Giáo án Tiếng Anh 7 - Week 19, Period 55-57 - Năm học 2020-2021

 Date of planning: 29/12/2020 Week: 19 
 Period: 55
 UNIT 7: TRAFFIC
 Lesson 1: Getting started – Monday in the playground
I. Objectives:
 1. Knowledge, Skills, Attitude:
 - Knowledge: 
 +Competences 
 By the end of this lesson, students can know the key language and structures to be learnt in this unit.
 1. Vocabulary: the lexical items related to the topic “Traffic”.
 2. Structures: It indicating distance.
 Used to.
 - Skills: Communicative approach
 - Attitude: Ss work harder on grammar and pronunciation
 2. Quality, competence and development for students
 - Quality: Ss can perform tasks and present personal opinions confidently
 - Competence and development: Ss have the ability to perform individual tasks or to work in groups.
II. Teaching ads: 
 1. Teacher: Course book 7, CD player, pictures.
 2. Students: Course book, workbook 2 grade 7.
III. Procedures:
 1. Organization: greeting
 2. Checking up: old lesson and while teaching new lesson.
 3. New lesson
 Teacher’s Activities Students’ Activities Content
Activity 1.Warm up (5ms)
Aim: Help Ss feel interested or Key:
Help Ss remember the learnt 1. ride a bike 2. drive a car
words and structures 1. ride a bike 2. drive 3. fly a plane 4. sail on/in a boat
 a car 5. get on/ get off a bus/ a train/ a bike/ a
Matching (3 P7) 3. fly a plane 4. sail motorbike....
- ? Run through all the words on/in a boat
and phrases 5. get on/ get off a 
in 3 P7. bus/ a train/ a bike/ a
? Match a verb on the left with a motorbike....
mean of
transport on the right.
- There may be more than one 
correct
answers.
? Read again in chorus. Activity 2. Presentation: Questions:
(10ms) - Answer • By what means do you go to school every 
Aim: Help students understand day? On foot? By bicycle? By bus? On your 
the meaning of the vocabulary parent’s motorbike?...
and new structures in the lesson. • What means of transport is faster?
- Introduces the topic “traffic”. • What means do you like most?
- Ask Ss to look at the picture 
and guess what the conversation 
between Mai and Oanh might be 
about.
- Play the recoding.
Activity 3. Practice: 1. Listen and read
(19ms)_ a. Choose the correct answer.
Aim: Help students practice new - Individual work Key: 
structures in the lesson well. 1. B 
 2. A
- Have Ss to work independently 
 3. B
to choose the correct answer to 
 4. C
the questions.
 b. Answer the following questions.
- Check their answers and give 
 - Pair-work Key: 
explanations if necessary.
 1.She stayed at home and played with her 
 brother.
 2.It’s about two kilometers.
- Ask Ss to work in pairs. Let 
 3.She usually goes to school with her dad.
them check their answers in 
 4.Because sometimes there are traffic jams.
pairs or groups.
 5.She goes to school by bike.
- Call some pairs to read the 
 c. Can you find the following expressions in the 
questions and give answers.
 conversation? Do you know what they mean?
 - Pair-work Key:
 1.To get someone’s attention
 2.When you strongly support or agree with 
 something
- Tell Ss to refer back to the 
 3.Very excited and keen to do something
conversation to find the word/ 
 d. Work in pairs. Make short role-plays with the 
phrases. Ask them to practice 
 conversations above. Then practice them.
saying them together. Explain 
the meaning to the Ss, then give 
 2. Write the words using the first letter given.
some examples.
 - Pair-work Key:
 1. Bike 5. Ship
 2. Bus 6. Train 
 3. Plane 7. Motorbike 
- Ask Ss to role-play the short 
 4. Boat 8. Car 
conversations in pairs before 
creating their own short role-
 3. Match a verb on the left with a means of 
plays. More able Ss can try to 
 transport on the right. There may be more than 
extend the conversation.
 one correct answer. Add a preposition when 
- Ask Ss to work in pairs and 
 necessary.
write the means of transport 
 Key:
under the right pictures. Then 
 1. Ride a bike
Let Ss read each word correctly 
 - Pair-work 2. Drive a car
.
 3. Fly by plane - Check their pronunciation. 4. Sail on/ in a boat
- Ask Ss to work individually to 5. Get on a bus/ a train/ a bike/ a motorbike
do the task, and write their 6. Get off a bus/ a train/ a bike/ a motorbike
answers in their notebooks.
- Check their answers. 
- Ask Ss to make sentences with 
the phrases.
Activity 4. Production: * Production:
(6ms) - T whole class 4. Find someone in your class who never 
Aim: Help Ss remember Example:
knowledge How often do you walk to school?
 Or 
 Do you often walk to school?
- Let Ss stand up and go around 
the class to ask other Ss the 
question.
- Ask them to take notes. Then 
some of them can report their 
result to the class.
4.Homework: (5ms)
Aim: Help Ss remember old lesson and prepare new lesson better.
- Learn Vocabulary.
- Prepare the next lesson : A closer look 1
IV. Check topic reviews
 1. What have you studied ?
 2. What do you do everyday?
 3. How do you travel?
V. Feedback
............................................................................................................................................................................
 . Date of planning: 29/12/2020 Week: 19 
 Period: 56
 UNIT 7: TRAFFIC
 Lesson 2: A Closer Look 1
I. Objectives:
 1. Knowledge, Skills, Attitude:
 - Knowledge: 
 +Competences 
 By the end of this lesson, students can pronounce correctly the sounds /e/and /ei/ in isolation and in 
context; use vocabulary related to arrangements for a trip.
 1. Vocabulary: the lexical items related to the topic “Traffic”.
 2. Structures: It indicating distance.
 Used to.
 - Skills: Communicative approach
 - Attitude: Ss work harder on grammar and pronunciation
 2. Quality, competence and development for students
 - Quality: Ss can perform tasks and present personal opinions confidently
 - Competence and development: Ss have the ability to perform individual tasks or to work in groups.
II. Teaching ads: 
 3. Teacher: Course book 7, CD player, pictures.
 4. Students: Course book, workbook 2 grade 7.
III. Procedures:
 1. Organization: greeting
 2. Checking up: old lesson and while teaching new lesson.
 3. New lesson
 Teacher’s Activities Students’ Activities Content
Activity 1.Warm up 
(5ms)
Aim: Help Ss feel interested Brainstorming Suggestion:
or Help Ss remember the - stop - stop
learnt words and structures - no left turn/ no right - no left turn/ no right turn
Brainstorming turn - parking/ no parking
? Give all the road signs you - parking/ no parking - go ahead
see every - go ahead - no cycling
day on the way to school - no cycling - one-way
? Write as many words as - one-way ........
possible ........
? Read again in chorus. 
Suggestion:
- stop
- no left turn/ no right turn
- parking/ no parking
- go ahead Activity 2. Presentation: 
(10ms) Brainstorm
Aim: Help students - T whole class 
understand the meaning of 
the vocabulary and new Traffic and 
structures in the lesson. transport.
- Brainstorm with Ss: let 
them tell you all the road 
signs they see every day on 
the way to school, or 
elsewhere, and al the words 
they know related to the topic 
traffic and transport. 
Encourage them to say out 
loud as many words as 
possible.
Activity 3. Practice: *Vocabulary
(19ms)_ ROAD SIGNS
Aim: Help students practice 1. Have you seen these road signs? Talk about 
new structures in the lesson - Pair-work the meaning of the signs bellows with a partner.
 (page 8)
well.
- Ask ss to work in pairs to 2. Label the sign in 1 with the words/ phrases 
talk about the meaning of the below.
road signs. - Individual work Key:
 1. Traffic lights 5. Parking 
 2. No parking 6. Cycle lane
- Have Ss work individually 
 3. No right turn 7. School ahead
to label the road signs in 1 
 4. Hospital ahead 8. No cycling 
with the words/ phrases.
- Call some pairs to write 
 3. Work in pairs. Discuss which of the signs 
these on the board. 
 you see on the way to school.
- Check their answers.
 - Pair-work 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 
- Let Ss work in pairs and 
 can see a “hospital ahead” sign.
talk about the traffic signs 
  Pronunciation /e/and /ei/
they see on the way to 
 4. Listen and repeat. Pay attention to sounds /e/ 
school.
 and /ei/
- Go around and give 
assistance if necessary.
 5. Listen to these sentences carefully. Single 
 - Whole class underline the words with sound /e/ and double 
 –underline the words with sound /ei/.
 Key:
- Play the recording and Ss 
 /e/: ever, very, left, when, next.
repeat, pay attention to the 
 - Individual work /ei/: break, way, railway, station, always, obey, 
sound /ʧ/and /dʒ/. Help them 
 safely, UK, they, waiting, train.
with their pronunciation.
- Play the recording twice. 
Ask them to do the task 5 individually.
Activity 4. Production: 
(6ms) - Individual work 6. Find the words containing sound /e/ and the 
Aim: Help Ss remember words containing sound /ei/ in 1-3 on page 8.
knowledge Key:
 / e / / ei/
- Refer back to the page 8. 
Ask Ss to find all the words Ahead Phrases
having the sounds /e/ and /ei/ Red Lane
in section 1-3. Left Information
- Correct their mistakes. Let Way 
them practice saying these 
words together.
4.Homework: (5ms)
Aim: Help Ss remember old lesson and prepare new lesson better.
- Learn vocabulary by heart.
- Prepare the next lesson :A closer look 2
IV. Check topic reviews
 1. What have you studied ?
 2. What do you do everyday?
 3. How do you travel?
V. Feedback
............................................................................................................................................................................
 Date of planning: 29/12/2020 Week: 20 
 Period: 57
 UNIT 7: TRAFFIC
 Lesson 3: A Closer Look 2
I. Objectives:
 1. Knowledge, Skills, Attitude:
 - Knowledge: 
 +Competences 
 By the end of this lesson, students can use “It” indicating distance and “used to” to talk about past habit 
or states.
 +Vocabulary: the lexical items related to the topic “Traffic”.
 + Structures: It indicating distance.
 Used to.
 - Skills: Communicative approach
 - Attitude: Ss work harder on grammar and pronunciation
 2. Quality, competence and development for students
 - Quality: Ss can perform tasks and present personal opinions confidently
 - Competence and development: Ss have the ability to perform individual tasks or to work in groups.
II. Teaching ads: 
 5. Teacher: Course book 7, CD player, pictures.
 6. Students: Course book, workbook 2 grade 7.
III. Procedures:
 1. Organization: greeting
 2. Checking up: old lesson and while teaching new lesson.
 3. New lesson
 Teacher’s Activities Students’ Activities Content
Activity 1.Warm up 
(5ms)
Aim: Help Ss feel interested or Brainstorming Suggestion:
Help Ss remember the learnt - ride a buffalo Activities I did in the past but not do them 
 - play marbles any
words and structures
 - cry for candy more
Brainstorming - play with a doll - ride a buffalo
? Work in groups to write - go for a walk with a - play marbles
activities that dog - cry for candy
you did in the past but you ................. - play with a doll
don't do - go for a walk with a dog
them now ................. Activity 2. Presentation: * Presentation
(10ms)  Grammar
Aim: Help students understand - T Whole class It indicating distance
the meaning of the vocabulary We can use It in the position of the subject to 
and new structures in the indicate distance.
lesson. Example:
- Explain to Ss how to use “it”, - It is about 300 metres from my house to the 
and give some examples. bus stop.
Activity 3. Practice: * Practice
(19ms)_ - Pair-work 1. write the sentences with it. 
Aim: Help students practice Key:
new structures in the lesson 1. It is about 700 metres from my house to 
 the Youth club.
well.
 2. It is about five km from my home 
 village to the nearest town.
- Let Ss work by themselves 3. It is about 120 km from HCM City to 
and write down the sentences. Vung Tau.
- Observe and help when 4. It is about 384,400 km from the Earth 
necessary. to the Moon.
- Ask some Ss to read their 5. It is not very far from Ha Noi to Noi 
sentences. Bai Airport.
- Correct their mistakes. 2. Work in pairs. Ask and answer questions 
 - Pair-work about distances in your neighborhood.
 Example:
 A: How far is it from your house to school?
 B: It’s about a kilometer.
  Grammar
 Used to
- Ask Ss to ask and answer We use “used to” to describe an action or a 
about distances in their - T whole class state that happened regularly in the past but 
neighborhood, following the doesn’t happen now.
example. Example:
- Encourage them to talk as - There used to be many tree on this street, but 
much as possible. now there are only shops.
- Correct their answers and 
their pronunciation and 3. Complete the sentences with used to or use 
intonation. to and the verbs in the box below.
- Explain Ss the usage of “used Key:
to”. 1. Used to ride
- Give some examples. - Individual work 2. Used to be
 3. Used to go
 4. Did use to play
 5. Did use to feel
- Ask Ss to work 
independently, writing down 4. Rewrite the sentences using used to
the answers. Then ask them Key:
work in groups to check and 1. My Mum used to live in a small village 
say the sentences out loud. when she was a girl.
- Ask Ss to write the answers - Individual work 2. There did not use to be many vehicles 
on the board on the road. 3. We used to cycle to school two years 
- Let Ss work independently to ago.
rewrite the sentences in their 4. Now there are more traffic accidents 
notebooks. than there used to be.
- Call on some Ss to read out 5. My uncle used to be a bus driver some 
their sentences. years ago, but now he has a desk job.
- Let other Ss give comments.
- Correct mistakes if 
necessary.
Activity 4. Production: * Production:
(6ms) - Group-work 5. Work in groups. Did you so these things? 
Aim: Help Ss remember Ask and answer.
knowledge Example:
 Did you use to play marbles?
- Ask Ss to take turn to ask and Yes, I did.
answer the questions. Then T No, I didn’t
may ask Ss to report their 
results to the class.
4.Homework: (5ms)
Aim: Help Ss remember old lesson and prepare new lesson better.
- Learn vocabulary by heart.
- Prepare next lesson: Communication 
IV. Check topic reviews
 1. What have you studied ?
 2. What do you do everyday?
 3. How do you travel?
V. Feedback
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