Giáo án tiếng anh 7 sách friends plus soạn chuẩn cv 5512 (kì 1)

Giáo án tiếng anh 7 sách friends plus soạn chuẩn cv 5512 (kì 1) Kế hoạch bài dạy tiếng anh 7 sách friends plus soạn chuẩn cv 5512 (kì 1) Kế hoạch dạy học tiếng anh 7 sách friends plus soạn chuẩn cv 5512 (kì 1)

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Week: Planning date: Period:

LESSON PLAN TIẾNG ANH 7 FRIENDS PLUS STARTER UNIT - LESSON 1: VOCABULARY (PPP) FAMILY

I AIMS:

1 Language contents:

- Vocabulary: (n) sister, uncle, husband, son, nephew, dad, grandfather, grandson

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

3 Skills:

Main skills : reading and listening skills

Sub skills : speaking and writing skills

4 Attitude: be confident to talk about family.

5 Competences:

Talk about the members in the family

II TEACHER’S AND STUDENTS’ PREPARATIONS:

1 Teacher: pictures, textbooks, powerpoint slides, …

2 Students: textbook, notebook.

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

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IV PROCEDURES:

I WARM-UP T- Ss - T / Ss - Ss / (5’)

• Ask students to work in pairs to think of

5 members in the family: sister, uncle,

husband, son, nephew, etc.

• Teacher asks some pairs to report back to

the class

• Work in pairs and think of the possibleanswers

• Report to the class

sister, uncle, husband, son, nephew, etc

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

Indiv (10’)

Set context:

• Draw a family tree on the board and ask

students to give out the relationship

between members

• Lead to the topic of the lesson – Family

members

Teach new vocabulary:

• Use pictures and explanations to present

new words

• Ask students to practice their

pronunciation drills

- Complete a family tree

- Listen to the teacher

- Look, listen and repeat in chorus andindividuals

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

Activity 1 (5’) Read the notes about Lucy’s

photos Match the names in the notes with

people 1-10 in the photos.

• Ask students to work in pairs to match

the names in the notes with people 1-10

in the photos

• Give the answers to the class

Activity 2 (5’) Read the text again and match

- Work in pairs to do the task

- Check the answers with the teacher

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the words in blue in the text with eight

opposite words from the box Listen and

check.

• Ask students to read the text again and

match the words in blue in the text with

eight opposite words from the box in

pairs

• Ask students to listen and check

• Check students’ answers

Activity 3 (10’) Write names for 1-6.

• Ask students to read the phrases and

write names for 1-6

• Check answers with the class

• Ask the students to read through the key

phrases Check if students understand all

the key phrases

Key Phrases: Asking about families

- Read the quiz and complete it in pairs

- Check the answers

- Read the phrases and write names for

1-6

- Check the answers in pairs

9 Sally

10 Tony’s grandson

Suggested answers

Uncle-antGrandmother – grandfatherHusband -wife

Mum – dadNiece – nephewDaughter – sonGranddaughter -grandsonGrandfather - grandmother

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6 Lucy and Joanne

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

• Activity 1 (15’) Use it!

• Read through the questions in Exercise 4 with

the whole class

• Ask students to prepare the answers

individually

• Remind the students to use the structures in

Exercise 3 - Key Phrases

• Ask students to work in pairs, asking and

answering the four questions in Exercise 4

• Ask some students to tell the class some

information about their partners

- Work in pairs to ask and answerquestions using Key Phrases and somegrammar structures

- Tell the class about their partners

- Learn by heart all the new words

- Prepare Lesson 2 – LanguageFocus

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BE, POSSESSIVE ADJECTIVES, POSSESSIVE PRONOUNS, ARTICLES

I AIMS:

- Vocabulary: revision

- Patterns:

● Be, Possessive adjectives, possessive pronouns and articles

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

2 Skills:

- Main skills : reading and writing skills

- Sub skills : speaking and listening skills

3 Attitude: feel confident to ask and answer questions about places

4 Competences:

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● Identify the rules of Be, Possessive adjectives, possessive pronouns and articles

1 Teacher: pictures, textbooks, power point slides, …

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

IV PROCEDURES:

Game “THE MEMORY CIRCLE”

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

the game off by saying a sentence using simple

present tense with be 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

Example:

Teacher: My name’s Hannah.

Student 1: My name’s Hannah and my sister

is Rose

Student 2: My name’s Hannah and my sister

is Rose We are twins

II PRESENTATION & PRACTICE FOR

EACH GRAMMAR POINT T - Ss - T / Ss - Ss

/ Indiv (32’)

 BE



Activity 1 (5’) Look for examples of the verb

be in the text on page 6 How many examples

can you find? Compare with your partner.

- Refer students back to the text on page 6 to

- Elicit that the verb be is in the present simple

tense, including affirmative and negative forms

- Call out some students to answer

-Answer the question individually

-Look at the board and listen to theteacher

Suggested answer:

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- Introduce the new lesson “Be: affirmative and

negative”



Activity 2: (5’)

Write true sentences using affirmative and

negative forms of be.

- Ask students to write true sentences using

affirmative and negative forms of be.

- Check the answers with class



Activity 3: (5’) Complete the questions and

answers Make new questions Change the

words in blue in Exercise 3.

- Ask students to complete the questions and

answers

- Ask students to make new questions by

changing the words in blue in Exercise 3

- Ask students to ask and answer in pairs

- Write true sentences using

affirmative and negative forms of be.

- Complete the questions andanswers

- Make new questions by changingthe words in blue in Exercise 3

- Ask and answer in pairs

4 are / are not

5 are / are not

6 am / am not

Suggested answer:

Students’ own answers

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 POSSESSIVE ADJECTIVES,

POSSESSIVE PRONOUNS



Activity 4: (5’) Complete the table with

possessive adjectives and possessive

pronouns.

- Ask students to complete the table with

possessive adjectives and possessive pronouns

- Explain if necessary



Activity 5: (5’) Complete the dialogue with

the correct subject pronouns, possessive

adjectives and possessive pronouns.

- Ask students to complete the dialogue with the

correct answers

- Check with the class

- Complete the table

- Check with the teachers

- Complete the dialogue with the correct answers

- Check with the teacher

- Fill in the blanks with the correctanswers

Suggested answer:

I – my – mineYou – your -yours

He – his – hisShe – her – hers

We – our – oursThey – their – theirs

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 ARTICLES



Activity 6: (7’) Fill in the blanks with a, an,

the or zero article.

- Ask students to fill in the blanks with the

correct answers

Activity 1: USE IT!

- Ask students to ask and answer the questions

about classrooms, using articles (a, an, the or

zero articles), eg.: What’s that on the wall? It’s a

clock.

- Correct any mistakes.

- Ask and answer the questions aboutclassrooms

Suggested answer :

Students’ own answers

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V Homework (2’)

V Homework

- Learn by heart all structures

- Prepare the next lesson: VOCABULARYAND LISTENING

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4 Attitude: be confident to talk about timetables.

5 Competences:

- Know how to ask and answer about timetables

2 Students: textbooks, notebooks.

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

IV PROCEDURES:

- Divide class into 2 groups One group is

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

(X)

- Ask students to use Possessive

Adjectives and Possessive Pronouns to

make interview questions about some

belongings

- 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

- Play the game in groups

- Select the boxes and make sentences with those words/ numbers

bag pen eraserbook computer phone

TV pants T-shirt

E.g.: Is this your bag?

Where are your pants? Mine are in the washing machine.

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“What do you study at school? When do you

study maths? How many teachers are there?”

- Ask students to work in pairs to share the

answers

- Ask some students to talk in front

- Answer the questions

- Work in pairs to share the answers

Activity 2: Read and listen to the dialogue

Complete the tables with words in blue in the

dialogue Add more words to the table. (5’)

- Ask students to read and listen to the

dialogue

- Play the audio

- Ask students to complete the tables with

words in blue in the dialogue Add more

words to the table

- Check the answer with the class

● Activity 3: Check the meaning of the

- Listen to the dialogue

- Complete the tables

- Add more words to the table

Suggested answers

Subjects: Maths, HistoryOther Words: timetable, homework, test

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words in blue and choose the correct words

Then write sentences about your school (5’)

- Allow students time to read the sentences

- Check the meaning of the words in blue and

choose the correct words

- Ask students to write sentences about their

school



Activity 3: USE IT! (8’)

Talk about the timetable using the

prepositions of time

- Explain the examples to the class

- Ask students to talk about the timetable using

the prepositions of time

- Check answers with the class

- Read the sentences

- Find the meaning of the words in blueand choose the correct words

- Write sentences about their school

- Check the answer with the teacher

- Listen to the example

● Activity 4: Further practice from

Exercise 3 – USE IT!

- Ask students to work in pairs to ask and

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answer questions about their timetables at

school

- Ask some students to demonstrate in front

- Correct any errors

- If there is time, ask students to make

another timetables and present it in front

- Learn by heart all structures

- Prepare: Lesson 4 – Language Focus

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V REFLECTION:

……… ………….………

LESSON PLAN TIẾNG ANH 7 FRIENDS PLUS STARTER UNIT - LESSON 4: LANGUAGE FOCUS (PPP) HAVE GOT, THERE’S, THERE ARE

I AIMS:

1 Language contents:

- Patterns:

● Have got, there’s, there are

Knowledge: By the end of the lesson, my students will be able to talk about school and school subjects.

5 Skills:

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- Sub skills : speaking and listening skills.

6 Attitude: feel confident to talk about school and school subjects.

7 Competences:

- Identify the rules of HAVE GOT, THERE’S, THERE ARE.

IV PROCEDURES:

the game off by saying a sentence using there is

/ there are 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

Example:

Teacher: There is a fan on the wall.

Student 1: There is a fan on the wall and

there is a vase on the table

Student 2: There is a fan on the wall, there is

a vase on the table and there are somestudents in the class

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II PRESENTATION & PRACTICE FOR

EACH GRAMMAR POINT T - Ss - T / Ss - Ss

/ Indiv (32’)

 HAVE GOT



Activity 1 (5’) Look at the examples from

the dialogue on page 8 What are the he/ she/

it forms of the words in bold?

- Refer students back to the text on page 8 to find

the he/ she/ it forms of the words in bold.

- Call out some students to answer



Look at the photos Complete the sentences

with the correct forms of have got.

- Ask students to look at the photos and complete

the sentences with the correct forms of have got.

-Look at the examples from the

dialogue on page 8 to find the he/

she/ it forms of the words in bold.

-Check the answers with the teacher

- Look at the photos and completethe sentences with the correct forms

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Activity 3: (5’) Write six questions with the

correct forms of have got and the words in the

boxes Then work in pairs Ask and answer

the questions.

- Ask students to write six questions with the

correct forms of have got and the words in the

boxes

- Ask students to ask and answer in pairs

 THERE’S, THERE ARE



Activity 4: (5’) Complete the sentences

Then check your answers in the dialogue on

page 8 When do we use any?

- Ask students to complete the sentences.

- Ask students to check your answers in the

dialogue on page 8

- Write six questions with the correct

forms of have got and the words in

the boxes

- Ask and answer in pairs

- Complete the sentences

- Check with the teachers

- Complete the quiz with the correct

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Activity 5: (5’) Complete the quiz with is

there or are there Then answer the questions.

- Ask students to complete the quiz with is there

or are there.



Activity 6: (5’) Complete the text with the

correct forms of be and have got.

- Ask students to complete the text with the

correct forms of be and have got.

- Complete the text with the correct

forms of be and have got.

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III PRODUCTION T - Ss - T/ S - S / Indiv

(6’) Use it!



Activity 1: USE IT!

- Ask students to write a short paragraph (60-80

words) about your school using there’s, there are,

has got and have got.

- Correct any mistakes.

- Write a short paragraph

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I AIMS:

- 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

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5 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

6 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.

6 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)

3 Teacher: pictures, textbooks, PowerPoint slides, …

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

IV PROCEDURES:

• Ask students to work in pairs to think of

5 items that can be found in these places:

countryside, park, fast food restaurant,

school

• Work in pairs and think of the possibleitems

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

lands, animals, trees, rivers and fruits.

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• Teacher asks some pairs to report back to

“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)

- Look, listen and repeat in chorus andindividuals

Questions:

“What are your favorite places?

Where do you spend most of your time?”

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research (n)

journey (n)

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

- 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

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Activity 3 (5’) Watch or listen again Who

likes seeing friends at the weekend, Emilia,

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

- Watch or listen, to give answers

- Check the answers in pairs

5 in fast food restaurants

Darius goes to school by bus.

Suggested answers to the key phrases:

1 I spend all of my time on my phone.

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6 Do you spend much time ?

7 I don’t spend more than

8 I don’t spend any time

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

Exercise 5 - Key Phrases

• Suggest some grammar structures in Exercise

2 for students

• Ask students to work in pairs, asking and

- Work in pairs to talk about how theyspend 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

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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 wholeclass

V Homework

- Workbook: Exercises 1, 2 page

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- Prepare Lesson 2 – Reading

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

- 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

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

IV PROCEDURES:

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TEACHER ’ S ACTIVITIES STUDENTS ’ ACTIVITIES CONTENTS

● 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 ofsome technological devices

- The team has the most correctanswers 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?

- Work in groups and talk about thequestion based on their backgroundknowledge

- 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?

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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

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

*** Optional activity

Write the following sentences on the board:

1 Typho’s mum sometimes uses her phone in

restaurants.

2 Serzh98’s sister doesn’t spend much time

- Open student book to page 10

- Skim the text quickly to find the answer

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