
M
KÈ

Y
Date of teaching : …/… / 2023

DẠ
Week : UNIT 9: FESTIVALS AROUND THE WORLD

Period : Lesson 3: A closer look 2
I. OBJECTIVES:
By the end of this lesson, Ss will be able to:
1. Knowledge:
- Practice Yes/No questions
2. Core competence:
L
A
II. MATERIALS
CI
- sachmem.vn
FI
OF
* Aim: To activate students’ prior knowledge and to increase students’ interest.
- To introduce the targeted grammar: Yes/No questions.
* Content: Game: Sentence puzzling
* Products: Ss arrange the word cards to make meaningful sentences.
ƠN
* Warm up (group work) Game: Sentence puzzling
* Teacher divides the class into 4 groups. Set 1:
NH
- Teacher delivers different sets of word cards to Are you eating moon cakes?
each group.
- Each group has to arrange the word cards to Set 2:
make meaningful sentences. Did they eat moon cakes at the festival last
- 1 point for each correct answer. year?
Y
** Students play the game in groups.

Set 3:
QU

Can he eat all these moon cakes?
feedback. Set 4:
→Lead in : Does she go to school today?
M
- Teacher introduces the target of the lesson:

Yes/No questions.
KÈ
-Teacher says: “Today we are going to practice

about Yes/No questions.
Y
* Aim: To have students get to know about the Yes/No questions.

* Content: Present the target of the lesson: Yes/No questions.
DẠ
* Products: Understand and how to make the Yes/No questions.

* Teacher asks students to study the Grammar * Pre - Grammar
box.
Teacher draw students’ attention to the use
and how to form a Yes/No question with an Yes/No questions
auxiliary verb or with a modal verb. We use put the auxiliary verb or modal verb
** Teacher then asks some more able students before the subject.
L
to give some more examples. Examples:
*** Teacher and students discuss the answers. Are you tired?
A
**** Teacher confirms the answers and gives Did you get many Christmas presents?
feedback. Can you eat all the cakes?
CI
Task 1 + Task 2
FI
* Aims: To check students’ understanding of the Yes/No questions.
To help Ss practise making Yes/No questions
* Content: - Fill in each blank with a correct auxiliary verb or modal verb.
OF
- Change the sentences into Yes/No questions.
* Products: Ss write the correct answers on the board.
ƠN
Task 1: Task 1: Fill in each blank with a correct
auxiliary verb or modal verb (p.95).
* Teacher has students work individually.
** Students work individually to complete the * Answer key:
sentences.
NH
*** Teacher lets students work in pairs and 1. Do
exchange the answers before checking with
2. Did
necessary). 3. Are
Y
feedback. 4. Can
Task 2:
QU
5. Does
* Teacher has students work individually. Task 2: Change the sentences into Yes/No
** Students work individually to complete the questions.
sentences. * Answer key:
1. Can your mother make a costume for you?
M
*** Teacher lets students work in pairs and 2. Will she bake a birthday cake for him?
exchange the answers before checking with 3. Are the dragon dances interesting?
KÈ
4. Does the Rio Carnival take place every year in

necessary). Brazil?
5. Did they see a fireworks display on New
**** Teacher confirms the answers and gives Year’s Eve?
feedback.
Y
Task 3+ Task 4
* Aims: - To give further practice with Yes/No questions.
DẠ
* Content: Match the questions with their answers .

Task 3 Task 3: Match the questions in column A with
* Teacher asks students to read the instruction. their answers in column B (p.95).
** Teacher asks students to do the exercise 1-c
L
individually and match the questions in 2-a
column A with the answers in column B. 3-e
A
4-b
*** Teacher then has them work in pairs, 5-d
CI
comparing their sentences. Teacher can go
around to help students. Task 4: Mark is talking to Trang about the
**** Teacher confirms the answers and gives Mid-autumn Festival. Fill in the blanks with
FI
feedback. Trang’s answers below.
Task 4: Game: Who is faster?
OF
* Teacher divides the class into 2 teams. Each
team will send a leader to play the game on
the board.
Teacher explains the instructions of the game:
ƠN
Teacher gives each team a set of cards with
phrases from the box.
The two leaders of the teams come to the
board and pin the cards under the correct
NH
number.
Who can finish faster with the correct answer
will be the winner.
** Students play the games in team mode.
*** Teacher has students to write down the
correct answer.
Y

QU
feedback. Teacher can ask for translation to

check their understanding.
Task 5:
* Aims: To help Ss practise producing Yes/No questions.
* Content: Game. Festival mystery. thinks of a festival he/she likes and use the Yes/No questions
M
ask to find out what the festival is

* Products: Ss perform in front of the class,
KÈ
* Teacher has students work in groups. Task 5: Game. Festival mystery. Work in
groups. One student thinks of a festival he/she
** One student thinks of a festival that he/she likes. Other students ask Yes/No questions to
Y
likes. Other students ask Yes/No questions to find out what the festival is
find out what the festival is.
DẠ
* Example:
The group leader keeps a record of the group’s
performance. A: Do many countries celebrate the festival?
B: Yes, they do.
A: Do children like the festival?
*** Teacher move around to observe and pays B: Do they paint eggs?
attention to Ss’ yes/no questions. A: Yes, they do.
C: Is it Easter?
**** Teacher asks some groups to perform in B: Yes, it is.
L
front of the class, confirms the answers and
gives feedback.
A
CI
* Products: Ss say what students have learnt in the lesson.
FI
OF
Teacher asks students to talk about what they * Grammar:
Yes/No questions
* Homework (2’)
ƠN
* Aim: To revise the knowledge that students have gained in this lesson and prepare the new
lesson
NH
- T reminds Ss to do homework and prepare - Do exercises in the workbook.
the new lesson.
- Prepare lesson 4 ( Communication)
Y
*- Evaluation:
………………………………………………………………………………………………………
QU
……………………………………………………………………………………………………
M

KÈ

Period : Lesson 4 : Communication
I. OBJECTIVES:
Y
By the end of this lesson, Ss will be able to:

- Express disappointment
DẠ
- Understand the concept of festival symbols and their meanings

- Talk about the concept of festival symbols and their meanings
1. Knowledge:
a. Vocabulary: revise vocabulary on types of festivals and festival activities
b. Grammar: structures to express disappointment
2. Core competence:
L
II. MATERIALS
A
1. Textbooks, plan
2. Equipment: computer accessed to the Internet, smart TV, loudspeaker
CI
3. sachmem.vn
FI
* Aim: To activate students’ knowledge and interest.
* Content: Game: pelmanism ( match the picture with the name of the fesstivals)
OF
* Products: The group with more correct answers is the winner.
* Teacher divides the class into 2 teams. * Game: Pelmanism: Name the festivals
Teacher shows pictures of some festivals on
ƠN
the slides.
** Ss give the correct names of the festivals as
fast as possible. The one with more correct
NH
*** Students work in team mode
**** Teacher checks and gives feedback.
Y

* EVERYDAY ENGLISH - Expressing disappointment.
QU
Task 1
* Aim: To help students get to know the ways to express disappointment.
* Content: Listen and read the conversation. Pay attention to the highlighted sentences.
* Products: Ss understand and know how to express disappointment
M

Task 1 Task 1: Listen and read the conversation. Pay
KÈ
attention to the highlighted sentences.

* Teacher lets students listen to the examples
in Ex. 1 in the book.
** Teacher draws their attention to the form of
ways to express disappointment.
Y
*** Teacher and students discuss the form of

DẠ
ways to express disappointment, and give

some other expressions. * Other expressions:
**** Teacher confirms the answers and gives + That’s too bad!
feedback + What a disaster!
+ That’s so disappointing!
Task 2
L
* Aims: To help students practise the ways to express disappointment.
* Content: Make a similar conversation for each situation .
A
* Products: Ss role play in front of the class.
CI
Task 2 Task 2: Work in groups. Make a similar
conversation for each situation below.
FI
* Teacher has students work in groups to discuss
and make similar conversation for each situation. * Situation 1:
- A: How was the film festival last Sunday?
OF
** Students work in groups to discuss. - B: It was disappointing!
*** Teacher then asks students to exchange their - A: Why?
answer among class. - B: There were not many films I liked.
**** Teacher moves around to observe, provides
ƠN
help and gives feedback.
Task 3
* Aims: To help Ss understand the concept of festival symbols.
NH
To provide Ss with some Christmas symbols and their meanings.
* Content: Listen to Mark talking about festival symbols. Fill in each blank with ONE word.
Task 3: Task 3: Listen to Mark talking about festival
Y
* Teacher asks Ss what they think of when they symbols. Fill in each blank with ONE word.
QU
talk about Christmas, i.e. Christmas symbols.

Elicit answers from students. * Answer key:
Have Ss read the sentences given. Ask them to 1. think

predict what word to use to fill in each blank.
2. meaning
Write their answers on the board.
M
3. life
** Students work individually. Then listen to the
recording and check the answers. 4. happiness
KÈ
*** Teacher invites some Ss to share their A lot of festivals have their own symbols. A
answers. festival symbol is an image we use or think of
when we celebrate a festival. It usually has a
**** Teacher gives feedback and correction (if special meaning. For example, when we talk
Y
needed) about Christmas, we think of the Christmas tree.

DẠ
It's the symbol of a long life. We can also think of

Santa Claus. He's the symbol of joy and
happiness.
Task 4
* Aims: To help Ss understand the symbols and meanings of other festivals.
* Content: Match each festival with its symbol and meaning.
* Products: Students give their answers exactly.
L
Task 4 Task 4: Work in pairs. Match each festival
* Teacher introduces some new words if with its symbol and meaning.
A
necessary (prosperity, reunion).
** Ss works in pairs to finish the task. * Answer key:
CI
*** Teacher allows student to cross check first. 1. C-b
feedback 2. A-c
FI
3. D-a
OF
4. B-d
* Aims: To let students practise talking about festival symbols and their meanings.
* Content: Choose a festival and talk about its symbol(s) and meaning.
ƠN
* Products: Some Ss choose a festival and talk about its symbols and meanings.
Task 5 Task 5: Work in groups. Choose a festival
NH
* Teacher lets students group up and spend 5 and talk about its symbol(s) and meaning.
minutes on taking notes of a festival. Example:
** Students work in groups. - When we talk about Christmas, we think of the
*** All group members choose a festival and talk Christmas tree. It is the symbol of a long life.
about its symbols and meanings. - When we talk about Tet holiday, we often think
**** Teacher moves around to observe and offers of peach blossoms, apricot blossoms and
Y
help if needed. kumquat trees.

