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

Giáo án tiếng anh 7 sách friends plus soạn chuẩn cv 5512 (kì 2) Kế hoạch bài dạy tiếng anh 7 sách friends plus soạn chuẩn cv 5512 (kì 2) Kế hoạch dạy học 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 : reading and listening skills

Sub 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:

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

- Give comments

- Guess the photos

- Tell the class

- Ask the question to the class, ‘What

world records do you know? and elicit

the answers

- Ask some students to tell the class

- Lead to the topic – Achieve

Teach new vocabulary:

- Use pictures and explanations to

present new words

- Ask students to practice their

- Some students volunteer to answerthe questions

- Listen to the teacher

- Look, listen and repeat in chorus and

individuals

Suggested answers:

Students’ own answers

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

- Work in pairs to check the meaning

of the words in the box and completethe lists

- Listen and check the answers.

- Check the answers with the teacher.

Suggested answers

1 Time: millennium (longest),

century, decade, year, month, day, hour, moment, minute, second

2 Number: billion (biggest), million,

thousand, hundred, half, quarter, fraction

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

- Ask students to read the text and complete

it with the correct words

- Play the audio for students to listen and

check their answers

- Check the answers with the class

- Put students into pairs to discuss which

achievements they think are the most

amazing

- 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

- Read the text and complete it with

the correct words

- Listen and check the answers.

- Check the answers with the teacher.

- Work in pairs to discuss which

achievements they think are the mostamazing

- Report back.

- Read through the numbers.

- Listen, check and repeat.

- Check the answers with the teacher.

Suggested answers:

1 days 2 meters 3 thousand

4 minute 5 second 6 minutes

7 billion 8 decade 9 million

10 kilometer 11 seconds 12 billion

13 meters 14 ton 15 hour

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

- 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

- Read through the questions and

check they understand everything

- Listen and note down which of the

questions the people answer

- Check the answers with the teacher.

- Read the key phrases.

- Watch or listen and note down the

phrases

- Check the answers with the teacher.

Suggested answers:

6 nine point two five

7 five hundred and fifty-five

8 nine thousand and one

9 eighty-two thousand, three hundredand fifty-nine

10 nine million, nine hundred andninety-nine thousand, nine hundredand ninety-nine

Suggested answers:

1 How long does a butterfly live?

3 How much does an elephant weigh?

4 How fast can the world’s fastest cargo?

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.

- Ask two confident students to read out the

example answer

- Put students into pairs to guess the answers

to some of the questions in Exercise 5

- Read out the example answer

- Work in pairs to guess the answers to

some of the questions in Exercise 5

- Tell the class their guesses

- Search online to find answers to the

Suggested answers

Students’ own answers

Encourage them to use a range of key

phrases

- 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

questions for homework

V Homework (2’)

- Learn by heart all the new

words

- Workbook: page 40.

- Prepare Lesson 2 – Reading.

V REFLECTION:

……… …………

………

……… …………

………

……… …………

………

……… …………

………

……… …………

………

……… …………

………

……… ………….………

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 : reading and writing skills

- Sub 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:

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

- Write on the board.

- Discuss with the teacher.

Salad, carrot, fish, meat, tomato, etc

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?”

- Ask some students to tell the class about

their answers

- Tell them that they are going to read the

text to get the answers

- Work in groups and answer thequestion

- Talk in front of the class

Question:

“What do you eat to have the best performance?”

Students' own 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

- 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

and answer the questions

- Check answers with the class



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

- Find the words in the text and try toguess their meaning, then compare theirideas in pairs

- Check answers with the teacher

- Read the questions

- Read and listen to the text and answerthe questions

- Check answers with the teacher

Students’ own answers

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 themeaning 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

Students' own answers

words

- Give homework - Take notes - Workbook: Exercises page 44.

- Prepare Lesson 3 – Making

Comparisons

V REFLECTION:

……… …………

………

……… …………

………

……… …………

………

Week: Planning date: Period:

LESSON PLAN TIẾNG ANH 7 FRIENDS PLUS UNIT 5: ACHIEVE - LESSON 3: LANGUAGE FOCUS (PPP)

- Main skills : reading and writing skills

- Sub 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:

I 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.

- Ask students to compare the pictures, saying

The green apple is bigger than the red

- Ask what students can remember about

some words indicating time and numbers on

page 58

- 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.

- Answer the questions

- Look at the board and listen tothe teacher

- Use dictionary if necessary

Suggested answer:

Students’ own answers

Activity 1: (5’) Complete the sentences

with the words from the reading text on

page 60.

- Ask students to complete the sentences and

check the answers in the text on page 60

- 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

- Complete the sentences with thewords in the reading text on page46

- Check the answers with theteacher

- Complete the Rules

- Check the answers with theteacher

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

- Listen to the teacher

- Complete the sentences using thecomparative form

- Check the answers with the

Suggested answers:

1 Archie wasn’t faster than Carl

2 Florence wasn’t heavier than Carl

3 Carl was better than Archie

4 Archie wasn’t taller than Florence

5 Archie was shorter than Carl

some sentences students will need to use a

negative verb

- 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

- Ask students to rewrite the example.

- Allow students time to compare their

answers in pairs

- Check answers with the class.

teacher

- Listen to the teacher

- Rewrite the example.

- Check answers with the teacher

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

- Allow students time to prepare their ideas

individually, then put them into pairs to

compare their ideas

- Ask some students to tell the class their

ideas

- Listen to the teacher

- Prepare the ideas individually,

then work in pairs to comparetheir ideas

- Tell the class.

- Listen to the teacher’s feedback

and take notes

……… ………….………

……… ………….………

……… ………….………

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 : listening and reading skills

- Sub 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:

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 thegame

- Check with the teacher.

Suggested answers.

Students’ own answers

II PRE-LISTENING T - Ss - T / Ss - Ss /

(10’)

Set context: (3’)

- Ask students some questions, “At what

age could you walk? At what age could you

- 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

- Play the audio for students to listen and

check their answers

- Check the answers with the class and

check that students understand all the

words

- Answer with their own ideas

- Work in pairs to discuss thequestions

- Tell the class

- Read the texts and choose the correctwords

- Listen to the audio and check theanswers

- Check the answers with the teacher

Suggested answers:

Students’ own answers

Suggested answers:

1 expert 2 programmer 3.professor

4 scientist 5 winner 6 player

7 champion 8 musician 9.composer

10 writers 11 mathematician

12 genius

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

S/ Indiv (18’)

Activity 2: Pronunciation /ə/ in jobs (6’)

- Play the audio once for students to listen to

the jobs

- Play the audio again, pausing after each

word for students to repeat

● 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’)

- 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

- Play the audio again

-Ask students to listen and decide if the

sentences are true or false Ask students to

correct the false sentences

- Check answers with the class

- Listen to the jobs.

- Listen again and repeat.

- Listen to the audio and find the words inthe text in exercise 1

- Listen again and repeat

- Read the sentences

- Listen and decide if the sentences aretrue or false Correct the false sentences

- Check answers with the teacher

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

- Allow students time to prepare their ideas

individually, then put them into pairs to

compare the skills and occupations using

comparative and superlative forms

- Ask some students to tell the class about

their ideas

- Give more examples

- Prepare their ideas individually

- Work in pairs to compare the skills and occupations

- Present to the class

- Learn by heart all the phrases.

- Workbook: Exercises page 42.

- Prepare the next lesson:

Week: Planning date: Period:

LESSON PLAN TIẾNG ANH 7 FRIENDS PLUS UNIT 5: ACHIEVE - LESSON 5: LANGUAGE FOCUS (PPP) ABILITY: CAN / COULD; QUESTIONS with HOW…?

2 Knowledge: By the end of the lesson, my students will be able to talk about prodigies.

3 Skills:

- Main skills : reading and writing skills

- Sub skills : speaking and listening skills

4 Attitude: be confident to talk about prodigies.

5 Competences:

Identify the rules of Can and Could

Make questions with How

-II TEACHER’S AND STUDENTS’ PREPARATIONS:

1 Teacher: pictures, textbooks, power point 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’)

Interview

- Ask students to do a quick interview with

their partner - Interview the partners.

- Report back to the class

Suggested answers

Students’ own answers

- Write on the board some interview

questions such as How many pens do you

have? How often do you watch TV a day?

Elicit some answers

- Put students into pairs to ask and answer

- Elicit some answers and write on the

board: Child prodigies can do amazing

things.

- Ask “What could Mozart do when he was

eight?” Elicit the answer and write on the

board: Mozart could write music when he

was eight.

- Underline can and could and ask: “Which

refers to the present? (can) Which refers to

the past? (could).

- Ask students to translate the sentences into

their own language

- Answers some eliciting questions

- Listen to the explanation

Suggested answers

Students’ own answers

Activity 2: (7’) Change the words in

bold from affirmative to negative, or

negative to affirmative, to make

sentences.

- Read out the task and point out that

students should change sentence 1 to a

negative sentence and sentence 2 to an

affirmative one

- Ask students to write the sentences

- Check answers with the class

- Change the sentences

- Check answers with the teacher

Activity 3: (5’) Look at the sentences in

Exercise 1 again and choose the correct

words in the Rules.

- Ask students to work in pairs to look at the

sentences in Exercise 1 again and choose the

correct word in the Rules

- Check answers with the class

Activity 4: (5’) Complete the text with

affirmative and negative forms of can and

could.

- Ask students to read the text and complete

- Work in pairs to look at the

sentences in Exercise 1 again and choose the correct word in the Rules

- Check the answers with the

it with the correct forms of can and could.

- Allow students time to compare their

answers in pairs

- Check the answers with the class

Activity 5: (5’) Questions with How…?

Match 1-6 with a-f to make questions

Can you remember the answers? Ask and

answer the questions with your partner.

- Ask students to work in pairs to make the

questions and try to remember the answers

- Ask some students to read out the

completed questions Correct any errors

- Elicit some possible answers to the

questions, then tell the students to look back

through the unit to check their answers

- See who remembered the answers

correctly

the correct forms of can and could.

- Compare their answers in pairs.

- Check the answers with the

teacher

- Work in pairs to make the

questions and try to remember theanswers

- Read out the completed questions.

- Check the answers with teacher.

Activity 6: (13’) USE IT! Make questions

with How…? and the words in the table

Then ask and answer the questions with

your partner.

more examples from the class.

- Allow students time to prepare their

- Listen to the examples.

- Prepare their questions

individually

- Work in pairs to ask and answer

their questions

- Report back to the class.

Students’ own answers

V Homework (2’)

- Learn by heart all structures.

- Workbook: Exercises page 43.

MAKING AND RESPONDING TO SUGGESTIONS

I AIMS:

- Vocabulary: revision

1 Knowledge: By the end of the lesson, my students will be able to give advice to help people.

2 Skills:

- Main skills : speaking and listening skills

- Sub skills : reading and writing skills

3 Attitude: Feel confident to give advice.

4 Competences:

Know how to make and respond to suggestions

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:

I WARM-UP T- Ss - T / Ss - Ss / (5’)

GAME: LETTER DICTATION

- Divide students into 4 groups.

- Give students strings of words, such

as HowhighisMountPhuSi?,

Howfastcanherun?, etc.

- Ask groups to figure out what the

questions are

- Check with the class.

- The groups with the most correct

answers will be the winner

- Work in groups to figure out what

the questions are

- Tell the class.

- Check with the teacher.

Suggested answer:

HowhighisMountPhuSi??  How high

is Mount Phu Si?

Howfastcanherun?  How fast can he run?

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

Set context: (5’)

- Ask students some questions What

can you do best: sing, dance, or play

an instrument? How can you get

better?

- Put students into pairs to discuss the

questions

- Ask individual students to tell the

class about their abilities and their

partner’s

- Lead in to the lesson.

- Work in pairs to discuss the questions

- Listen to their friends’ answers

Question:

What can you do best: sing, dance, or play an instrument? How can you get better?

Students’ own answers

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

Indiv (20’)

Activity 1: (5’) Choose the correct words

in the dialogue Then watch or listen to

check What does Kim want to learn?

- Ask students to read the dialogue and

choose the correct words to complete it

- With weaker classes, students could work

in pairs for this

- Play the video or audio for students to

watch or listen and check their answers

- Check answers with the class, then ask the

question about Kim to the class and elicit

the answer

Activity 2: (5’) Cover the dialogue and

complete the Key Phrases Watch or

listen again and check

- - Put students into pairs and ask them to

cover the dialogue in exercise 1

- - Students read the key phrases and try to

complete them from memory

- Read the dialogue and complete it with the correct words

- Listen the audio or watch the video to check the answers

- Answer the question about Kim

- Check answers with the teacher

- Work in pairs and cover the dialogue inexercise 1

- - Read the key phrases and try to complete them from memory

- Listen and check the answers

3 watch videos on Youtube

4 I haven’t got any money for lessons

5 so

- Play the video or audio again for students

to check their answers Check answers

with the class and check that students

understand all the key phrases

Activity 3: (5’) Practice the dialogue with

your partner.

- Ask students to work in pairs and practice

the dialogue

- Correct any mistakes

Activity 4: (5’) Work in pairs Look at

ideas 1-5 Take turns giving and

responding to advice for each situation.

- Read through the list of things to do and

make sure students understand everything

- Ask some students to read out the example

- Allow students time individually to think

about some advice for each situation

- Ask students to work in pairs to give and

respond to advice for each situation

- Elicit what advice students gave for each

situation and discuss which is the best

advice for each one

- Practice the dialogue in pairs

- Practice in front of the class

- Listen to the teacher’s feedback

- Read out the example

- Work individually to think about someadvice for each situation

- Work in pairs to give and respond toadvice for each situation

- Give out the answers

IV POST SPEAKING T - Ss - T/ S - S /

Activity 5: (13’) Use it! Work in pairs

Read the situation Practice a new

dialogue using the Key Phrases and the

dialogue in Exercise 1 to help you.

- Read through the situation with the class

and make sure students understand

- Ask some students to perform the

dialogue to the class

- Learn by heart all key phrases.

- Workbook: Exercises page 47.

A BIOGRAPHICAL WEB PAGE

I AIMS:

- Vocabulary: revision

1 Knowledge: By the end of the lesson, my students will be able to write a biographical web page.

2 Skills:

- Main skills : writing and reading skills

- Sub skills : speaking and listening skills

3 Attitude: be confident to write a biographical web page.

4 Competences:

- Know how to order information in a biography using paragraphs and topic sentences

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 works.

IV PROCEDURES:

I WARM-UP T- Ss - T / Ss - Ss /

(5’)

GAME: RUNNING DICTATION

- Divide class into 2 groups.

- Pin two pieces of paper with a short

- Work in groups.

- Go to the board to read and

remember one or some sentences from the text

Suggested answer:

I love to see Korean actresses They are very beautiful I also like their hair styles […]