Giáo án Tiếng Anh 7 - Week 22 - Năm học 2023-2024

 Date of planning: 25 /01/ 2024 
 Date of teaching: /01 / 2024 
 Week : 22 UNIT 7: TRAFFIC 
 Period: 54 Lesson 7: Looking back and project 
 I. OBJECTIVES: 
 By the end of this lesson, students will be able to: 
 1. Knowledge 
 - review the vocabulary and grammar of Unit 7 
 - apply what they have learnt (vocabulary and grammar) into practice through a project. 
 2. Core competence 
 - Develop communication skills and creativity 
 - Be collaborative and supportive in pair work and team work 
 - Actively join in class activities 
 3. Personal qualities 
 - Be benevolent and responsible 
 - Develop self-study skills 
 II. MATERIALS 
 - Grade 7 textbook, Unit 7, Looking back & Project 
 - Computer connected to the internet 
 - TV/ Pictures, A4 cards and colours 
 - sachmem.vn 
 III. PROCEDURES: (STAGES) 
 Activity 1: Warm-up (5’) 
* Aim: To activate students’ prior knowledge and vocabulary related to the topic. 
* Content: Listen a song and answer the question. 
* Products: Students write correct words on the board. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Warm up * Warm up: Listen a song and answer the 
* Teacher has students watch a video and asks question. 
Ss to answer the question. - What is the song about? 
** Ss listen and watch a video clip. - say some rules for road users? 
***Teacher calls some students to answer the 
question and say some rules for road users. 
**** Teacher confirms and leads them to do all 
the exercises in books. 
 Activity 2: VOCABULARY (10’) 
 Task 1 
* Aim: To help Ss revise the phrases indicating road signs. 
* Content: Label each traffic sign. 
* Products: Students write correct words on the board. (say the correct answers aloud) * Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 1 Task 1: Label each sign. Work in pairs. 
 What does each sign tell us to do? 
* Teacher has Ss work individually. 
** Ss do this activity individually, then 
compare their answers with their partners. 
*** Teacher asks for Ss’ answers. 
**** Teacher confirms the correct ones * Answer keys: 
 1. red light 2. school ahead 
 3. hospital ahead 4. cycle lane 
 5. No left turn 6. Do not cycle 
 Task 2 
* Aims: To help Ss revise the vocabulary related to traffic. 
* Content: Fill in each gap with one word to complete the sentences. 
* Products: Students write the correct words on the board. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 2 Task 2: Fill in each gap with one word to 
* T asks Ss to read the sentences first. Tell complete the sentences. 
them to pay attention to the gaps, and what * Answer keys: 
words they need to fill in them. 1. user 
** Ss write the answers in their notebooks, 2. ride 
then compare their answers with their 
 3. passenger 
partners. 
*** T asks some of them to write the words 4. drive/ fly 
on the board. 5. traffic 
**** T corrects the mistakes if necessary. 
 Activity 3: GRAMMAR (10’) 
 Task 3 + Task 4 
* Aims: To help Ss revise the structure with “It “indicating distance and make sentences using 
cues. To help Ss revise the uses of modal verb should/shouldn't in sentences. 
* Content: Write complete sentences, using these cues 
* Products: Students write completed sentences on the board 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 3 Task 3: Write complete sentences, using these 
* Teacher asks Ss to recall the structures of cues 
asking and answering about distance, and * Key: 
tell them to do Ex 3 in the book. 1.It is over 100 km from my home town to Ho Chi 
** Ss do the exercise individually and swap Minh City. 
with their partners. 2.It is about 25 km from here to my grandparents' *** Teacher calls some Ss to check their house. 
answer. 3.It is not very far from our school to the city 
**** Teacher confirms the correct answer. museum. 
 4.How far is it from your house to the gym? 
Task 4 5.Is it a long distance from Ha Noi to Ban Gioc 
* Teacher asks Ss to do the task. Waterfall? 
** Ss work individually to do the task. Task 4: Choose A, B, or C to complete the 
*** Teacher calls Ss to give out their sentences. 
 + Notes: 
answers. 