QU

M
Teacher asks students to talk about what they - use lexical items related to festival activities
have learnt in the lesson. and festival symbols
KÈ
- express disappointment
* Homework (2’)
Y
Teacher’s and Ss’ activities
DẠ
Content
new lesson.
- Prepare lesson 5 ( skills 1)
*- Evaluation:
………………………………………………………………………………………………………
………………………………………………………………………………………………………
L
A
CI
I. OBJECTIVES: By the end of the lesson, students will be able to:
1. Knowledge:
FI
- Develop reading skill about an unusual festival
- Develop speaking skill: talking about a festival they enjoy
2. Core competence:
OF
ƠN
II. MATERIALS
NH
- sachmem.vn
* Aim: To introduce the topic of reading; To enhance students’ skills of cooperating with team
Y
mates.
* Content: Look at the symbols and then write the names of the festivals
QU
* Products: The team with more correct answers will be the winner.
* Teacher divides the class into 2 teams. Game: Who is faster?
-Each team has to run in a relay to the board to
M
write the correct types of festivals and their

symbols and meaning under the posters.
KÈ
-The team with more correct answers will be

the winner.
** Students play the game in team mode.
Y

DẠ

feedback.
Activity 2: READING (15’)
* Pre -reading
Task 1
* Aim: To activate Ss' knowledge of the topic of the reading text.
* Content: Ss discuss what/who they see in the pictures and answer the questions.
L
* Products: Students give the answers correctly.
A
CI
Task 1 Task 1: Work in pairs. Look at the pictures.
Which events do you think happen at the Twins
* Teacher has students work in pairs, look at Day Festival? (p.97)
the pictures in the book. Ask Ss to discuss
FI
what/who they see in the pictures and answer
the questions.
OF
** Students works in pairs.
*** Teacher and students discuss the questions
and answers.
ƠN
**** Teacher accepts all students’ questions.
* While -reading
Task 2
NH
* Aims: To provide students with some lexical items before reading the text.
To develop the skill of guessing the meanings of new words in context.
* Content: Learn some vocab related the topic.
* Products: Read and understand the meaning of words.
Y

Checking the meaning of words VOCABULARY
QU
* Teacher introduces the vocabulary. 1. join (v)

** Teacher asks students to get the meaning in 2. feature (v)
context and try to make up sentences with of
the following words: 3. performance (n)
M
*** Teacher and students discuss the answers. Now quickly read the email below and check
your answers.
KÈ
**** Teacher confirms student’s answers and

checks their pronunciation and gives feedback. Answer key:
Task 2: Pictures 1 + 3: Twins Day Festival
Y
* Teacher tells Ss what they are going to do.

Ask Ss how to do the exercise and elicits Task 2: Match each word from the email in 1
DẠ
answers from Ss. with its meaning (p.98)

If needed, tell them that to do the exercise they
can follow these steps:
+ Read the words in the left column
+ Locate each word in the text
+ Read around the word to get the general
L
meaning
A
+ Read the definitions in the right column, find
CI
the suitable meaning to match each word.
Ask Ss to repeat the steps (they can speak in
Vietnamese).
FI
** Students read the text and do the task in
individuals.
OF
answers before discussing as a class and
ƠN
answer, explain which sentence give them the
information.
Task 3
NH
* Aims: To develop reading skill for general and specific information .
* Content: Read the email again. Complete each sentence with no more than TWO words.
* Products: Ss play in groups actively and complete each sentence exactly.
Y
Task 3 Task 3: Read the email again. Complete each

QU
sentence with no more than TWO words

* Teacher can set a longer time limit for (p.98).
students to read the text again and complete the
sentences. Game: Lucky number
Briefly tell them the steps: read the sentences – * Answer key:
M
underline key words – locate the key words in

the text – find the words to complete the 1. first weekend
KÈ
sentences. 2. countries
** Teacher asks students to work in individuals 3. walked together
and find the answer.
4. performance
Y
answers before discussing as a class and 5. Fun Run

DẠ
6. exciting
**** Teacher calls a student to write his/her
answer on the board, then check sentence by
sentence with class.
Activity 3: SPEAKING (10’)
* Pre-Speaking
Task 4
L
* Aims: To help students identify how to ask and answer about a festival they attended.
* Content: Match the questions and answer about a festival someone joined.
A
* Products: Students’ correct answers.
CI
Task 4 Task 4: Match the questions and answer about
FI
a festival someone joined (p.98).
* Teacher tells Ss they are going to ask and
answer about a festival they attended and that
OF
this activity can serve as a model for them to
follow in the writing task. Answer key:
** Teacher asks students to work individually 1. d

and then check in pairs. 2. b
ƠN
*** Teacher can go around to help weaker
3. e
students.
4. c
**** Teacher call on some pairs to give the
answers and check as the whole class.
NH
5. a
* While-Speaking
Task 5
* Aims: To help students form the ideas for their speaking
Y
* Content: To give Ss practice in asking and answering about a festival Ss attended.

QU
* Products: Students discuss in groups positively

Task 5 Task 5: Work in pairs. Ask and answer about a
festival you and your friend joined, using the
* Teacher has students to work in pairs, ask
M
questions in 4 as cues. Tell the class about the

and answer about a festival they attended. festival your partner joined.
KÈ
** Students work in pairs to do the task. * Example:

*** Teacher goes around to help students.
**** After finishing, teacher can call some
pairs to give presentations in front of the class.
Y
DẠ
Activity 4: Post – Reading and Speaking (3’)
* Aims: To help students improve next time; To help some students enhance presentation skill
* Content: Share the information with the whole class.
* Products: Students present in front of the class fluently.
L
A
* Teacher allows students to give comments * Example:
for their friends and vote for the most
CI
interesting dialogue.
** Students give comments for their friends
FI
and vote for the most interesting dialogue.
*** Teacher and students discuss.
OF
**** Teacher gives feed-back and comments.
Activity 5: Consolidation
ƠN
* Content: Ss summarize what they have learnt with the two skills.
* Products: Students say what they have learnt with the two skills in front of the class.
NH
- Teacher asks students to talk about what they - some vocab
- Talk about a a festival you and your friend
joined.
* Homework (2’)
Y
QU
- Teacher asks students to prepare the new - learn by heart vocab.
lesson
M
- Prepare for the next lesson: Unit 9-Skills 2.

*- Evaluation:
KÈ
………………………………………………………………………………………………………
……………………………………………………………………………………………………..

Y

DẠ

Period : Lesson 6: Skills 2
I. OBJECTIVES:
- Listen for special information about a festival
- Write an email to describe a festival
1. Knowledge:
a. Vocabulary: types of festivals, festival activities
b. Grammar: review
2. Core competence:
L
A
CI
II. MATERIALS
1. Textbooks, plan
FI
2. Equipment: computer accessed to the Internet, projector, loudspeaker
3. sachmem.vn
OF
Activity 1: Warm –up (5’)
* Aim: -To create an active atmosphere in the class before the lesson;
-To lead into the new lesson.
* Content: * Game: Bingo! - the names of some festivals
* Products: The student who has 3 words highlighted in a row yells “Bingo” and wins.
ƠN
GAME: * Game: Bingo!
* Teacher tells the rules of the game:
NH
Each student gets a piece of paper, draws a
table with 3 rows and 3 columns, then fill in
the table with names of some festivals
randomly.
Teacher calls out the names of some festivals.
Y
Each time the teacher calls out a word, the

students search for the right square on their
QU
paper and mark.

The student who has 3 words highlighted in a
row yells “Bingo” and wins.
** Students play the game in individuals
M

feedback.
KÈ
*Pre-Listening (5’)
Task 1
* Aim: To prepare Ss for the listening text.
* Content: Look at the animal. Discuss the questions with a partner.
Y
* Products: Students discuss and give their answers.

DẠ

Task 1 Task 1: Look at the animal. Discuss the
questions with a partner.
* Teacher asks students to work in pairs,
read the questions and answer.
** Students quickly discuss with a partner.
*** Teacher allows Ss to cross check. 1. What is it?
2. What festival is it a part of?
**** Teacher calls some Ss to give their
L
answer on the board and elicits their
A
answers.
* While -listening ( 10’)
CI
Task 2
* Aims: To help Ss check their answer in Task 1.
FI
* Content: Listen to Mark talking about how his family celebrates a festival. Check your
answers.
* Products: Students listen and check their answers.
OF
Task 2 Task 2: Listen to Mark talking about how
his family celebrates a festival. Check your
* Teacher tells Ss what they are going to answers.
ƠN
listen to and plays the recording.
** Students listen and check their answers. * Answer key:
*** Teacher allows students to peer check 1. A turkey
NH
first.
2. Thanksgiving
gives feedback.
Task 3
Y
* Aims: To help students develop listening skill for specific information (gap -filling).
* Content: Listening again and decide whether the following statements are true or false .
QU
* Products: Students give the answers to the class and correct the mistakes
Task 3 Task 3: Listening again and decide whether
* Teacher asks students to read through the the following statements are true or false.
M
statements, have a guess before they listen

to the recording the second time and write * Answer key:
KÈ
their guesses on the board. 1. F 2. F 3. T 4. F 5. T

** Teacher plays the recording again. Ask 6. T
students to listen and choose the correct
Audio Script:
answer.
Y
Hello everyone. I’m Mark. Today I’m going to talk

*** Teacher lets students peer-check with a about Thanksgiving, or Turkey Day. It’s a
DẠ
partner. national holiday. People from Canada and the

**** Teacher calls some students to give USA celebrate it every year to be thankful for
the answers to the class and correct the successful harvests. In the USA, we celebrate it on
the fourth Thursday of November. We usually
prepare a feast for family and friends. Both adults
mistakes where necessary, encourages and children take part in the food preparation.
students to correct the false statements. Some of the traditional foods are turkey, sweet
potatoes, and cornbread. After the meal, we play
board games together. My family usually takes
L
this opportunity to help others. My parents
volunteer to cook and serve food to homeless
A
people. My sister and I read books to old people
in a nursing home near our house.
CI
Activity 3: WRITING
* Pre-Writing (5’)
FI
Task 4
* Aims: To brainstorm ideas and make an outline for Ss’ writing.
* Content: Think about a festival that your family usually celebrates. Fill in the blanks
OF
with your answers
* Products: Ss complete the mind map on the group board.
Task 4 Task 4: Think about a festival that your
ƠN
family usually celebrates. Fill in the blanks
* Teacher asks students to work with your answers.
individually to complete the mind map.
** Students in individuals and decide on
NH
their festival.
*** Teacher goes around and helps if
needed.
**** Teacher calls some Ss to give their
Y
answer (if time allows) and gives feedback.

