Giáo án tiếng anh 7 Unit 12: Overcrowded

Period 94

Unit 12: AN OVERCROWDED WORD
Lesson 1: Getting started (p.58-59)

Date of planning:
Date of teaching:

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: extend and practice vocabulary related to the topic “An overcrowded world”.
2. Skills: Listening, reading and speaking about overcrowded places, words about the effects of
overcrowding.
3. Attitude and competencies:
- Educate students be interested in learning English more.
- Understand and actively respond to questions about overcrowded places.
- Form and improve such competencies as pair work, teamwork, communication, presentation,
collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, posters, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Students may have difficulty in extending the conversation.
- Guide them by making model conversation.
IV. PROCEDURE:
TEACHER AND STUDENTS’
ACTIVITIES
I. WARM-UP: (7’ – group work)
*Brainstorm:
- Write the word' population' on the board.

Make sure Ss know the meaning of this word
by either giving the equivalent Vietnamese
word or writing:
- There are 5 million people in Ha Noi
Ha Noi has a population of 5 million.
- Ask Ss if they know the country in the
country or in the word. Once the Ss have
done it, add the prefix 'over' and elicit the
meaning of this newly - formed word from
Ss.
II. NEW LESSON
1. Listen and read - (12'/IW/PW)
*Vocabulary
- T uses different techniques to teach vocab
(situation, explanation…)
- T reads and asks Ss to repeat.
- T helps Ss to do some practice on
pronunciation.
Check “R.O.R”

CONTENTS AND BOARD DISPLAY

Unit 12: AN OVERCROWDED WORD
Lesson 1: Getting started (p.58-59)
A. GETTING STARTED
A holiday story

II. NEW LESSON
1. Listen and read
*Vocabulary

1. overcrowded (a) quá đông đúc
2. diverse (a) đa dạng
3. wealthy (a) giàu có
4. standard (n) tiêu chuẩn
5. slum (n) khu ổ chuột
6. crime (n) tội phạm
1


- T plays the recording.
- Ss look at the conversation, listen to the tape
and then work in pairs to practice the
conversation.
- T checks some pairs.
- Ask Ss to look at the title of the text and the
pictures and ask them prediction questions
about what they are going read. The questions
may be:
 What is the conversation about?
 What do you think Brazil is like?
 Do you think Phuong likes Brazil?
 What can you find a bout Rio/ Brazil
in this conversation?
1a. Read the conversation again, and tick
true or false.
- Ask them read the sentences and decide if
they are false. Ss compare answers with a
partner. Have Ss correct the false sentences.
T writes the correct answers on the board.

7. major (a) chính, chủ yếu
8. disease (n) bệnh tật
9. healthcare (n) chăm sóc sức khỏe
10. experience (n) kinh nghiệm
11. spacious (a) rộng rãi

1a. Read the conversation again, and tick
true or false.
*Key:
1. T
2. T
3. F
4. T
5. F

- Run through all the sentences
- Confirm the correct answers
1b. Read the conversation again. Find a 2b. Read the conversation again. Find
a word or phrase to match the
word or phrase to match the following.
- Ask Ss to read the explanation in the following.
exercise and try to find the words without *Key:
checking the text. Then asks Ss to refer to the 1. diverse
dialogue again for the correct words. Correct 4. slums
the answers as a class.

- Get feedback.
2. Match the words in the box with the
pictures. Then listen and repeat the

word.
- Go through the words and pictures
- Have ss quickly match each word/with
its picture. Then play the recording for ss
to check their answers, pausing after each
phrase and asking them to repeat chorally
and individually.
- Correct their pronunciation
3. Use some of the words in 2 to describe
a place you know.

2. wealthy
5. crime

3. major

2. Match the words in the box with the
pictures. Then listen and repeat the
word.
*Key:
1.a
4.e

2.c
5.d

3.b

3. Use some of the words in 2 to
describe a place you know.

- Ss complete the exercise independently. T *Example:
calls some Ss to share their sentences with the I visit my native village every year. I love
class. T can choose some good sentences and the peaceful atmosphere there.
write them on the board for other Ss to learn
from. Encourage Ss to make as many
sentences as possible.
2


4. Work in group. Make a list of the
problem which you think are connected
to a overcrowded area

4. Work in group. Make a list of the
problem which you think are connected
to a overcrowded area

- In groups, ask Ss to think of the problems *Example:
and make list of them.
There is not enough space to play in.
If Ss have difficulty, suggest that they look
for problems in their daily life at own classes,
schools, home, areas or any other places they
know for the answers.
III. WRAPPING-UP
III. WRAPPING-UP

5. Report your list to the class and see if
they agree with you or not

5. Report your list to the class and see if
they agree with you or not

- Call each group to report their list to the
class. T may help write the problems on the
board. Ask the class if they agree or not.
Encourage them T give an explanation to
their answers. Then move on to the next
group and do the same.
IV. HOMEWORK (3’)
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.

IV. HOMEWORK
- Learn new words by heart.
- Review the lesson.
- Prepare: A closer look 1.

V. FEEDBACK:
……………………………………………………………………………………………………
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3


Period 95

Unit 12: AN OVERCROWDED WORD
Lesson 2: A closer look 1 (p.60-61)

Date of planning:
Date of teaching:

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: extend and practice vocabulary related to the topic overcrowded places, words
about the effects of overcrowding.
- Pronunciation: rising and falling intonation for questions.
2. Skills: Listening, and speaking about overcrowded places, words about the effects of
overcrowding.
3. Attitude and competencies:
- Educate students be interested in learning English more.
- Understand and actively respond to questions about overcrowded places.
- Form and improve such competencies as pair work, teamwork, communication, presentation,
collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, posters, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Students may have difficulty in movement words.
- Explain carefully by giving extra examples.
IV. PROCEDURE:
TEACHER AND STUDENTS’
ACTIVITIES
I. WARM-UP (5') (IW)
- Ask Ss if the can remember any new words

they learnt in Getting Started. Categorize
them as positive (peaceful, wealthy ….) and
negative (poor. slums…) More on to this
lesson which focuses on some problems as a
result of over population
- Ask them go to the board and write in two
teams.
II. NEW LESSON
A. VOCABULARY (20’/IW/GW)
- T uses different techniques to teach vocab
(situation, explanation…)
- T reads and asks Ss to repeat.
- T helps Ss to do some practice on
pronunciation.
* Checking vocab: R.O.R

CONTENTS AND BOARD DISPLAY

Unit 12: AN OVERCROWDED WORD
Lesson 2: A closer look 1 (p.60-61)

A. VOCABULARY

1. poverty (n) sự nghèo đói
2. shortage (n) sự thiếu hụt
3 malnutrition (n) suy dinh dưỡng
4 dense (n) dày đặc
5. commit (v) phạm
7. drought (n) hạn hán

1. Listen and number the words in the order 1. Listen and number the words in the
you hear them.
order you hear them.
- Ss listen to the recording and number the *Key
4


words. Ss listen again and repeat the words.
- T checks the understanding of the words bay
asking questions like: ‘Do you think our
school has enough space?’; ‘What causes
disease?’
2. Complete the sentences with some of the
words from 1.

1. crime
2. malnutrition
3. poverty
4. shortage
5. disease
6. space
7. dense
8. healthcare
2. Complete the sentences with some of the
words from 1.
*Key:
2. crime 3. Disease
- Ss work individually. T checks the answer as 1. healthcare
a class. Encourage Ss to explain why they 4. Malnutrition 5. poverty
3. Match a cause with its effect.

choose that word for the sentence.
1. b
2. a
3. f
3. Match a cause with its effect.
4.
d
5.
c
6.
e
- Ss work independently or in pairs. When they
have finished, let them exchange their answers
with a partner/ another pair. T then gives the 4. Think of some problems for each place
below and write them under the place.
correct answer. T may ask explain why.
4. Think of some problems for each place *Suggested answers:
a. lack of entertainment, few opportunities
below and write them under the place.
In groups, Ss discuss to fine out which for employment, not enough services.
problems each place may have. T collects Ss’ b. poverty, slums, disease, pollution,
unemployment, poor healthcare.
answers and write them on the board.
c. noise/air pollution, crime, overcrowded,
shortage of accommodation.
B. PRONUNCIATION (12')
B. PRONUNCIATION (10')
Word stress
5. Listen and mark the stress
5. Listen and mark the stress

s’pacious
Po’llution
‘poverty
- Ss listen and mark the stressed syllables. T
‘stressful
‘hungry
Nu’trition
corrects the answers. Have Ss listen again and
repeat the words.
In’crease (v)
Su’pport
‘violence
‘shortage

Di’sease

‘healthcare

III. WRAPPING-UP (5’):
III. WRAPPING-UP
6. Listen and repeat each pair. Mark (‘) the 6. Listen and repeat each pair. Mark (‘) the
stress on the words in the table below.
stress on the words in the table below.
- Have Ss listen and repeat the words.
*Key:
As a noun
'record
'picture
'answer
pa'rade

su'pport

IV. HOMEWORK (3’)
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.
V. FEEDBACK:

As a verd
re'cord
'picture
'answer
pa'rade
su'pport

IV. HOMEWORK
- Learn new words by heart.
- Review the lesson.
- Prepare “A closer look 2”

5


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Period 96

Unit 12: AN OVERCROWDED WORD
Lesson 3: A closer look 2 (p.61-62)

Date of planning:
Date of teaching:

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: extend and practice vocabulary related to the topic overcrowded places, words
about the effects of overcrowding.
- Grammar: + Comparisons of quantifiers: more, less/ fewer.
+ Tag questions
2. Skills: Listening, writing and speaking about overcrowded places, words about the effects of
overcrowding.
3. Attitude and competencies:
- Educate students be interested in learning English more.
- Understand and actively respond to questions about overcrowded places.
- Form and improve such competencies as pair work, teamwork, communication, presentation,
collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, posters, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- There may not be enough time for all the activities.
- Guide them and let them do at home.
IV. PROCEDURE:
TEACHER AND STUDENTS’
ACTIVITIES
I. WARM-UP (5') (IW)
*Chatting:
- Free talk about overcrowded cities in

Vietnam.
- T leads in the new lesson.
II. NEW LESSON
*GRAMMAR:
A. Comparisons of quantifiers.(15’)
1. Read the sentences.
- Remind Ss of items they have learnt in the
previous lessons.
+ words of quantifiers (many, a little…)
+ countable and uncountable nouns
+ imperatives with 'more' , 'less' and ' fewer'

CONTENTS AND BOARD DISPLAY

Unit 12: AN OVERCROWDED WORD
Lesson 3: A closer look 2 (p.61-62)

*GRAMMAR:
A. Comparisons of quantifiers.
1. Read the sentences.
- more + Nu/Ns + than…
- less + Nu
+ than…
- fewer + Ns
+ than….

6


- Have Ss read the sentences and the rules in

the table. Ask Ss to add more words to the
table for each type of comparison.
2a. Look at the information for the two cities
below, and compare their data.
- Ss complete the reading independently.
Encourage Ss to observe and recognise that
both tables include the same kinds of
information. This will help them do exercise.
2b. Read the comparisons of the two cities,
and decide if they are true. If they are not,
correct them.
- Ss complete exercise 3 by referring to the
tables. They can the share their answers with
their partners.
- T asks Ss to explain why a sentence is
incorrect and asks Ss correct them.

2a. Look at the information for the two
cities below, and compare their data.
Eg: In Brumba, there are more people per
square kilometre than in Crystal.
2b. Read the comparisons of the two cities,
and decide if they are true. If they are not,
correct them.
1. Correct
2. Incorrect. In Brumba, more people live in
slums.
3. Incorrect. People in Crystal earn more per
day.
4. Correct.

5. Correct.
3. Complete the sentences with more, less or
fewer.
1. fewer 2. More 3. more
4. fewer 5. less
B. Tag questions
+ How can the government improve the life
of people in the slums?
+ Do you live in an overcrowded place?
+ They have moved to the city to look for a
job, haven’t they?
4. Check if the tags are correct. If they are
not, correct them.
1. Incorrect….do you? – don’t you?
2. Incorrect…aren’t they?- don’t they?
3. Correct
4. Correct
5. Incorrect…can’t they?- can they?

3. Complete the sentences with more, less or
fewer.
- Have Ss do this exercise independently. T
then checks answers as a class.
B. Tag questions (17')
- Write 3 questions on the board:
Draw Ss’ attention to how these three
questions are formed: the first two types Ss
have already learnt and the new one, tag
questions.
4. Check if the tags are correct. If they are

not, correct them.
- Ss do this exercise independently. Then they
share their answers with a partner. T checks as
a class and writes the correct tags on the
board. When correcting the answers,
underline the part of the sentences, which
determine the tag.
III. WRAPPING-UP (5’):
5. Choose one of the question tags in the box
to complete each blank in the interview.
- Ss do this exercise independently. T then
checks the answers as a class. T can call on
some Ss and asks them to explain their choice.

III. WRAPPING-UP
5. Choose one of the question tags in the
box to complete each blank in the interview.
1. don’t they
2. isn’t it?
3. can’t we?
4. is it?
IV. HOMEWORK
- Review the lesson.
- Prepare: Lesson 4 - Communication

IV. HOMEWORK (3’)
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.
V. FEEDBACK:

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Period 97

CORRECTING THE FOURTH
45-MINUTE TEST

Date of planning:
Date of teaching:

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Review from unit 10 and 11.
2. Skills: Listening, writing, reading.
3. Attitude and competencies:
- Understand the content of the text and do it well.
- Ss pay attention the lesson, study in a serious and strict manner and be self-conscious.
II. PREPARATIONS:
- Teacher: Text-book, lesson plan, real things...
- Student: Text-books, notebooks...
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- There may not be enough time for all the activities.
- Guide them and let them do at home.
IV. PROCEDURE:
TEACHER AND STUDENTS’

ACTIVITIES
I. Giving general feedbacks
- T gives the test paper to Ss and gives
the general feedbacks
- Ss gets the test paper and checks again
- T summarize the common corrects.
II. Correct the Test:
A. PHONETICS
-T explains the answer for Ss

B. LISTENING
-T play the recording again to Ss check
the correct answers
-T give the correct answers

CONTENTS AND BOARD DISPLAY

CORRECTING THE FOURTH
45-MINUTE TEST

A. PHONETICS
1pt (0.25pts/1sentence)
No.
Sentences
Ms
1
A
0.25
2
D

0.25
3
B
0.25
4
A
0.25
B. LISTENING
1. Listen and fill in the gaps - 1,5 pts (0.25pts/ 1
sentence)
1. footprints
2. negative
3. environment
4. smaller
5. coal
6. run out
2. Listen then tick (T) for true sentences and (F)
for false sentences (1 pt -0.25pts/ 1 sentence)
8


C. LANGUAGE FOCUS
-T explains the answer for Ss

1. T
2. F
3. T
4. F
C. LANGUAGE FOCUS (2 pts)
No.

Sentences
1
D
2
B
3
A
4
B
5
D
6
A
7
C
8
D

Ms
0.25
0.25
0.25
0.25
0.25
0.25
0.25
0.25

D. READING
1. Reading the passage carefully and answer the

D. READING
questions (1 pt – 0.25 pts/ 1 sentence)
- T calls Ss to read aloud the reading
1. They often go to the beach.
- Ss work in pairs to answer the
2. They went to Nha Trang
questions again
3. Hoa and Huyen walked along the beach and
- T corrects
built sandcastles.
4. Yes, they did.
2. Read the passage and choose the correct
answer. (1 pt – 0.25 pts/ 1 sentence)
No.
Sentences
Ms
1
D
0.25
2
B
0.25
3
A
0.25
4
B
0.25
E. WRITING
E. WRITING

A. Rearrange the words to make sentences. (1pt)
-T reminds the structure again to explain 1. We will use more solar energy in the future.
2. If we travel to London, we will visit the
for the answers
museums.
3. I think we will have electric taxis very soon.
4. Do you think the fuel price will increase next
month?
B. Change the following sentences into the
Passive voice. (1,5 pts)
1. A book will be bought by Alex at the weekend.
2. The floor will be washed.
3. The air will be polluted by the smoke from
factories.
4. Solar energy will be used to solve the problem of
energy shortage.
5. A lot of money will be spent on heating next year.
6. Will the solar panels be installed on the roof
tomorrow?
V. FEEDBACK:

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Period 98

Unit 12: AN OVERCROWDED WORD
Lesson 4: Communication (p.63)

Date of planning:
Date of teaching:

I. OBJECTIVES:
1. Knowledge:
- Vocabulary: extend and practice vocabulary related to the topic “An overcrowded world”.
2. Skills: reading and speaking about overcrowded places, words about the effects of
overcrowding.
3. Attitude and competencies:
- Educate students be interested in learning English more.
- Understand and actively respond to questions about overcrowded places.
- Form and improve such competencies as pair work, teamwork, communication, presentation,
collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, posters, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Weak Ss may find it difficult to catch up with the whole class.
- Guide them carefully.
IV. PROCEDURE:
TEACHER AND STUDENTS’
CONTENTS AND BOARD DISPLAY
ACTIVITIES
I. WARM-UP (5’)
Unit 12: AN OVERCROWDED WORD
- Check Ss’ homework
- T leads in the new lesson.

Lesson 4: Communication (p.63)
II. NEW LESSON (30’)
1. Vocabulary (5’)
- T uses different techniques to teach
vocab (situation, explanation…)
- T reads and asks Ss to repeat.
- T helps Ss to do some practice on
pronunciation.
1. Look at the pictures and discuss
- Ss work in pairs to do this tast. T then
calls on some pairs to share their list with
the class.
- Ss write their lists on the board

1. Vocabulary
- densely populated (adj) dân cư đông đúc
- physician(n) thầy thuốc
- slavery(n) nô lệ
- hunger(n) người bị đói, nạn đói
1. Look at the pictures and discuss
*Suggested answer:
Picture 1: clean water, good education, crime…
Picture 2: poor healthcare, crime, hunger….

10


2. Match the words below with the places
in 1.
- Ss match the words in the box with the

places in 1 independently and then T asks
them to explain their choices.
3. Read the information about the two
places.
-T can tell Ss that the readings provide the
same kinds of information. T can draw a
table on the board then asks Ss to fill in
the table with the information before they
talk about the differences.
- Each student in the reads his/her passage
independently.
- Encourage Ss to guess the meanings of
extra words as they appear in the passage;
density, physician and slavery. T can then
check Ss' understanding of all these words
and gives definitions for any that the Ss
still do not understand.
III. WRAPPING-UP (7)
4. Talk about the differences between the
two places in 3.
- Encourage Ss to exchange the
information in the order it appears in the
passage (The table on the differences they
have found out and report back to the
class).
IV. HOMEWORK (3’)
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.
V. FEEDBACK:

2. Match the words below with the places in 1.
Suggested answers.:
Group 1: high living standards, clean water,
densely - populated, good education, crime
Group 2: Poor healthcare, crime, malnutrition,
hunger
3. Read the information about the two places.
Facts
Area
Density
Population
Economy
Healthcare
Problems
Result
Unusual facts

Mauritania

Hong Kong

III. WRAPPING4. Talk about the differences between the two
places in 3.
*Example:
The population of Mauritania is very small,
only over three million people. Hong Kong is
much large. It has more than seven million
people.
IV. HOMEWORK

- Learn new words by heart.
- Prepare: Unit 12: Skills 1

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11


Period 99

Unit 12: AN OVERCROWDED WORD
Lesson 5: Skill 1 (p.64)

Date of planning: 29/04/2019
Date of teaching:
- 7C2:
- 7C4:
- 7C6:

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: lexical items related to the topic “An overcrowded world”.
- Language: The Present Simple Tense and the Future Continuous Tense.
2. Skills: reading and speaking about overcrowded places.
3. Attitude and competencies:
- Educate students be interested in learning English more.
- Understand and actively respond to questions about overcrowded places.

- Form and improve such competencies as pair work, teamwork, communication, presentation,
collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, the recording, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- There may not be enough time for all the activities.
- Guide them and let them do at home.
IV. PROCEDURE:
TEACHER AND STUDENTS’
CONTENTS AND BOARD DISPLAY
ACTIVITIES
I. WARM-UP (5')
*Chatting
Unit 12: AN OVERCROWDED WORD
- T asks Ss if they know the names of any
Lesson 5: Skill 1 (p.64)
large cities in the world. Write Ss answers on
the board. Ask Ss if they have any ideas about
the population of these cities.
II. NEW LESSON
A. READING (20')
1. Vocabulary
- T uses different techniques to teach vocab
(situation, explanation…)
- T reads and asks Ss to repeat.
- T helps Ss to do some practice on
pronunciation.

A. READING

1. Vocabulary
1. issue
2. explosion
3. rise
4. megacity
5. block

(n): vấn đề
(n): sự bùng nổ
(n): sự hình thành, tăng lên
(n): siêu đơ thị
(v) chặn

1. Look at the list of cities. Which do you
1. Look at the list of cities. Which do you
think has the largest population?
think has the largest population?
- T asks Ss to look at the list and see if they *Example:
12


have appeared in their list on the board. Ss A: I think London is number one, isn’t it?
discuss the question in pairs and then as a B: I don’t think so. I think Shanghai is the
class. Allow Ss to come up with any guess es biggest.
as long as they make meaning.
- For more advanced Ss, T can discussion on
see how much Ss know bout these cities and
why they think they are large.
2. Read the passage and check your answers.
- Ss quickly read the passage for specific

information in order to put the cities in the
order of their population size only (Guide Ss
quickly look through the passage for the part
where the names of the cities appear instead of
reading the whole passage)
- T checks their answers.

2. Read the passage and check your
answers.
*Keys: Tokyo, Shanghai, Jakarta, Manila,
London.

3. Read and choose the correct heading for
each paragraph.
- Ss read each part of the passage and choose
the correct heading for it. If time allows, ask
Ss to underline the words which help them
make their decision. Ss exchange their
answers. Allow them some time to explain to
one another about their choice.
- T checks the answers as a class.
4. Read and choose the best answer A, B or
C.
- Ss read the passage again and do the exercise
independently. T may guide Ss to look for the
key words which can help them find the part
of the passage where the information for the
answers is given.
- E.g: question 1 asks about the growth of the
world's population. The answers can be found

in paragraph 1 under the heading ' Population
explosion'.

3. Read and choose the correct heading
for each paragraph.
*Keys:
1.B

2.D

3.C

4.A

4. Read and choose the best answer A, B
or C.
*Keys:
1.C
2.C

3.C

4.C

5.B

B. SPEAKING (15')
B. SPEAKING
5. Discuss about some possible disadvantages 5. Discuss about some possible
that people using them may have.

disadvantages that people using them may
- Ss work in groups. T asks Ss to go through have.
the three pictures of different places and note *Suggested answers:
down the problems they can find for each 1. An overcrowded school: not enough
place. For less advanced Ss, T can assign each playing ground, big classes, less individual
place for a different group so that they can care, not enough study aids…
concentrate on one job only. T should go 2. 1. An overcrowded bus: not enough seats
around go around and help Ss with any new for everybody, stuffy/ not enough fresh air,
words they need. When they have finished, long wait at the bus stops.
ask a representative from each group to report 3. An overcrowded block of flats: noise,
their findings to the class.
shortage of water, little space
13


III. WRAPPING-UP (3')
6. Work in groups. Share your ideas with the
class.
- Explain the situations.
- Remind Ss of the possible disadvantages that
people using them may have.

III. WRAPPING-UP
6. Work in groups. Share your ideas with
the class.
Not enough playing ground, big classes,
lack of study aids…
Stuffy, not enough seats for everybody…
Noise, shortage of water, little space…

IV. HOMEWORK (2’)
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.

IV. HOMEWORK
- Learn by heart vocabulary and structures.
- Prepare: Skills 2

V. FEEDBACK:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

14


Period
100

Unit 12: AN OVERCROWDED WORD
Lesson 6: Skill 2 (p.65)

Date of planning: 02/05/2019
Date of teaching:
- 7C2:
- 7C4:
- 7C6:

I. OBJECTIVES:

By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: lexical items related to the topic “An overcrowded world”.
- Language: The Present Simple Tense and the Future Continuous Tense.
2. Skills: listening and writing about overcrowded places.
3. Attitude and competencies:
- Educate students be interested in learning English more.
- Understand and actively respond to questions about overcrowded places.
- Form and improve such competencies as pair work, teamwork, communication, presentation,
collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, the recording, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Weak students may have difficulty in writing about overcrowded places because of lack of
vocabulary.
- Guide them carefully.
IV. PROCEDURE:
TEACHER AND STUDENTS’
CONTENTS AND BOARD DISPLAY
ACTIVITIES
I. WARM-UP (5’- GW)
*Chatting:
Unit 12: AN OVERCROWDED WORD
- Ask ss to talk about an overcrowded place.
Lesson 6: Skill 2 (p.65)
- T leads in new lesson.
II. NEW LESSON
A. LISTENING (10')
1. Look at the film poster below. What do

you think the film is about?
- Ask Ss to look at the poster. Ask questions
to get as much information from the poster as
possible.
 Have you ever seen this film?
 Who is the main character?
 What is it about?
 Where do you think the story happens?
2. Now listen and check your ideas.

A. LISTENING
1. Look at the film poster below. What do
you think the film is about?
- Talk about an overcrowded place.

2. Now listen and check your ideas.
15


- Ss listen to the recording and check their
answers/ guesses. Play the recording and ask
Ss to check their answers in (1). Have Ss
guess the word/ number to fill in each blank
and write their guesses on the board.
3. Listen again and answer the following
questions.
- Ask ss to read the questions first to see
what information they need to answer the
question. Some Ss might have been able to
answer 1-2 questions already in their first

listening. That's fine. Play the recording as
many times as necessary.
- Ss listen and answer the question. They
then compare their notes with a partner. T
checks
B. WRITING (20’)
4. Read and underline the words/phrases to
describe Dharavi slum and to show the
changes in its population.
- Allow Ss 4-5 minutes to read the passage of
Dharavi slums. Ask them to underline
words/phrases to describe Dharavi slums or
to show the change in its population. T can
write these on the board as a guide to Ss for
the next writing exercise.
III. WRAPPING –UP (8’)
5. Look at the chart. Write a paragraph
about the population change in Ho Chi
Minh city, using a chart and a sample
passage.
- T tells Ss that it's time to write the
paragraph describing the change in
population in Ho Chi Minh City, using the
ideas they generated in the previous exercise.
If there is not enough time to write the
paragraph in class, T can assign it for
homework.
IV. HOMEWORK (2’)
- T assigns the homework.
- Ss copy their homework.

- T explains it carefully.
V. FEEDBACK:

3. Listen again and answer the following
questions.
*Key:
1. The film is based on a book called Q & A.
2. The main character is a boy from an
Indian slum.
3. He wins a lot of money on an Indian game
show.
4. Because he is a boy from the slum.
5. The film looks beautiful, is full of emotion
and is gripping.
B. WRITING
4. Read and underline the words/phrases to
describe Dharavi slum and to show the
changes in its population.
*Example:
…one of the largest slums, …
In 1950, the population was around 100,000
people. Since then…

III. WRAPPING –UP
5. Look at the chart. Write a paragraph
about the population change in Ho Chi
Minh city, using a chart and a sample
passage.
Ho Chi Minh city is one of the largest city in
Vietnam.

In 1979, its population was 3, 420 people.
In 1999, its population grew to 5,037 people.
In 2009, the population of Ho Chi Minh city
was 7,120 people. Since then, Ho Chi Minh
city has grown and grown!
IV. HOMEWORK
- Prepare next lesson. Unit 12. Lesson 7:
Looking back

16


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……………………………………………………………………………………………………
……………………………………………………………………………………………………

Period
101

Unit 12: AN OVERCROWDED WORD
Lesson 7: Looking back and Project
(p.66 - 67)

Date of planning: 02/05/2019
Date of teaching:
- 7C2:
- 7C4:
- 7C6:

I. OBJECTIVES:

By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: lexical items related to the topic “An overcrowded world”.
- Language: The Present Simple Tense and the Future Continuous Tense.
2. Skills: reading, listening and writing about overcrowded places.
3. Attitude and competencies:
- Educate students be interested in learning English more.
- Understand and actively respond to questions about overcrowded places.
- Form and improve such competencies as pair work, teamwork, communication, presentation,
collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, the recording, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Students may not have enough time to do project.
- Guide them carefully and let them do at home.
IV. PROCEDURE:
TEACHER AND STUDENTS’
CONTENTS AND BOARD DISPLAY
ACTIVITIES
I. WARM-UP (5')
*Chatting:
Unit 12: AN OVERCROWDED WORD
- Ask Ss to talk about overcrowded places.
Lesson 7: Looking back and Project
(p.66 - 67)
II. NEW LESSON
A. VOCABULARY (15')
A. VOCABULARY
1. Match the words with their definitions 1. Match the words with their definitions

- Ss can repeat the words in the box as a
*Key:
review for pronunciation. Next, Ss can 1-E
2. B
3. C
4. D 5. A
complete this exercise independently. T
checks.
2. Write a sentence for each of the following
2. Write a sentence for each of the word
following word
*Suggested answers:
- Encourage Ss to think creatively. They 1. We should educate people to obey the laws
may get away from the content of the unit and not to commit crime.
17


about over population and use these words
in different context.
- T goes around while Ss are writing and
help them with any difficult words. When
Ss have finished, T can choose some
original/ interesting sentences and asks Ss
write them on the board. Give feedback.
B. GRAMMAR (6’)
3. Put an appropriate tag question and
match the questions with the answers.
- Ss complete this task independently.
Less advanced classes can complete this
exercise in pairs.

2. You can live longer if you have a better
healthcare system.
3. Disease is not a nice thing, though people have
to suffer from it.
4. No one wants to live in poverty.
5. Education in Vietnam should be improved
quickly.
B. GRAMMAR
3. Put an appropriate tag question and match
the questions with the answers.
*Key:
1. a. don’t we
2. e. didn’t you
3. c. won’t there.
4. d. shouldn’t we.
5. b. don’t they.
4. Complete the effects with more, fewer 4. Complete the effects with more, fewer or less.
or less.
*Key:
- Ss complete the exercise independently 1. more
2. more
3. more
4. less
and then compare their answers with a
partner.
C. COMMUNICATION (7’)
C. COMMUNICATION
5. Talk about the effects, using I will …
5. Talk about the effects, using I will … or I

or I can’t…
can’t…
- Ask Ss to read the example situation. T *Suggested answer:
writes' I will' and' I can' on the board to 1. There will be so much noise.
remind Ss that they can use them to talk - I will get tired because of the noise.
about possible effects. Ss then work on - I can’t concentrate on my study.
situations 1 and 2 independently. For less - There will be ……..
advanced Ss, allow them to work in pairs 2.
or groups.
- I will buy things more easily.
- T calls some Ss to report their ideas.
- I will have to suffer from the noise.
- I can’t find peace in the morning.
D. PROJECT (7’)
D. PROJECT
THE WORLD WE LIVE IN
THE WORLD WE LIVE IN
- Encourage Ss to draw pictures or use
videos to illustrate their ideas.
- They may use posters or prepare a
presentation using computer if possible.
III. WRAPPING-UP (3’)
III. WRAPPING-UP
- T asks Ss to complete the selfassessment.
- Summarize the main point of the lesson.
IV. HOMEWORK (2’)
IV. HOMEWORK
- T assigns the homework.
- Review the lesson.
- Ss copy their homework.

- Do Project
- T explains it carefully.
V. FEEDBACK:

18


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……………………………………………………………………………………………………
……………………………………………………………………………………………………

Period
102

REVIEW 4 (UNIT 10-11-12)
LANGUAGE FOCUS (p.68)

Date of planning: 05/05/2019
Date of teaching:
- 7C2:
- 7C4:
- 7C6:

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: pronunciation, vocabulary and grammar they have learnt from unit 10-11-12 by
doing exercises.
2. Skills: reading, speaking, writing and listening.
3. Attitude and competencies:

- Ss will be interested in learning English more.
- Form and improve such competencies as pair work, teamwork, communication, presentation,
collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Students may not have enough time to do project.
- Guide them carefully and let them do at home.
IV. PROCEDURE:
TEACHER AND STUDENTS’
CONTENTS AND BOARD DISPLAY
ACTIVITIES
I. WARM-UP (5')
REVIEW 4 (UNIT 10-11-12)
1. Warm up:
LANGUAGE FOCUS (p.68)
*Brainstorming
- “What have you learnt in unit 10,11,12 in
terms of language?”
Vocab

Pronunciation
Unit 10

II. NEW LESSON
A. PRONUNCIATION(10')
1. Listen to the conversation and mark the
rising or falling intonation for each
question.

- Remind Ss of the rules for rising/ falling

Grammar
A. PRONUNCIATION
1. Listen to the conversation and mark the
rising or falling intonation for each
question.
*Key:
- What’s a monowheel? (falling)
19


intonation in a question. Play the recording.
- Ss listen and mark the intonation.
- Ss listen again and repeat
B. VOCABULARY(10’)
2. Form a suitable word from the word stem
to fill the sentences.
- Ask Ss to look at the sentences decide what
kind of word is needed for each sentence. (a
noun, a verb, an adjective…)
- Have Ss look for clues. E.g: in sentence 1,
‘a’ shows that we need a noun.
- Let Ss do the exercise independently. Ss
then share their answers with a partner.
- T checks and writes the answers on the
board.
3. Choose A, B, or C to complete sentences.
- T may do a small revision of difficult
vocabulary which appears in the exercise.

Then ask Ss to do it independently. When Ss
have finished, they can exchange their
answers. T then checks
C. GRAMMAR(10’)
4. Use the verbs in brackets in the future
simple active (will do) or the future simple
passive (will be done) to complete the
sentences.
- This is quite a difficult exercise on the use
of simple future active and simple future
passive.
- Ask Ss to look at the subject and the verb to
decide if is active or passive. Ss can do this
in pairs as some discussion might be needed.
- T then checks and clearly explains each
answer.
III. WRAPPING-UP (7’)
Everyday English
5. Put the sentences in the right order to
form a conversation.
- Ss do this exercise independently. When
they have finished, T asks Ss to explain their
order. Ask them to point out the clue on
which they can base for their choice of the
next sentence.
- T then writes the order on the board.
IV. HOMEWORK (3’)
- T assigns the homework.

- Single-wheel (rising) How do you ride it?

(falling)
B. VOCABULARY
2. Form a suitable word from the word stem
to fill the sentences.
*Key:
1. solution
2. Crowded
3. Driverless
4. inventions
5. healthier

3. Choose A, B, or C to complete sentences.
1. A
2. B
3. A
4. B
5. A

C. GRAMMAR
4. Use the verbs in brackets in the future
simple active (will do) or the future simple
passive (will be done) to complete the
sentences.
*Key:
1. will fly
2. Will be used
3. will be demolished
4. Will have
5. will invent

III. WRAPPING-UP
Everyday English
5. Put the sentences in the right order to
form a conversation.
*Key:
1. c
2. g
3. a
4. i
5. e
6. f
7. h
8. d
9. j
10. b

IV. HOMEWORK
- Prepare: Review - Skills
20


- Ss copy their homework.
- T explains it carefully.
V. FEEDBACK:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Period
103

REVIEW 4 (UNIT 10-11-12)
SKILLS

Date of planning: 06/05/2019
Date of teaching:
- 7C2:
- 7C4:
- 7C6:

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: pronunciation, vocabulary and grammar they have learnt from unit 10-11-12 by
doing exercises.
2. Skills: reading, speaking, writing and listening.
3. Attitude and competencies:
- Ss will be interested in learning English more.
- Form and improve such competencies as pair work, teamwork, communication, presentation,
collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Weak Ss may find it difficult to catch up with the whole class.
- Guide them carefully.
IV. PROCEDURE:
TEACHER AND STUDENTS’
CONTENTS AND BOARD DISPLAY
ACTIVITIES
I. WARM-UP (5')

1. Warm up:
REVIEW 4 (UNIT 10-11-12)
*Brainstorm:
SKILLS
1. Which of the causes of hunger below do
you think is the most serious in your
country? Tick (V) it.
*Example: drought, flood, hurricane, etc.
II. NEW LESSON
A. READING(10')
2. Read the text and choose the best
answer for each question.
- Ss read the passage and answer the
questions independently. Have Ss explain
where they find the clues to the answers.

A. READING
2. Read the text and choose the best answer
for each question.
*Key:
1. A
2. B
3. B
21


- T checks.
B. SPEAKING (10’)
3. Game
- This game can be held as a competition.

The pair who successfully completes the
task in the shortest time wins. When the
game is finished, T can correct any wrong
intonation of questions that Ss make during
the competition.
- T can depend on the reality of his/ her
class to add more simple/ complicated
words to the list.
C. LISTENING (10’)
4. Which option (A, B, or C) do you think
is closet in meaning to the word
‘footprint’?
- Ss choose the correct answer for this
vocabulary revision.
- T makes sure that Ss understand the
meaning of the word ‘footprint’ by asking
them to give some example. This helps Ss
with their listening.
5. Listen to the conversation and answer
the questions.
- Ask Ss to carefully read the questions
first.
- Ss listen and write the answers.
- T checks.
III. WRAPPING-UP (7’)
WRITING
6. Imagine an ideal means of transport for
YOUR area. Write a short description of it.
- Ss have learnt to talk about some
imaginative means of transport in Unit 11.

- T can ask them to refer back to this unit
for vocabulary as well as the organization
of a narrative writing.
IV. HOMEWORK (3’)
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.
V. FEEDBACK:

B. SPEAKING
3. Game
*Example:
A: (has chosen the word ‘coal’)
B: Is it a noun?
A: Yes, it is.
B: Does it have colour?
A: Yes, it does.
B: What colour is it?
A: It’s black.
B: It’s ‘coal’.
C. LISTENING
4. Which option (A, B, or C) do you think is
closet in meaning to the word ‘footprint’?
*Key: A

5. Listen to the conversation and answer the
questions.
*Key:
1. He is searching for the meaning of
‘footprint’.

2. No, it doesn’t.
3. Yes, he does.
4. There will be a lot of greenery around you.
III. WRAPPING-UP
WRITING
6. Imagine an ideal means of transport for
YOUR area. Write a short description of it.
- In your writing, you should mention:
+ the name you give to it
+ what it is like
+ what kind of energy it uses
IV. HOMEWORK

22


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……………………………………………………………………………………………………

23