 - Should/ shouldn’t + V: dùng để khuyên ai nên 
**** Teacher checks and confirms their 
 làm gì hoặc khg nên làm gì 
answer. - would + V: dùng cho những hành động theo 
 -T may review the uses of can, could, thĩi quen 
might to the class. - could: thường dùng trong câu hỏi, nhằm đưa ra 
 một lời đề nghị 
 - can + V: diễn tả khả năng xảy ra của sự việc, 
 cho phép ai đĩ làm gì 
 - might: diễn tả khả năng cĩ thể xảy ra của sự vật 
 * Answer keys: 
 1. C 2. B 3. C 
 4. A 5. C 6. B 
 Activity 4: PROJECT(5’) 
 Task 5: 
* Aims: To help Ss identify common traffic signs and make their own road signs. 
* Content: Make a project about: “Trafic signs” 
* Products: Students report the results to the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 5 Task 5: Show the prepared signs. Make your 
 * Teacher asks Ss to show the signs they own sign. 
 have prepared and identify the messages 
 in each of the sign. 
 * Teacher also has Ss spend some time to 
 make their own signs and practise 
 presenting within their groups. 
 ** Ss discuss with their partners. 
 *** Some students raise their ideas and * Task 6: Traffic signs exhibition 
 explain their answers. - I saw some traffic signs on my way from home to 
 **** Teacher listens and confirms. school: 
 1. Red light 
Task 6: I see a red light on a traffic light when going 
* Teacher asks Ss to work in groups of 4 – 6 through a crossroads. A "red light" sign means 
to stick their traffic signs onto the you have to stop. classroom’s wall and present about them. 2. School ahead 
** Ss work in group to do the task. On my way to school, I see a “school ahead 
*** Teacher calls some groups to present sign”. A "school ahead" sign means there is a 
 school ahead. 
their signs to the class 
**** Teacher confirms and corrects. 
 Activity 5: Consolidation (2’) 
* Aim: To consolidate what students have learnt in the lesson. 
* Content: summarize what students have learnt in the lesson. 
* Products: Say aloud what they have learnt in the lesson. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
- Teacher asks students to talk about what - review the vocabulary and grammar of Unit 7 
they have learnt in the lesson. - Make a project about: “Trafic signs” 
 * Homework (2’) 
* Aim: To revise the knowledge that students have gained in Unit7 and Prepare for the next 
lesson: Unit 8 – Getting started. 
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook 
* Products: Students’ textbook and workbook 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- Teacher asks students to revise old lesson - Do exercise in workbook. 
 and to do exercise in workbook. - Complete the project 
- Teacher asks students to complete the 
project and prepare the new lesson. - Prepare for the next lesson: Unit 8 –Lesson 1. 
 Getting started. 
 *- Evaluation: 
 Date of planning: 25 /01/ 2024 
 Date of teaching: /01 / 2024 
 Week : 22 UNIT 8: FILMS 
 Period: 55 Lesson 1: Getting started 
 - Let’s go to the cinema tonight! 
 I. OBJECTIVES: 
 By the end of this lesson, students will be able to gain: 
 1. Knowledge 
 - An overview about the topic “Films” 
 - Lexical items related to the topic “Films”: types of films; adjectives describing films. 
 2. Core competence - Talk about a film. 
 - Develop communication skills and cultural awareness 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 3. Personal qualities 
 - Establish good opinions in accepting and declining suggestions 
 - To teach Ss to work hard and love watching film. 
 - Develop self-study skills 
 II. MATERIALS 
 - Grade 7 textbook, Unit 8, Getting Started 
 - Computer connected to the Internet 
 - Projector/ TV/ pictures and cards 
 - sachmem.vn 
 III. PROCEDURES: (STAGES) 
 Activity 1: Warm-up (5’) 
* Aim: To set the context for the listening and reading text. 
 To introduce the topic of the unit. 
* Content: Look at the picture and answer the questions 
* Products: Students answer the questions exactly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Warm up: Warm up: Chatting 
* Teacher asks students some questions related to Look at the picture and answer the questions 
the topic: - What are they doing? 
** Students raise hands to answer the questions. - Do you like watching films? 
*** Teacher and students discuss the questions. - What kind of film do you like watching? 
**** Teacher accepts all students’ questions. - Have you ever watched a movie at the 
 cinema? 
 Activity 2: Presentation (7’) 
 * Pre- teaching vocab 
 * Aim: To teach Ss new vocabulary related to types of film. 
 * Content: learn some vocabularies related to the topic. 
