Giáo án Tiếng Anh Lớp 7 - Năm học 2018-2019 (Bản 2 cột)

n try to extend the conversation.
Activity 2: Means of transport.
- Ss work in pairs and write the means of transport under the right pictures. Then T lets Ss read each word correctly. Check and correct their pronunciation.
Activity 3. Match a verb on the left.
Ss work individually to do the task, and write their answers in their notebooks. 
T checks their answers.
4. Feedback:
Activity 4. Find someone: (5’)
- Let Ss stand up and go round the class to ask everyone the question:
Ss have to take notes, and then some of them report their result to the class.
5. Homework: (3’)
-Learn new words and phrases
Prepare A closer look 1.
-Ss answer the questions.
1. Listen and read.
a. Choose the correct answer.
1. B 2. A 3. B 4. C
b. Answer the following questions.
1. She played with her brother/ stayed at home.
2. It’s about 2 kilometers.
3. She usually goes to school with her dad.
4. Because sometimes there are traffic jams
5. She goes to school by bike.
c. Can you find the following in the conversation? Do you know what they mean?
1. to have someone’s attention.
2. when you strongly support or agree with something.
3. very excited and keen to do something.
d. Work in pairs. Make short role-plays with the expressions above. Then practice them.
Example: - How about cycling to school with me tomorrow?
- Great idea!
2. Means of transport.
Write the words using the first letter given.
1. bike/ bicycle 2. bus
3. plane 4. boat
5. ship 6. train
7. motorbike 8. car
3. Match a verb on the left with a means of transport on the right. There may be more than one correct answer.
1. ride a bike 2. drive a car 
3. fly by plane 4. sail on/ in a boat
5. get on/ get off a bus/ a train/ a bike/ a motorbike.
4. Find someone in your class who never.
- How often do you walk to school/ go to school by bus?
- Do you (often walk to school/ go to school by bus? 
b. Answer the following questions. (1b P7)
key:	1. She stayed at home and play with her brother
	2. It’s about two kilometers.
	3. She usually goes to school with her dad.
	4. Because there are sometimes traffic jams.
	5. She goes to school by bike.
c. Find the expressions (1c P.7)
- Tell Ss to refer back to the conversation to find the word/phrases.
- Explain the meaning (or give synonyms/ Vietnamese equivalent) to the Ss.
- Ss practise saying them together.
1. Hey: to get someone’s attention.
2. Great idea: when you strongly support or agree with something.
3. can’t wait: very excited and keen to do something.
- Give some examples:
A: How about cycling to school with me tomorrow?
B: Great idea!
d. Work in pairs- role play (1d P.7)
- Ask Ss to role-play the short conversations in pairs before creating their own short role-plays. More able Ss can try to extend the conversations.
4. Activity 4: Matching (3 P7)
- Ask Ss to work individually and write the answers in their notebooks.
- Ask Ss to compare in pairs and give feedback.
Key: 	1.d ride a bike	2.e drive a car	3.f fly a plane	4.b sail on/in a boat
	5. get on a bus/ a train/ a bike/ a motorbike
	6. get off a bus/ a train/ a bike/ a motorbike
- Ask Ss to make sentences with phrases 
5. Activity 5: Production 4. (P7) Find someone who
- Ss stand up and go round the class to ask other Ss the questions to get information.
III. Consolidation. (3’)
- Get students to retell the aims of the lesson.
IV. Homework. (2’)
- Ask Ss to do:	+ Learn by heart new words.
	+ Prepare for the next lesson: Unit 7: Closer look 1.
	+ Practise reading the dialogue correctly and fluently.
Date of planning: 3/1/ 2018
Date of teaching: 6 /1/2018
Period: 56	 Unit 7: TRAFFIC
Lesson 2: A closer look 1
I. Objectives.
By the end of the lesson, Ss will be able to use the lexical items related to the topic “Traffic”. Pronounce sounds /e/, /ei/ correctly in isolation and in context.
II. Teaching aids:
- Projector.
III. Procedure
Ss’ and T’s activities
Contents
1. Class organization.: (1’)
 2. Checking the old lesson.(5’) 
- Call 2 Ss to write the names of means transport they learnt on the board.
- Other Ss remark
- T remarks and marks
3. New lesson.
* Warm up.(5’)
1. Ss work in pairs to talk about the meaning of the road signs, then write out their answers.
- Ask some Ss to present before class.
- Other Ss remark.
- T gives feedback.
- Then ask them to give all road signs they see every day on the way to school, or elsewhere, and all the words they know related to the topic of traffic and transport. Encourage them to say out as many words as possible.
 Activity 1.VOCABULARY: (15’)
2. Ss work individually to label the road signs in 1 with the words/ phrases.
Look out: There are usually three kinds of signs: informative, prohibitive, and warning.
3. Let Ss work in pairs and talk about the traffic signs they see on the way to school ( or else). T goes around and gives assitance if necessary, and check their answers.
Activity 2: PRONUNCIATION: (14’)
4. First, T give examples of the sounds /e/, /ei/. Let Ss practise the sounds together. Ask Ss to observe the T’s mouth and listen to the teacher for these two sounds carefully. Play the recording and let Ss listen and repeat as many times as required. Correct their pronunciation.
5. Play the recording 2 or 3 times. Help Ss distinguish the sounds /e/ , /ei/ and recognize all the words with the two sounds, then underlined them as assigned
6. Refer back to the page 8. Ask Ss to find all the words having sounds /e/, /ei/
4. Feedback:(3’)
- Ask some Ss to talk about the traffic signs they see on the way to school ( or else).
- T emphasizes the main content of the lesson.
5. Homework: (2’)
-Learn new words and phrases.
- Retell some signs you see on the way to school.
Prepare A closer look 2.
- Read the grammar box, do the tasks.
1. Have you seen these road signs? Talk about the meaning of the signs below with a partner.
I- Vocabulary
ROAD SIGNS
2. Label the signs in 1 with the words/ phrases below.
1. trafic lights. 2. no parking
3. no right turn 4. hospital ahead
5. parking 6. cycle lane
7. school ahead 8. no cycling
Look out!
- A sign within a red triangle will warn you of something.
- Signs with red circle are mostly prohibitive- that means you can’t do something.
- Signs in blue are usually to give information.
3. Work in pairs. Discuss which of the signs you see on the way to school.
Example: 
A: On the way to school, I can see a “ no left turn” sign.
B: On my way to school there is a hospital, so I can see a “hospital ahead” sign.
II- PRONUNCIATION
/e/ /ei/
4. Listen and repeat. Pay attention to sounds /e/, /ei/
/e/: left, ahead, present, helicopter, centre, never, seatbelt
/ei/: plane, way, station, train, indicate, mistake, pavement, break.
5. Listen to these sentences carefully. Single-underline the words with sound /e/, and double-underline the words with sound /ei/
/e/: 1. ever /ei/: break, way
 2. very railway, station
 3. 0 always, obey, safety
 4. left, when UK
 5. next They, waiting, train
6. Read a loud
/e/: ahead, red, left
 /ei/: phrase, lane, information, way.
Date of planning: 6/1/ 2018
Date of teaching: 9 /1/2018
Period: 57	 Unit 7: TRAFFIC
Lesson 3: A closer look 2
I. Objectives.
By the end of the lesson, Ss will be able to use “it” for distances, use “ used to” to talk about past habit or state.
II. Teaching aids:
- Projector.
III. Procedure
Ss’ and T’s activities
Contents
1. Class organization.(1’)
2. Checking the old lesson. (3’)
- Retell some signs you see on the way to school.
3. New lesson.
* Warm up.(1’)
Chatting: You have already learned it as the formal subject to indicate time and weather, climate,In this unit, it appears to indicate distance.
GRAMMAR
* Activity 1: I- It indicating distance: (15’)
- T explains, then give example
1. Let Ss work by themseves and write down the sentences. T observes and help when and where necessary. After that ask some Ss to read their sentences. T corrects Ss’ mistakes.
2. Ss work in pairs. They ask and answer qustions about distances in their neighbourhood, following the example. Encourage them to talk as much as possible. T corrects their answers, and their pronunciation and intonation.
* Activity 2: Used to: (17’)
Explain to the Ss that used to is the same form for all persons. It is used to discribe an action, a habit or a state that happened regularly in the past, but does not happen now. 
3. Ss work independently, writing down the answers. Then let them work in groups to check and say out the sentences. T goes round giving help when and where necessary. Some Ss may write their answers on the boards. Other Ss give comments and T give corrections.
4. Let Ss work individually to rewrite the sentences in their notebooks.
While Ss do their task, T goes round to monitor the whole class. When Ss finish their task, call some to read out their sentences. Let others give comments, T corrects mistakes if necessary.
4. Feedback: (5’)
5. Ss work in groups. They take turns to ask and answer questions. Then T may ask some Ss to report their result to the class.
One S may report to the class.
5. Homework: (3’)
- Write 3-5 things you and your family used to do.
- Do exercise part A, B workbook
Prepare: Communication: Find the names of the flags, study the driving rules. Do the tasks.
I. It indicating distance
- We can use it in the position of the subject to indicate distance
1. Write sentences with it. Use these cues.
1. It is about 700 metres from my house to Youth Club
2. It is about 5 km from my home village to the nearest town.
3. It is about 120 km from Ho Chi Minh to Vung Tau.
4. It is about 384,400 km from the Earth to the Moon.
5. It is not very far from HaNoi to Noi Bai Airport.
2. Work in pairs. Ask and answer questions about distances in your neighbourhood.
Example: 
A: How far is it from your house to school?
B: It’s about a kilametre.
II- Used to
- We use used to to describe an action or a state that happened regularly in the past but does not happen at present.
Example: There used to be many trees on the street, but now there are only shops.
Form: 
(+) S + used to + V
(-) S + didn’t use to + V
(?) Did + S + use to
Watch out: In questions and negative sentences, the final “d” in used is dropped.
3. Complete the sentences with used to or use to and the verbs in the box below.
be ride play go feel
1. used to ride
2. used to be
3. used to go
4. Diduse to play
5. did..not use to feel
4. Rewrite the sentences using used to.
1. My mum used to live in a small village when she was a girl.
2. There did not use to be (as) many vehicles on the road.
3. We used to cycle to school two years ago.
4. Now there are more traffic accidents that there used to be.
5. My uncle used to be a bus driver some year ago, but now he has a desk job.
5. Work in groups. Did you use to do those things? Ask and answer.
Example: Did you use to play marbles?
 Yes, I did
Date of planning: 9/1/ 2018
Date of teaching: 12 /1/2018 
Period: 58	 Unit 7: TRAFFIC
Lesson 4: Communication
I. Objectives.
By the end of the lesson, Ss will be able to know names of some countries and some strange laws in other countries.
II. Teaching aids:
- Projector.
III. Procedure
Ss’ and T’s activities
Contents
1. Class organization.(1’)
2. Checking the old leson. (5’)
- Write 3-5 things you and your family used to do.
3. New lesson.
* Warm up: (5’)
- Have you ever heard about strange laws in other countries?
- Pre- teach vocabulary.
- First, have Ss read the new vocabulary after the teacher saying that they will appear in the task that follow. Explain their meaning.
Activity 1: (5’)
1: Ss work in groups and give the names of the five countries.
- Ss check the answers together
Activity 2: (8’)
2. Play the recording. Ss listen carefully and check their answer to 1. Then T gives the correct answers
- Play the recording again. Let Ss complete the table by themselves, then share their answer with a partner. T goes round the class to give support if necessary.
Activity 3: (7’)
3. Ss work in pairs, discussing to find one false driving law.
T may ask the question: Which one do you think seems most unreasonable? Then let Ss think and give the answer.
Activity 4: (7’)
4. Ss work in groups and discuss the laws in 3 and put them in order from the strangest ( N01) to the least strange ( N05). T may ask Ss to explain why.
4. Feedback. (3’)
- Ask some Ss to give out the driving laws in Viet Nam
5. Homework: (4’)
- Study the vocab, learn the driving laws on Viet Nam and other countries in the world.
- Do exercise part C workbook
Prepare: Skills 1: Read the tasks and do them at home: match the words to make common expressions. Read the ROAD SAFETY and answer the questions. Prepare for speaking skill.
I- Extra vocabulary.
roof: nóc, mái nhà
illegal: bất hợp pháp, trái luật
Laws: luật, phép tắc
Reverse: đảo, nghịch, lùi xe
Right-handed: thuận tay phải
II- Practice
1: Look at the flags of some countries. Give the names of these countries.
1. The UK 2. Australia
3. India 4. Thailand 5. Malaysia
2. Now listen and check your answers. Complete the blanks. Share your answer with a partner.
Reasons this happened:
1. some countries used the same system as UK.
2. many people are right-handed ( so on the left-hand side, it is easier for them to use a sword or something when they are on horseback – in the past)
3. Look at the strange driving laws below. Five of them are true, but one is false. In pairs, can you find the fasle driving law?
- “In France, you can only reverse your car on Sundays”. This sentence is false!
4. Now, work in groups. Discuss the laws and put them in order from the trangest (1) to the least strange (5)
The groups may have different results
Date of planning: 10/1/ 2018
Date of teaching: 13 /1/2018 
Period: 59	 Unit 7: TRAFFIC
Lesson 5: Skills 1
I. Objectives.
By the end of the lesson, Ss will be able to read for specific information about traffic rules/ laws. Talk about obeying traffic rules/ laws, and how to use the road safely.
II. Teaching aids:
- Projector.
III. Procedure
Ss’ and T’s activities
Contents
1. Class organization.(1’)
2. Checking the old lesson. (5’)
- Ask 1-2 Ss to retell the driving laws in Viet Nam and other countries.
- Other Ss remark and T gives feedback
3. New lesson.
* Warm up: (1’)
- Chatting: Look at the picture. What can you see in the picture?
People ride a motorbike on the pavement
I- READING: (20’)
 Activity 1.
- T tells Ss to look at the picture and say why it is dangerous.
Example: It is dangerous to ride a motorbike on the pavement.
Activity 2.
-Ss work in pairs to do the matching. 
- T checks their results.
- Then T asks Ss which they can see in the picture in 1.
Activity 3. 
- Ss work in group. Tell them to answer the question:
When you are a road user, what should you Not do?
- Then they make a list to compare with other groups.
- T may give some cues: not pay attention, not look around, go in red light,.
Activity 4. 
- Tell Ss to read the passage two or three times. Set a strict time limit to ensure Ss read quickly for specific information.
- Explain the new words and clarify anything difficult. T may ask questions to see if Ss understand the passage.
Activity 5. Ask Ss to read the passage again, then they work with a partner to answer the questions.
II- Speaking: (12’)
Activity 6. Ss do the class survey. After that call some Ss to report to the class.
Activity 7. Allow some time for Ss to read individually. Then they work in groups to discuss who is using the road safety, and who is acting dangerously, and give reasons.
4. Feedback.(3’)
- Ask Ss to retell “ Road safety”
5. Homework: (3’)
- Learn the “ Road safety”
- Do exercise part D workbook
- Prepare: Skills 2:
- Read the tasks of listening and find the new words.
- Tick the traffic problems in big cities in VN and prepare to write a paragraph about them.
I- Reading.
1. Look at the picture. Can you see anything that is dangerous? 
- It is dangerous to ride a motorbike on the pavement.
2. Now match these words to make common expressions.
1. g 2. d 3. b 4. c
5. a 6. h 7. f 8.e
3. Answer the following question.
- not pay attention
- not look around
- not go in red light,..
+ Make a list: 
4. Read the following text and do the tasks below.
5. Answer these question.
1. We should cross the street at the zebra crossing.
2. He/ She must always fasten the seatbelt.
3. No, He/ She shouldn’t. Because it is dangerous.( He/ She may cause an accident.)
4. We must give a signal.
5. Because the other road users can see them clearly and avoid crashing into them.
II- Speaking
6. Class survey. Ask your classmates the question.
How do you go to school every day?
+ Make a list of the means of transport that is used the most, and use the least.
7. Read the following sentences. In groups, discuss who is using the road safely, and who is acting dangerously. Give reasons.
1. safely
2. dangerously ( because he is likely to have an accident)
3. safely
4. dangerously ( it is difficult for him to see the road properly, and to ride)
5. dangerously ( a car or motorbike may crash into him)
6. dangerously ( She may have an accident if something happened unexpectedly.)
Date of planning: 13/1/ 2016
Date of teaching: 16 /1/2018 
Period: 60	 Unit 7: TRAFFIC
Lesson 6: Skills 2
I. Objectives.
By the end of the lesson, Ss will be able to listen to get information about traffic problems in big city, write a paragraph about traffic problems in a city/ an area.
II. Teaching aids:
- Projector.
III. Procedure
Ss’ and T’s activities
Contents
1. Class organization. (1’)
2. Checking the old lesson. (5’)
- Ask Ss to retell “ Road safety”
- Other Ss remark
3. New lesson.
* Warm up.- Show pictures of traffic problems in big cities.
I- LISTENING: (15’)
Activity 1.
- Ss work in groups. They study the picture and answer the two questions.
- Ss answer the questions.
- T gives feedback.
Activity 2.
- Tell Ss to look at the newspaper headline and check their answers.
- Ss check their answer
Activity 3. - Play the recording one or two times. Ask Ss to listen carefully and circle the correct answers.
- Ss give out the answers
- T corrects
II- WRITING: (18’)
- What do you think about traffic problems in big cities in Viet Nam are.
Activity 4.
- Have Ss look at the pictures, read the phrases and tick the problems.Then Ss write full sentences.
- Call some Ss to write on the board. Others give comments. T gives corrections.
Activity 5. Tell Ss to study the sentences they have written, then practise writing the paragraph.
- Tell Ss to use proper connector: first/ firstly, second/ secondly, and pay attention to spelling and punctuation.
- Collect some Ss’ writing papers and mark them, then give comments to the class.
4. Feedback: (3’)
- Ask Ss to give out some traffic problems where you live, or in a town, or a city you know well.
5. Homework: (3’)
- Complete your paragraph about the traffic problems where you live, or in a town, or a city you know well.
- Do exercise workbook
- Prepare: Looking back: Read and review the grammar, do the tasks.
I- Listening.
Traffic problems in big cities
1. Work in groups. Where do you think this picture was taken? Why is it special?
- In a big city..
2. Look at the following headline and check your answers.
- In Brazil
- long traffic jam ( very long line of vehicles).
3. Now listen to the passage and choose the correct answer.
1. B 2. C 3. A 4. C
II- Writing
4. Tick the traffic problems in big cities in Viet Nam.
Picture: 1,2,3,4,6
Writing: 
- There are too many vehicles ( on the road).
- Many roads are narrow and bumpy
- There are traffic accidents every day.
- Many young children ride their bikes dangerously.
5. Write a paragraph about the traffic problems where you live, or in