Giáo án tiếng anh 7 sách friends plus soạn chuẩn cv 5512 (kì 2)

Week:
Planning date:
Period:
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 5: ACHIEVE - LESSON 1: VOCABULARY (PPP)
UNITS OF MEASUREMENT
I. AIMS:
1. Language contents:
- Vocabulary: billion, century, decade, fraction, millennium, quarter, thousand, ton
2. Knowledge: By the end of the lesson, my students will be able to make guesses and indicate when they are not sure.
3. Skills:
Main skills
Sub skills

: reading and listening skills.
: speaking and writing skills.

4. Attitude: be confident to make guesses.
5. Competences:
Use units of measurement to make guesses and indicate when they are not sure.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, powerpoint slides, ….
2. Students: textbook, notebook.


III. TECHNIQUES: Qs& As, games, visualize….
IV. PROCEDURES:
TEACHER’S ACTIVITIES

STUDENTS, ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Guessing Game
- Show some photos of famous people or
popular animals or things.
- Ask students to guess who the people are,
what the animals are or what the objects are.

- Guess the photos.

Suggested answer:

- Tell the class.

Students’ own answers.

- Give comments.
II. PRESENTATION. T - Ss - T / Ss - Ss /
Indiv. (10’)
Set context:
- Ask the question to the class, ‘What
world records do you know? and elicit
the answers.

Suggested answers:
- Some students volunteer to answer
Students’ own answers
the questions.

- Ask some students to tell the class.

- Listen to the teacher.

- Lead to the topic – Achieve

- Look, listen and repeat in chorus and
individuals

Teach new vocabulary:
- Use pictures and explanations to
present new words.
- Ask students to practice their


pronunciation drills.
New words:

New words:
billion /ˈbɪljən/

billion (n.)

century /ˈsentʃəri/

century (n.)

decade /ˈdekeɪd/

decade (n.)

fraction /ˈfrækʃn/

fraction (n.)

millennium /mɪˈleniəm/

millennium (n.)

quarter /ˈkwɔːrtər/

quarter (n.)

thousand /ˈθaʊznd/

thousand (n.)

ton /tʌn/

ton (n.)

III. PRACTICE. T - Ss - T/ S - S/ Indiv.
Activity 1 (3’) Complete lists 1-3 with the
words in the box. Put the time and
number words in order. Then listen and
check.
- Ask students to work in pairs to check the
meaning of the words in the box and
complete the lists.

- Play the audio for students to check their
answers.
- Check answers with class.
- Play the audio again, pausing after words

Suggested answers
1. Time: millennium (longest),
century, decade, year, month, day,
- Work in pairs to check the meaning
of the words in the box and complete hour, moment, minute, second
the lists.
2. Number: billion (biggest), million,
thousand, hundred, half, quarter,
- Listen and check the answers.
fraction
- Check the answers with the teacher.
3. Measurements: ton, kilo,
kilometer, meter


with difficult pronunciation for students to
repeat, e.g. century, thousand.
Activity 2 (3’) Complete the Amazing
Achievements text with word from
Exercise 1. Then listen and check.
- Focus on the headings in the text.

- Read the text and complete it with
the correct words.

- Ask students to read the text and complete
it with the correct words.

- Listen and check the answers.

- Play the audio for students to listen and
check their answers.

1. days 2. meters 3. thousand
- Work in pairs to discuss which
4. minute 5. second 6. minutes
achievements they think are the most
7. billion 8. decade 9. million
amazing.
10. kilometer 11. seconds 12.
- Report back.
billion

- Check the answers with the class.
- Put students into pairs to discuss which
achievements they think are the most
amazing.

- Check the answers with the teacher.

13. meters

- Ask pairs to report back
Activity 3 (3’) Listen and repeat numbers
1-5. Say numbers 6-10. Listen and check.

- Allow students time to read through the
numbers.
- Play the audio for them to listen, check
and repeat.
- Check the answers with the class.

Suggested answers:

- Read through the numbers.
- Listen, check and repeat.
- Check the answers with the teacher.

14. ton 15. hour


Suggested answers:
6. nine point two five
Activity 4 (3’) Look at the list of
questions. Then watch or listen to people
guessing the answers. Which of the
questions do they answer?
- Allow students time to read through the
questions and check they understand
everything.
- Play the audio or video for students to note
down which of the questions the people
answer.

7. five hundred and fifty-five
8. nine thousand and one

9. eighty-two thousand, three hundred
- Read through the questions and and fifty-nine
check they understand everything.
10. nine million, nine hundred and
- Listen and note down which of the ninety-nine thousand, nine hundred
and ninety-nine
questions the people answer.
- Check the answers with the teacher.

- Check answers with the class.
Activity 5 (3’): Watch or listen again.
Read the Key Phrases. Which of the
phrases do you hear each person say?
- Read through the key phrases with the
class and check that students understand
them all.
- Play the video or audio again for students
to watch or listen and note down the phrases

Suggested answers:
1. How long does a butterfly live?
- Read the key phrases.

3. How much does an elephant
- Watch or listen and note down the weigh?
4. How fast can the world’s fastest car
phrases.
go?
- Check the answers with the teacher.
6. How tall is the world’ smallest

person?


they hear.
- Check answers with the class.

Suggested answers:
1. I don’t know. Any ideas? Maybe
2. What do you reckon? I reckon …
I’ve no idea. I guess … Probably
3. I know that one. Have a guess!
Around…
4. I guess … I reckon …
IV. PRODUCTION. T - Ss - T/ S - S /
Indiv.
• Activity 6 (15’) USE IT! Work in
groups. Guess the answers to some of
the questions in Exercise 5. Use the key
phrases.

- Read out the example answer.

- Ask two confident students to read out the
example answer.

- Work in pairs to guess the answers to
some of the questions in Exercise 5.

- Put students into pairs to guess the answers
to some of the questions in Exercise 5.

- Tell the class their guesses.

Suggested answers

- Search online to find answers to the

Students’ own answers


Encourage them to use a range of key
phrases.

questions for homework.

- Ask some pairs to tell the class their
guesses.
- Ask students to search online to find
answers to the questions for homework.
- In the next class, discuss the answers that
students found and see who guessed
correctly.

V. Homework. (2’)
- Give homework.

- Take notes

- Learn by heart all the new
words.

- Workbook: page 40.
- Prepare Lesson 2 – Reading.


V. REFLECTION:
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Week:

Planning date:

Period:
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 5: ACHIEVE - LESSON 2: READING (Pre-While-Post)
MEALS FOR MEDALS
I. AIMS:
1. Language contents:

- Vocabulary: revision
Knowledge: By the end of the lesson, my students will be able to understand the general idea of the text and guess the
unknown words in context.
2. Skills:
- Main skills
- Sub skills

: reading and writing skills.
: listening and speaking skills.

3. Attitude: Feel confident to understand the general idea of a text and guess the meaning of the unknown words.
4. Competences:
- know how to answer specific questions about the text.
- use vocabulary items related to the issue of passage.
- identify the main topics in a text.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Games, discussion, questions and answers, Skills Strategy, project-based learning.
IV. PROCEDURES:
TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Good Diet Recipe
- Ask students to work in pairs or groups to

write down some healthy food.

- Work in pairs or groups to write Suggested answer:


- Ask some representatives to write the list
of their healthy recipe on the board.
- Discuss with the whole class.

down some healthy food.

Salad, carrot, fish, meat, tomato, etc.

- Write on the board.
- Discuss with the teacher.

II. PRE-READING. T - Ss - T / Ss - Ss /
Indiv.(10’)
- Put students into small groups to discuss
their ideas about the question “What do you
eat to have the best performance?”

- Work in groups and answer the Question:
“What do you eat to have the best
question.
performance?”
- Talk in front of the class.

- Ask some students to tell the class about
their answers.

Students' own answers.

- Tell them that they are going to read the
text to get the answers.
III. WHILE READING. T - Ss - T/ S - S/
Indiv.(20’)
Activity 1 (7’) Read the text quickly. The
following words may be new to you. What
do you think they mean? Compare your
ideas with a partner’s.
- Point out to students that when they read a
text, it is often possible to guess the

- Listen to the teacher.

Suggested answer:


meaning of words they don’t know by
looking at the context.
- Ask students to find the words in the text
and try to guess their meaning, then
compare their ideas in pairs.

- Find the words in the text and try to Students’ own answers
guess their meaning, then compare their
ideas in pairs.
- Check answers with the teacher.

- Discuss the meanings with the class and
ask who guessed the meanings correctly.
 Activity 2 (7’) Read and listen to the
text and answer the questions.
- Allow students time to read through the
questions, then play the audio.
- Ask students to read and listen to the text
- Read the questions.
and answer the questions.
- Check answers with the class.

Suggested answers:

- Read and listen to the text and answer 1. We should practice bodybuilding
regularly and have a good diet.
the questions.
2. When we practice bodybuilding, we
- Check answers with the teacher.
can eat vegetables most.
3. A basketball player needs between
2,500 and 5,000 calories per day.
4. Bananas are good for basketball
players because bananas contain
helpful nutrients that make the body
feel full of energy.

 Activity 3 (6’) VOCABULARY PLUS
Use a dictionary to check the meaning of
the words in blue in the text.
- Ask students to use a dictionary to check

5. The title is suitable for the text.


the meaning of the blue words.
- Check that students understand all the
words.

- Use a dictionary to check the
meaning of the blue words.
- Check answers with the teacher.

Suggested answers:
Students’ own answers

IV. POST READING.T - Ss - T/ S- S /
Indiv. (10’)
●
Activity: (10') Use it! Work in
pairs. Do you think a good diet can
bring you medals?
- Put them into pairs to discuss the question.
- Ask some pairs to share their ideas.
- Give comments.

V. Homework. (2’)

Question:
Do you think a good diet can bring
- Work in pairs to discuss the you medals?

question.
Suggested answer:
- Share the ideas with the class.
Students' own answers

- Learn by heart all the new
words.


- Give homework.

- Take notes.

- Workbook: Exercises page 44.
- Prepare Lesson 3 – Making
Comparisons


V. REFLECTION:
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Week:

Planning date:

Period:
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 5: ACHIEVE - LESSON 3: LANGUAGE FOCUS (PPP)
MAKING COMPARISONS
I. AIMS:
1. Language contents:
- Vocabulary: revision
- Patterns:
● Making comparisons
Knowledge: By the end of the lesson, my students will be able to compare sporting achievements.
2. Skills:
- Main skills
- Sub skills

: reading and writing skills.
: speaking and listening skills.

3. Attitude: feel confident to compare sporting achievements.
4. Competences:
- Identify the rules of how to make comparisons.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.


III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and group work.
IV. PROCEDURES:
TEACHER’S ACTIVITIES

I.

STUDENTS’ ACTIVITIES

WARM-UP. T- Ss - T / Ss - Ss / (5’)

- Show some pictures for students to
compare, e.g. a picture of a big apple and a
picture of a small apple.

CONTENTS
Suggested answer:

- Do the activity.

Students’ own answers

- Follow teacher’s instructions.

- Ask students to compare the pictures, saying
The green apple is bigger than the red
apple.
- Give comments.
II. PRESENTATION. T - Ss - T / Ss - Ss /
Indiv. (10’)
Lead – in: (2’)
- Ask what students can remember about
Suggested answer:
- Answer the questions.
some words indicating time and numbers on

- Look at the board and listen to Students’ own answers
page 58.
the teacher.
- Elicit a few ideas, then ask: Between
century and decade, which is longer
(century)? Between billion and million,
which is bigger?(billion)
- Underline the comparative forms. Elicit that
we use comparative forms to compare
things.
- Introduce the new lesson.

- Use dictionary if necessary.


 Activity 1: (5’) Complete the sentences
with the words from the reading text on
page 60.

Suggested answer:

- Complete the sentences with the 1 like
- Ask students to complete the sentences and words in the reading text on page 2 different from
46.
check the answers in the text on page 60.
3 as high as
- Check answers with the class.

Activity 2: (3’) Look again at exercise 1.
Then complete the Rules with like,

different from, as…as.
- Ask students to complete the Rules.
- Check answers with the class.

III. PRACTICE. T - Ss - T/ S - S/ Indiv.
Activity 3: (10’) Look at the information
about the athletes. Then complete
sentences 1-5 using comparative forms of
the adjectives.
- Read out the first set of prompts and the
example answer.
- Ask students to complete the sentences
using the comparative form. Point out that in

- Check the answers with the 4 as many … as
teacher.

Suggested answer:
1. like
- Complete the Rules.

2. different from

3. as…as
- Check the answers with the
4. as…as
teacher.

Suggested answers:
1. Archie wasn’t faster than Carl.

- Listen to the teacher.

2. Florence wasn’t heavier than Carl.

- Complete the sentences using the 3. Carl was better than Archie.
comparative form.
4. Archie wasn’t taller than Florence.
- Check the answers with the
5. Archie was shorter than Carl.


some sentences students will need to use a
negative verb.

teacher.

- Check answers with the class.

Activity 4: (10’) Rewrite the sentence by
comparing two things that are the same.
- Read out the example and explain that
students will rewrite the example without
changing its meaning.

- Listen to the teacher.
- Rewrite the example.
- Check answers with the teacher.

- Ask students to rewrite the example.
- Allow students time to compare their

answers in pairs.
- Check answers with the class.

Suggested answers:
1. Mai does not run as fast as Lan.
2. Mai is not a fast runner as Lan.
3. Lan does not run as slowly as Mai.
4. Lan is not a slow runner as Mai.


IV. PRODUCTION. T - Ss - T/ S - S / Indiv.
Activity 5: (6’) Use it! Work in pairs.
Compare opinions about the things in box
B using comparative and superlative forms
of the adjectives in box A.
- Read through the words in the two boxes
and check that students understand
everything.
- Elicit which are long adjectives and which
are short.
- Read out the example and elicit one or two
more examples.
- Allow students time to prepare their ideas
individually, then put them into pairs to
compare their ideas.

Suggested sentences:
- Listen to the teacher.

Students’ own answers

- Prepare the ideas individually,
then work in pairs to compare
their ideas.
- Tell the class.
- Listen to the teacher’s feedback
and take notes.

- Ask some students to tell the class their
ideas.
V. Homework. (2’)
- Give homework.

V. Homework
- Take notes.

- Learn by heart all structures.
- Workbook: page 41.
- Prepare the next lesson: VOCABULARY
AND LISTENING.

V. REFLECTION:
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Week:

Planning date:

Period:
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 5: ACHIEVE - LESSON 4: VOCABULARY AND LISTENING (Pre-While-Post)
JOBS AND SKILLS
I. AIMS:
1. Language contents:
- Nouns: expert, artist, programmer, winner, inventor, professor, scientist, writer, genius, player, champion, musician,
composer, mathematician
- Knowledge: By the end of the lesson, my students will be able to understand people talking about skills.
2. Skills:
- Main skills
- Sub skills

: listening and reading skills.
: speaking and writing skills.

3. Attitude: feel confident to listen to understand people talking about skills.
4. Competences:
- Understand job and skill description.


II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES : Games, discussion, pair – work.
IV. PROCEDURES:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
What are the jobs?
- Show the class some pictures.
- Ask them to call out the jobs of the people
in the pictures.
- Or teacher can divide class into groups to
do the activity. Which group has the most
correct answers will be the winner.

- Follow the instructions to play the Suggested answers.
Students’ own answers
game.
- Check with the teacher.


II. PRE-LISTENING. T - Ss - T / Ss - Ss /
(10’)
Set context: (3’)

- Answer with their own ideas.

- Ask students some questions, “At what
age could you walk? At what age could you
talk?”

- Work in pairs to discuss the
questions.

- Elicit a range of answers from individual
students.
- Put students into pairs to discuss the
questions.
- Discuss the answers as a class.
Activity 1: Choose the correct words in
the texts. Listen and check. (7’)
- Ask students to read the texts and choose
the correct bold words.

Suggested answers:
Students’ own answers

- Tell the class.

Suggested answers:
1. expert
2. programmer
- Read the texts and choose the correct professor
words.
4. scientist 5. winner 6. player
- Listen to the audio and check the
7. champion
8. musician
answers.
composer

- Check the answers with the teacher.

- Play the audio for students to listen and
check their answers.

10. writers 11. mathematician

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

12. genius

3.

9.


III. WHILE-LISTENING. T - Ss - T/ S S/ Indiv. (18’)
Activity 2: Pronunciation /ə/ in jobs. (6’)

Suggested answers:

- Play the audio once for students to listen to - Listen to the jobs.
the jobs.
- Listen again and repeat.
- Play the audio again, pausing after each
word for students to repeat.

Students’ own answers

●
Activity 3: Listen to more jobs and
skills. Find the words you hear in the text
in exercise 1. Listen again and repeat the
words. (6’).

- Listen to the audio and find the words in Suggested answers:
the text in exercise 1.
Students’ own answers.
- Listen again and repeat.

- Play the audio and ask students to find the
words in the text in exercise 1.
- Play the audio again, pausing after each
word for students to repeat.
 Activity 4: (6’) Listen to part of the
program and write True or False.
- Allow students time to read the sentences.

Suggested answers:
- Read the sentences.

1. true

- Listen and decide if the sentences are 2. false (He wrote a piece of music
true or false. Correct the false sentences. when he was eight.)
-Ask students to listen and decide if the
sentences are true or false. Ask students to - Check answers with the teacher.
3. true

correct the false sentences.
4. true
- Play the audio again.

- Check answers with the class.

5. false (He had 1.5 million pounds


from his art when he was ten.)

IV. POST-LISTENING. T - Ss - T/ S - S /
Indiv. (10’)
●
Activity 5: USE IT! Work in pairs.
Use comparative and superlative forms
of the adjectives in the box to compare
jobs. (10’)
- Read out the example sentences and elicit
one or two more examples.

- Give more examples.

Suggested answers.

- Prepare their ideas individually.

Students’ own answers

- Allow students time to prepare their ideas

individually, then put them into pairs to
compare the skills and occupations using
comparative and superlative forms.

- Work in pairs to compare the skills and
occupations.
- Present to the class.

- Ask some students to tell the class about
their ideas.

V. Homework. (2’)
-

Give homework.

V. Homework
- Take notes

- Learn by heart all the phrases.
- Workbook: Exercises page 42.
- Prepare the next lesson:


LANGUAGE FOCUS
V. REFLECTION:
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