 * Products: Students read and understand the meaning of vocab. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Pre teach vocabulary * Vocabulary 
- Teacher use different techniques to teach 1. fantasy (n): phim viễn tưởng 
vocab (pictures, situation, realia) 2. horror film (n): (n.phr) phim kinh dị 
- Follow the seven steps of teaching vacab. 3. documentary (n): phim tài liệu 
- Repeat in chorus and individually 4. comedy (n): phim hài 
 5. frightening (adj): sợ = scary 
- Copy all the words 6. review /rɪˈvjuː/ (n) : bình luận 
 7. moving /ˈmuːvɪŋ/ (adj): xúc động * Checking vocab: 
 Activity 3: Practice: 20’ 
 Task 1: 
* Aims: To have student know the topic. 
* Content: Listen and read the dialogue. 
* Products: Students read and understand the content of the dialogue. 
 Students know how to role play 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Teacher can play the audio more than once. TASK 1: Listen and read. (p.82) 
** Students listen and read. 
*** Teacher can invite some pairs of students 
to read aloud. 
**** Teacher checks students’ pronunciation 
and gives feedback. 
 Task 2 
* Aims: To have students get specific information of the text and understand the conversation 
better. 
* Content: Read the conversation again and choose the correct answer to each question 
* Products: Students give the answers. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 2 Task 2: Read the conversation again and 
* Teacher tells students to read the conversation choose the correct answer to each question. 
again and work independently to find the *Answer key: 
answers. 1. b 
** Students do the task individually. 2. a 
*** Teacher allows students to share their 3. a 
answers before discussing it as a class and 4. c 
encourages them to give evidence. 
**** Teacher calls some students to give the 
answers and gives feedback. 
 Task 3 
* Aims: To introduce more types of films. 
* Content: Choose the correct word or phrase to complete each of the following sentences. 
* Products: Ss play in groups and give the answers exactly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 3 Task 3: Choose the correct word or phrase to 
* Teacher divides the class into 2 teams. Each complete each of the following sentences. 
team will send a leader to play the game on the * Answer key: 
board. 1. comedy Teacher explains instructions of the game: 2. fantasy 
Teacher reads the features of any types of film 3. documentary 
in the Vocabulary part. 4. science fiction film 
The two leaders of the teams will have to slap 5. horror film 
the board at the correct types of film. 
Who can slap the correct types of films faster 
will earn points for the teams. 
** Students play the games in team mode. 
*** Teacher has students write down the 
correct answer on the notebook. 
**** Teacher confirms the answers and gives 
feedback. Teacher can ask for translation to 
check their understanding 
 Task 4: 
* Aims: To introduce adjectives describing films. 
* Content: Complete the following sentences with the words in the box. 
* Products: Ss write their answers on the board. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 4 Task 4: Complete the following sentences with 
* First, have Ss work independently. the words in the box. 
** Then ask them to share their answers with * Answer key: 
one or more partners. T can ask for translation 1. frightening 
of some of the adjectives in the list to check 2. funny 
their understanding. 3. moving 
***With stronger classes, T may wish to ask Ss 4. boring 
to make sentences with the adjectives they have 5. interesting 
learnt. 
**** If there is enough time,T can ask some Ss 
to write their answers on the board. 
 Activity 4: Production:(5’) 
* Aim: To check students’ vocabulary about types of films and adjectives describing films as well 
as improve pair work skill 
* Content: Ask and answer about a type of film. 
* Products: Some pairs to practise in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
* Teacher models this activity with a student Task 5: Work in pairs. Ask and answer about 
first. a type of film. Use some of the adjectives in 
** Teacher asks students to work in pairs. Task 4. 
*** Teacher can go around to help weaker * Example: 
students. A: Do you like documentaries? 
**** Teacher calls on some pairs to practice in B: No, I don’t. 
front of the class. A: Why not? B: I think they’re boring. 
 Activity 5: Consolidation (3’) 
* Aim: To consolidate what students have learnt in the lesson. 
* Content:Read and understand content of the conversation. 
* Products: Say aloud some words they remember from the lesson. 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- Teacher asks students to talk about what they - Vocab about types of films and adjectives 
have learnt in the lesson. describing films 
 - Read and understand content of the conversation 
 * Homework (2’) 
* Aim: To review the lesson and prepare for the next lesson. 
* Content: Review the lesson and prepare for the next lesson (A closer look 1) 
* Products: Students’ textbook and workbook. 
* Organization of implementation 
 Teacher’s and Ss’ activities Content 
- T reminds Ss to do homework and prepare the - Learn by heart all the new words. 
new lesson. - Read the dialogue again. 
 - Prepare lesson 2 ( A closer look 1). 
