Week:
Period:

Planning date:
LESSON PLAN

TIẾNG ANH 7 FRIENDS PLUS

STARTER UNIT - LESSON 1: VOCABULARY (PPP)
FAMILY

I. AIMS:
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….
IV. PROCEDURES:
TEACHER'S ACTIVITIES

STUDENTS, ACTIVITIES

CONTENTS

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 possible
answers.

sister, uncle, husband, son, nephew, etc

Report to the class.

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:
•
•

Suggested answer:
-

Complete a family tree.

-

Listen to the teacher.

-

Look, listen and repeat in chorus and
individuals

Mom, dad, son, uncle, nephew, etc.

New words:
sister (n.) /ˈsɪs.tɚ/
uncle (n.) /ˈʌŋ.kəl/

Use pictures and explanations to present
new words.

husband (n.) /ˈhʌz.bənd/

Ask students to practice their
pronunciation drills.

nephew (n.) /ˈnef.juː/

New words:
sister (n.)

son (n.) /sʌn/
dad (n.) /dæd/
grandfather (n.) /ˈɡræn.fɑː.ðɚ/
grandson (n.) /ˈɡræn.sʌn/

uncle (n.)
husband (n.)
son (n.)
nephew (n.)
dad (n.)
grandfather (n.)
grandson (n.)

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

Suggested answers

Activity 1 (5') Read the notes about Lucy's
photos. Match the names in the notes with
people 1-10 in the photos.

1. Hannah

•

•

Ask students to work in pairs to match
the names in the notes with people 1-10
in the photos.

2. Nico
3. Joanne
-

Work in pairs to do the task.

4. John

-

Check the answers with the teacher.

5. Melanie

Give the answers to the class.

6. Uncle Matt
7. Michael
8. Luke

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

9. Sally
10. Tony's grandson
-

Read the quiz and complete it in pairs.

Suggested answers

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.

-

Check the answers.

Uncle-ant
Grandmother – grandfather
Husband -wife
Mum – dad
Niece – nephew
Daughter – son
Granddaughter -grandson
Grandfather - grandmother

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

Suggested answers:
-

Read the phrases and write names for 1- 1. Sally
6.
2. Matt

-

Check the answers in pairs.

3. Luke

-

Check the answers with the teacher.

4. Joanne
5. Michael
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

-

Work in pairs to ask and answer Suggested answers

the whole class.
• Ask students to prepare the answers
individually.

questions using Key Phrases and some Students' own answers
grammar structures.
-

Tell the class about their partners.

• 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.

V. Homework. (2')
-

Give homework.

V. Homework
-

Take notes

-

Learn by heart all the new words.

-

Prepare Lesson 2 – Language
Focus.

V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….…………………………………………………………………………

Planning date:

Week:
Period:

LESSON PLAN

TIẾNG ANH 7 FRIENDS PLUS

STARTER UNIT - LESSON 2: LANGUAGE FOCUS (PPP)

BE, POSSESSIVE ADJECTIVES, POSSESSIVE PRONOUNS, ARTICLES
I. AIMS:
1. Language contents:
- 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:
● Identify the rules of Be, Possessive adjectives, possessive pronouns and articles
II. TEACHER'S AND STUDENTS' PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and group work.
IV. PROCEDURES:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5')

Example:

Game “THE MEMORY CIRCLE”
- Ask students to stand up, in a circle, and start
the game off by saying a sentence using simple

Teacher: My name's Hannah.
- Play the game.

Student 1: My name's Hannah and my sister

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.

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
look for examples of the verb be.
- Elicit that the verb be is in the present simple
tense, including affirmative and negative forms.

- Answer the question individually.

Suggested answer:

- Look at the board and listen to the My name's Lucy.
teacher.
They aren't crazy.

- Call out some students to answer.
- 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.
- Write true sentences using
- Check the answers with class.
affirmative and negative forms of be. Suggested answer:
1. am / am not
- Check the answers with the
teacher.
2. are / are not

3. is / is not
4. are / are not
5. are / are not
 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.
 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.

6. am / am not

- Complete
answers.

the

questions

and

Suggested answer:
Students' own answers

- Make new questions by changing
the words in blue in Exercise 3.
- Ask and answer in pairs.

Suggested answer:
- Complete the table.
- Check with the teachers.

I – my – mine
You – your -yours
He – his – his
She – her – hers
We – our – ours
They – their – theirs

 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.

Suggested answer:
1. your
- Complete the dialogue with the
correct answers.

2. I

- Check with the teacher.

4. Their

3. My
5. ours
6. He
7. Mine

 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.
- Check with the class.

8. She

Suggested answer:
- Fill in the blanks with the correct
1. the
answers.
2. an
- Check with the teacher.
3. zero article
4. a
5. an
6. the

III. PRODUCTION. T - Ss - T/ S - S / Indiv.
(6') Use it!
 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.

Suggested answer:
- Ask and answer the questions about
Students' own answers
classrooms.
- Check with the teacher.

V. Homework. (2')
- Give homework.

V. Homework
- Take notes.

- Learn by heart all structures.
- Prepare the next lesson: VOCABULARY
AND LISTENING.

V. REFLECTION:
……………………………………………………………..………….…………………………………………………………

Planning date:

Week:
Period:

LESSON PLAN

TIẾNG ANH 7 FRIENDS PLUS

STARTER UNIT - LESSON 3 – VOCABULARY AND LISTENING (Pre- While – Post)
I. AIMS:
1. Language contents:

- Vocabulary:
2. Knowledge: By the end of the lesson, my students will be able to talk about timetables.
3. Skills:
-

Main skills

: reading and writing skills.

-

Sub skills

: speaking and listening skills.

4. Attitude: be confident to talk about timetables.
5. Competences:
-

Know how to ask and answer about timetables.

II. TEACHER'S AND STUDENTS' PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbooks, notebooks.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs, inductive grammar learning.
IV. PROCEDURES:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5')
●

Game : NOUGHTS AND CROSSES
-

-

-

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

-

Play the game in groups.

-

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

bag

pen

eraser

book

computer

phone

TV

pants

T-shirt

E.g.: Is this your bag?
Where are your pants? Mine are in

boxes and make sentences with those
words/ numbers. The group makes the
correct sentence will get an (O) or (X).
-

the washing machine.

Declare the winner group which has 3
Os or Xs on a horizontal, vertical, or
diagonal row.

II. PRE-LISTENING. T - Ss - T / Ss - Ss /
(10')
- Ask more questions to encourage students to
say more
“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.

-

Talk in front.

Suggested answers
Students' own answers

III. WHILE-LISTENING. T - Ss - T/ S - S/
Indiv. (18')
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.

Suggested answers
Subjects: Maths, History
Other Words: timetable, homework, test
-

Listen to the dialogue.

-

Complete the tables.

-

Add more words to the table

-

Check the answers with the teacher.

●
Activity 3: Check the meaning of the
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.
- Check the answer with the class.

Suggested answers:
-

Read the sentences.

1. room

-

Find the meaning of the words in blue
and choose the correct words.

2. teacher

-

Write sentences about their school.

4. homework

-

Check the answer with the teacher.

5. book

3. exams

6. timetables
 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.

-

Listen to the example.

-

Check the answers with the teacher.

Suggested answers
Students' own answers

IV. POST-LISTENING. T - Ss - T/ S - S /
Indiv. (10')
●
Activity 4: Further practice from Exercise 3
– USE IT!
- Ask students to work in pairs to ask and
answer questions about their timetables at
school.

- Work in pairs to ask and answer questions
about their timetables at school.

Suggested answers
Students' own answers.

- Ask some students to demonstrate in front.

- Demonstrate in front.

- Correct any errors.

- Make another timetables and present it in
front of the class.

- If there is time, ask students to make another
timetables and present it in front of the class.

V. Homework. (2')
-

Give homework.

-

Take notes

-

Learn by heart all structures.

-

Prepare: Lesson 4 – Language
Focus

V. REFLECTION:
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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:
- Vocabulary: revision

- 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:
-

Main skills

: reading and writing skills.

-

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.

II. TEACHER'S AND STUDENTS' PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and group work.
IV. PROCEDURES:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5')

Example:

Game “THE MEMORY CIRCLE”
- Ask students to stand up, in a circle, and start
- Play the game.
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.

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 some
students in the class.

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 - Look at the examples from the Suggested answer:
the he/ she/ it forms of the words in bold.
dialogue on page 8 to find the he/
The he/ she/ it forms of have got are has
she/ it forms of the words in bold.
- Call out some students to answer.
got.
- Check the answers with the teacher.
 Activity 2: (5')
Look at the photos. Complete the sentences
with the correct forms of have got.
- Ask students to look at the photos and complete - Look at the photos and complete
the sentences with the correct forms of have got. the sentences with the correct forms
of have got.
- Check the answers with class.
- Check the answers with the
teacher.

Suggested answer:
1. hasn't got
2. has got
3. have got
4. have got
5. have got
6. has got

 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.

Suggested answer:
- Write six questions with the correct

Students' own answers

- 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.

forms of have got and the words in
the boxes.
- Ask and answer in pairs

- Complete the sentences.
- Check with the teachers.

Suggested answer:
1. is
2. are
3. are there
4. are

 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.
- Check with the class.

Suggested answer:

- Complete the quiz with the correct
answers.

1. are there

- Check with the teacher.

2. Is there
3. Are there
4. Are there
5. Is 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.
- Check with the teacher.

Suggested answer:
1. are

- Check with the class.

2. is
3. are
4. are not
5. has got
6. have got
7. are
8. is

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.
- Check with the teacher.

V. Homework. (2')
- Give homework.

Suggested answer:
Students' own answers

V. Homework
- Take notes.

- Learn by heart all structures.
- Prepare UNIT 1.

V. REFLECTION:

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