KẾ HOẠCH BÀI DẠY TIẾNG ANH 7 – TUẦN 4
UNIT 1: MY WORLD
Lesson: 1D Everyday English (p. 19)

Date: 25/9/2023
Period: 10 (Class 7C)

1. Objectives
By the end of this lesson, students will be able to…
1.1. Language knowledge/ skills
- learn and practise pronunciation: sentence stress, speak with correct pronunciation and
intonation.
- clarify Informal/Formal style.
- practise reading for specific information.
- listen for confirmation and specific information.
- make a dialogue (describing a person).
1.2. Competences
- improve Ss' communication, collaboration, analytical, critical thinking skills.
1.3. Attributes
- develop their patriotism, kindness, honesty and accountability.
2. Teaching aids and materials
- Teacher's aids: Student's book and Teacher's book, class CDs, IWB – Phần mềm
tương tác trực quan, projector/interactive whiteboard /TV (if any), PowerPoint slides.
- Students' aids: Student's book, Workbook, Notebook.
3. Assessment Evidence
Performance Tasks
Performance
Assessment
Products
Tools
- Read the dialogue and choose the - Ss' answers.
- Observation.
teacher Jessica and Rita are talking
about.
- Complete the dialogue by using
- Ss' answers.
- Observation.
the sentences in the list.
- Decide if the dialogue is formal
- Ss' answers.
- Observation.
or informal.
- Listen and identify the stressed
- Ss' answers.
- Observation.
words in each sentence.
- Read the dialogue again and
- Ss' pronunciation.
- Observation.
answer the questions.
- Practise the dialogue and pay
- Ss' dialogue.
- Observation.
attention to sentence stress.
- Act out their dialogue in front of - Ss' presentation/
- Observation.
the class.
performance.
4. Procedures
A. Warm up: 5 minutes
a. Objectives: to help Ss brainstorm the topic and introduce some expressions of
describing someone.

b. Content: Identifying a person.
c. Expected outcomes: Ss can identify a person by using their language and think
about the new lesson.
d. Organization
Teacher's activities
Students' activities
Task 1.a) Read the dialogue. Which
teacher (A or B) are Jessica and Rita
talking about?

- Ask Ss to read the dialogue and then
identify the person the speakers are
talking about.

- Read the dialogue and then identify
the person the speakers are talking
about.
Answer key:
Teacher A

B. Pre – speaking: 10 minutes
a. Objectives: to give Ss a sample dialogue for speaking, listen and read for specific
information, identify Informal/Formal style; practise the sentence stress.
b. Content: task 1b, task 2 and pronunciation.
c. Expected outcomes: Ss can understand the dialogue and do the task correctly; put tress
on the words correctly.
Teacher's activities
Students' activities
Task 1b: b) Complete the dialogue.
Use the sentences in the list. One
sentence is extra. Is the dialogue
- Read the Informal/Formal style box.
formal or informal?
- Decide if the dialogue is formal or
- Read out the Informal/Formal style
informal.
box and explain the differences between Answer key:
informal and formal style. Then elicit if Informal
the dialogue in Exercise 1 is formal or
informal.
- Complete the dialogue with the

- Give Ss time to complete the dialogue
with the missing sentences (A-E).
Task 2 Listen, read and check.
- Play the recording.
- Ask Ss to listen and check their
answers to Exercise 1b.

missing sentences (A-E).

- Listen and check their answers.
Answer keys:
1. B 2. A 3. D 4. E

PRONUNCIATION: SENTENCE
STRESS
Sentence stress is stress on certain
words within a sentence.
e.g. He is honest and generous.
Pronunciation.
Listen and repeat. Which words are
stressed in each sentence? Underline
them and practise saying them with a
partner.
- Play the recording.
- Check Ss' answers.

- Play the recording again with pauses
for Ss to listen and repeat chorally
and/or individually.
- Check Ss' pronunciation.

- Listen and identify the stressed
words in each sentence.
Answer keys:
1 He's of medium height and he's
quite slim.
2 The new teacher in our school is
great!
3 She's tall and thin with long straight
brown hair.
- Listen and repeat chorally and/or
individually.

C. While – speaking: 15 minutes
a. Objectives: to help Ss practise the dialogue and read for specific information.
b. Content: task 3.
c. Expected outcomes: Ss can act out the dialogue with right intonation and rhythm.
d. Organization:
Teacher's activities
Students' activities
Task 3: Take roles and read the
dialogue in Exercise 1 aloud. What
does the new teacher look like? What
is he like?
- Read the dialogue again and answer
- Give Ss time to read the dialogue again the questions.
and elicit answers to the questions from Answer keys:
Ss around the class.
The new teacher is of medium height
and quite slim. He's got dark hair, a

- Ask Ss to work in pairs and practise
the dialogue twice.

short beard and moustache. He's
cheerful and very popular.
- Work in pairs and practise the
dialogue twice.

D. Post – speaking: 10 minutes
a. Objectives: to help Ss role play a dialogue describing a person and make a similar one.
b. Content: dialogue in Task 4.
c. Expected outcomes: Ss can make and practise a dialogue and present it in front of
class.
d. Organization
Teacher's activities
Students' activities
Task 4. Act out a similar dialogue.
Describe teacher C or D using the
dialogue in Exercise 1 as a model.

- Explain the situation.
- Tell Ss that they can use the pictures
and the accompanying vocabulary to
complete the task.
- Write this diagram on the board for
Ss to follow.

- Monitor the activity around the class
and then ask various pairs to act out

- Listen to the teacher's instruction.
- Complete the task in pairs.
Suggested answer:
A: The new teacher in our school is
great!
B: Really? What does she look like?
A: Well, she's tall and slim.
B: Oh, really? Is her hair dark?
A: Yes, and it's long and curly.
B: What's she like?
A: She is quite funny and very clever!
Look!
She's chatting with Mr Prosser!

their dialogues in front of the class.

- Practise the dialogue and pay attention
to sentence stress.
- Act out their dialogue in front of the
class.

E. Consolidation and homework assignments: 5 minutes
- Pronunciation: sentence tress.
- Do the exercises in workbook on page 13.
- Prepare the next lesson: Grammar 1e (page 20).
5. Reflection
a. What I liked most about this lesson today:
…………………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………
UNIT 1: MY WORLD
Lesson: 1e Grammar (p. 20)

Date: 27/9/2023
Period: 11 (Class 7C)

1. Objectives
By the end of this lesson, students will be able to…
1.1. Language knowledge/ skills
- learn and use new grammar point: the Present Continuous.
- learn and practise spelling rules: ing- ending.
- practise doing grammar exercises.
- talk about their fixed future arrangements for their weekend.
1.2. Competences
- improve Ss' analytical, collaboration and critical thinking skills.
1.3. Attributes
- build their motivation for study.
- develop their patriotism, kindness, honesty and accountability.
2. Teaching aids and materials
- Teacher's aids: Student's book and Teacher's book, class CDs, IWB – Phần mềm
tương tác trực quan, projector/interactive whiteboard /TV (if any), PowerPoint slides.
- Students' aids: Student's book, Workbook, Notebook.
3. Assessment Evidence
Performance Tasks
Performance Products
Assessment Tools
- Look at the cartoon and - Ss' answers.
- Observation.
answer the questions.
- Write the verbs in the - - Ss' answers.
- Observation.
ing form.
- Complete the gaps with - Ss' answers.
- Observation.

the Present Continuous
form of the verbs in
brackets.
- Put the verbs in
brackets into the Present
Continuous.
- Talk about their fixed
future arrangements for
their weekend.

- Ss' answers.

- Observation.

- Ss' own sentences/
presentation.

- Observation.

4. Procedures
A. Warm up: 5 minutes
a. Objectives: to help Ss brainstorm the topic and introduce the Present Continuous.
b. Content: Cartoon.
c. Expected outcomes: Ss can think about the topic and have some general ideas about
the Present Continuous.
d. Organization
Teacher's activities
Look at the cartoon and answer the
questions.
1. What tense do they use in the
dialogue?
2. Do they use it for actions happening,
temporary situations or fixed future
arrangements?

- Ask Ss to look at the cartoon and
answer the questions.
- Ask Ss to work in pair to complete the
task.
- Check Ss' answers.

Students' activities

- Look at the cartoon and answer the
questions.
- Work in pair to complete the task.
Answer keys:
1. They use the Present Continuous.
2. They use it for fixed future
arrangements.

B. Presentation: 10 minutes
a. Objectives: to present the Present Continuous and Spelling Rules of ing-ending.
b. Content: Language box and Note! box.
c. Expected outcomes: Ss can remember and understand the Present Continuous and
Spelling Rules of ing-ending.
Teacher's activities
Students' activities
PRESENT CONTINUOUS:
We use the Present Continuous to talk
about:
• actions happening now/around the time of
speaking.
He's studying now. They are living with me
these days.
• temporary situations.
He is working at a café for the summer.
• fixed future arrangements.
We're travelling to London tomorrow.
Wh-questions
Wh-word + auxiliary verb + subject + main
verb?
What are you doing now?
NOTE: Who/What + auxiliary verb + main
verb + object? (to refer to the subject of the
verb)
Who is cooking lunch?
Time adverbs and expressions: now, at
- Read the theory in the language
the moment, at present, tonight, these days, boxes and listen to teacher's
etc.
explanation.
- Take notes.
- Say, then write on the board: I am
teaching a lesson now. Elicit what tense the
verb is in (Present Continuous) and what
the sentence expresses (an action happening
now).
- Go through the theory with Ss, using the
IWB.
- Explain how to use the Present
Continuous.
SPELLING RULES:
-ing ending
• most verbs: + -ing
talk ➝ talking
• verbs ending in consonant + -e: -e + -ing
come ➝ coming

• verbs ending in consonant + vowel + -l:
double the final -l + -ing
travel ➝ travelling
• verbs ending in -ie: drop -ie and add -y + ing
lie ➝ lying
• verbs ending in a stressed vowel between
two consonants: double the last consonant +
- Read the theory in the language
-ing
boxes and listen to teacher's
run ➝ running
explanation.
- Take notes.
- Ask Ss to read the table/theory box, the
Spelling Rules! box and the cartoon. Then
elicit how we form the Present Continuous
from Ss around the class. Examples in
dialogue: Are you taking, No, I'm not, is
driving.
- Go through the theory with Ss, using the
IWB.
- Explain how to add -ing into a verb.
C. Practice: 15 minutes
a. Objectives: to help Ss practise the Present Continuous and Spelling Rules of ingending.
b. Content: tasks 1, 2, 3.
c. Expected outcomes: Ss can remember and understand how to use the Present
Continuous and Spelling Rules of ing-ending.
d. Organization:
Teacher's activities
Students' activities
Task 1: Write the verbs in the -ing
form.
- Write the verbs in the -ing form.
- Explain the task and give Ss time to
Answer keys:
complete it.
1 play- playing
2 sing- singing
- Check Ss' answers (using the IWB).
3 shop- shopping
4 sleep- sleeping
5 walk- walking
6 take- taking
7 swim- swimming 8 run- running
9 dance- dancing
10 read- reading
11 stop- stopping
12 cycle- cycling
Task 2: Complete the gaps with the
Present Continuous form of the verbs
in brackets.
1 They are coming (come) with us
tonight.
2 I ______ (meet) George for lunch
tomorrow.

3 What ______ (you/listen to)?
4 Jenny ______ (not/cook) at the
moment.
5 ______ (you/leave) for school now?
- Explain the task and give Ss time to
complete it.
- Check Ss' answers (using the IWB).

Task 3. Put the verbs in brackets into
the Present Continuous.
- Explain the task and give Ss time to
complete it.
- Check Ss' answers (using the IWB).

- Complete the gaps with the Present
Continuous form of the verbs in
brackets.
Answer keys:
1 They are coming (come) with us
tonight.
2 I 'm/am meeting (meet) George for
lunch tomorrow.
3 What are you listening to (you/listen
to)?
4 Jenny isn't/is not cooking (not/cook)
at the moment.
5 Are you leaving (you/leave) for
school now?

- Put the verbs in brackets into the
Present Continuous.
Answer keys:
2) are drinking
3) is shining
4) isn't working
5) is helping
6) are making
7) are you doing
8) are enjoying
9) Is it raining

D. Production: 10 minutes
a. Objectives: to help Ss to use the target language and information in the real situation.
b. Content: fixed future arrangements.
c. Expected outcomes: Ss can talk about their fixed future arrangements by using the
Present Continuous.
d. Organization
Teacher's activities
What are you doing this weekend?
Tell the class.
- Ask Ss to work in groups of four
students and tell their friends about
their fixed future arrangements for their
weekend.
- Monitor the class and help Ss when
necessary.
- Call some Ss to present their
arrangements.

Students' activities
- Work in groups of four and tell their
friends about their fixed future
arrangements for their weekend.
- Present their arrangements in front of
the class.

E. Consolidation and homework assignments: 5 minutes
- Grammar points: the Present Continuous.
- Spelling rules: ing- ending.
- Do the exercises in workbook on page 14.
- Complete the grammar note in TA7 Right On! Notebook page 7.
- Prepare the next lesson: Grammar 1e (page 21).
5. Reflection
a. What I liked most about this lesson today:
…………………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………
UNIT 1: MY WORLD
Lesson: 1e Grammar (p. 21)

Date: 27/9/2023
Period: 12 (Class 7C)

1. Objectives
By the end of this lesson, students will be able to…
1.1. Language knowledge/ skills
- review the Present Simple or the Present Continuous.
- learn new grammar point: state verbs.
- practise doing grammar exercises.
- tell their partner about what they are doing these days, what they are doing now and
what they are doing later today.
1.2. Competences
- improve Ss' analytical, collaboration and critical thinking skills.
1.3. Attributes
- build their motivation for study.
- develop their patriotism, kindness, honesty and accountability.
2. Teaching aids and materials
- Teacher's aids: Student's book and Teacher's book, class CDs, IWB – Phần mềm
tương tác trực quan, projector/interactive whiteboard /TV (if any), PowerPoint slides.
- Students' aids: Student's book, Workbook, Notebook.
3. Assessment Evidence
Performance Tasks
Performance
Assessment
Products
Tools
- Put the verbs in brackets in the
- Ss' answers.
- Observation.
correct form.
- Put the verbs in brackets into the - Ss' answers.
- Observation.
Present Simple or the Present
Continuous. Then practice the
dialogue.
- Ss' answers.
- Observation.

- Put the verbs in brackets into the
Present Simple or the Present
Continuous.
- Ss' own sentences. - Observation.
- Make sentences using the Present
Simple and the Present
Continuous.
4. Procedures
A. Warm up: 5 minutes
a. Objectives: to review the Present Simple and Present Continuous.
b. Content: the Present Simple and Present Continuous.
c. Expected outcomes: Ss recall the Present Simple and Present Continuous.
d. Organization
Teacher's activities
Students' activities
Put the verbs in brackets in the
correct form:
1. I (know) _________ him very well.
2. She (listen) _________ to the music
now.
3. My sister (often, go) _________
school by bus.
4. I (believe) _________ in fairies.
5. Peter (play) _________ football after - Work in pairs to complete the task.
school.
Answer keys:
- Ask Ss to work in pairs to complete the 1. know
2. is listening
task.
3. often goes 4. believe
- Check Ss' answers.
5. plays
B. Presentation: 10 minutes
a. Objectives: to present some common state verbs.
b. Content: Note! box.
c. Expected outcomes: Ss can remember and understand some common state verbs.
d. Organization
Teacher's activities

Note!
Some verbs don't have continuous forms
because they describe a state rather than an
action (want, like, love, hate, know,
believe, need, etc.).
e.g. She knows him. (NOT: She's knowing
him.)
- Ask Ss to study the Note! box.
- Explain that stative verbs (i.e. verbs that
describe a state and not an action) don't

Students' activities

- Read the Note! box and listen to
teacher's explanation.
- Take notes.

usually have continuous forms (e.g. I
believe in fairies NOT I'm believing in
fairies).
C. Practice: 15 minutes
a. Objectives: to help Ss practise the Present Simple and the Present Continuous.
b. Content: task 4 and task 5.
c. Expected outcomes: Ss can remember and understand the Present Simple and the
Present Continuous; do the task correctly.
d. Organization:
Teacher's activities
Task 4. Put the verbs in brackets into
the Present Simple or the Present
Continuous. Then practise the
dialogue with your partner.
- Explain the task and give Ss time to
complete it.
- Check Ss' answers (using the IWB).

Task 5. Put the verbs in brackets into
the Present Simple or the Present
Continuous.
- Explain the task and give Ss time to
read the text and complete it.
- Check Ss' answers (using the IWB).

Students' activities

- Put the verbs in brackets into the
Present Simple or the Present
Continuous.
- Practise the dialogue with their
partner.
Answer keys:
2. are you waiting 3. are going
4. does it start
5. think
6. am not
7. knows
8. does it last
9. Do you want
10. am meeting
- Put the verbs in brackets into the
Present Simple or the Present
Continuous.
Answer keys:
2. am staying
3. start
4. finish
5. learn
6. am trying
7. don't think
8. enjoys
9. are playing
10. are going

D. Production: 10 minutes
a. Objectives: to help Ss use the language and information in the real situation.
b. Content: Task 6.
c. Expected outcomes: Ss can make sentences using the Present Simple and the Present
Continuous.

d. Organization
Teacher's activities
Task 6: Tell your partner about what
you are doing these days, what you
are doing now and what you are doing
later today.
These days I am studying hard for my
guitar exam. I have a very busy
schedule. I go to school at 7:30 in the
morning and finish at 3:30. ...
- Explain the task and give Ss time to
do the task in pairs.
- Monitor the activity around the class
and ask various Ss.

Students' activities

- Complete the task individually and
then share with their partner.
Suggested Answer
Then, I have guitar classes from 4:00 till
5:30. I come back home and do my
homework and after that, I have dinner
with my parents. Right now, I'm playing
my guitar. I'm having my guitar exam on
Saturday at 10:30 in the morning. Then,
my friends and I are going to an
amusement park. I can't wait.

E. Consolidation and homework assignments: 5 minutes
- Grammar point: the Present Simple or the Present Continuous.
- Do the exercises in workbook on page 14.
- Prepare the next lesson: Skills 1f (page 22).
5. Reflection
a. What I liked most about this lesson today:
…………………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………