 * Evaluation: 
 Date of planning: 25 /01/ 2024 
 Date of teaching: /01 / 2024 
 Week: 22 UNIT 8: FILMS 
 Period: 56 Lesson 2: A closer look 1 
 I. OBJECTIVES 
 By the end of this lesson, students will be able to gain: 
 1. Knowledge 
 - Vocabulary: adjectives to describe films 
 - Pronunciation: Correctly pronounce words that contain the sounds: /ɪə/ and /eə/ 
 2. Core competence 
 - Use some adjectives to describe film, 
 - Develop communication skills and creativity 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 3. Personal qualities 
 - Develop self-study skills 
 II. MATERIALS 
 - Grade 7 textbook, Unit 8, A closer look 1 
 - Computer connected to the Internet 
 - Projector, loudspeaker, slides 
 - sachmem.vn 
 III. PROCEDURES : (STAGES) Activity 1: Warm-up (5’) 
 * Aim: To activate students’ prior knowledge and vocabulary related to the topic. 
 * Content: Write all the sports and games they have learnt. (know) 
 * Products: Students answer the questions exactly. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
Warm-up * Game: Matching 
* Teacher divides the class into 2 groups. 
**Teacher asks students to match the word and 
picture exactly 15 seconds. 
*** Students write their answers on the board 
**** Teacher confirms the answers and gives 
feedback. 
- The group has more points is the winner. 
 Activity 2: Presentation (7’) 
 * Aim: To enrich students’ vocabulary. 
 * Content: Some vocab in the lesson. 
 * Products: Read and understand the meaning of the words. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
 Pre teach vocabulary * Vocabulary 
* Teacher use different techniques to teach 1. dull (adj) /dʌl/ = boring: buồn tẻ, chán 
vocab 2. violent (adj)/'vaiələnt/: bạo lực, hung dữ 
 (providing explanations of the words; 3. confusing (adj)/kən'fju:ziŋ/: khĩ hiểu, làm rối lên 
 4. enjoyable (adj)/in'd i bl/: thú v , thích thú 
showing picture illustrating the words. ʒɔ ə ị
 5. shocking (adj)/'∫ɒkiŋ/: gây chống váng 
** Follow the seven steps of teaching vacab. 
*** Repeat in chorus and individually * Checking vocab: 
**** Copy all the words 
 Checking vocab: 
 Activity 3: Practice (15’) 
 Task 1: 
* Aims: To teach Ss new adjectives for describing films. 
* Content: Work in pairs and match the adjectives with the definitions 
* Products: SS give their answers correctly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 1 Task 1: Work in pairs and match the adjectives 
* Teacher asks students how they think about with the definitions 
different types of film. * Answer key: 
** Teacher asks students to work in pairs and 1. b 
quickly do the task. 2. d 
*** Teacher allows students to peer check 3. a first. 4. e 
**** Teacher confirms the answers and gives 5. c 
feedback. 
 Task 2 
* Aims: To practice the targeted language (adjectives) and activate the background knowledge. 
* Content: Complete the following sentences, using the adjectives in 1. 
* Products: Ss say the answers exactly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 2 Task 2: Complete the following sentences, using 
* Teacher asks students what KEYWORD is the adjectives in 1. 
and to pay attention to the KEYWORDS in * Answer key: 
Ex. 2. 1. shocking 
** Teacher asks students to do Ex. 2. 2. dull 
 - Have students do the task individually. 3. enjoyable 
*** Ask them to share their answers in pairs 4. violent 
before checking the answers as a class. 5. confusing 
**** Teacher then encourages students to 
explain their answers. Correct if necessary. 
 Task3 
* Aims: To help students practice using the adjectives to describe films. 
* Content: Work in pairs. Ask and answer questions about a film you saw recently. 
* Products: Ss say the answers exactly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 3 Task 3: Role-play: Reporter – Film Critic. 
* Teacher sets the scene. Ask some students to * Example: 
explain to each student to check their A: What film did you see recently? 
understanding of their roles and the situations. B: The Family is number 1 
** Then let some pairs role-play the A: What do you think of it? 
conversations in front of the class. B: It's too funny. 
*** Teacher allows students to cross check 
first. 
**** Teacher then checks pronunciation, if 
necessary. 
 Activity 4: PRONUNCIATION (5’) 
 Presentation (Pre-teach the sounds /ɪə/ and /eə/) 
* Aims: To help students have concept and identify the sounds /ɪə/ and /eə/. 