QU
* While-Writing (5’)
Task 5
* Aim: To practise how to write a paragraph about a festival
* Content: Write an email of about 70 words to tell Mark about the festival.
M
* Products: Students’ writing and cross check. (individual work)

KÈ

Task 5 Task 5: Write an email of about 70 words to
tell Mark about the festival. Use the notes in 4.
* Teacher shows a model of a short
paragraph about a festival (T may use the Dear Mark,
Y
audio script or reading passage-page 97). How are you? I’m going to tell you about Mid
Then recalls students’ knowledge on the Autumn Festival. It takes place in the middle of
DẠ
structure of an email. the eighth lunar month. My family and I often eat
moon cakes, autumn fruits and watch lion
** T has Ss write their email in individuals
dances. I like the festival very much because it
based on the information in 4.
was funny and meaningful.
*** Teacher allows students to cross check I hope one day you can join the festival with us.
first. Cheers,
Activity 4: Post-Writing (2’)
* Aim: To peer check, cross check and final check students’ writing
L
* Content: Cross check students’ writing
A
* Products: Students’ writing on the posters.
CI
* Teacher asks students read their Task 6:
“production”.
FI
** Students listen to each other’s work. Class gallery
*** Students then give comments to each
→ Giving peer-reflection & evaluation
other.
OF
**** Teacher then gives feedback as a class
discussion.
Activity 5:Consolidation (2’)
* Content: summarize the content of the lesson.
ƠN
* Products: A student says what she/ he has learnt in the lesson.

NH
- Teacher asks students to talk about what - listen for special information about a festival
they have learnt in the lesson. - write an email to describe a festival.
* Homework (1’)
Y
QU
- Teacher asks students to rewrite their - Rewrite the writing in the notebook.
writing in their books. - Prepare “ Looking back and project”
M

lesson.
KÈ
*- Evaluation:
………………………………………………………………………………………………………
…………………………………………………………………………………………….
Y
DẠ
A L
CI
FI
OF
Period : Lesson 7: Looking back and project
I. OBJECTIVES:
ƠN
1. Knowledge
Review the vocabulary and grammar of Unit 9
Apply what they have learnt (vocabulary and grammar) into practice through a project
NH
2. Core competence
- Develop critical thinking skill
Y

QU
- Be more creative when doing the project

II. MATERIALS
- Computer connected to the internet, Pictures, A0 paper
M
- Projector/ TV
- sachmem.vn
KÈ

* Aim: - To revise the vocabulary related to the topic and lead in the next part of the lesson.
* Content: Write the names of the festivals
Y
* Products: The group having more correct answers is the winner.(posters).

DẠ

Warm up
* Teacher divides the board, and divides the
class into 2 teams.
** Members of each team take turns and write
as many types of festivals as possible in 2
minutes.
L
A
CI
FI
Activity 2 : VOCABULARY (12’)
Task 1 + Task 2
* Aim: To help students revise vocabulary items they have learnt in the Unit.
OF
* Content: Circle the correct words or phrases in brackets.
Complete each sentence by filling in the blank with a word or phrase in the box.
* Products: Students say the correct key aloud ( individual work).
ƠN
Task 1 Task 1: Circle the correct words or phrases in
* Teacher encourages students to complete brackets.
the task individually.
** Students do the task individually. * Answer key:
NH
*** Students exchange their textbooks with 1. fireworks
their partners. 2. Cannes Film Festival
**** Teacher gives feedback as a class 3. painting
discussion. 4. candy apples
5. Thanksgiving
Y
Task 2
* Teacher encourages students to complete Task 2: Complete each sentence by filling in
QU
the task individually. the blank with a word or phrase in the box
(p.100).
** Students do the task individually. * Answer key:
*** Students exchange their textbooks with 1. lion dances
their partners.
M
2. floats
**** Teacher gives feedback as a class 3. costumes
4. Bunny
KÈ
discussion.
5. gathering
Task 3 + Task 4
Y
* Aims: To help students revise Yes/No questions.

* Content: Choose the correct question A or B ; Answer the following questions about
DẠ
yourself.
* Products: Ss read aloud their answers.
Task 3 Task 3: Choose the correct question A or B
(p.100).
* Teacher encourages students to complete
the task individually. * Answer key:
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** Students do the task individually. 1. A
A
*** Students exchange their textbooks with 2. B
CI
their partners.
3. A
**** Teacher calls some Ss to read aloud
their answers and gives feedback. 4. B
FI
5. B
OF
Task 4
* Teacher encourages students to complete
the task individually. Task 4: Answer the following questions
about yourself.
** Students do the task individually.
1. Are you interested in festivals?
ƠN
*** Students share their answer in groups of 2. Do you eat banh chung at Tet?
3 of 4. 3. Can you cook any traditional food?
4. Did you see a fireworks display last year?
**** Teacher calls some Ss to read aloud 5. Does your family gather together at Tet?
their answers and gives feedback
NH
Activity 4: PROJECT (10’)
* Aim: To allow students to apply what they have learnt (vocabulary and grammar) into
* Content: Make a project : A NEW FESTIVAL
Y
* Products: Students’ project on the posters.

QU

* Posters exhibition: A NEW FESTIVAL
* Teacher has students work in groups and 1. Choose one of your favourite festivals and
gives instructions to students as follow: design a poster for it, including:
M
– name of the festival

– the time/ place it takes place
KÈ
* Students do the project in groups.

*** Students vote for the best poster. – its meanings
**** Teacher gives feedback. – its activities
Y
– pictures or photos to illustrate the festival

DẠ
2. Organise them into an exhibition.

3. Vote for the best poster.
* Products: A student says the lesson’s content aloud.
L
A
Content
- Teacher asks students to talk about what - revise vocabulary and grammar in unit 9
CI
they have learnt in the lesson. - make Project: A new festival
* Homework (2’)
FI
* Aim: To revise the knowledge that students have gained in Unit 9 and To prepare for the
next lesson
OF
and to do exercise in workbook.
ƠN
- Teacher asks students to complete the - Prepare for the next lesson: Review 3.
*- Evaluation:
NH
………………………………………………………………………………………………………
…………………………………………………………………………………………….
Y
QU
M
KÈ
Y
DẠ
Week: Unit 10: Energy source
Period: Lesson 1: Getting started – Types of energy sources
L
I. OBJECTIVES:
A
1. Knowledge
CI
- An overview about the topic energy sources
- Vocabulary to talk about types of different energy sources.
2. Core competence
FI
OF
- Ss have the responsibility for themselves, for community and for the country about advantages
and disadvantages of different sources of energy.
- Develop awareness of conserving the energy sources
II. MATERIALS
ƠN
- sachmem.vn
NH
* Activity1: Warm-up (5’)
* Aim: and To lead in the topic.
* Content: Game: Brainstorming ( energy source
Y
* Products: Students write words exactly.

QU

Warm up: * Warm up: Game: Brainstorming
Energy source
Energy source
divides the class into 2 teams A and B; and
M
then energy source they

know
KÈ
Teacher lets students pass the chalk within - Solar energy

the team and write things in 2 minutes. - Wind energy
**** The team has more correct words will be the - Nuclear energy
winner. - Water energy
- Hidro energy
Y
- Before we start the lesson, let’s get some

DẠ
vocabulary first.
* Activity 2: Presentation (7’)
Pre- teach vocabulary
* Aim: To introduce new vocabulary
* Pre teach vocabulary * Vocabulary
L
* Teacher introduces the vocabulary by: 1. energy source (n.phr) /ˈenədʒi sɔːs/: nguồn
A
+ Providing the synonym or antonym of the năng lượng
words. 2. coal (n) /kəʊl/: than
CI
+ Providing the pictures of the words. 3. renewable (a) /rɪˈnjuːəbl/: có thể tái tạo
+ Providing the definition of the words. 4. run out (phr v) /rʌn aʊt/: cạn kiệt
** Ss say the words. 5. replace (v) / rɪˈpleɪs/: thay thế
FI
*** Teacher shows and says the words aloud and
asks Ss to repeat them.
**** Teacher asks Ss to translate the word into *Checking vocab: < Rub out and
OF
Vietnamese remmember>
- Ss copy all the words
* Checking vocab: < Rub out and remmember>
ƠN
Lead-in/ pre-read and listen (5’)
Task 1
* Aims:
* Content: Listen and read the conversation.
NH
* Products: Students read and understand the meaning of the conversation.
Students know how to role play.
Task 1: T-Ss, Ss-Ss Task 1. Listen and read
Y
- Set the context for the listening and reading.

- T has Ss look at the picture and answer some 1. Who are they in the conversation.
QU
questions. 2. What are they talking about?

3. What these pictures are about?
* Suggested answers:
1. They are Lan and her father , Mr Tan
-Teacher plays the recording . 2. They are talking about energy source
M
3. These pictures are about coal, water, wind

- Students listen and read. energy,….
- Teacher checks students’ prediction.
KÈ
- Teacher calls 2 students to read the

conversation aloud.
* Activity 3: Practice (20’)
Y
Task 2
* Aims: To help Ss understand the main idea of the conversation.
DẠ
* Content: Read for main ideas and answer the question.

* Products: Students say the the answer exactly.
Task 2 Task 2. Read for main ideas: What are Lan
and her father talking about?
* Have Ss read the options given (A, B, C). A. Energy
** Explain that they focus on the main idea of B. Sources
L
the conversation (e.g. Energy, Sources and C. Energy sources
Energy sources). * Keys : C
A
***Have Ss read the conversation again and
circle the correct answer (A, B, or C)
CI
individually.
**** Check their answers and explain, if
necessary.
FI
Task 3
* Aims: To help Ss to read for the specific information about the conversation.
OF
* Content: Read the conversation again and answer the question
* Products: Students give their corect answers in front of the class.
Task 3 Task 3: Read the conversation again and
ƠN
* Give Ss time to read the questions answer the question
independently and find the information in the 1. What is Lan doing?
conversation to answer the questions. 2. What does energy mean?
** Have Ss work in pairs, let them ask and 3. Where does energy come from?
NH
answer the questions. 4. What are renewable sources?
*** Select one or two pairs to ask and answer the * Answers
questions in front of the class. Praise their correct 1. Lan is doing a project on energy sources.
answers. 2. It’s power that we use to provide us with
****Select a few Ss to tell the main ideas of the light, heat or electricity.
Y
conversation using the answers to the questions 3. It comes from many different sources like
coal, oil, natural gas, … and renewable sources
QU
4. Renewable sources are those we can easily

replace them such as: water, sun,…
Task 4
* Aims: - To help Ss gain more knowledge about the topic
M
* Content: Match the words/ phrases in the box with the correct pictures.
* Products: Students discuss in groups and order to make a phrase about a place correctly.
KÈ
Task 4 Task 4. Match the words/ phrases in the box
with the correct pictures.
* Have Ss do this exercise individually
Y
** Ss share their answers with their partners.

DẠ
*** Teacher nominates Ss to read their answers
*** T checks and confirms the correct answers.

* Keys:
1 - d: oil
2 - a: wind energy
3 - b: coal
L
4 - c: natural gas
Task 5:
A
* Aims: To introduce some vocabulary items related to renewable and non-renewable sources.
CI
* Content: Complete each of the sentences with the correct word from the conversation
* Products:
FI
Task 5 Task 5. Complete each of the sentences with
- Ask Ss to read the sentences and find the words the correct word from the conversation.
OF
to fill in the gaps. If Ss find the task difficult, ask
them to read the conversation again and find 1. Energy is ___________that we use to provide
appropriate information in it. Go around and us with light, heat or electricity.
offer help, if needed. 2. When energy comes from the__________,
- Ask them to share their answers in pairs before wind and water, we call it renewable energy.
ƠN
checking as a class. Explain, if necessary. 3. When energy comes from wind, we call it
- Call on a few pairs to read the complete __________energy.
sentences in front of the class. Praise them when 4. We cannot _________ out of renewable
they do the task energy.
NH
5. Some types of energy are _________and easy
to use.
* Keys
1. power 2. sun 3. renewable
4. run 5. cheap
Y
* Activity 4: Production (3’)

QU
* Aim: To help Ss practising talking about energy; To practise team working ; To give students
authentic practice in using target language
* Content: Group discussion ( the questions about :What is the best source of energy? why?)
* Products: Ss discuss in groups actively and give the answers correctly.
M
* Teacher gives Ss clear instructions in order to Group discussion

KÈ
make sure Ss know what to do

- ask students to discuss within their groups to 1. What is the best source of energy?
answer the questions: 2. Why do you think it is the best one?
1. What is the best source of energy? ‡ I think renewable energy( such as the sun,
2. Why do you think it is the best one? wind, water) is the best because Some types of
Y
+ Students discuss with their partners and take energy are cheap , safe and easy to use.
notes
DẠ
- observer Ss while they are talking, note their

language errors
** Ss do as instructed. Then present what they
have discussed.
* Activity 5: Consolidation (3’)
* Content: Summarise briefly the main content in the lesson.
* Products:
L
A
- Teacher asks students to talk about what they - some new words
CI
have learnt in the lesson. - Read and understand content of the
- Ss work indepently conversation
* Homework (2’)
FI
* Content: Review the lesson and prepare for the next lesson ( A closer look 1)
OF
new lesson. - Read the dialogue again.
ƠN
* Evaluation:
………………………………………………………………………………………………………
…………………………………………………………………………………………
NH
Y
QU
M
KÈ
Y
DẠ
Week: UNIT 10: Energy source
L
I. OBJECTIVES:
A
1. Knowledge
CI
- Vocabulary about sources of energy.
- Pronunciation: Stress in three-syllable words
2. Core competence
FI
OF
- Develop awareness of energy sources and energy saving.
II. MATERIALS:
ƠN
- Projector/ TV/ small boards, markers.
- sachmem.vn
NH
* Activity 1: Warm-up (5’)
* Aim: and To lead in the topic.
* Content: Game - Do the crosswords
* Products: Students choose the number and answer the questions exactly.
Y

Warm -up Warm –up : Game - CROSSWORDS
QU

** Ss are divided into 2 groups
- Teacher show the crosswords onto the screen
with hints/clues and students choose each line
and take turn to answer.
M
- take turns to write until finish all the words or

find out the key word.
KÈ
**** Teacher checks and corrects if Ss

pronounce the words incorrectly.
* Activity 2: Presentation (7’)
(Vocab- pre-teach)
* Aim: To introduce the new words.
Y
* Content: Some vocab related to the lesson.

DẠ
* Products: read and understand the meaning of vocab.

* Teacher introduces the vocabulary by:
+ Providing the synonym or antonym of the 1. solar energy (n.phr.) /ˈsōlər ˈenədʒi/: năng
words. lượng mặt trời
+ Providing the pictures of the words. 2. hydro energy (n.phr.) /ˈhīdrō ˈenədʒi/: năng
+ Providing the definition of the words. lượng nước
L
** Ss say the words. 3. nuclear (n) /njuː.klɪər/: hạt nhân
*** Teacher shows and says the words aloud * Checking vocab: < Rub out and
A
and asks Ss to repeat them. remmember>
**** Teacher asks Ss to translate the word into
CI
Vietnamese
* Activity 3: Practice (15’)
FI
Task 1
* Aims: To help Ss identify sources of energy by matching the phrases in A with the words in B.
* Content:
OF
* Products:
Task 1 Task 1: Match the types of energy in A with
* Teacher asks Ss to look at the table and match the energy sources in B.
ƠN
the energy with its source. * Answers:
** Ss work out and answer questions in pairs. 1- D 2–C 3–A 4–B
- T asks them to to check their answers.
NH
**** Teacher asks students to make full
sentences to tell about the sources of different
energy. Then tell share them to share their
sentences with a partner and correct for them.
Task 2
Y
* Aims: To help Ss write the phrases to label the pictures.

* Content: Write the phrases to label the pictures
QU

Task 2 Task 2: Write the phrases to label the
* Teacher asks Ss to look at the pictures and use pictures:
M
the knowledge from Task 1 to guess the pictures.

Then work and share their answers with their
KÈ
partners who sit next to them. (peer check)

*** Ss share and discuss with their partners to
write all words/ phrases down on the notebooks.
**** Teacher corrects their answers as a class.
Y
* Answer key:
DẠ
1. Nuclear energy 2. Hydro energy

3. Solar energy 4. Wind energy
Task 3
* Aims: To help Ss complete the sentences about types of energy and energy sources.
* Content: Complete the sentences with the words and phrases from 1 or 2.
* Products: Some Ss call out their answers in front of the class.
Task 3 Task 3: Complete the sentences with the
L
* Ask Ss to read the sentences. Draw their words and phrases from 1 or 2.
attention to the gaps they have to fill in and the
A
* Answer key:
key words or phrases in the sentences (e.g. sea 1. A good place to change ________ to energy is
CI
breezes, solar panels, hydro energy, not safe to near the sea because of the sea breezes.
produce,...). Ensure that they know what to do. 2. They are putting solar panels on the roof of
** Give Ss time to do the task individually. Ask our building to produce ______.
them to use the key words or phrases they have
FI
3. When energy comes from __________, we
learnt in 1 and 2. Go around and offer help, if call it hydro energy.
necessary. 4. They are reducing the use of__________
OF
***Ask Ss to exchange their answers in pairs or because it is not safe to produce.
groups. Then call on some Ss to call out their
answers in front of the class.
**** Check their answers. T explains if
necessary.
ƠN
* Activity 4: PRONUNCIATION (10’)
STRESS IN THREE-SYLLABLE WORDS
Task 4
* Aims: To help Ss practise pronouncing three-syllable words with the correct stress.
NH
* Content: Ss understand and know how to pronounce three-syllable words with the correct stress.
* Products:
Task 4 PRONUNCIATION
Y
Stress in three-syllable words

* Give Ss a few minutes to look at the words I. Nhấn trọng âm vào âm tiết thứ nhất
QU
individually. Explain that these words have three 1. Khi thêm các hậu tố sau thì trọng âm từ chính
syllables. không thay đổi: -ous, -ful, -ed, -ly, -ment, -ness, ...
Eg: ‘dangerous; ‘plentiful
** Guide Ss how to stress the nouns and the 2. Những từ có 3 âm tiết mà là danh từ, tính từ, trạng
adjectives with three syllables từ thì trọng âm thường ở vần đầu.
M
Lưu ý: những từ này không chứa tiền tố và hậu tố

Eg: Energy
II. Nhấn trọng âm vào âm tiết thứ hai:
KÈ
1. Các từ có tận cùng là: -tion, -sion, -ity, -ety, -ic, -

ical, -ous, -ive, -ian, -al thì trọng âm rơi vào âm tiết
trước đó.
Eg: e’normous , ex'pensive
Y
2. Trọng âm thường rơi vào âm tiết thứ hai nếu:

âm tiết cuối cùng chứa một nguyên âm ngắn và âm
DẠ
tiết thứ hai chứa một nguyên âm dài hoặc một

*** Play the recording & repeat the words nguyên âm đôi hoặc tận cùng bằng hai phụ âm trở
paying attention to the correct stress in three- lên.
syllable words. Pause the recording to drill Ex: a’bundant con’venient
difficult words.
Task 4: Listen and repeat. Pay attention to the
+ Have Ss practise saying the words in pairs or stressed syllables in the words.
groups until they feel confident. 'energy re'cycle
'dangerous ex'pensive
L
**** Call on some Ss to say the words in front
of the class. Correct their pronunciation if 'easily po'lluting
A
necessary. 'government re'sources
CI
Task 5
* Aims: To help Ss practise pronouncing three-syllable words with the correct stress in sentences.
FI
* Content:
* Products:
OF
Task 5 Task 5: Listen and repeat, paying attention to
-Give Ss a few minutes to read the sentences. the stressed syllables in the underlined words.
Draw their attention to the underlined words
1.Nuclear 'energy is 'dangerous and ex'pensive.
with stress on the first or second syllable. Check
ƠN
comprehension. 2. We should ride a bike when 'travelling
-Play the recording, sentence by sentence, for Ss short 'distances.
to listen and repeat. Draw their attention to the 3. The word "re'cycle" has three 'syllables.
stress of three-syllable words.
NH
-Have Ss practise saying the sentences in pairs 4. Burning coal is po'lluting our environment.
or groups. Go around to offer help or correct 5. Our 'government is looking for new sources
pronunciation, if necessary. of 'energy to replace gas.
-Call on some Ss to read aloud the sentences in
front of the class. Correct their pronunciation if
Y
necessary.
QU

* Content: Vocab and how to three-syllable words.
* Products:
M
- Teacher asks students to talk about what they - Vocabulary and how to pronounce the three-
have learnt in the lesson syllable words.
KÈ
* Homework (2’)
Y
DẠ
new lesson. - Prepare lesson 3 ( A closer look 2)..
*- Evaluation: ………………………………………………………………………
Week: UNIT 10: Energy source
A L
I. OBJECTIVES:
CI
1. Knowledge
Know how to use: THE PRESENT CONTINUOUS
FI
Structure Examples
1. Affirmative sentences: S + be + Ving She is playing basketball in the school
yard.
OF
2. Negative sentences: S + be not + Ving They are not using solar energy.
3. Y/N questions: Be + S + Ving? Are you working on your Project?
4. W questions: W + S + be + Ving? Where is your brother studying?
2. Core competence
ƠN
- Develop awareness of conserving the energy sources
NH
II. MATERIALS:
- Projector/ TV/ pictures.
- sachmem.vn
Y

QU

* Aim: -To activate students’ knowledge on the topic of the unit
-To enhance students’ skills of cooperating with team mates
* Content: Game: Sentence puzzling.
* Products: Ss have to work in groups to create as many correct sentences from the word cards.
M
KÈ
Warm up (group work) * Warm-up: JUMBLE SENTENCES

** Teacher divides the class into 4 groups. * Suggested answers:
Teacher delivers a set of word cards which are 1. She is learning English now.
Y
jumble sentences in present continuous to each 2. They are not using solar energy.
group. 3. Are you working on your Project?
DẠ
** Students will have to work in groups to create

