Giáo án TIẾNG ANH 7 FRIENDS PLUS kèm KHGD

Giáo án TIẾNG ANH 7 FRIENDS PLUS kèm KHGD Giáo án TIẾNG ANH 7 FRIENDS PLUS kèm KHGD Giáo án TIẾNG ANH 7 FRIENDS PLUS kèm KHGD Giáo án TIẾNG ANH 7 FRIENDS PLUS kèm KHGD Giáo án TIẾNG ANH 7 FRIENDS PLUS kèm KHGD PHÂN PHỐI CHƯƠNG TRÌNH SÁCH TIẾNG ANH 7 FRIENDS PLUS (ÁP DỤNG TỪ THÁNG 9 2022) Một số lưu ý khi sử dụng PPCT này Đây là PPCT có tính chất tham khảo của nhóm tác giả, không phải khung pháp lý Mỗi trườn.

PHÂN PHỐI CHƯƠNG TRÌNH SÁCH TIẾNG ANH 7 - FRIENDS PLUS (ÁP DỤNG TỪ THÁNG 9.2022) Một số lưu ý khi sử dụng PPCT này:

- Đây là PPCT có tính chất tham khảo của nhóm tác giả, không phải khung pháp lý Mỗi trường THCS hoàn toàn có thể xây dựng khung PPCT cho riêng đơn vị trường của mình

- PPCT này được biên soạn cho các lớp dạy 3 tiết môn tiếng Anh trong một tuần xuyên suốt hết năm học

- Đối với các lớp có chương trình buổi 2, giáo viên có thể đưa thêm các nội dung khác có sẵn trong Friends Plus để giảng dạy nhưCLIL/Culture, Extra listening and speaking, các nội dung trong Workbook

- Đối với các lớp học chương trình tích hợp EMG chỉ học 1 tiết/tuần với Friends Plus, quý thầy cô chọn lựa dạy Language focus hoặc dạy CLIL/Culture tùy vào trình độ học sinh

TUẦ

HỌC KỲ 1

1 12 STARTER UNIT VOCABULARY - FAMILYLANGUAGE FOCUS - BE/ POSSESSIVE ADJ & PRON/ 67

UNIT 1 - MY TIME

& LANGUAGE FOCUS - PRESENT SIMPLE (+) (-) 12-13

3 78

ACTIVITIES & LANGUAGE FOCUS - PRESENT SIMPLE (?)

& LANGUAGE FOCUS - PRESENT CONTINUOUS (?)/

8 2223 SPEAKING - MAKING PLANS OVER THE PHONEWRITING - A REPORT ON A SURVEY 262724

9 2526 PROGRESS REVIEW 1 PROGRESS REVIEW 1 - 1/2/3/4/5/6/7PROGRESS REVIEW 1 - 6/7/8/9/10 30-33

11 31 READING - MUSEUM EXHIBITS& LANGUAGE FOCUS - WAS/ WERE/ THERE WAS/

THERE WERE

36-3732

39

UNIT 4 - IN THE

PICTURE

& LANGUAGE FOCUS - PAST CONTINUOUS (+) (-) 46-4742

15 4344 VOCABULARY & LISTENING - ADJ & ADV

& LANGUAGE FOCUS - PAST CONTINUOUS (?)/ PS &

PC

48-4945

& LANGUAGE FOCUS - MAKING COMPARISONS 60-6157

20

58

& LANGUAGE FOCUS - ABILITY: CAN & COULD/

60

22 6465 UNIT 6

& LANGUAGE FOCUS - WILL & WON'T IN THE FIRST CONDITIONAL

70-71

23 6768

EQUIPMENT & LANGUAGE FOCUS - MUST &

UNIT 8 - I BELIEVE I CAN FLY

31 9192 READING - NO LIMIT& LANGUAGE FOCUS - CONNECTING IDEAS 94-9593

& LANGUAGE FOCUS - INFINITIVES/ QUANTIFIERS 96-97

Week: Planning date: Period:

LESSON PLAN TIẾNG ANH 7 FRIENDS PLUS UNIT 1: MY TIMES - LESSON 1: VOCABULARY (PPP)

WHERE WE SPEND TIME

I AIMS:

I AIMS:

1 Language contents:

- Vocabulary: (n) at school, at the shops, in bed, in fast food restaurants, in the car, in the countryside, in the park, in the playground, on

the bus, on the phone, in front of the TV, in your room

2 Knowledge: By the end of the lesson, my students will be able to get some more knowledge about where and how they spend their

time

3 Skills:

Main skills : reading and listening skills

Sub skills : speaking and writing skills

4 Attitude: be confident to talk about where and how students spend their time.

5 Competences:

Talk about places where students spend their time, using key phrases

Talk about how students spend their time, using the suggested ideas in the reading quiz (the amount of time they spend on doingsomething, and their feeling about these activities)

II TEACHER’S AND STUDENTS’ PREPARATIONS:

1 Teacher: pictures, textbooks, PowerPoint slides, …

2 Students: textbook, notebook.

III TECHNIQUES: Qs& As, games, visualize….

5 items that can be found in these places:

countryside, park, fast food restaurant,

school

• Teacher asks some pairs to report back to

the class

items

• Report to the class In the countryside, we can find farm

lands, animals, trees, rivers and fruits.

“What are your favorite places? Where do you

spend most of your time?”

• Lead to the topic of the lesson – Where

we spend time

Teach new vocabulary:

• Use pictures and explanations to present

- Some students will answer the question

(talk about their favorite places)

- Listen to the teacher.

- Look, listen and repeat in chorus and

individuals

Questions:

“What are your favorite places?

Where do you spend most of your time?”

teenager (n)

screen (n)

III PRACTICE T - Ss - T/ S - S/ Indiv

Activity 1 (5’) Match the phrases in the box

with places 1-12 in the picture Listen and

check.

• Ask students to work in pairs to match

the words to the correct places in the

picture

• Give the answers to the class

Activity 2 (5’) Complete the Time of Your

Life quiz with words from Exercise 1 Then

choose the correct option in blue.

• Ask students to read the quiz and

complete it in pairs

• Check students’ answers

Activity 3 (5’) Watch or listen again Who

likes seeing friends at the weekend, Emilia,

- Work in pairs to do the task

- Listen and identify word stress then

note down the places

- Read the quiz and complete it in pairs

- Check the answers

Suggested answers

1 in the park

2 at the shops

3 in thecountryside

4 in the car

5 in fast foodrestaurants

6 in bed

7 in your room

8 on the bus

9 in front of theTV

10 on the phone

11 at school

12 in theplayground

Elijah, or Renee? Who goes to school by bus,

Harry, Lily, or Darius?

• Play the video / audio again for

students to answer the questions

• Ask students to check the answers in

pairs

• Check answers with the class

• Ask the students to complete the key

phrases

Key Phrases:

1 I spend all of my time

2 I spend too much time

3 We spend most of our time

4 I spend a bit of time

5 I don’t spend a lot of time

6 Do you spend much time ?

7 I don’t spend more than

8 I don’t spend any time

- Watch or listen, to give answers

- Check the answers in pairs

- Check the answers with the teacher

Suggested answers:

Renee likes seeing friends at the weekend.

Darius goes to school by bus.

Suggested answers to the key phrases:

1 I spend all of my time on my phone.

2 I spend too much time in front of screens.

3 We spend most of our time at the shops.

4 I spend a bit of time in my room.

5 I don’t spend a lot of time in bed.

6 Do you spend much time on your homework?

7 I don’t spend more than an hour.

8 I don’t spend any time in bed.

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

• Activity 1 (10’) Use it!

• Read through the questions in Exercise 6 with

the whole class

• Ask students to prepare the answers

individually

• Remind the students to use the structures in

- Work in pairs to talk about how they

spend their time using Key Phrases andsome grammar structures

- Tell the class about their partners

Love / Like / Hate / Don’t mind + Being

E.g.: I love being in bed

I don’t mind being on the bus

Exercise 5 - Key Phrases.

• Suggest some grammar structures in Exercise

2 for students

• Ask students to work in pairs, asking and

answering the four questions in Exercise 6

Ask some students to tell the class some

information about their partners

• Activity 2 (5’)

Consolidation: Vocabulary (Optional)

- Ask students to close books, write the

nouns from Exercises 1 and 3 on the

board, e.g school, room, phone

- Put students into teams

- Teams take it in turns to choose a noun

and say a sentence using it and the

correct preposition, e.g I like being at

school, I don’t mind being in my room.

- If the sentence is correct, the team gets a

point and the noun is crossed off

- Continue until there is no noun left and

see which team has the most points

- Work in teams and do the activity.

- Check the answers with the whole

- Learn by heart all the new words.

- Workbook: Exercises 1, 2 page

- Prepare Lesson 2 – Reading.

V REFLECTION:

……… ………….………

……… ………….………

……… ………….………

……… ………….………

……… ………….………

……… ………….………

……… ………….………

Period:

LESSON PLAN TIẾNG ANH 7 FRIENDS PLUS UNIT 1: MY TIMES - LESSON 2: READING (Pre-While-Post)

SCREEN TIME

- Main skills : reading and writing skills.

- Sub skills : listening and speaking skills

3 Attitude:

4 Competences:

- know how to answer specific questions about the text

- use vocabulary items related to the issue of passage

- talk about your screen time

II TEACHER’S AND STUDENTS’ PREPARATIONS:

1 Teacher: pictures, textbooks, PowerPoint slides, …

2 Students: textbook, notebook.

III TECHNIQUES: Games, discussion, questions and answers, Skills Strategy, project-based learning.

IV PROCEDURES:

I WARM-UP T- Ss - T / Ss - Ss / (5’)

● Game " The Alphabet Game”

- Write “Technological Devices” on the board

and explain that students will name some

technological gadgets

- Then write some initial letters of some devices

and ask student to call out the word For

example, C  Computer, P  Phone, etc.

- To make it fun, teacher can divide class into

teams Which team has the most correct

answers will be the winner

- Listen to the instructions carefully

- Play the game in teams.

- Each team will call out the names of

some technological devices

- The team has the most correct

answers will be the winner

II PRE-READING T - Ss - T / Ss - Ss / Indiv.

(10’)

- Read the questions with the class and put

students into small groups to discuss their

answers

- Ask some students to tell the class about their

screen time

"How much time do you spend in front of

your computer screen every day?"

-Teacher can ask some more questions such as,

What do you do on your computer / phone?

When do you spend time on it?

- Teacher goes around the class and helps them

- Ask some groups to talk in front of the class

- Work in groups and talk about the

question based on their backgroundknowledge

- Listen to the teacher.

- Talk in front of the class

Question:

"How much time do you spend in front

of your computer screen every day?"

What do you do on your computer / phone? When do you spend time on it?

Students' own answers

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

Indiv.(20’)

● Activity 1 (10’) Read the text about

an online forum and find two people who

are not happy with the rules at home

- Explain that the text is an online forum where

people write comments and share ideas

- Point out to the students that they are

skimming the text; i.e read quickly for the

general ideas, not worrying about the unknown

words

- Ask students to read the forum quickly to find

the answer to the question “Which two people

are not happy with the rules at home?”

- Students can compare their answers in pairs

- Check answers with the class

*** Optional activity

Write the following sentences on the board:

1 Typho’s mum sometimes uses her phone in

- Open student book to page 10

- Skim the text quickly to find the answer

- Work in pairs to do the task

- Check the answer with the class

- Read the forum again to decide True

4 Typho doesn’t often play video games.

- Ask students to read the forum again and

decide if the sentences are True or False

- Check answers with the class

● Activity 2(5’) Vocabulary plus Check

the meaning of the words in blue in the text

- Focus on the words in blue in the text and

elicit that they have different patterns

- Students check the meanings of the verbs and

find the infinitive forms

- Check answers with the class

Let someone do something

Allow someone to do something

- Work in pairs and use a dictionary to

check the meanings of the words in blue

Allow (v) /əˈlaʊ/

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

(10’)

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

Typho’s dad is right to ban phones at meal

times? When do you parents let you use the

computer?

- Allow students time to prepare their answers

to the questions individually Explain to the

students that they can include tablets and

phones, as well as computers They then discuss

the questions in pairs or groups

- Ask some students to report back to the class

- Think about the question individually

- Take turns to talking about the

question in pairs or groups

- Ask the teacher if necessary

Question:

"Do you think Typho’s dad is right to ban phones at meal times? When do you parents let you use the computer?"

Suggested answer:

Students' own answers

V Homework (2’)

- Learn by heart all the new words.

- Workbook: Exercises page 12

- Prepare Lesson 2 – Language focus

- Simple Present

UNIT 1: MY TIME - LESSON 3: LANGUAGE FOCUS (PPP)

I AIMS:

1 Language contents:

- Vocabulary: revision

- Patterns:

● Simple Present tense – affirmative and negative

● Present time expressions

Knowledge: By the end of the lesson, my students will be able to write about habits and facts.

2 Skills:

- Main skills : reading and writing skills

- Sub skills : speaking and listening skills

3 Attitude: feel confident to write about habits and facts.

4 Competences:

- Identify the rules of how to form simple present tense in affirmative and negative form

II TEACHER’S AND STUDENTS’ PREPARATIONS:

1 Teacher: pictures, textbooks, PowerPoint slides, …

2 Students: textbook, notebook.

III TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and group work.

- Ask students to stand up, in a circle, and start

the game off by saying a sentence using simple

present tense Then, the next student says that

sentence and then adds their own If someone

misses and gets it incorrect, they have to sit

down, and the game is over

- Play the game

Teacher: Everyday, I watch TV.

Student 1: Everyday, I watch TV and I listen

to music

Student 2: Everyday, I watch TV and I listen

to music Then I play football with friends

II PRESENTATION T - Ss - T / Ss - Ss / Indiv.

(10’)

Lead – in : (3’)

- Write these gapped sentences on the board:

“My dad …… phones My mum …… TVs

in our rooms ”

- Refer students back to the text on page 10 to

complete the sentences

- Elicit that the verbs are in the present simple

tense, including affirmative and negative forms

- Call out some students to answer.

- Introduce the new lesson “ Present Simple:

affirmative and negative”

Activity 1: (7’)

Complete the rules with the words from the

box.

- Ask students to find more examples in the text.

- Read out the rule

- Check the answers with class.

- Wrap-up the Rules and give explanation.

- Answer the question individually.

- Look at the board and listen to the

teacher

- Use dictionary if necessary.

- Find more examples in the text

- Complete the rules and compare

the answers with partners

- Copy down the grammar rules to

1 We use the Present Simple to talk about

facts, habits and routines.

2 Affirmative verbs end with -s in he/ she/ it

forms

3 Negative forms use don’t + infinitive

without to after I/ you/ we/ they.

4 Negative forms use doesn’t + infinitive

without to after he/ she/ it.

 GRAMMAR POINT:

PRESENT SIMPLE - AFFIRMATIVE

AND NEGATIVE FORM:

(+) : I / We / You / They / Noun Plural + V + O.

He / She / It / Noun Singular + V-s/-es + O.

(-) : I / We / You / They / Noun Plural + DON’T + V bare + O.

He/ She /It / Noun Singular + DOESN’T + V bare + O.

Ex: His friends listen to music on his phone.

My dad likes games.

Her sisters don’t work much.

Tim doesn’t study the lesson.

III PRACTICE T - Ss - T/ S - S/ Indiv (22’)

Activity 2: (5’) Choose the correct words

- Ask students to choose the correct verb forms.

- Elicit the answer from the class.

- Complete the task in pairs (if

needed)

- Check the answers with the teacher.

Suggested answers:

1) My mum doesn’t like games.

2) She doesn’t play much.

3) Mark studies a lot

4) His friends don’t work much.

5) My friends and I watch films on my

Activity 3: (5’) Pronunciation Third Person -s

(Audio 1.07)

- Model the pronunciation of the three sounds in

isolation

- Play the audio for students to listen.

- Play the audio again, pausing for students to

repeat individually and chorally

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

add them to the table in Activity 3 Practice

saying them (audio 1.08)

- Play the audio, pausing after each verb for

students to add it to the table

- Ask students to compare their answers in pairs.

- Check the answers with the class

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

correct form of the verbs in brackets.

- Allow students time to read the gapped

sentences and to complete the sentences

themselves

- Call some students to read their sentences

- Give feedbacks to the answers.

- Listen and repeat individually

- Listen and repeat chorally

- Complete the activity in pairs.

- Check the answers with the teacher.

- Read the gapped sentences silently

and individually and complete thesentences with their own ideas

- Listen to the teacher’s feedbacks

computer

Suggested answers:

/s/: lets, works /z/: spends, lives, plays, allows, studies

9 don’t know

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

(6’) Use it!

Activity:

- Read out the example sentence and elicit one or

two more examples

- Ask students to write sentences individually

and then compare with a partner and guess

which of their partner’s sentences are false

- Go around to observe students

- Ask some students to read their sentences to the

class

- Write sentences individually

- Compare the sentences in pairs

- Listen to the teacher’s feedback and

take notes

Suggested sentences:

I spend a lot of time on the phone

My mum doesn’t play video games

V Homework (2’)

V Homework

- Learn by heart all structures.

- Prepare the next lesson: VOCABULARY

AND LISTENING

V REFLECTION:

……… ………….………

Week: Planning date:

Period:

LESSON PLAN TIẾNG ANH 7 FRIENDS PLUS UNIT 1: MY TIME - LESSON 4: VOCABULARY AND LISTENING (Pre-While-Post)

I AIMS:

1 Language contents:

- Verb phrases: to watch TV, to stay in bed late, to go online, to listen to music, to collect things, to make videos, to draw or paint a

picture, to play an instrument, to blog (to write stories), to make cakes, to meet friends, to go shopping, to go dancing, to

do sport, to go to the cinema

2 Knowledge: By the end of the lesson, my students will be able to listen for hobbies.

3 Skills:

- Main skills : listening and reading skills

- Sub skills : speaking and writing skills

4 Attitude: feel free to share personal free time activities

5 Competences:

- Identify some phrases using to describe hobbies

II TEACHER’S AND STUDENTS’ PREPARATIONS:

1 Teacher: pictures, textbooks, PowerPoint slides, …

2 Students: textbooks, notebooks.

III TECHNIQUES : Games, discussion, pair – work.

IV PROCEDURES:

I WARM-UP T- Ss - T / Ss - Ss / (5’)

- Write the word “Hobbies” on the board.

- Put students in 2 or 3 big groups.

- Ask them to list as many hobbies as possible

in 3 minutes

- Check with the class.

- The group with the most correct hobbies will

a picture, to play an instrument, to blog(to write stories), to make cakes, tomeet friends, to go shopping, to godancing, to do sport, to go to the cinema

“Where do you do this? Who with? How much

time do you spend doing this?”

●Activity 1: Complete the phrases in the

questionnaire (7’)

- Ask students to complete the questionnaire

- Answer with their own ideas.

- Complete the questionnaire.

with the correct verbs.

- Check that students understand all the verbs

and phrases

- Play the audio for students to listen.

- Check the answers with the class

- Listen to the audio.

- Check the answers with the teacher.

draw or paint a picture, play an instrument, blog or write stories, bake cakes, meet friends, go shopping, go dancing, do sport, go to the cinema

III WHILE-LISTENING T - Ss - T/ S - S/

Indiv (18’)

Activity 2: Look at the photos of Abbie and

Niall What are their hobbies? Which hobby

- Play the audio.

- Check the answer with the class

● Activity 3: Listen again and answer

the questions (5’)

- Allow students time to read the questions

- Play the audio again

- Check the answer with the class.

- Look at the photos and tell what hobbies

they are

- Listen to the audio.

- Check the answers with the teacher

- Read the questions

- Listen to the audio again

- Check the answers with the teacher

Suggested answers:

1 Abbie paints trainers

2 Niall makes videos

Abbie’s hobby is relaxing

Suggested answers:

1 She buys them online

2 Because it’s a very relaxing hobby

3 They like them

4 Yes, he does

● Optional activity: LISTENING (8’)

Listen again and correct these sentences

- Play the audio

- Ask students to listen again and correct the

2) Abbie always gives the trainers to friends

3) Niall hasn’t got a good camera

4) Niall makes videos for songs

\

- Read the sentences

- Listen carefully for information

before listening

- Correct the false sentences

5 They act in the videos

6 He makes the videos two to three times a year

Suggested answers.

1) True2) False (She sometimes gives them topeople.)

3) False (He has got a good camera.)4) True

IV POST-LISTENING T - Ss - T/ S - S /

Indiv (10’)

● Activity 4: Write sentences about a

person in your family Use the present

simple form of the verbs and the adverbs

in the lesson (5’)

- Give students some examples, such as My

dad sometimes watches TV He doesn’t play

any video games.

- Encourage them to write both affirmative and

negative sentences

- Ask some students to read their sentences to

the class

- Think and list ideas for writing task.

- Write their sentences.

- Read their sentences to the class.

Suggested answers.

(Students’ own answers)

- Correct any errors.

● Activity 5: USE IT! Work in pairs

Which hobby do you prefer? Abbie’s or

Niall’s? Why? (5’)

- Allow students some time to prepare their

answers individually

- Ask them to discuss in pairs

- Calls out some students to tell the class

something they learned about their partner

- Give feedbacks to the presentation

- Compare their sentences in pairs

- Listen to the teacher’s feedback and take

- Learn by heart all the phrases.

- Workbook: Exercises page 10.

- Prepare the next lesson: LANGUAGE

Week: Planning date: Period:

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

I AIMS:

1 Language contents:

- Vocabulary: revision

- Patterns: Simple Present - Questions

2 Knowledge: By the end of the lesson, my students will be able to ask and answer questions about free time activities.

3 Skills:

- Main skills : reading and writing skills

- Sub skills : speaking and listening skills

4 Attitude: be confident to talk about their free time activities

5 Competences:

- Identify the rules of Yes/ No question and W-H question in Simple Present tense

II TEACHER’S AND STUDENTS’ PREPARATIONS:

1 Teacher: pictures, textbooks, PowerPoint slides, …

2 Students: textbooks, notebooks.

III TECHNIQUES: Games, Self-Discover Learning, discussion, pairs, inductive grammar learning.

IV PROCEDURES:

I WARM-UP T- Ss - T / Ss - Ss / (5’)

● Game : NOUGHTS AND CROSSES

- Divide class into 2 groups One group is

“noughts” (O) and the other is “crosses”

(X)

- Ask students to use “simple present

- Play the game in groups.

- Select the boxes and make sentences

with those words/ numbers

Free time Activities

Watch TV coffeeDrink Listen to music

Go to the Go to the Play video

tense” to make interview questions

about free time activities.

- Ask students to take turns and select the

boxes and make sentences with those

words/ numbers The group makes the

correct sentence will get an (O) or (X)

- Declare the winner group which has 3

Os or Xs on a horizontal, vertical, or

diagonal row

Go fishing Eat pizzas Play football

E.g.: When do you watch TV?

Do you go fishing?

II PRESENTATION T - Ss - T / Ss - Ss /

Indiv (10’)

Activity 1: Complete the questions and

answers with do, don’t, does, doesn’t Then

choose the correct words in Rules 1-4.

● Ask students to complete the questions

and answers

● Check the answers in the questions

● Read through the rules

● Check and explain the rules with the

class

- Complete the questions and answers

- Check answers in the questions and answers with the teacher

- Complete the rules

- Check the rules with the teacher

● Answer: Yes, S (I / We / You /

They / Noun Plural)+ DO

Or Yes, S (He / She / It /

Noun Singular)+ DOES.

No, S (I / We / You / They / Noun Plural) + DO NOT (DON’T)

Or No, S (He / She / It / Noun

Singular)+ DOES NOT (DOESN’T).

Example:

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

A: Does Niall write stories?

B: Yes, he does / No, he doesn’t.

1 What do you watch on TV?

2 Where does he go?

● Note:

Answers for WH-Questions:

For Subjects (He/ She / It / Noun

DO + S (I/ We/ You/ They / Noun plural) + Vo …? / DOES + S (He/ She / It/ Noun Singular + Vo …?

Singular), put -s/ -es after the verbs.

E.g.: Where does he go?  He goes to school

What does she do?  She listens to music

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

Activity 2: Complete the questions with

present simple form of the verbs in brackets

(3’)

- Read out the example Do you blog about

your life? (blog)

- Elicit another example from the class.

- Ask students to complete the questions.

- Check answers with the class.

Activity 3: Ask and answer questions from

Activity 2 Use do, don’t, does and doesn’t in

your answers (5’)

- Allow students time to prepare their

answers to the questions

- Ask students to work in pairs to ask and

answer the questions

- Ask some students to tell something

about their partners

Activity 4: Read the answers and complete

the questions with the words in the box (7’)

- Listen to the example.

- Give another example.

- Complete the questions.

- Check the answers with the teacher

- Prepare the answers to the questions

- Work in pairs to ask and answer the

questions

- Tell something about their partners

Suggested answers

1 Do, make 2 Do, meet 3 Does, live

4 Do, collect 5 Does, stay 6 Do, talk

Suggested answers:

Students’ own answers

Suggested answers

- Read out the example Do you ever go to

the cinema? Yes, I do I love watching

films.

- Elicit another example from the class.

- Ask students to complete the questions

with the words in the box

- Check the answers with the class.

- If necessary, ask students to work in

pairs to ask and answer these questions

- Listen to the example.

- Give another example.

- Complete the questions with thewords in the box

- Check the answers with the teacher

- If necessary, work in pairs to ask andanswer these questions

1 How often 2 Who 3 Where

4 When 5 What 6 Why

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

(13’)

Activity 5: Make questions using the words

from boxes A and B Find the differences

between you and your partner (13’)

- Ask two students to read out the

example to the class,

A: What do you watch on TV?

B: I usually watch films.

A: Me, too!

- Point out that we can use Me, too to

agree with someone

- Allow students time to prepare ten

questions individually

- Ask some students to read their

questions to the class Correct any errors

- Ask students to work in pairs to ask and

- Read out the example to the class

- Prepare ten questions individually.

- Read their questions to the class.

- Work in pairs to ask and answer the

questions

- Listen carefully to their partner and

find out the differences between them

- Report back to the class.

Suggested answers

Students’ own answers

answer the questions.

- Ask students to listen carefully to their

partner and find out the differences

between them

- Ask some students to report back to the

class

V Homework (2’)

- Learn by heart all structures.

- Workbook: Exercises page 11.

I AIMS:

- Vocabulary: revision

1 Knowledge: By the end of the lesson, my students will be able to make and response to suggestions.

2 Skills:

- Main skills : speaking and listening skills

- Sub skills : reading and writing skills

3 Attitude: Feel confident to make and response to suggestions.

4 Competences:

Know how to make and response to suggestions

II TEACHER’S AND STUDENTS’ PREPARATIONS:

1 Teacher: pictures, textbooks, PowerPoint slides, …

2 Students: textbook, notebook.

III TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and group work.

IV PROCEDURES:

I WARM-UP T- Ss - T / Ss - Ss / (5’)

GAME: LETTER DICTATION

- Divide students into 4 groups.

- Give students strings of words, such as

- Ask groups to figure out what the

questions are

- Check with the class.

- The groups with the most correct

answers will be the winner

- Check with the teacher. Whatdoyouliketowatch?  What do you

like to watch?

II PRE-SPEAKING T - Ss - T / Ss - Ss /

Set context: (5’)

- Ask students this question, What can

you do in your town at the weekend?

- Elicit responses from some individuals.

- Answer the questions

- Listen to their friends’ answers

Students’ answers

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

Indiv (20’)

Activity 1: Complete the dialogue with the

key phrases Then watch or listen and check

What do Lisa and Jamie decide to do?(5’)

- Ask students to read the gapped dialogue

and complete it with the correct key

phrases

- Play the audio for students to listen and

check the answers

- Ask students to watch the video and answer

the questions: What do Lisa and Jamie

decide to do?

- Check answers with class.

- Read the gapped interview and complete it with the correct key phrases

- Listen the audio to check the answers

- Watch the video and answer the questions:

What do Lisa and Jamie decide to do?

- Check answers with the teacher

Suggested answers

1 Shall we do something?

2 Why don’t we go for a bike ride?

3 I don’t feel like cycling

4 How about going into town?

5 That sounds like a good idea

6 Let’s finish our homework now

Activity 2: Look at the Key Phrases Which

key phrases are for making suggestions and

which are for responding to suggestions?

Write S (suggestion) or R (response) (5’)

- Ask students to read the key phrases and

categorize them

- Check answers with the class and check that

students understand all the key phrases

Activity 3: Practice the dialogue with a

- Correct any mistakes

Activity 4: Choose the correct phrases in

mini-dialogues Listen and check Then

practice in pairs (5’)

- Ask students to read the mini-dialogues and

choose the correct answers

- Play the audio for them to listen and check

the answers

- Read the key phrases and categorize them

- Listen and check the answers

- Practice the dialogue from exercise 1 inpairs

- Practice in front of the class

- Listen to the teacher’s feedback

- Read the mini-dialogues.

- Listen to the audio and choose the correct

Lisa and Jamie decide to get the bus intotown / go to a café in town

Suggested answers

1 S 2 R 3 S 4 S 5 S 6 R

Suggested answers

1 Let’s, want

2 Why don’t we, sounds like

3 going, feel like