* Content: pronounce these two sounds /ɪə/ and /eə/. 
* Products: know how to pronounce two sounds /ɪə/ and /eə/. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Pre-teach the sounds /ɪə/ and /eə/ * PRONUNCIATION 
* Teacher introduces 2 sounds/ɪə/ and /eə/ to /ɪə/ and /eə/ students and lets them watch a video about /ɪə/ /eə/ 
how to pronounce these two sounds. hear /hɪə(r)/ bear /beə(r)/ 
** T gives some words and show how to cheering /ˈtʃɪərɪŋ/ chair /tʃeə(r)/ 
pronounce these two sounds. atmosphere stare /steə(r)/ 
*** Teacher quickly explains the rules /ˈỉtməsfɪə(r)/ square /skweə(r)/ 
**** Teacher asks students to give some 
 idea /aɪˈdɪə/
words they know containing these sounds. 
 Practice (10’) 
 Task 4 
* Aims: To teach Ss how to pronounce the sounds /ɪə/ and /ea/ and practice pronouncing these 
sounds correctly in single words. 
* Content: Listen and repeat the words. Pay attention to the sounds /ɪə/ and /eə/ 
* Products: Students pronounce words exactly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 4: Task 4: Listen and repeat the words. Pay 
* Model the sounds /ɪə and /ea/ first and let Ss attention to the sounds /ɪə/ and /eə/. 
see how the sounds are formed. 
 /ɪə/ /eə/ 
- Ask Ss to practise the /ia/ and /ea/ sounds 
together. idea/aɪˈdɪə/ nightmare /ˈnaɪt.meər/ 
** Play the recording and ask Ss to listen and 
 pier /pɪər their/ðeər/ 
repeat. Play the recording as many times as 
necessary. really /ˈrɪə.li/ share/ʃeər/ 
*** Call on some Ss to read out the words in fear /fɪər/ hair /heər/ 
the table in front of the class. ear /ɪər/ chair /tʃeər/ 
**** Comment on their pronunciation of the 
sounds /ɪə/ and /ea/. 
 Task 5 
* Aims: To help students practise the sounds /ɪə/ and /eə/ in sentences. 
* Content: Listen and repeat. Underline the words with the sound /e/ and /ỉ/. 
* Products: Ss underline the words with the sounds /ɪə/ and /eə/ exactly. 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
* Teacher asks students to practice saying the Task 5: Listen and practice the sentences. 
sentences in pairs or groups. * Audio script - Track 56: 
** Students practice saying the sentences in 1.Is there a cinema near here? 
pairs or groups. 2.There's a chair under the stairs. 
*** Teacher goes around to offer help or 3.Put your earphones near here. 
correct pronunciation, if necessary. 4. I don't care about your idea. 
**** Teacher calls some students to say the 5. Our airplane is up there, in the air. 
sentences in front of the class. Check their 
pronunciation if necessary. 
 * Production (5’) 
* Aim: To give students chance to apply what they have learnt. * Content: * Game: BROKEN TELEPHONE 
* Products: Writing and reading the sentences in groups. 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
* Teacher explains the rules: * Game: BROKEN TELEPHONE 
Teacher calls 16 students and divides them E.g. There’s a chair under the stairs. 
into 2 teams standing in 2 lines. The first 
student from each line will be shown 1 short 
sentence containing words with the /ɪə/ and 
/eə/ sounds. Team members have to whisper 
one by one till the last. The last student from 
each line runs to the board and writes down 
the sentence. The faster one
 with the correct 
sentence will be the winner. 
** Students play the game. 
*** Teacher helps students in the game. 
**** Teacher gives feedback. 
 Activity 5: Consolidation (3’) 
* Aim: To consolidate what students have learnt in the lesson. 
* Content: Summarize the main content. 
* Products: Some students summarize the lesson briefly. 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- Teacher asks students to talk about what they - Some vocab in the lesson 
have learnt in the lesson - how to pronounce these two sounds /ɪə/ and /eə/ 
 Homework (2’) 
* Aim: To revise the lesson and prepare for the next lesson. 
* Content: Review the lesson and prepare for the next lesson and do exercise in the workbook 
* Products: Students’ textbook and workbook 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- T reminds Ss to do homework and prepare - Learn by heart all the new words. 
the new lesson. - Rewrite the sentences into notebooks. 
 - Find some words have the sounds/ɪə/ and /eə/ 
 - Prepare lesson 3 ( A closer look 2).. 
 * Evaluation: