GIÁO án TIẾNG ANH 7 THÍ điểm học kỳ 2 CHUẨN 3 cột

Week: 20
Period: 55

Date of preparation: 02/01/15
Date of teaching: 06/01/15

UNIT 7: TRAFFIC
Getting Started
I. OBJECTIVES:
1. Formation of behavior: By the end of the lesson, students will be able to know
some words, phrases related to traffic topic. The usage of “How” to ask about means of
transport.
2. Knowledge:
a. Vocabulary: The lexical items related to the topic “Traffic”
b. Grammar: “IT” indicating distance, USED TO
3. Skill: Listening, reading, writing and speaking
II. PREPARATION:
1. Teacher: - Materials: Ss’ books, text books
- Method: group work, individual work
2. Ss: vocabulary
III. TIME: 45’
IV. PROCEDURES:
1. Class order: Greeting, checking attendance, asking for date
2. Checking up: None
3. New lesson:
Teacher’s activities
Students’ activities
Content
- Have Ss talk about the - Look at the picture Warm up: Have Ss look at the picture on
picture.
and guess.

to guess who the 2 persons in the picture
-Give feed back.
are and what they are talking about.
Presentation:
- Introduce the topic
- Listen
1. Getting started
“Traffic”
a. Choose the correct answer.
- Play the recording. Ss - Pairs to choose the 1. B 2. A
3. B
4. C
listen and read.
correct answer
Practice:
- Have Ss work in pairs - In pairs to practice b. Answer the following questions.
and let them check the in front of class.
1. She played with her brother/ stayed at
answers in pairs or
- Listen and correct. home.
groups, then gives the
2. It’s about 2 kilometers.
keys.
3. She usually goes to school with her dad.
4. Because sometimes there are traffic jams
5. She goes to school by bike.
- Tell Ss to refer back to - Find the phrases
c. Can you find the following in the
the conversation to find and practise saying
conversation? Do you know what they

the phrases.
them together
mean?
- Explain the meaning
- Listen and take
1. to have someone’s attention.
to the Ss.
note.
2. when you strongly support or agree with
something.
3. very excited and keen to do something.
- Ask Ss to role-play
- Listen and roled. Work in pairs. Make short role-plays
the short conversations play the short
with the expressions above. Then practice
in pairs before creating conversations in
them.
their short role-plays.
pairs
Example: - How about cycling to school

1


- Let Ss work in pairs
and write the means of
transport under the
right pictures. Then
have Ss read each word
correctly. Check and

correct their
pronunciation.
- Have Ss work
individually to do the
task, and write their
answers in their
notebooks. Then check
their answers.
- Let Ss stand up and
go round the class to
ask everyone the
question.

- Work in pairs and
write the means of
transport under the
right pictures.

with me tomorrow?
- Great idea!
2. Means of transport.
Write the words using the first letter given.
1. bike/ bicycle 2. bus 3. plane
4. boat 5. ship
6. train
7. motorbike
8. car

- Work individually
to do the task and

compare the answers
with a partner
- Give the answers

3. Match a verb on the left with a means
of transport on the right. There may be
more than one correct answer.
1. ride a bike 2. drive a car
3. fly by plane 4. sail on/ in a boat
5. get on/ get off a bus/ a train/ a bike/ a
motorbike.
Production:
- Have to take notes, 4. Find someone in your class who never.
and then some of
- How often do you walk to school/ go to
them report their
school by bus…?
result to the class.
- Do you (often walk to school/ go to
school by bus?

4. Homework
- Learn by heart vocabulary and practice the conversation.
- Prepare: A closer look 1

Experience
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2

Week: 20
Period: 56

Date of preparation: 02/01/15
Date of teaching: 06/01/15

UNIT 7: TRAFFIC
A Closer Look 1
I. OBJECTIVES:
1. Formation of behavior: By the end of the lesson, students will be able to use the
lexical items related to the topic “Traffic”. Pronounce sounds /e/, /ei/ correctly in isolation
and in context.
2. Knowledge:
a. Vocabulary: The lexical items related to the topic “Traffic”
b. Grammar: “IT” indicating distance, USED TO
3. Skill: Listening, reading, writing and speaking
II. PREPARATION:
1. Teacher: - Materials: Ss’ books, text books
- Method: group work, individual work
2. Ss: vocabulary
III. TIME: 45’
IV. PROCEDURES:
1. Class order: Greeting, checking attendance, asking for date
2. Checking up: Ask Ss practice “Getting started”
3. New lesson:
Teacher’s act
Students’ act
Content

- Have Ss play - Play game.
Warm up Ss give all road signs they see every
Brainstorm
day on the way to school, or elsewhere, and all
- Give comment
the words they know related to the topic of
traffic and transport.
Presentation
Vocabulary
ROAD SIGNS
- Let Ss work in
- Work in pairs.
1. Have you seen these road signs? Talk about
pairs to talk about
- share the answers the meaning of the signs below with a partner.
the meaning of the -write the answers
road signs, then
on the board
write out their
answers.
Practice
- Have Ss work
- Work individually 2. Label the signs in 1 with the words/ phrases
individually to
to label the road
below.
label the road signs signs .
1. trafic lights.
2. no parking
in 1 with the

- Give the answers 3. no right turn 4. hospital ahead
words/ phrases.
in front of class.
5. parking
6. cycle lane
7. school ahead 8. no cycling
- Explain the
- Listen and copy
Look out!
“Look out”: There down.
- A sign within a red triangle will warn you of
are usually three
something.
kinds of signs:
- Signs with red circle are mostly prohibitiveinformative,
that means you can’t do something.
prohibitive, and
- Signs in blue are usually to give information.
warning.

3


- Let Ss work in
- Group work - one
groups and talk
student is the group
about the traffic
leader who and
signs they see on

talk about the
the way to school.
traffic signs they
- Go around and
see on the way to
give help if
school
necessary, and
check their
answers.
- Give examples of - Listen
the sounds /e/, /ei/.
- Let Ss practise the - Pronounce
sounds together.
- Play the recording - Listen and repeat.
and let Ss listen
and repeat as many
times as required.
- Correct their
- Practice
pronunciation.
- Play the recording - Do exercise
2 or 3 times. Help
- Listen and
Ss distinguish the
underline.
sounds /e/ , /ei/ and - Listen and copy
recognize all the
down.
words with the two

sounds, then
underlined them as
assigned
- Refer back to the - Find all the words
page 8. Ask Ss to
having sounds
find all the words
/e/, /ei/
having sounds
/e/, /ei/
4. Homework
- Learn by heart all the new words.
- Prepare: Closer Look 2

3. Work in pairs. Discuss which of the signs
you see on the way to school.
Example:
A: On the way to school, I can see a “ no left
turn” sign.
B: On my way to school there is a hospital, so I
can see a “hospital ahead” sign.

Production:
PRONUNCIATION /e/ /ei/
4. Listen and repeat. Pay attention to
sounds /e/, /ei/
/e/: left, ahead, present, helicopter, centre,
never, seatbelt
/ei/: plane, way, station, train, indicate, mistake,
pavement, break.

5. Listen to these sentences carefully. Singleunderline the words with sound /e/, and
double-underline the words with sound /ei/
/e/: 1. ever
/ei/: break, way
2. very
railway, station
3. 0
always, obey, safety
4. left, when
UK
5. next
They, waiting, train
6. Read aloud

Experience
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Week: 20
Period: 57

Date of preparation: 02/01/15
Date of teaching: 10/01/15

4


UNIT 7: TRAFFIC
A Closer Look 2
I. OBJECTIVES:

1. Formation of behavior: By the end of the lesson, students will be able to use “it”
for distances, use “ used to” to talk about past habit or state.
2. Knowledge:
a. Vocabulary: The lexical items related to the topic “Traffic”
b. Grammar: “IT” indicating distance, USED TO
3. Skill: Listening, reading, writing and speaking
II. PREPARATION:
1. Teacher: - Materials: Ss’ books, text books
- Method: group work, individual work
2. Ss: vocabulary
III. TIME: 45’
IV. PROCEDURES:
1. Class order: Greeting, checking attendance, asking for date
2. Checking up: Practice 2 and 3 in “A Closer Look 1”
3. New lesson:
Teacher’s activities
Students’ act
Content
- Have Ss play a - Whole class play
Warm up:
game
game.
Give 9 words about means of transport on the
board and let Ss play game “Bingo”
Presentation:
- Introduce new - Listen, pay attention “It” indicating distance
lesson.
and take note.
- We can use it in the position of the subject to
It indicating

indicate distance
distance
- Explain, then give - Listen and take
example
note.
Practice:
- Let Ss work by
- Work by themselves 1. Write sentences with it. Use these cues.
themselves and
and write down the 1. It is about 700 metres from my house to Youth
write down the
sentences
Club
sentences.
2. It is about 5 km from my home village to the
- Ask some Ss to
- Give feedback and nearest town.
read their sentences. correct.
3. It is about 120 km from Ho Chi Minh to Vung
- Correct
Tau.
4. It is about 384,400 km from the Earth to the
Moon.
5. It is not very far from HaNoi to Noi Bai
Airport.
- Have Ss work in
- Work in pairs to ask 2. Work in pairs. Ask and answer questions
pairs to ask and
and answer qustions about distances in your neighbourhood.
answer questions

about distances in Example:
about distances in
their neighbourhood. A: How far is it from your house to school?
their
B: It’s about a kilametre.
neighbourhood.
- Give feedback
- Correct
- Listen carefully and USED TO
- Explain to the Ss
take notes
- We use used to to describe an action or a state

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the use of “used to”.

that happened regularly in the past but does not
happen at present.
Example: There used to be many trees on the
street, but now there are only shops.
Form:
(+) S + used to + V
(-) S + didn’t use to + V
(?) Did + S + use to
Watch out: In questions and negative sentences,
the final “d” in used is dropped.
- Work individually, 3. Complete the sentences with used to or use
- Have Ss work

writing down the to and the verbs in the box below.
independently,
answers, then say out 1. used to ride
writing down the
the sentences.
2. used to be
answers. Then let
3. used to go
them work in groups
4. Did…use to play
to check and say out
5. did…..not use to feel
the sentences.
- Correct
- Give corrections.
- Work individually
4. Rewrite the sentences using used to.
- Let Ss work
to rewrite the
1. My mum used to live in a small village when
individually to
sentences in their
she was a girl.
rewrite the sentences notebooks.
2. There did not use to be (as) many vehicles on
in their notebooks.
- Some Ss to read out the road.
- Call some to read
their sentences
3. We used to cycle to school two years ago.

out their sentences.
- Exchange answers
4. Now there are more traffic accidents that there
- Correct mistakes if with partner.
used to be.
necessary.
5. My uncle used to be a bus driver some year
ago, but now he has a desk job.
Production:
- Work in groups
5. Work in groups. Did you use to do those
- Have Ss work in
things? Ask and answer.
groups. They take
Example: Did you use to play marbles?
turns to ask and
Yes, I did
answer questions.
…………
4. Homework
- Learn by heart all the new words and structures
- Prepare: Communication
- copy

Experience
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Week: 21
Period: 58

Date of preparation: 09/01/15
Date of teaching: 13/01/15

UNIT 7: TRAFFIC
6


Communication
I. OBJECTIVES:
1. Formation of behavior: By the end of the lesson, students will be able to know names of
some countries and some strange laws in other countries.
2. Knowledge:
a. Vocabulary: The lexical items related to the topic “Traffic”
b. Grammar: “IT” indicating distance, USED TO
3. Skill: Listening, reading, writing and speaking
II. PREPARATION:
1. Teacher: - Materials: Ss’ books, text books
- Method: group work, individual work
2. Ss: vocabulary
III. TIME: 45’
IV. PROCEDURES:
1. Class order: Greeting, checking attendance, asking for date
2. Checking up: Practice 1, 2 and 5 in “A Closer Look 2”
3. New lesson:
Teacher’s activities

Students’ activities

Content

Warm up: Chatting
- Ask Ss some Qs
- Whole class answer. - Have you ever heard about strange laws in
about strange laws
other countries?
Presentation:
- Teach vocabulary.
- Listen carefully.
Extra vocabulary.
- First, have Ss read
- Listen and guess
roof:
nóc xe, mái nhà
the new vocabulary
meaning.
illegal:
bất hợp pháp, trái luật
after the teacher
- Listen and repeat.
Laws:
luật, phép tắc
saying that they will
Reverse:
đảo, nghịch, lùi xe
appear in the task that
Right-handed: thuận tay phải
follow. Explain their
meaning.
Practice
- Have Ss work in

- Work in groups and 1: Look at the flags of some countries. Give
groups and give the
give the names of the the names of these countries.
names of the five
five countries.
1. The UK
countries.
2. Australia
- Call on Ss to give - Write the answers
3. India
the answers on the on the board.
4. Thailand
board
5. Malaysia
- Give feedback and
- Listen and copy
answers
down
- Play the recording. - Listen carefully and 2. Now listen and check your answers.
Ss listen carefully
check their answer to Complete the blanks. Share your answer
and check their
1
with a partner.
answer to 1.
Reasons this happened:
- Play the recording
- Listen again and
1. some countries used the same system as
again. Let Ss

complete the table by UK.
complete the table by themselves, then
2. many people are right-handed (so on the
themselves, then
share their answer
left-hand side, it is easier for them to use a
share their answer
with a partner
sword or something when they are on

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with a partner.
- Let Ss work in
pairs, discussing to
find one false driving
law.

horseback – in the past)
- Work in pairs
3. Look at the strange driving laws below.
discussing to find one Five of them are true, but one is false. In
false driving law.
pairs, can you find the fasle driving law?
- “In France, you can only reverse your car on
Sundays”. This sentence is false!
Production:
- Work in groups and 4. Now, work in groups. Discuss the laws
discuss the laws in 3 and put them in order from the trangest (1)

and put them in order to the least strange (5)
from the strangest to The groups may have different results
the least strange

- Have Ss work in
groups and discuss
the laws in 3 and put
them in order from
the strangest (N01) to
the least strange
(N05). T may ask Ss
to explain why.
4. Homework
- Learn by heart all the new words
- Practice talking about some strange laws in the world.
- Prepare: Skills 1
Experience
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Week: 21
Period: 59

Date of preparation: 09/01/15
Date of teaching: 13/01/15

UNIT 7: TRAFFIC

Skills 1
I. OBJECTIVES:
1. Formation of behavior: By the end of the lesson, students will be able to read for
specific information about traffic rules/ laws. Talk about obeying traffic rules/ laws, and
how to use the road safely.
2. Knowledge:
a. Vocabulary: The lexical items related to the topic “Traffic”
b. Grammar: “IT” indicating distance, USED TO
3. Skill: Reading and speaking
II. PREPARATION:
1. Teacher: - Materials: Ss’ books, text books
- Method: group work, individual work
2. Ss: vocabulary
III. TIME: 45’
IV. PROCEDURES:
1. Class order: Greeting, checking attendance, asking for date
2. Checking up: Practice 3 in “Communication”
3. New lesson:
Teacher’s activities
Students’ activities
Content
- Have Ss talk about
- Talk about the
Warm up: Chatting:
the picture
picture
Look at the picture. What can you see in the
picture?
Presentation:
- Use different

- Listen and guess
New words:
techniques to teach
meaning.
- pavement (n) = footpath (n): vỉa hè
vocab
- fasten (v): thắc (dây an toàn
- Read words and
- Listen and repeat.
- signal (n): tín hiệu
have Ss repeat.
- handle bar (n): tay lái
- Call Ss to read
- Read
- passenger (n): hành khách
words chorally and
- Copy down
individually, then
coppy down.
Practice:
Reading.
- Tell Ss to look at the - Look at the picture 1. Look at the picture. Can you see
picture and say why
and say why it is
anything that is dangerous?
it is dangerous.
dangerous
Ex: It is dangerous to ride a motorbike on
the pavement.
- Have Ss work in

- Work in pairs to do 2. Now match these words to make
pairs to do the
the matching.
common expressions.
matching. T checks
1. g 2. d 3. b 4. c
their results.
5. a 6. h 7. f
8.e
- Let Ss work in
3. Answer the following question.
group. Tell them to
- Work in group. to
Cues:
answer the question: answer the questions - not talking out loud/ using mobilephone

9


When you are a road
user, what should you
Not do? Then they
make a list. T may
give some cues:
- Tell Ss to read the
passage two or three
times. Set a strist
time limit to ensure
Ss read quickly for
specific information.

- Ask Ss to read the
passage again, then
they work with a
partner to answer the
questions.

- not look around
- not go in red light,..
+ Make a list:
- Read the passage
again and answer the
questions.

4. Read the following text and do the tasks
below.

- Read the passage
again, then they work
with a partner to
answer the questions.

5. Answer these question.
1. We should cross the street at the zebra
crossing.
2. He/ She must always fasten the seabelt.
3. No, He/ She shouldn’t. Because it is
dangerous.( He/ She may cause an accident.)
4. We must give a signal.
5. Because the other road users can see them
clearly and avoid crashing into them.

Production: Speaking
- Have Ss do the class - Work in group to do 6. Class survey. Ask your classmates the
survey. After that call the class survey do
question.
some Ss to report to
the class survey
How do you go to school every day?
the class.
+ Make a list of the means of transport that
is used the most, and use the least.
- Allow some time
- Work in groups to
7. Read the following sentences. In
for Ss to read
discuss who is using groups, discuss who is using the road
individually. Then
the raod safely, and
safely, and who is acting dangerously.
they work in groups
who is acting
Give reasons.
to discuss who is
dangerously, and give 1. safely
using the raod safely, reasons.
2. dangerously ( because he is likely to have
and who is acting
an accident)
dangerously, and give
3. safely
reasons.

4. dangerously ( it is difficult for him to see
the road properly, and to ride)
5. dangerously ( a car or motorbike may
crash into him)
6. dangerously ( She may have an accident if
something happeneds unexpectedly.)
4. Homework
- Learn by heart all the new words
- Practice reading the passages, asking and answering about traffic rules in VN.
- Prepare: Skills 2
Experience
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Week: 21
Period: 60

Date of preparation: 09/01/15
Date of teaching: 17/01/15

UNIT 7: TRAFFIC
Skills 2
I. OBJECTIVES:
1. Formation of behavior: By the end of the lesson, students will be able to listen to get
information about traffic problems in big city, write a paragraph about traffic problems in a
city/ an area
2. Knowledge:

a. Vocabulary: The lexical items related to the topic “Traffic”
b. Grammar: “IT” indicating distance, USED TO
3. Skill: Listening and Writing
II. PREPARATION:
1. Teacher: - Materials: Ss’ books, text books
- Method: group work, individual work
2. Ss: vocabulary
III. TIME: 45’
IV. PROCEDURES:
1. Class order: Greeting, checking attendance, asking for date
2. Checking up: Practice 2, 5 and 7 in “Skills 1”
3. New lesson:
Teacher’s activities Students’ activities
Content
- Have Ss look at the - Discuss and
Warm up:
pictures of traffic
answer the
- Show pictures of traffic problems in big cities.
problems in big
questions.
cities and discuss.
Presentation:
- Have Ss look at the - Listen and guess
New words:
pictures
and the meaning.
- population (n): dân số
introduce
new

- suffer (v): đương đầu, chịu đựng
words.
- rush hour (n): giờ cao điểm
- Read words and - Listen and repeat.
- increase (v): gia tăng
have Ss repeat.
- poor-quality (adj): kém chất lượng
- Call Ss to read - Read and copy
- respect (v): tôn trọng
words chorally and down.
individually.
Practice:
Listening.
- Have Ss work in
- Work in groups
Traffic problems in a big cities
groups to study the
discuss and answer
1. Work in groups. Where do you think this
picture and answer
the questions.
picture was taken? Why is it special?
the two questions.
- In a big city…..
- Tell Ss to look at
- Look at the
2. Look at the following headline and check
the newspaper
newspaper headline your answers.
headline and check

and check their
- In Brazil
their answers.
answers.
- long traffic jam (very long line of vehicles).
- Call on Ss to go to - Go to the board
the board and write and write the

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the answers.
- Give the answers
- Play the recording
one or two times.
- Ask Ss to listen
carefully and circle
the correct answers.
- Call on Ss to go to
the board and write
the answers.
- Have Ss look at the
pictures, read the
phrases and tick the
problems. Then Ss
write full sentences.
Call some Ss to
write on the board.
- Give corrections.

answers
- Correct
- Listen carefully
and circle the
correct answers

3. Now listen to the passage and choose the
correct answer.
1. B
2. C
3. A
4. C

- Exchange their
answers with
partner and give out.
- Individual work to
look at the pictures,
read the phrases and
tick the problems

- Give feedback and
correct.

Writing
4. Tick the traffic problems in big cities in Viet
Nam.
Picture: 1,2,3,4,6
Suggested writing:
- There are too many people using the road

- There are too many vehicles (on the road).
- Many roads are narrow and bumpy
- There are traffic accidents every day.
- Many young children ride their bikes
dangerously.
Production:
5. Write a paragraph about the traffic
problems where you live, or in a town, or a
city you know well. Use the cues above, and
the following outline.
Introduction:
Problem1:
Problem 2:
Problem 3:
Conclusion: (Reason or advice/ suggestion)

- Tell Ss to study the - Pairs work
sentences they have practise writing the
written, then
paragraph.
practise writing the
paragraph.
- Tell Ss to use
- Take notes and
proper connector:
write a paragraph.
first/ firstly, second/
secondly, ……and
pay attention to
spelling and

punctuation.
- Collect some Ss’
- Take note
writing papers and
mark them, then
give comments to
the class.
4. Homework
- Learn by heart all the new words
- Practice reading the writing, asking and answering about traffic problems in VN
- Prepare: Looking back
Experience
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Week: 22
Period: 61

Date of preparation: 16/01/15
Date of teaching: 20/01/15

UNIT 7: TRAFFIC
Looking Back and Project
I. OBJECTIVES:
1. Formation of behavior: By the end of the lesson, students will be able to use what they
have learnt during the unit to help them answer the questions. Ss need to see how for they
have progressed, and which areas need further practice.

2. Knowledge:
a. Vocabulary: The lexical items related to the topic “Traffic”
b. Grammar: “IT” indicating distance, USED TO
3. Skill: Listening, reading, writing and speaking
II. PREPARATION:
1. Teacher: - Materials: Ss’ books, text books, tape & cassette.
- Method: group work, individual work
2. Ss: vocabulary
III. TIME: 45’
IV. PROCEDURES:
1. Class order: Greeting, checking attendance, asking for date
2. Checking up: Practice 1 and 4 in “Skill 2”
3. New lesson:
Teacher’s activities Students’ activities
Content
- Ask Ss to play the - Play the game
Warm up: Slap the board
game “Slap the
“Slap the board” in
cycle lane
parkin
board”
in two teams.
two teams. school
g

ahead
traffic no
light
cycling no left

turn

Presentation
Vocabulary
- Have Ss do this
- Groups work to do 1. What do these signs mean? Write the
task individually to the task.
meaning below each sign. Then put them into
write the meaning
the correct box.
below each sign.
1. Traffic lights
2. School ahead
- Correct their
- Read and take 3. Hospital ahead 4. Cycle lane
mistakes and let
notes.
5. Parking
6. No parking
them read the words
7. left turn only
8. No cycling
correctly.
Prohibition signs: 6,8
- Let Ss work in
- Write the answers Warning signs: 1,2, 7
groups and put the
on the board.
Information signs: 3,4,5
signs into the correct -Listen and copy

boxes.
down.
- Let Ss work in
- Pair work
2. Write the names of means of transport in
pairs to write the the - Give the answers.
the word web below. Then draw lines joining
names of means of
the correct verbs to the transport.
transport in the word - Correct and copy
- Suggestion: bicycle, motorbike, car, bus, taxi,
web.
train, plane, boat, ship…
Practice:
Grammar
- Have Ss work in
- Pair work.
3. Change the sentences according to the

13


pairs or in groups
and write their
answers in their
notebooks. T checks
their answers.

prompts in brackets.
- Give the answers.

1. Did you use to go to school on foot?
-Listen and copy 2. Mr. Van didn’t use to ride his motorbike
down.
dangerously.
3. Did the streets use to be cleaner and more
peaceful?
4. I used to go out on Sundays.
5. They didn’t use go to on holiday together.
- Let Ss work
- Individually work 4. Write sentences using these cues.
individually first to
and then Pair work. 1. It is over 100 km from my home-town to
write the sentences.
HCM city.
Then they work in
- Practice in front of 2. It is about 25 km to my grandparents’s house.
pairs to swap their
class
3. I used to ride a small bike in the yard before
sentences. T gives
my flat.
correction and calls
4. There used to be a bus station in the city
some Ss to read the
centre, but it was/ has been moved to the
sentences aloud.
suburbs.
5. Children must learn about road safety before
they are allowed to ride a bike on the road.
Production:

Communication
5. Match the questions 1-6 with the answers af
- Have Ss work in
- Pair work and role- 1. b 2. a 3. e 4. d 5. f 6. c
pairs and role- play play the questions
to read the questions and answers
and answers once or
twice, then match
and write all
sentences in their
notebooks.
4. Homework
- Learn by heart all the new words and complete all the exercises in their notebooks.
- Make some traffic signs of your own out on paper, cardboard or other materials.
- Prepare: Unit 8- Getting started
Experience
………………………………………………………………………………………………
………………………………………………………………………………………………

14


Week: 22
Period: 62

Date of preparation: 16/01/15
Date of teaching: 20/01/15

UNIT 8: FILMS
Getting Started

I. OBJECTIVES:
1. Formation of behavior: By the end of the lesson, students will be able read about topic”
What film shall we see?”. Use the lexical items related to the topic “ Films”
2. Knowledge:
a. Vocabulary: The lexical items related to the topic “Films”
b. Grammar: Connectors: although, despite/ in spite of, however, and nevertheless
3. Skill: Listening, reading, writing and speaking
II. PREPARATION:
1. Teacher: - Materials: Ss’ books, text books
- Method: group work, individual work
2. Ss: vocabulary
III. TIME: 45’
IV. PROCEDURES:
1. Class order: Greeting, checking attendance, asking for date
2. Checking up: Practice talking acts: 1,2,4 in “Looking Back”
3. New lesson:
Teacher’s activities
Students’ activities
Content
- Have Ss talk about the - Look at the
Warm up: Have Ss look at the picture on
picture.
picture, guess and
to guess who the 2 persons in the picture:
- Give feed back.
answer the Qs.
Questions:
- Where are Duong and Mai?
- What might be happening to them?
- What are they doing?

- What are they talking about?
Presentation:
- Play the recording and - Listen carefully.
1. Getting started
have Ss listen and
check and repeat.
Dialogue page 16
repeat.
Practice:
- First, have Ss work
- Look at the book
a. Read the conversation again and and
independently. Then
and try to find their answer the questions.
allow them to share
answers.
1. b 2. a
3.a
4. c
5. b
answers before
discussing as a class.
- First, Ask Ss not to
- Try to find the
b. Find the questions in the conversation
look at the book and try questions for the
that ask about Coconut Crazy. Then
to remember what
answers.
listen, check and repeat the question.

questions Mai asks
a. What kind of film is it?
Duong about the film
b. Who does it star?
they are going to see.
c. What is it about?
- Let Ss open their
d. What do critics say about it?
books and check the
questions.
- Have Ss quickly
- Match the types of 2. Match the types of films with their
match the types of film film with their
definitions. Then listen, check and repeat.

15


with their definitions.
Then play the recording
for Ss to check their
answers.
- Have Ss work
individually, filling in
the blank with the
information of the film
they have seen recently.

definitions (in pairs)
- Listen & check

their answers.

1. d 2. f 3. a 4. c 5. b 6. e 7. h 8.g

- Work individually,
filling in the table
with the information
of the film they have
seen recently.

- Model this activity
with a more able Ss.
Then ask Ss to work in
pairs. Call some pairs
to practice in front of
the class.

- Exchange their
answer.

3a. Think of a film. Fill in the blank
below.
Type of film……………….
Actors/ stars……………….
The plot……………………
Reviews……………………
b. In pairs, interview each other and try to
guess the film.
Example:
A: What kind of film is it?

B: It’s an action film
A: Who does it satr?
B: It stars Daniel Craig.
A: What is it about?
B: It’s about a spy called 007.
A: Is it Skyfall?
B: Yes!
Production:

- Have Ss tell about - Some give their
their favourite films answer & write
and explain.
them down on the
- Remark.
board (explain why
they choose that
answer)
4. Homework
- Practice the conversation and talking about their favourite film.
- Prepare: A closer look 1

Experience
………………………………………………………………………………………………
………………………………………………………………………………………………

Week: 22
Period: 63

Date of preparation: 16/01/15
Date of teaching: 24/01/15

16


UNIT 8: FILMS
A Closer Look 1
I. OBJECTIVES:
1. Formation of behavior: By the end of the lesson, students will be able use the lexical
items related to the topic “Films”. Know the meaning and how to use –ed and –ing
adjectives. Pronounce correctly the –ed ending in verbs.
2. Knowledge:
a. Vocabulary: The lexical items related to the topic “Films”
b. Grammar: Connectors: although, despite/ in spite of, however, and nevertheless
3. Skill: Listening, reading, writing and speaking
II. PREPARATION:
1. Teacher: - Materials: Ss’ books, text books
- Method: group work, individual work
2. Ss: vocabulary
III. TIME: 45’
IV. PROCEDURES:
1. Class order: Greeting, checking attendance, asking for date
2. Checking up: Ask Ss practice “Getting started”
3. New lesson:
Teacher’s act
Students’ act
Content
- Chatting
- Some talk.
Warm up
Chatting: Do you know the adjectives which

are often used to describe films?
Presentation:
Vocabulary
- First, hace Ss
- Work individually 1. The following are adjectives which are
work individually.
often used to describe films. Can you add
Then, ask them to
- Then, share their some more?
share their answers answers with one
1. hilarious
2. moving
with one or more
or more partners..
3. boring
4. gripping
partners.
5. shocking
6. scary
- Ask Ss to make
- Make some
7. violent
8. entertaining
some examples
examples with the
* Remember: -ed and -ing adjectives
with the adjectives adjectives
they have learnt.
- Ask Ss to study
- Remind their

the Remember
meaning.
Box.
- Have Ss compare - Work individually 2. Complete the table with the -ed and -ing
the table
write their answers forms of the adjectives.
individually. Then on the board
1. interested
2. embarrassing
have some Ss write
3. exciting
4. disappointed
their answers on
5. exhausted
6. surprising
the board before
7. confused
8. frightening
checking with the
- Check and copy
whole class.
- Ask Ss to do the
- Do the exercise
3. Choose the correct adjectives.
exercise
individually
1. moving
2. frightened
individually and
- Exchange their

3. disappointed 4. amazed

17


then check with the answer.
whole class.
- First, model this
- Work in pairs.
activity with some
more able Ss. Then,
ask Ss to work in
- Practice in front
pairs. T may go
of the class.
around to help
weaker Ss.
- Call some pairs to - Listen & take
practice in front of note.
the class.
Model
the - Listen and repeat
sounds /t/ /d/, and the words, paying
/id/ in different attention to the
words with the -ed. sounds /t/, /d/,
- Play the recording and /id/
and ask Ss to listen
and repeat the
words.
- Ask Ss to put the - Do the task.

words in the correct
columns and
compare their
answers in pairs.
- First, model this
- Listen carefully &
activity with a
finish this exercise.
more able Ss. Then
ask Ss to work in
pairs.
- Call some pairs to - Give their answer.
practice in front of
the class.
4. Homework
- Learn by heart all the “Remember”
- Prepare: Closer Look 2

5. terrified
4a. Work in pairs. Look at the questions below.
Tell your partner how you felt, using -ed
adjectives.
Example: I felt terrified before my last Maths
test.
4b. Now use –ing adjectives to describe these
things and experiences in your life.
Example: The last film I saw was called
Norwegian Wood. It was really moving.
Production:
Pronunciation

5. Listen and repeat the verbs. Pay
attention to the sounds /t/, /d/,
and /id/ at the end of each verb.
/t/
watched
danced
walked

/id/
waited
needed
hated

/d/
played
bored
closed

6. Work in pairs. Ask and answer questions
about the pictures. Then listen to the
recording.
Example:cry a lot/ laugh a lot
A: He cried a lot, didn’t he?
B: No, he didn’t. He laughed a lot.

Experience
………………………………………………………………………………………………
………………………………………………………………………………………………

Week: 23
Period: 64

Date of preparation: 20/01/15
Date of teaching: 27/01/15

UNIT 8: FILMS
18


A Closer Look 2
I. OBJECTIVES:
1. Formation of behavior: By the end of the lesson, students will be able to use “although,
despite, and in spite of” to express contrast between two prices of information in the same
sentence. Use “however and nevertheless” to express contrast between two sentences.
2. Knowledge:
a. Vocabulary: The lexical items related to the topic “Films”
b. Grammar: Connectors: although, despite/ in spite of, however, and nevertheless
3. Skill: Listening, reading, writing and speaking
II. PREPARATION:
1. Teacher: - Materials: Ss’ books, text books
- Method: group work, individual work
2. Ss: vocabulary
III. TIME: 45’
IV. PROCEDURES:
1. Class order: Greeting, checking attendance, asking for date
2. Checking up: Practice 2 and 3 in “A Closer Look 1”
3. New lesson:
Teacher’s activities
Students’ act

Content
- Have Ss play a - Whole class play
Warm up
game
game.
Chatting: We are going to learn about although,
despite/ in spite of; however/ nevertheless.
Presentation:
- Introduce new - Listen, pay attention GRAMMAR
lesson. Grammar
and take note.
Although, despite/ and in spite of
- Explain, then give - Listen and take
We use although, despite/ in spite of to express
example
note.
contrast between two pieces of information in
the same sentence. We use although before a
clause and despite/ in spite of before a noun or
a phrase.
Practice:
- Let Ss work by
- Work work by
1. Complete the sentences. Use although
themselves to
themselves to
+ a clause from the box.
complete the
complete the
1…..although few people came to see it

sentences.
sentences.
2. Although they spent a lot of money on the film
- Ask some Ss to
- Give feedback and
3. Although the acting is exellent.
read their sentences. correct.
4. ….although it was a comedy
- Correct
5. …although it is set in modern times.
- Have Ss work in
- Work in pairs to do 2. Complete the sentences, using although,
pairs to do this
the task.
despite/ in spite of. Sometimes, two answers
activity.
are possible.
- Correct
- Give feedback
1. Although
2. despite/ in spite of
3. although
4. Despite/ In spite of
5. Although
- Have Ss work
- Work individually,
3. Rewrite these sentences using the words in
individually, writing writing down the
the brackets. Change other words in the
down the sentences. sentences, then say

sentence if necessary.
Then let them work out the sentences.
1. I don’t think…..although he is…
in groups to check
2. Although many…, …
and say out the
3. Despite having to work…,…..

19


sentences.
- Give corrections.
Introduce
the
Grammar:
However
and
nevertheless.
- Explain, then give
example
- Let Ss work
individually to
complete the
sentences in their
notebooks.
- Call some to read
out their sentences.
- Correct mistakes if
necessary.

4. Although he has….,…..
- Correct
5. In spite of (having) a happy ending,…
- Listen, pay attention However and nevertheless.
and take note.
We also use however and nevertheless to
express contrast between two sentences. We
usually use a comma after them.
- Listen and take
note.
- Work individually
4. Complete the sentences…
to complete the
1. However/ Nevertheless
sentences in their
2. Despite/ In spite of
notebooks.
3. However/ Nevertheless
4. Although
- Some Ss to read out 5. Although
their sentences
- Exchange answers
with partner.
Production:
- Have Ss work in - Work in groups
5. Use your own ideas…
groups. They take
Ss’ ideas
turns to ask and

answer questions.
4. Homework
- Learn by heart all the grammar notes and structures
- Prepare: Communication

Experience
………………………………………………………………………………………………
………………………………………………………………………………………………

Week: 23
Period: 65

Date of preparation: 20/01/15
Date of teaching: 27/01/15

UNIT 8: FILMS
Communication
I. OBJECTIVES:

20


1. Formation of behavior: By the end of the lesson, students will be able to do a survey on
favourite actors/ films…then report their results to those group members.
2. Knowledge:
a. Vocabulary: The lexical items related to the topic “Films”
b. Grammar: Connectors: although, despite/ in spite of, however, and nevertheless
3. Skill: Listening, reading, writing and speaking
II. PREPARATION:
1. Teacher: - Materials: Ss’ books, text books

- Method: group work, individual work
2. Ss: vocabulary
III. TIME: 45’
IV. PROCEDURES:
1. Class order: Greeting, checking attendance, asking for date
2. Checking up: Practice 1, 2 and 3 in “A Closer Look 2”
3. New lesson:
Teacher’s activities

Students’ activities

- Divide the class into - Go to the board,
two groups to play
listen to the teacher
game.
and slap on the
correct words.
- Teach vocabulary.
- Listen carefully.
- First, have Ss read
- Listen and guess
the new vocabulary
meaning.
after the teacher
- Listen and repeat.
saying that they will
appear in the task that
follow. Explain their
meaning.
- Ask Ss to look at

- Look at the picture
the picture and read
and read the
the conversation and conversation and
guess what the
guess what the
missing words from
missing words from
the blanks may be.
the blanks may be.
- Play the recording
Then listen and check
and lets Ss check
the answers.
their guesses.
- Give the answers.
- Ask Ss to work in
- Work in groups to
group of six or eight, do the task.
asking their group
members one set of
questions. Remind
them to write the
names of the people
they interview and
note the answers in
the table.
- Have Ss make notes - Make notes and

Content

Warm up: Slap the board
- Elicit some words about film topic.
Presentation:
Extra vocabulary
survey: cuộc khảo sát
go ahead: cứ làm đi, cứ tự nhiên
violence: có nhiều cảnh bạo lực

Practice:
1. Listen to the conversation and fill in the
blanks with the words you hear.
1. survey 2. actor
3. Tom Cruise
4. actrwess 5. Angelina Jolie

2. Work in groups of six or eight. Each of
student chooses one of the following sets of
survey questions.
- Survey on favourite actors
- Survey on the best films.
- Survey on action films
- Survey on cartoons

3. Make notes of your results.

21


of their survey result,
using the suggestions

in Student’s book.
- Have Ss practice
reporting the results
of their surveys in
pairs or in groups.

practice reporting the
results of their
surveys

- Most people I have surveyed….
- About half of the people I have surveyed
- Almost no one I have surveyed….

Production:
4. Join another group. Report your results
to those group members.

- Ask Ss to join
- Do the task
another group,
reporting the results
of their survey to the
new members.
- Choose some Ss to
report the results of
their interviews
before the whole
class.
4. Homework

- Learn by heart all the new words
- Practice reporting the results of their survey
- Prepare: Skills 1
Experience
………………………………………………………………………………………………
………………………………………………………………………………………………

Week: 23
Period: 66

Date of preparation: 20/01/15
Date of teaching: 31/01/15

UNIT 8: FILMS
Skills 1
I. OBJECTIVES:

22


1. Formation of behavior: By the end of the lesson, students will be able to read for
specific information about someone’s review of his/her favourite film. Talk about film (its
plot, main characters, cast, etc.)
2. Knowledge:
a. Vocabulary: The lexical items related to the topic “Films”
b. Grammar: Connectors: although, despite/ in spite of, however, and nevertheless
3. Skill: Listening, reading, writing and speaking
II. PREPARATION:
1. Teacher: - Materials: Ss’ books, text books
- Method: group work, individual work

2. Ss: vocabulary
III. TIME: 45’
IV. PROCEDURES:
1. Class order: Greeting, checking attendance, asking for date
2. Checking up: Practice reporting the results of their survey
3. New lesson:
Teacher’s activities
Students’ activities
Content
- Have Ss talk about
- Talk about the
Warm up: Chatting:
Now, look at the picture of the film
the picture
picture
Titanic.
- Have you ever seen this film?
- Do you know who actor and
actress in the picture are?
Presentation: Reading
1. Read Nick’s review of the film Titanic on
his blog. Then find and underline the
words from the box below. What do they
- Teach vocab
- Listen and guess
mean?
- Read words and
meaning.
New words:
have Ss repeat.

- Listen and repeat.
- sinking: (sự) chìm, sự đánh chìm
- Call Ss to read
- Copy down
- must-see: bộ phim hấp dẫn cần xem
words chorally and
- special effects: kỹ xảo đặc biệt, hiệu ứng
individually, then
đặc biệt
coppy down.
- visuals: thị giác, nhìn
- Set a longer time
- Do the task as T’s
limit for Ss to read
request.
2. Read Nick’s blog again and answer the
the text again and
questions.
answer the questions.
1. It is a romantic film.
- Ask Ss to note
2. It stars Leonardo DiCaprio and Kate
where they found the
Winslet.
information that
3. It is about the sinking of the ship Titanic
helped them to
on its first voyage.
answer the questions.
4. The main characters are Jack Dawson and

- Let Ss compare
Rose Dewitt Buckater. Jack saves Rose from
answers before
killing herself by jumping from the ship.
discussing them as a
Although they are from different social class
class.
and Rose is already engaged, the two fall in
love.
5. The ending of Titanic is very sad.
6. They say it is a must-see in the 20th

23


- First, ask Ss to read
every film poster and
help them with the
new vocabulary.
- Ask Ss to work in
pairs, talking about
the films they would/
wouldn’t like to see.
- Go round to help.
- Call some pairs to
practise in front of
the class.
- First, ask Ss to work
in pairs, asking and
answering about the

films from the
posters.
- Go round to help.
- Calls some pairs to
practise in front of
the class.

- Work in pairs,
talking about the
films they would/
wouldn’t like to see.

- First, remind Ss of
the words phrases
about films.
- Go around to
provide support if
necessary.

- Refer to the words
and phrases they can
use to talk about
films.

century.
Speaking
3. Look at the film posters below. Work in
pairs. Talk about the films you would/
wouldn’t like to see.

- Work in pairs,
asking and answering 4. Now, ask and answer questions about
about the films from the films.
the posters.
Example: A: I want to see War of the
Worlds.
B: What kind of film is it?
A: It’s a science fiction
B: What is it about?
A: It’s about….
Production:
5. Hotseating: In groups, choose a student
to play the role of a character in any of the
films above. Brainstorm questions you’d
like to ask. Then interview the student.
Example questions:
- Can you describe your new film in three
words?
- Did you enjoy making the film?
- Why should we watch this film?

4. Homework
- Learn by heart all the new words
- Practice talking about the film they like.
- Prepare: Skills 2
Experience
………………………………………………………………………………………………
………………………………………………………………………………………………

Week: 24

Period: 67

Date of preparation: 27/01/15
Date of teaching: 03/02/15

UNIT 8: FILMS
Skills 2
I. OBJECTIVES:

24


1. Formation of behavior: By the end of the lesson, students will be able to listen for
specific information about someone’s favorite film starand write a review of someone’s
favourite film.
2. Knowledge:
a. Vocabulary: The lexical items related to the topic “Films”
b. Grammar: ED/ ING Adjectives and Connectors: although, despite/ in spite of, however,
and nevertheless
3. Skill: Listening, reading, writing and speaking
II. PREPARATION:
1. Teacher: - Materials: Ss’ books, text books
- Method: group work, individual work
2. Ss: vocabulary
III. TIME: 45’
IV. PROCEDURES:
1. Class order: Greeting, checking attendance, asking for date
2. Checking up: Practice 1 and 2 in “Skills 1”
3. New lesson:
Teacher’s activities Students’ activities

Content
Warm up: WHAT, WHERE, WHO?
- Let Ss. play a
- Play game in
(Ex.: what: plot, where: in the film, who: actor)
game.
groups.
Presentation:
- Ask Ss. to tell
- Listen & answer.
? Who is your favorite actor/ actress?
about their favorite
? What does he/ she look like?
actors/ actresses
? What are his/ her successful films?
- Introduce the
- Listen carefully,
? What awards/ prizes has he won?
content of the
find out who’s in the ?What do critics say about him/ her?
lesson, lead in
picture.
exercise 1.
- Look at the book,
- Ask Ss. to read the read the exercise, try
instruction carefully to understand them.
& remind key words Guess the answer.
in the statements.
Practice:
- Play the recording - Listen to the tape

1. Nick & his father are talking about Tom
and asks Ss to listen & find out the
Hanks, a Hollywood film star. Listen to their
and correct these
answer.
conversation & correct the following
statements..
- Write their answer statements.
- Play the tape once down on the board.
1. Tom Hanks is Nick’s father’s favorite film
more.
star.
- Check Ss’ answer
2. Tom Hans isn’t a handsome actor.
& get feedback.
3. Tom Hans has won two Oscars.
- Let Ss. read the
- Read exercise 2
2. Listen again. Answer the questions below.
exercise 2 carefully, carefully, listen to
1. He has won the Oscars for Best Actor
then listen to the
the tape & find out
twice.
tape again & find
the answer.
2. They say he is one of the best actors in
out the answer.
Hollywood.
- Corrects the

- Some write their
3. He plays the role of a soldier in Saving
answer.
answer down on the Private Ryan.

25