4. Where is your brother studying?
as many correct sentences from the word cards as
possible. The group with more correct sentences 5. She is playing basketball in the school yard.
will be the winner.
**** Teacher checks and corrects if Ss make the
sentences incorrectly.
‡Lead in
Teacher says: “This lesson today we are going to
L
revise how to use the present continuous ”
A
* Aim: To help Ss revise the use of the present continuous.
CI
* Content: Revise the use of the present continuous.
* Products: understand and know how to use of the present continuous.
FI
* Pre – grammar * Grammar 1:
THE PRESENT CONTINUOUS
OF
* T ask Ss look at the Remember on the
screen.
** Ss read the usage and study the example.
*** Ss may discuss within groups/pairs before
answering.
ƠN
**** Teacher shows and says the sentences
aloud and asks Ss to make similar sentences.
NH
Task 1+ Task 2
* Aims:
- To practise using the present continuous.
Y
* Content: Work in pairs. Tell your partner what the people in the pictures are doing
* Products: Ss write the answers on the board correctly.
QU
Task 1 Task 1. Work in pairs. Tell your partner what
* Teacher asks Ss to look at the pictures and the people in the pictures are doing
work in pairs. Teacher asks them how would
M
they ask and answer (using Present

continuous)
KÈ
** Ss work out and answer questions with a

partner.
*** Ss share their answers in pairs.
**** T asks them to to check their answers.
Y
-Then tell share them to share their sentences * Answers:

DẠ
as a whole in class and correct for them. a- She is teaching maths/ is writing on the board.
b- They are play football/soccer.
c- She is riding her bike/bicycle.
d- She is cooking.
c- She is singing.
f- He is watering the flowers/plans/is doing
gardening.
Task 2 Task 2: Complete the sentences, using the
* Have Ss read the sentences individually. present continuous form of the verbs in
L
Draw their attention to the words or phrases in brackets.
each sentence that can be used with the
A
present continuous such as now, today,
nowadays, keep quiet, etc. Check
CI
comprehension.
** Before doing the task,T may ask Ss how
to use the appropriate present continuous form
FI
of the verbs in brackets to complete the
sentences. * Answers:
1. is talking
OF
*** Get them to swap their answers in pairs or
groups. Go around and offer help, if 2. are using
necessary. 3. are taking
**** Call on some Ss write the answers on 4. are developing
the board. T and other Ss comment. 5. are reducing
ƠN
Task 3
* Aims: To help Ss distinguish the use of the present continuous from the present simple.
* Content: Circle the correct form of the verb in each sentence
* Products: Students
NH
Task 3 Task 3: Circle the correct form of the verb in
* Have Ss read the instruction. each sentence
** Give Ss time to do the task individually. 1. Are you still work / working on your project
Y
Draw their attention to the words or phrases now?

that can be used with the present continuous 2. Nam and Lan do / are doing quite well at
QU
(e.g. now, this year, at the moment, right now) school this year.
and with the present simple (e.g. three times a 3. Does she study / Is she studying at the school
week). Check comprehension. library at the moment?
*** Get them to swap their answers in pairs or 4. Hoa studies / is studying for her exam, so she
groups. Go around and offer help, if can't come to the party right now.
M
necessary. 5. We have / are having English three times a

**** If there is time, have some Ss write the week.
KÈ
answers on the board. T and other Ss

comment. * Key: 1. working 2. are doing 3. Is she studying
4. is studying 5. have
Task 4
* Aims: To help Ss write the present continuous sentences with the suggestions given.
Y
* Content: Write sentences about what the people are doing or not doing, using the suggestions.
DẠ
* Products: Students to say out loud their answers in front of the class.
Task 4 Task 4: Write sentences about what the people
are doing or not doing, using the suggestions.
* Teacher gives Ss time to do the exercise * Answers:
individually and peer check with their partner. 1- The students are doing the project now.
*** Teacher nominates Ss to read aloud the 2- Mrs. Lien is teaching us about solar energy at
sentences. Then asks them to underline the the moment.
L
words/phrases that can be found in Present 3- They are learning about energy this month.
continuous sentences 4- She isn’t swimming in the swimming pool
A
**** Teacher checks and gives the right now.
corrections if they have mistakes. 5- Nowadays, people in Iceland aren’t using
CI
energy from coal.
* Production (5’)
FI
Task 5
* Aim: - To practise speaking using the present continuous
* Content: Work in pairs. Ask and answer the following questions.
OF
* Products: Some pairs ask and answer the questions in front of the class.
Task 5 Task 5: Work in pairs. Ask and answer the
* Have Ss read the questions and think about following questions.
ƠN
what they are doing now, these days, this
term, etc.
** Let Ss ask and answer the questions in
pairs.
NH
*** Select one or two pairs to ask and answer
the questions in front of the class. Praise their
performance.
**** Teacher gives feedback and gives the
Y
Consolidation (3’)
QU
* Content: summarize the main content in the lesson.

* Products: Ss say what students have learnt in the lesson.
Teacher asks students to talk about what they - Grammar: the present continuous tense.
M
have learnt in the lesson. - form and usage.

* Homework (2’)
KÈ
* Aim: To revise the knowledge that students have gained in this lesson and prepare the new
lesson
Y
DẠ
- T reminds Ss to do homework and prepare - Do exercises in the workbook.

the new lesson. - Prepare lesson 4 ( communication)
*- Evaluation:
………………………………………………………………………………………………………
……………………………………………………………………………………………………..
Date :…………..
Week : UNIT 10: Energy source

Period : Lesson 4 : Communication
L
I. OBJECTIVES:
A
CI
1. Knowledge
- Everyday English: Asking for explanations
- Speaking skill: how well your partner saves energy.
FI
2. Core competence
OF
- Ss have the responsibility for themselves, for community and for the country about advantages
ƠN
and disadvantages of different sources of energy.
- Develop awareness of saving the energy sources
II. MATERIALS:
Grade 7 textbook, Unit 10, Communication
NH
Computer connected to the internet
TV/ Pictures/ Projector
sachmem.vn
Y
* Aim: To introduce the topic; To lead in the lesson.

QU
* Content: * Game: Pass the secret

* Products: Ss play in groups by writing the correct words on the board.
* Warm up * Game: Pass the secret
M
* Teacher divides class into 2 teams and asks

them to play a game “Pass the secret”
KÈ
** Ss have 1 min to pass the words related to the

topic
*** Teacher shows the group leader words related
to the lesson topic.
Y
Then the leader passes it on to the next member

of the team.
DẠ

The team which has more correct words will be
the winner
‡ Lead in
Teacher leads students into the lesson by telling
what they are going to learn: “We are going to * Suggested answers:
learn how to ask and answer for explanations and Solar, hydro, coal, natural gas, oil, wind,…
find out how well we save energy”.
L
Activity 2: Presetation ( 10’)
A
* EVERYDAY ENGLISH
Asking for explanation
CI
Task 1 + 2
* Aim: To let students know the structure to ask and answer for explanation
To help students practise on how to ask and answer for explanations.
FI
* Content: Listen and read the conversation. Pay attention to the highlighted questions.
Make similar conversations to ask for explanations.
* Products: Ss know the way to ask and answer for explanation .
OF
Task 1 Task 1: Listen and read the conversation. Pay
attention to the highlighted questions.
ƠN
* Teacher plays the record for SS to listen and
read the conversation.
** Ss listen and practice saying with their
partners.
*** Teacher calls some pairs to read aloud.
NH
**** Teacher corrects pronunciation if needed.
* Teacher asks Ss to pay attention to the

highlighted parts and asks them some questions
to elicit the new structure:
Y
- Which tense do we use to ask and answer? ÿ Structure:

to ask:
QU
- Which question word and verb do we use?

- ….. - What do/does + S + mean?
** Ss answer teacher’s questions to find out new to answer:
structure to ask and answer for explanations. - S + mean(s)/be …
*** Some students give the new structure to the
M
teacher.
**** Teacher corrects and writes on the board
KÈ
Task 2 Task 2: Work in pairs. Make similar

* Teacher has SS look at the phrases in Ex 2 to conversations to ask for explanations.
make similar dialogue.
** Ss work in pairs to make similar dialogue. .Suggested answers:
Y
*** Teacher calls some pairs to present it in

front of the class. A: What does hydro energy mean?
DẠ
**** Teacher gives feedback and some B: It’s energy that comes from the sun. What
comments does nuclear energy mean?
A: It’s energy that comes from the nuclear
power.
Activity 3: SAVING ENERGY (10’)
Task 3
* Aims: To provide students with more awareness of ways to save energy and help them practice
the skill of speaking.
* Content: Work in groups. Speech: how well your partner saves energy.
L
* Products: Some pairs ask and answer the questions in front of the class.
A few group representatives to perform the task in front of the class.
A
CI
* Have Ss read the instructions to understand Task 3: Work in pairs. Ask your partner the
what they are going to do. following questions and tick his or her answers
FI
** Teach new words (e.g. public transport, in the boxes.
low energy light bulbs, .„). Check
comprehension.
OF
***Have Ss work in pairs, one student in each
pair asks the questions and ticks the other's
answers in the boxes.
****Select one or two pairs to ask and answer
the questions in front of the class. Praise them
ƠN
when they give the answers.
* Have Ss read the instructions.Then let them

read the example to understand how to do the
NH
Task 4: Work in groups. Speech: how well your
task. partner saves energy.
** Teacher gives students time to prepare.
Meanwhile, teacher walks around the
classroom to help students if they have
difficulties find proper
Y
words/phrases/structures
*** Teacher calls some Ss to read aloud their
QU
work
**** Teacher let Ss listen and correct mistakes
(if needed).
M
* Aims: To help students practicing speaking about saving energy

* Content: Speech: how well you save energy
KÈ
* Products: Some students perform the task in front of the class.

Task 5 Task 5: Answer the questions in 3 on your
* Teacher allows students time to answer the own. Speech: how well you save energy
Y
questions onto their notebooks and prepare.

** Ss work individually. I save lots of energy. I walk to school every day. I
DẠ
*** Ss can practicing sharing to their partners always turn off the TV when not watching it . and
**** Teacher calls some students to read my family is using low energy light bulbs at home.
aloud their work. Teacher let Ss listen and
correct mistakes (if needed).
* Products: Say aloud what they have learnt in front of the class.
L
A
Teacher asks students to talk about what they - how to ask and answer for explanations
CI
have learnt in the lesson. - how well you save energy
* Homework (2’)
* Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next
FI
lesson: Skills 1.
OF
- T reminds Ss to do homework and prepare - Do exercise in WB
the new lesson. - To prepare for the next lesson: Unit 10- Skills 1.
ƠN
*- Evaluation:
………………………………………………………………………………………………………
………………………………………………………………………………………………….
NH
Y
QU
M
KÈ
Y
DẠ
Date :…………..
Week : UNIT 10: ENERGY SOURCES

L
I. OBJECTIVES:
A
1. Knowledge
CI
+ Reading:
- read for specific information about renewable and non-renewable sources of energy.
+ Speaking:
FI
talk about advantages and disadvantages of different sources of energy
2. Core competence
OF
- Develop awareness of saving the energy sources
ƠN
II. MATERIALS:
Grade 7 textbook, Unit 10, Skills 1
TV/ Pictures, cards
sachmem.vn
NH
* Activity 1: Warm-up (5’)
* Aim: To activate students’ prior knowledge and vocabulary related to the topic of reading and
To lead in the lesson about Skills 1.
Y
* Content: Think of the word which has 9 letters in it related the topic “ENERGY SOURCES”.
* Products: Ss give the correct answers.
QU
Warm up * Warm up: Game: Hangman
* Teacher divides class into 2 teams and asks

M
them to think of the word which has 9 letters in

it related the topic “ENERGY SOURCES”.
KÈ
** Ss have 1 min to think of the words related to

the topic or they can discuss with their partners.
*** Each member from each team turn by turn
guesses the letter in the secret word.
Y
The team which can find or guess the secret first RENEWABLE
DẠ
will be the winner.
‡ Teacher leads students into the lesson by

telling what they are going to learn: “We are
going to read a passage about renewable and
non-renewable source of energy.”
* Activity 2: Reading
Presentation vocab.
L
* Aim:. To provide students with some lexical items before reading the text.
A
* Content: Learn some vocab related the topic.
* Products: Read and understand the meaning of words.
CI
* VOCABULARY
FI
- Pre teach vocabulary
- produce (v)/prəˈdjuːs/: Sản xuất
* Teacher use different techniques to teach
= to make things, mostly in large quantity
OF
vocab (pictures, situation, explaination…..) Examples: Companies produce many toys for
children before Christmas.
** Repeat in chorus and individually
- limited (a)/ˈlɪmɪtɪd/: bị hạn chế
*** Copy all the words = not very great in amount or extent
Examples: coal, oil, …
ƠN
**** Checking vocab: Checking: Call words in - available (a) /əˈveɪləbl/: có sẵn
EL Hydro energy is available, clean and safe to
use.
- Electrical appliances /ɪˈlɛktrɪkəl əˈplaɪənsɪz/
NH
(n.phr) Thiết bị điện
*Checking: Call words in EL
* Pre -reading (5’)

Y
Task 1:
* Aims: To introduce words related to skin conditions to Ss and help Ss have a general idea of
QU
what they are going to read.

* Content: Discuss the following questions.
* Products: Ss give the answers exactly.
M
Task 1 Task 1: Work in pair. Discuss the following

* Teacher asks Ss to work in pairs to look at the questions.
KÈ
Picture in Ex1 and discuss to answer the

questions.
** Ss work in pairs.
*** Teacher calls some Ss to check what they
Y
have discussed.
DẠ
**** Teacher corrects
‡ They are hydro energy and energy from coal.

‡We will use solar energy and wind energy.
* While -reading
Task 2 + 3
* Aims: To help Ss develop their reading skill for details and specific information.
L
* Content: Read the text and choose the best option (A, B, or C) to complete the sentences.
A
* Products: Ss say aloud the correct answer .
CI
Task 2. Task 2. Read the text and choose the best
FI
option (A, B, or C) to complete the sentences.
* Teacher gives Ss time to: read each question,
locate where the information appears in the text, * Suggested answers:
OF
read that part carefully and circle the correct 1. B 2. A 3. C 3. A
answer.
** Ss do the task independently
ƠN
*** Teacher tells Ss to compare their answers in
pairs before calling some of them to check.
**** Teacher confirms the correct answer and

NH
explains if needed.
Y
Task 3. Task 3. Read the text again and answer the

QU
* Teacher asks Ss to do the exercise carefully questio Answer key:

and individually.
** Ss do the task independently. 1. There are two energy sources. They
are non-renewable sources and renewable
*** Teachers has Ss compare their answers in
sources.
pairs and call some Ss to give their ideas. 2. Non-renewable sources are coal, oil
M
**** Teacher checks and confirms the correct and natural gas.
answers. 3. Renewable sources are available, clean and
KÈ
safe to use.
4. In the future, we will rely more on
renewable energy sources.ns.
* Activity 3 : SPEAKING
Y
Pre-Speaking
Task 4:
DẠ
* Aims: To help students identify the advantages and disadvantages of different energy sources.
* Content: Discuss and put the following words or phrases in the appropriate columns.
* Products: Students’ correct answers on the posters.
Task 4 Task 4. Work in groups. Discuss and put the
- Have Ss read the instructions to identify how following words or phrases in the
L
the task is done. appropriate columns.
A
- Have Ss work in groups. Ask them to read the * Key:
words or phrases provided and discuss which + Advantages: easy to use, cheap, available,
CI
ones are advantages and which are safe to use, good for the environment
disadvantages. + Disadvantages: run out, limited, expensive
- Have Ss put the words and phrases in the
FI
appropriate columns. T goes around and corrects
mistakes or gives help when necessary.
- Call on some Ss to perform the task in front of
OF
the class. T and other Ss listen and comment.
*While-Speaking
Task 5
* Aims: To help Ss talk about different houses in the future.
ƠN
* Content: Tell your partners about your future house.
* Products: Some Ss go to the board and tell the class about different houses in the future.
NH
Task 5 Task 5 : Work in pairs. Ask and answer
* Teacher has Ss work in pairs and asks them to questions about the advantages and
take turns to ask and answer disadvantages of different energy sources
** Ss work in pairs to do the task. Teacher goes A: What are the advantages of hydro energy?
around, listens and gives help if needed. B: It's available, clean and safe to use.
Y
*** Teacher calls on some pairs to share their A: What are its disadvantages?
answers with the class. B: It's expensive to produce.
QU
**** Teacher comments and correct.

A: What are the advantages of energy from
coal?
B: It's cheap and easy to use.
A: What are its disadvantages?
M
B: It's limited and not good for the environment.

* Activity 4: PRODUCTION
KÈ
* Aims: To help students practice presenting the advantages and disadvantages of different types of
energy source
* Content:
* Products: Some groups share their answers with the class.
Y

DẠ
* Teacher has students work in groups to Presentation: Advantages and disadvantages

prepare a presentation (poster/pictures/notes…) of a source of energy
*** Teacher calls on some groups to share their
answers with the class.
**** Teacher comments and corrects if needed.
* Content: Ss summarise what they have learnt with the two skills.
* Products: Students say what they have learnt with the two skills in front of the class.
L
A
- Teacher asks students to talk about what they - 2 skills ( talk about advantages and
CI
have learnt in the lesson. disadvantages of different sources of energy )
* Homework (2’)
FI
OF
- Teacher asks students to prepare the new - Do Ex inWB
lesson - Prepare: Skills 2
ƠN
*- Evaluation:
………………………………………………………………………………………………………
………………………………………………………………………………………………..
NH
Y
QU
M
KÈ
Y
DẠ
Date :………
Period : Lesson 6: Skills 2
I. OBJECTIVES:
L
A
1. Knowledge
+ Listening
CI
use the lexical items related to the topic Energy sources
listen for main ideas and specific information about the topic how to save energy at home.
FI
+ Writing: Write a paragraph of about 70 words about how you save energy at home.
2. Core competence
OF
Ss will be more aware of saving energy and be more responsiple for protecting the environment.
ƠN
II. MATERIALS:
Grade 7 textbook, Unit 10, Skills 2
Pictures
NH
sachmem.vn
Activity 1: Warm –up (5’)

* Aim: To help students revise the vocabulary items they have learnt in the unit and lead in the
Y
next part of the lesson.

* Content: Listen a song and answer the question.
QU
* Products: Ss play in groups and choose the the pair of number correctly.
* Teacher has Ss watch video clip about how * Warm up : listen a song and answer the
M
to save energy at home. question:

** Ss watch and then discuss in groups
*** Teacher calls some students to give their What is the song about?
KÈ
answers.
**** Teacher listens and give comments. How to save energy at home
-Teacher introduces students the content of the Write some ways to save energy in the video
clip
Y
lesson: “In the lesson today, we are going to

listen to a person talking about how to save
DẠ
energy at home.”
Activity 2: Listening ( 15’)

* Pre-Listening
Task 1
* Aim: To help Ss brainstorm the topic and prepare for the listening text.
* Content: Look at the pictures and answer some questions.
* Products: Ss can get some information the content of the conversation.Choose the correct
picture.
L
A
Task 1: What can you see in this picture?
CI
* Teacher asks Ss to work in pairs to answer What is special about it?
the questions in the picture. * Suggested answers:
1- solar energy
FI
** Ss work with their partner to do the task. 2- turn off the tap while brushing your teeth,
*** Teacher calls on some Ss to answer. use paper fan, use low energy light bulbs, turn
**** Teacher gives comments and leads Ss to off the lights when going out,…
OF
task
* While -listening
Task 2
* Aims: To help Ss listen for specific information about how to save energy at home.
ƠN
To help students develop their skill of listening for details.
* Content: Listen conversation and tick the column
* Products: Ss give the answers correctly and correct mistakes where necessary
NH
Task 2 Task 2: Listen and circle the phrases you
* Ask Ss to read the instructions.** Have Ss hear
read the phrases provided and say which
one(s) is / are new or difficult. Help them
understand the phrases by giving explanations
Y
or the Vietnamese equivalents.

QU
***Play the recording once or twice, if

necessary, for Ss to listen and circle the
phrases they hear.
****Have Ss compare their answers in pairs
or groups. Then call on some Ss to read aloud
M
the phrases. T checks their answers.

Task 3 Task 3: Listen again and tick T (True) or F
KÈ
(False) for each sentence

* Teacher asks Ss to read and underline the
key words.
** Ss work independently listen to the
recording and tick T or F
Y
*** Teacher calls on some students to give

the answers the have listened.
DẠ
**** Teacher corrects and give feedback.

* Answer key:
Key: 1. T 2.F 3.T 4.T 5. F
Post-Listening
Activity 3 : Pre -writing (15’)
L
* Aims: To help Ss indentify some ways to save energy at home. To help Ss prepare ideas to
write a passage.
A
* Content: Read some ways to save energy at home. Choose three ways and write them in
CI
your notebook.
* Products: Ss answer the Qs correctly.
FI
Task 4 Task 4: Work in pairs. Read some ways to
save energy at home. Choose three ways
OF
* Teacher asks Ss to write the methods they
and write them in your notebook.
use to save energy at home then asks them to
give out more if they can.
** Ss think of it and can discuss with their
partners.
ƠN
*** Teacher calls on some Ss to raise their
ideas.
**** Teacher listens and confirms.
While - Writing
NH
* Aims:
* Content:
* Products: Students write a passage in their notebooks.
Y

Task 5 Task 5: Write a paragraph of about 70
QU
words about how you save energy at

* Teacher tells Ss that they are going to write
home.
a passage about how you save energy at
home.
** Teacher reminds Ss of the structure of a
M
passage and steps to make an outline for the

passage.
KÈ
** * Ss work independently to do the task and

try to use the notes from the previous tasks.
Teacher goes around and help if necessary.
Y
Activity 4 : Post-Writing
DẠ
* Aim: To peer check, cross check and final check students’ writing.
* Content: Students’ writing and cross check.
* Products: Students’ writing.
*** Teacher asks Ss to share their writing Task 5: Students’ writing and cross check.
with their partners. Then, call on some Ss to
We use a lot of energy at home and it costs us
show their writing in front of the class.
a lot. To save energy, we should use low
L
**** Teacher checks ideas, grammar, energy light bulbs in all rooms. We need to
turn off electrical appliances such as lights,
A
vocabulary and gives comments.
TVs, fans when we do not use them. We
should also put solar panels on the roof of our
CI
houses to heat water.
Activity 5 : Consolidation (2’)
FI
* Products: A student says what she/ he has learnt in the lesson.
OF
- Teacher asks students to talk about what - Listen a passage about dream house.
they have learnt in the lesson. - Write a paragraph of about your dream
ƠN
house.
Homework (2’)
NH
Teacher asks students to rewrite their writing Rewrite the writing in the notebook.
in their books. - Prepare “ Looking back and project”
Y
lesson.
QU
*- Evaluation:
………………………………………………………………………………………………………
…………………………………………………………………………………………….
M
KÈ
Y
DẠ
Date :…………..
Period : Lesson 7: Looking back and project
I. OBJECTIVES:
L
I. Objectives
A
1. Knowledge
CI
review the vocabulary and grammar of Unit 10
apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
FI
OF
II. MATERIALS:
Grade 7 textbook, Unit 10, Looking back & Project
ƠN
TV/ Pictures, A0 cards and colours
sachmem.vn
NH
Activity1: Warm up: (5’)
* Aim: To revise the vocabulary related to the topic .
To enhance students’ skills of cooperating with team mates
* Content: * Brainstorming – Write about household appliances.
Y
* Products: The group having the most suitable answers is the winner.
QU

* Warm up (Team work) * Warm up: * Brainstorming
- Teacher divides the board, and divides the How to save energy
class into 2 big groups. at home.
M
- Teacher asks students to write some ways -turn off the lights.
KÈ
to save energy at home. - save money.

- Members from 2 teams take turns writing - use low energy light bulbs .
ways to save energy on the board. - produce electricity .
- The group having the most suitable answers - save energy.
is the winner. - use solar panels
Y

DẠ
* Task 1
* Aim: To help Ss revise the vocabulary items (verbs) they have learnt in the unit.
* Content: Match the adjectives in A with the nouns in B to make phrases
* Products: Some students read the words aloud.
Task 1: Task 1: Match the adjectives in A with the
nouns in B to make phrases
L
** Ss do this activity individually, then
compare their answers with their partners.
A
*** Teacher asks for Ss’ answers.
**** Teacher confirms the correct ones
CI
and asks students to make sentences using
the phrases.
FI
* Answer keys:
1. e 2. a 3. d 4. b 5. c
OF
Task 2
* Aims: To help Ss revise the vocabulary items (adjectives) they have learnt in the unit.
* Content: Complete the sentences, using the phrases in 1
* Products: Complete the sentences by writing the correct phrases on the boaard.
ƠN
Task 2 Task 2: Complete the sentences, using the
phrases in 1
NH
* Answer keys:
** Ss do this activity then compare their 1. low energy light bulbs
answers with their partners. 2. electrical applicances
*** Teacher asks for Ss’ answers. 3. renewable energy sources
**** Teacher confirms the correct ones 4. solar energy
5. hot water
Y
QU

Task 3,4
* Aims: To help Ss revise grammar points.
* Content: Complete the sentences with will , won’t, might, might not.
* Products: Ss read the complete sentences in front of the class.
M

Task 3. Task 3: Complete the sentences by using
KÈ
* Teacher asks Ss to recall the structures of the correct form of the present continuous
“The present continuous”, and tell them to do or present simple of the verbs in brackets.
Ex 3 in the book. * Answer keys:
** Ss do the exercise individually and swap 1- is raining
Y
with their partners. 2- start

*** Teacher calls some Ss to check their 3- is walking
DẠ
answer. 4- does
**** Teacher confirms the correct answer. 5- am writing
Task 4
* Teacher asks Ss to do the task.
** Ss work individually to do the task. Task 4: Find ONE mistake in each sentence
*** Teacher calls Ss to give out their answers. and correct it.
**** Teacher checks and confirms their
* Answer keys:
answer.
L
1. do -> are doing
2. explain -> explaining
A
3. is -> are
4. use -> using
CI
5. look -> are looking
Activity 4: Project
FI
* Production (5’):
* Aims: To allow students to apply what they have learnt (vocabulary and grammar) into
OF
* Content: * PROJECT: How to save energy in your school
* Products: Students’ project on the posters.
ƠN
Task 5 Task 5:* PROJECT: Discussion: Which
* Have students read the instruction of how to tips can be applied in your schol.
do the project.
** Teacher asks Ss to dicuss in groups of 4-6
NH
Teacher also has Ss spend some time to make
their brainstorm, narrow down the ideas, make
a poster out of these ideas and practise
presenting within their groups.
Y
*** Some students raise their ideas and

explain their answers among groups
QU
**** Teacher listens, correct (if needed) and

confirms.
Task 6
Task 6 * Poster presentation: How to save energy
Poster presentation in your school
M
* Teacher asks Ss to work in groups of 4 – 6 to Hello everyone, today our group will talk
stick their posters onto the classroom’s wall
KÈ
about some tips to save energy in our school.

and present about them.
** Ss work in group to do the task. First, we should turn the lights off when you
*** Teacher calls some groups to present their leave the classroom because this saves
poster to the class electricity. Second, we should turn off
Y
**** Teacher confirms and corrects. electrical appliances when they are not in
use. A variety of different electronic devices
DẠ
and appliances can consume electricity even

when they're turned off, so it’s important to
switch them off after using. Finally, we should
check that none of your taps around the
school are dripping. This helps saving a large
amount of water every day
L
A
CI
- Teacher asks students to talk about what - revise vocabulary and grammar in unit 10
How to save energy in
FI
your school
OF
* Homework (2’)
* Aim: To revise the knowledge that students have gained in Unit 10 and To prepare for the
next lesson
ƠN
NH
and to do exercise in workbook. - Prepare for the next lesson: Unit 11 (
- Teacher asks students to complete the project Getting started)
and prepare the new lesson.
*- Evaluation:
………………………………………………………………………………………………………
Y
………………………………………………………………………………………………………
QU
M
KÈ
Y
DẠ
Week :
L
Period:
REVIEW 3
A
Lesson 1: Language
CI
I. OBJECTIVES:
By the end of this review, students will be able to revise the language they have learnt and the
skills they have practised in Units 7,8,9
FI
1. Knowledge:
* Vocabulary: - revise words related to Units 7,8,9
* Pronunciation: - revise pronouncing the sounds : /aɪ/ and /eɪ/ ; /ɪə/ and /eə/;
OF
pronounce two-syllable words correctly;
* Grammar: To review the grammatical points taught in Units 7-9: connectors (though/however),
should/ shouldn't, and Yes/No questions.
2. Competence: Ss revise the language they have learnt and some skills they have practised in Units
ƠN
7 – 9; Doing exercises on pronunciation, vocabulary, grammar and everyday English
3. Quality/ behavior: Know the importance of revision and need to study harder ; Having the
serious attitude toward studying and the good relationship with friends.
II. MATERIALS
NH
1. Teacher: - Grade 7 textbook, Planning ( Review 3)
- Smart TV/Pictures, sets of word cards
- sachmem.vn
2. Students: Text books, notebooks, posters, ….
Y

QU
Activity1: WARM -UP (5’)

* Aim: To to review the words related the unit 7-9
* Content: Game: Write the name of the means of transport; types of films, names of festivals
* Products: Students write words related the topic exactly.
M

* Warm up (Team work) * Warm – up : Write the name of the means of
KÈ
* Teacher divides the board, and divides the transport; types of films, names of festivals
class into 3 teams.
** Members of each team take turns and write
the name of the means of transport; types of
Y
films, names of festivals in 2 minutes.

DẠ

PRONUNCIATION
Task 1
L
* Aim:To help Ss review the pronunciation of the sounds learnt in Unit 7 (/ai/ and /ei/) and Unit 8
(/ ia/ and /ea/), and the pronunciation of two-syllable words learnt in Unit 9.
A
* Content: Choose the word whose underlined part is pronounced diﬀerently
CI
* Products: Students say the correct answer key.
FI
Task 1 Task 1: Choose the word in which the
* Ss do this exercise individually, underlined part is pronounced differently.
OF
** Then share their answers with a partner
before giving T the answers.
*** Confirm the correct answers.
**** Have some Ss read out the words.
ƠN
* Elicit the rules of putting stress in two-
syllable words.
** Ss do this exercise individually then share
their answers with their partners before giving 1. b Choose the word which has a different
NH
T the answers. stress pattern from that of the others.
***Confirm the correct answers. 4C 5B
**** Invite some Ss to say the words with
correct stress.
Y
Task 2.
* Aims: To review the meanings of road signs;To review the words related t o films and festivals.
QU
* Content: Write the phrases from the box under the road signs.
* Products: Students say the sentences aloud and pronounce the words and phrases correctly
M
Task 2 Task 2: Write the phrases from the box

* Have Ss do this exercise individually
under the road signs.
KÈ
** Ss share their answers with their partners. 1. No left turn

*** T checks and confirms the correct answers. 2. Walking only
**** SS copy down 3. Turn right ahead
4. Road work
Y
5. School ahead
Task 3:
DẠ
* Teacher asks students to work individually to Task 3: Fill in each blank with a suitable
choose the correct words and complete the word from the box.
sentences.
** Students work individually to complete the * Keys:
task. 1. feast
*** Teacher allows students to share answers 2. shocking
3. Easter
before discussing as a class.
4. fantasy
L
**** Teacher asks students to say the sentences 5. violent
aloud and makes sure they pronounce the
A
words and phrases correctly. Teacher can ask
CI
for translation to check their understanding
Activity 4 :GRAMMAR (15’)
Task 4 + 5
FI
* Aims: -To review the grammatical points taught inUnits 7-9: connectors (though/however), should/ shouldn't,
and Yes/No questions.
- To review the grammatical points taught in Units 7-9: connectors (although/though), should/ shouldn't,
OF
and It indicating distance.
* Content:
* Products: Students say the correct answer key.
ƠN
Task 4 Task 4: Which of the underlined parts in each
* Ss has Ss do this exercise on their own first. question is incorrect? Find and correct it.
** Ss compare their answers with a classmate.
NH
*** T invites Ss to share their answers. Ask
them to explain their answers and correct the
mistakes.
**** Confirm the correct answers.
Y
* Answer keys:
QU
Task 5 1. C 2. B 3. B 4. B 5. C
Task 5: Rewrite the sentences so that they have
the same meanings as the original ones. Use the
* Ss do this individually and compare their
words given in brackets.
answers with a partner. * Answer keys:
M
** Call some Ss to go to the board to write their 1.It's / It is about five kilometres from my house to
my school.
sentences.
KÈ
2.How far is it from Ha Noi to Hai Phong?

*** Other Ss comment. 3.Although he was tired, he still performed the lion
**** Confirm the correct sentences. Revise the dance. / He still performed the lion dance although
he was tired.
structures if needed.
4.We/You/They shouldn't walk here because this
Y
lane is for cycling only.

5.Though my sister lives far away, she comes back
DẠ
home every Tet. / My sister comes back home every

Tet though she lives far away.

* Content: summarize the content of the lesson.
L
A
Teacher asks students to talk about what they - vocabulary and grammar in the lesson
CI
* Homework (2’)
FI
* Aim: To revise the knowledge that students have gained in the lesson and to prepare for the next
lesson
OF
- Teacher asks students to revise old lesson - Do exercise in workbook.
ƠN
and to do exercise in workbook. - Prepare for the next lesson: Review (SKILLS).
- Teacher asks students to complete the project
and prepare the new lesson.
*- Evaluation:
NH
…………………………………………………………………………………………………………
………………………………………………………………………………………………………..
Y
QU
M
KÈ
Y
DẠ
Week : REVIEW 3 (UNITS 7,8,9)
L
Period: Lesson 2: Skills
I. OBJECTIVES:
A
By the end of this review, students will be able to revise the skills they have practised in Units 7-9
CI
1. Knowledge:
- To practise the skill of reading for specific information about a festival;
- To practise asking and answering about the topic of traffic.
FI
- practise the skill of listening for specific information about watching films;
- practise writing a paragraph about Ss' favourite means of transport;
OF
2. Competences:
The abliity of using some skills to practice some exercises in the textbook
Develop communication skills and cultural awareness
Be collaborative and supportive in pair work and teamwork
ƠN
Actively join in class activities
3. Quality/ behavior: Know the importance of revision and need to study harder ; Having the
serious attitude toward studying and the good relationship with friends
II. MATERIALS
NH
- Grade 7 textbook, Review ( skills ).
- Projector/ pictures and cards
- sachmem.vn
III. PROCEDURES:
Y
* Activity1: Warm-up (5’)

* Aims: To increase students’ interest and lead them into the lesson.
QU
* Content: Ask some questions about festivals

* Products: Students’ correct answers .
* Teacher lets ss look at some pictures and * Warm up
M
asks students some questions.

What festival is this?
** Students raise hands to answer.
KÈ
*** Teacher and students discuss the answers. What is its symbol?
**** Teacher checks the answers as a class
Practice (35’)
Y
* Activity 2: READING
DẠ
Task 1
* Aims: - To help students practise reading for main information.
- To practise the skill of reading for specific information about a festival.
* Content: Read the passage. Match the headings in the box with the paragraphs.
L
Task 1 Task 1: Read the passage. Match the
* T has Ss read the passage quickly and headings in the box with the paragraphs.
A
match the headings with the paragraphs.
** Ss compare their answers with a partner * Answer key:
CI
before giving T the answers. 1. B
*** Teacher asks students how can they 2. C
3. A
FI
choose the option.
**** Teacher confirms the answers as a 2. Read the passage again and answer the
class. questions.
OF
Task 2
* Ss do the exercise individually and check * Answer key:
their answers with a partner before giving 1. People hold it in Bunol, Spain on the last
the answers to T. Wednesday of every August.
** Two Ss go to the board and write their 2.There is a ham.
ƠN
answers if time allows. 3. A jet of water from the water cannons.
*** T gives feedback 4. It's one hour.
( T can have Ss play a game: LN) 5. It's a traditional Spanish rice dish.
* Activity 2: SPEAKING
NH
Task 3
* Aims: To help students practise asking and answering about the topic of traffic
* Content: Interview your group members about the topic of traffic,
* Products: Some pairs report their answers for the class.
Y

QU
Task 3 Task 3: Work in groups. Interview your group

* Have Ss work in groups. members. Take notes of their answers and
** One interviews the others. Tell Ss to report to the class.
write their group members'answers in 1. How far is it from your house to your school?
2. How do you go to school?
their notebooks and report them to the
3. What is good about walking?
M
class. 4. What is good about public transport?

*** Summarise Ss' ideas. 1. A: How far is it from your house to your school?
KÈ
**** T and Ss give comments * Suggessted answers:

1.--> B: It is about 2 km from my house to my
school.
2. --> B: I go to school by bike.
Y
3. --> B: Walking can help us improve our health

and stay in shape.
DẠ
4. -- >B: Public transport helps reduce air

pollution.
* Activity 3: LISTENING
Task 4
* Aims: To help students practise listening for specific information about watching films
* Content: Listen to Trang talking about watching films with her family. Fill in each blank
with ONE word.
* Products: Some students read the words/adjectives they have ticked.
L
A
Task 4 Task 4 : Listen to Trang talking about watching
CI
* Have Ss read the sentences. Play the films with her family. Fill in each blank with
recording for the first time. ONE word.
1. Trang's family mostly watches films at _____.
FI
** Ask Ss to listen and complete the
2. Watching films together improves their ______.
sentences. Ask for their answers and
3. They can spend quality _______ together.
write them on the board.
OF
4. After watching a film, they talk about its
*** Play the recording a second time for
_______ and what they like about the film.
Ss to check their answers. Check Ss'
5. Watching films in English is good for her
answers. **** Play the recording again if
_______ skills.
necessary, stopping at different places
ƠN
where Ss got the wrong answers * Keys:
1. home 2. Relationship 3. time
4. lessons 5. language
* Activity 4: WRITING
NH
Task 5
* Aims: To help students practise writing a paragraph about your favourite means of transport
* Content: Write a paragraph of about 70 words about your favourite means of transport
* Products: Students’ perfect writing.
Y

QU
Task 5 Task 5: Write a paragraph of about 70 words

* Ask Ss to discuss and answer the about your favourite means of transport. You
questions in pairs. may use the following questions as cues.
** Have Ss write their paragraph
individually. Ask one student to write the My favourite means of transport is bike. I usually
M
paragraph on the board. ride my bike to school everyday. I love riding my

*** Other Ss and T comment on the bike because it’s good for health and I can protect
KÈ
paragraph on the board. the environment.

**** T collects some writings to give
feedback at home.
Y

DẠ

- Teacher asks students to talk about - 4 skills
what they have learnt in the lesson.
* Homework (2’)
L
* Aims: To revise the knowledge that students have gained in the lesson and To prepare for
A
the next lesson
CI
FI
Teacher asks students to revise old - revise the old lesson.
OF
lesson and to do exercise in workbook. - Do exercise in workbook.
- Teacher asks students to complete the - Prepare for the next lesson: UNIT 10
*- Evaluation:
ƠN
…………………………………………………………………………………………………………
………………………………………………………………………………………………………..
NH
Y
QU
M
KÈ
Y
DẠ
DẠ
Y
KÈ
M
QU
Y
NH
ƠN
OF
FI
CI
A L

Giáo Án Môn Tiếng Anh Lớp 7 Global Success Hk2 Theo Công Văn 5512 (2 Cột) Năm Học 2022-2023 (Đang Cập Nhật) (Bài 7-10)

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Giáo Án Môn Tiếng Anh Lớp 7 Global Success Hk2 Theo Công Văn 5512 (2 Cột) Năm Học 2022-2023 (Đang Cập Nhật) (Bài 7-10)

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GIÁO ÁN MÔN TIẾNG ANH

Ths Nguyễn Thanh Tú

GIÁO ÁN MÔN TIẾNG ANH LỚP 7 GLOBAL

Tài liệu chuẩn tham khảo

Hỗ trợ trực tuyến

* Content: Miming game

* Products: Students guess words correctly.

- take turns go to the board until finish all the

* Checking vocab: < Slap the board >

Ss choose the answers correctly.

Look at the picture and the dialogue

a) Who are they in the dialogue?

Task 2: Read the conversation again and choose

T-Ss, Ss-Ss, T-Ss 1. How does Lan often go to school?

5. This road is very ______ during the rush hours.

1. cycled 2. should 3. jams

* Products: Ss read each word correctly.

Teacher’s and Ss’activities Content

of transport under the right pictures.

*** Then T lets Ss read each word correctly.

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

Activity 1: Warm-up (5’)

To lead in the lesson about vocabulary and pronunciation.

Warm-up: T - Ss Game: JUMBLED WORDS

** In groups of 5, Ss will be given a small white *Answers:

When they finish, they hold it up to show their

Pre teach vocabulary * Vocabulary

T - Ss Task 1: Match the words in A with the phrases

**** T asks them to to check their answers.

sentences with these phrases. Then tell share *Answers:

* Aims: - To practise identifying the meanings of road signs.

see several traffic lights.

*** Ss say the sentences aloud.

Teacher’s and Ss’ activities Content

T - Ss - Vocabulary of verbs and road signs

* Products: Students’ textbook and workbook

-To enhance students’ skills of cooperating with team mates

* Products: Students plays in groups and choose two cards exactly.

* Teacher divides the class into two teams and

gives instructions the game

match exactly, they will get 1 mark. If there is

* Products: Ss write the correct sentences on the board.

Teacher’s and Ss’activities Content

and the task. EX: 500 metres / my house / nearest shop.

Then tell share them to share their

* Products: Ss read aloud the sentences.

Teacher’s and Ss’ activities Content

remember box. Teacher asks them to study

using the structures.

* Aims: To help Ss practise the uses of the modal verb should/shouldn't.

Task 5 Task 5: Look at the pictures. Make

Provide the answer for the first item since it cues

- T goes round giving help when and where pavement.

Activity 5: Consolidation (3’)

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

- Teacher asks students to talk about what

- T reminds Ss to do homework and prepare - Do exercise in the workbook.

* Aim: To introduce the lesson.

* Content: Game: BRAINSTORMING

* Teacher divides class into 2 teams and asks them to

the board and write one word.

**** Teacher corrects their answers. * Suggested answers:

* Teacher asks Ss to pay attention to the highlighted

* Products: Role play and practice in front of the class fluently.

Teacher’s and Ss’activities Content

** Ss work in pairs to make similar dialogue. * Suggested answers: