Planning date:
Teaching date:
PERIOD 55

UNIT 7: TRAFFIC
LESSON 1: GETTING STARTED –
MEETING IN THE SCHOOL YARD

I. OBJECTIVES: By the end of this unit, students will be able to gain the following
things:
1. Knowledge:
- An overview about the topic Traffic
- Vocabulary to talk about means of transport
+ Pronunciation:
+ Vocabulary: Use the words about means of transport.
1.cycle (v) /ˈsaɪkl/: đạp xe
2.traffic jam (n.phr.) /ˈtræfɪk dʒæm/: tắc đường
3.cross the road (v.phr.) /krɒs ðə rəʊd/: băng qua đường
4.rush hour (n.phr.) /ˈrʌʃ aʊə(r)/: giờ cao điểm
+ Grammar:
2. Competence:
a) General competencies:
- Students will be able to know more words and phrases about means of transport.
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- Sts can introduce themselves or one another fluently.
3. Qualities: The love of traffic; The awareness about importance of trafffic; Be ready to
talk about means of transport; Know some daily activities in the street.
- Develop self-study skills.
II. PREPARATIONS
Teacher: Grade 7 text book, laptop, TV, pictures and realia, Computer connected to
the Internet, Sach mem.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE:
In each activity, each step will be represented as following:
* Task delivering
** Task performance
*** Report and discussion
**** Judgement
Activity 1. WARM UP (5'-IW, GW)
* Aim:
- To activate students' knowledge on the topic of the unit
1

- To enhance students' skills of cooperating with team mates
* Content: Miming game
* Product: Having a chance to speak English and focus on the topic of the
lesson.
* Implementation: Teacher's instructions…
Teacher's & Student's activities
Content
Miming game
* Teacher gives instructions
** In groups, Ss
- One of the students in the group go to
the board.
- Teacher secretly show 1 picture of a
mean of transport to that student.
He/She has to mime the picture and the
other has to guess. Of course the other
groups will also be allowed to guess.
- take turns go to the board until finish
all the pictures.
**** Teacher checks and corrects if Ss
pronounce the words incorrectly.
Activity 2. KNOWLEDGE FORMATION (15'- PW, IW)
* Aim:
- To help students use key language more appropriately before they read and
listen.
- To get students interested in the topic
- To set the context
- To help Ss understand the main idea of the text
* Content: Teach some new words, some action verbs go with nouns.
* Product: Ss learn how to use them.
* Implementation: Teacher's instructions…
Teacher's & Student's activities
Content
Task 1. Listen and read.
Task 1. Listen and read.
* T asks Ss to look at the photos and
Vocabulary:
answer the question
- cycle (v) /ˈsaɪkl/: đạp xe
1. What is he doing?
- traffic jam (n.phr.) /ˈtræfɪk dʒæm/:
tắc đường
- cross the road (v.phr.) /krɒs ðə
rəʊd/: băng qua đường
- rush hour (n.phr.) /ˈrʌʃ aʊə(r)/: giờ
cao điểm
2. What is this?

2

3. What are they doing?

4. Which time of the day usually has
traffic jam?

** Ss say the words.
**** Teacher shows and says the
words aloud and asks Ss to repeat
them.
* Teacher asks Ss to translate the word
into Vietnamese.
Concept check: Slap the board
Task 1. Exercise 2 (p.74):
* Teacher asks Ss to look at the picture
(p.73), answer the question:
+ Where are they?
Read the conversation again and
choose the correct answer:
1. How does Lan often go to school?
A. By bicycle.
B. By motorbike.
C. On foot.
2. It normally takes Lan ___ to get to
school.
A. two minutes
B. ten minutes
C. twenty minutes
3. Lan and Mark agree to go cycling
______.
A. tomorrow
B. every day
C. at the weekend

Task 1. Exercise 2 (p.74):
1. How does Lan often go to school?
A. By bicycle.
B. By motorbike.
C. On foot.
2. It normally takes Lan ___ to get to
school.
A. two minutes
B. ten minutes
C. twenty minutes
3. Lan and Mark agree to go cycling
______.
A. tomorrow
B. every day
C. at the weekend

3

** Ss work out and answer questions
in pairs.
*** Ss share their answers as a whole
class.
**** T asks them to read and listen to
the conversation to check their
answers. T encourages students to
explain where they have found the
answers from the conversation.
Activity 3. PRACTICE (15'-IW, PW, GW)
* Aim:
- To practise reading and listening for specific information
- To practise scanning
- To develop Ss' knowledge of vocabulary
- To help Ss deeply understand the text
- To practise reading for details
- To practise scanning and intensive reading
* Product: Students' answers.
* Implementation:
Teacher's Student's activities
Content
Task 2: Exercise 3 (p.74): Write one Task 2: Exercise 3 (p.74): Write one
word from the conversation to
word from the conversation to
complete each sentence.
complete each sentence.
1. Last Sunday afternoon, Lan ______ 1. Last Sunday afternoon, Lan ______
round the lake near her home.
round the lake near her home.
2. Mark says to Lan: “You ______ be 2. Mark says to Lan: “You ______ be
careful, especially when you cross
careful, especially when you cross
the road.
the road.
3. Traffic ______ are a problem in big 3. Traffic ______ are a problem in big
cities.
cities.
4. – ______ does your mum go
4. – ______ does your mum go
shopping?
shopping?
– She often walks.
– She often walks.
5. This road is very ______ during the 5. This road is very ______ during the
rush hours.
rush hours.
* Teacher asks Ss to work individually Answers
to read and listen to the conversation
1. cycled
2. should
3.
and find the words and phrases and
jams
4. How
5.
then share their answers with their
crowded
partners who sit next to them. (peer
check)
** Ss do exercise 3 individually
*** Ss share and discuss with their
partners to write all words/ phrases
down on the notebooks.
4

**** Teacher corrects their answers as
a class.
Task 4: Look at the pictures and
write a word under each.

Task 4: Look at the pictures and
write a word under each.

*** Teacher nominates Ss to read the
words aloud and
**** Teacher checks and gives the
correct answers.

Suggested answers:
1. bicycle
2. car
3. bus
4. motorbike
5. plane/air-plane
6. train
7. boat
8. ship

Activity 4. APPLICATION (7'-IW, PW, GW)
* Aim:
- To help Ss practising talking about how they go to school
- To practise team working
- To give students authentic practice in using target language
* Content: Write your friends' names.
* Product: Students' dialogues.
* Implementation: Teacher's instructions
Task 5: Find someone who … Write Task 5: Find someone who … Write
your friends' names in the blanks.
your friends' names in the blanks.
Then report to the class
Then report to the class
* Teacher gives Ss clear instructions in
order to make sure Ss can do the
survey effectively.
- ask students to look at the survey and
think of the needed structures to ask
their friends.

* Suggested answer:
1. Me: Do you never go to school by
5

bus?
Lan: Yes, I do.
2. Me: Do you usually walk to
school?
+ Students goes around the class and
Minh: Yes, I do.
ask at least 20 classmates and ask them 3. Me: Do you never travel by plane?
(Do you usually walk to school? Have Mark: Yes, I do.
you ever gone to school by bus?…)
4. Me: Do you sometimes goes to
- observer Ss while they are role
school in a car?
playing, note their language errors
An: Yes, I do.
** Ss do as instructed
5. Me: Do you cycles for exercise
**** Teacher gives Ss feedback.
every day?
- choose some useful or excellent
Peter: Yes, I do.
words/ phrases/ expressions/ word
choices Ss have used to suggest other
usually walks to school Minh
students use them
- choose some typical errors and
correct as a whole class without
never goes to school by Lan
nominating the students' names
bus

* Wrap up
To help Ss memorise the target
language and skills that they have
learned.

* Homework:
-Ttalk about the traffic in your
neighbourhood
- Exercises in the workbook

cycles for exercise
every day

Peter

never travels by plane

Mark

sometimes goes to
school in a car

An

* Wrap up
- Vocabulary of traffic and means of
transport.
- Reading for specific information and
details
- Scanning
* Homework:
-Ttalk about the traffic in your
neighbourhood
- Exercises in the workbook

6

Planning date:
Teaching date:
PERIOD 56

UNIT 7: TRAFFIC
LESSON 2: A CLOSER LOOK 1

I. OBJECTIVES: By the end of this unit, students will be able to gain the following
things:
1. Knowledge:
- Vocabulary about the verbs to use means of transport
- Vocabulary to read the road signs.
- Pronunciation: /aɪ/ and /eɪ/
+ Pronunciation: - Pronunciation: /aɪ/ and /eɪ/
+ Vocabulary: Use the words about means of transport.
5.road sign (n.phr.) /ˈrəʊd saɪn/: biển báo giao thông
6.cycle lane (n.phr.) /ˈsaɪkl leɪn/: đường đi riêng cho xe đạp
7.traffic light (n.phr.) /ˈtræfɪk laɪt/: đèn giao thông
+ Grammar:
2. Competence:
a) General competencies:
- Students will be able to know more words and phrases about means of transport.
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- Sts can introduce themselves or one another fluently.
3. Qualities: The love of traffic; The awareness about importance of trafffic; Be ready to
talk about means of transport; Know some daily activities in the street.
- Develop self-study skills.
II. PREPARATIONS
7

Teacher: Grade 7 text book, laptop, TV, pictures and realia, Computer connected to
the Internet, Sach mem.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE:
In each activity, each step will be represented as following:
* Task delivering
** Task performance
*** Report and discussion
**** Judgement
Activity 1. WARM UP (5'-IW, GW)
* Aim:
- To activate students' knowledge on the topic of the unit
- To enhance students' skills of cooperating with team mates
* Content: JUMBLED WORDS
* Product: Having a chance to speak English and focus on the topic of the
lesson.
* Implementation: Teacher's instructions…
Teacher's & Student's activities
Content
JUMBLED WORDS
JUMBLED WORDS
* Teacher gives instructions
Answers:
** In groups of 5, Ss will be given a
1- otba -> boat
small white board and marker.
2- itanr -> train
- Teacher show the jumbled words
3- npeilapra -> airplane
onto the screen one by one
4- rsotrpca -> sport car
- Students work in groups to make the 5- otmiroekb -> motorbike
correct words and write down onto the
small boards. When they finish, they
hold it up to show their answers to
teacher.
- take turns to write until finish all the
words.
1- otba ->
2- itanr ->
3- npeilapra ->
4- rsotrpca ->
5- otmiroekb ->
**** Teacher checks and corrects if Ss
write the words incorrectly.
Activity 2. KNOWLEDGE FORMATION (15'- PW, IW)
* Aim:
To help students use key language more appropriately
* Content: Teach some new words, some action verbs go with nouns.
* Product: Ss learn how to use them.
* Implementation: Teacher's instructions…
Teacher's & Student's activities
Content
8

Vocabulary
* T asks Ss to look at the photos and
answer the question
1. What are they?

Vocabulary
- road sign (n.phr.) /ˈrəʊd saɪn/: biển
báo giao thông
- cycle lane (n.phr.) /ˈsaɪkl leɪn/:
đường đi riêng cho xe đạ
- traffic light (n.phr.) /ˈtræfɪk laɪt/: đèn
giao thông

2. What is this?

3. What is this?

** Ss say the words.
*** Other Ss correct if the previous
answers are incorrect.
**** Teacher shows and says the
words aloud and asks Ss to repeat
them.
* Teacher asks Ss to translate the word
into English
** Ss says the word
Activity 3. PRACTICE (15'-IW, PW, GW)
* Aim:
- To practise identifying the meanings of road signs.
- To develop Ss' knowledge of vocabulary.
- To help Ss deeply understand how to read the road signs
- To practise the targetted language in life context.
* Product: Students' answers.
* Implementation:
Teacher's Student's activities
Content
9

Task 2: Exercise 3 (p.74): Look at
these road signs. Then write the
correct phrases under the signs.

Task 2: Exercise 3 (p.74): Look at
these road signs. Then write the
correct phrases under the signs.

* Teacher asks Ss to look at the road
signs and guess their meanings. Then
work and share their answers with their
partners who sit next to them. (peer
check)
** Ss do exercise 3 in pairs.
*** Ss share and discuss with their
partners to write all words/ phrases
down on the books.
**** Teacher corrects their answers as
a class.

Answers
1. traffic lights
2. Hospital
ahead
3. No right turn
4. cycle lane
5. School ahead
6. No cycling

Task 3: Work in pairs. Take turns to
say which of the signs in 2 you see on
the way to school.
* Teacher gives suggestions and asks
students to share their sentences.
*** Teacher nominates Ss to say the
sentences aloud
**** Teacher checks and gives the
corrections if they have mistakes.

Task 3: Work in pairs. Take turns
to say which of the signs in 2 you
see on the way to school.
A: On the way to school, there are
many bicycles on the roads, so I see a
“Cycle lane” sign.
B: On the way to school, I see a
“school ahead” sign.
A: On the way to school, there is no
bicycle on the road, so I see a “No
cycling” sign.
B: On the way to school, I see in a
traffic light a “not turn right” sign.

Activity 4. APPLICATION (7'-IW, PW, GW)
* Aim:
- To help Ss identify the and classify the sounds
- To give students authentic practice in using pronouncing sounds in common
10

words
* Content: using pronouncing sounds in common words
* Product: Students'work.
* Implementation: Teacher's instructions
Task 4: Listen and repeat. Pay
Task 4: Listen and repeat. Pay
attention to the sounds /aɪ/ and /eɪ/.
attention to the sounds /aɪ/ and /eɪ/.
* Teacher gives Ss time to listen and
practice pronouncing the sounds
/aɪ/
/eɪ/
individually and words.
cycle  /ˈsaɪ.kəl/
sail /seɪl/
fly /flaɪ/
train /treɪn/
fine /faɪn/
plane /pleɪn/
sign /saɪn/
station /
motorbike  /
ˈsteɪ.ʃən/
ˈməʊ.tə.baɪk/
pavement /
ˈpeɪv.mənt/

Task 5: Underline the words with
the sound /aɪ/ and circle the words
with the sound /eɪ/. Then listen,
check and repeat
** Ss do as instructed
**** Teacher gives Ss feedback.
- choose some common
mispronounced words that contain the
sounds and suggest students practise
using them.
- choose some typical errors and
correct as a whole class.

Task 5: Underline the words with
the sound /aɪ/ and circle the words
with the sound /eɪ/. Then listen,
check and repeat
Lời giải chi tiết:
1. The bus station is far
from my house
2. Remember
to ride your bike carefully.
3. We must obey traffic rules for our
safety.
4. You have to get there in time for
the train.
5. Don't ride on the pavement.
/aɪ/
my /maɪ/
ride /raɪd/
bike /baɪk/
time /taɪm/

* Wrap up
To help Ss memorise the target
language and skills that they have
learned

/eɪ/
obey /əʊˈbeɪ/
station /ˈsteɪ.ʃən/
pavement /
ˈpeɪv.mənt/

* Wrap up
- Vocabulary of verbs and road signs
- Pronuciation : /aɪ/ and /eɪ/
- Scanning
11

* Homework:
- Exercises in the workbook

Planning date:
Teaching date:
PERIOD 57

* Homework:
- Exercises in the workbook

UNIT 7: TRAFFIC
LESSON 3: A CLOSER LOOK 2

I. OBJECTIVES: By the end of this unit, students will be able to gain the following
things:
1. Knowledge:
Know how to use:
- It to indicate distance
- should and shouldn't
+ Pronunciation:
+ Vocabulary: Use the words about means of transport.
+ Grammar:
Structure
Examples
1. It to indicate distance
It is 4 kilometers from my house to
school.
2. should
We should eat more vegetables and
fruits.
3. shouldn't
You shouldn't stay up late everyday.
12

2. Competence:
a) General competencies:
- Students will be able to know more words and phrases about means of transport.
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- Sts can introduce themselves or one another fluently.
3. Qualities: The love of traffic; The awareness about importance of trafffic; Be ready to
talk about means of transport; Know some daily activities in the street.
- Develop self-study skills.
II. PREPARATIONS
Teacher: Grade 7 text book, laptop, TV, pictures and realia, Computer connected to
the Internet, Sach mem.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE:
In each activity, each step will be represented as following:
* Task delivering
** Task performance
*** Report and discussion
**** Judgement
Activity 1. WARM UP (5'-IW, GW)
* Aim:
- To activate students' knowledge on the topic of the unit
To enhance students' skills of cooperating with team mates
* Content: SLAP THE BOARD
* Product: Having a chance to speak English and focus on the topic of the
lesson.
* Implementation: Teacher's instructions…
Teacher's & Student's activities
Content
SLAP THE BOARD
SLAP THE BOARD
* Teacher gives instructions and sticks Answers:
some road signs pictures onto the
1- Cycle lane
board.
2- School ahead
** In 2 group, Ss will choose 1 student 3- No cycling
in each group to go to the board.
4- No right turn
- Teacher says a road sign message.
5- Schools ahead
- Student quickly run and slap onto the
correct road signs.
- Students take turns until finish all of
the signs.
**** Teacher checks and corrects if Ss
pronounce the signs incorrectly.
13

Activity 2. KNOWLEDGE FORMATION (15'- PW, IW)
* Aim:
To introduce students the form of the key grammar and how to use them
appropriately
* Content: Teach some new words, some action verbs go with nouns.
* Product: Ss learn how to use them.
* Implementation: Teacher's instructions…
Teacher's & Student's activities
Content
IT INDICATING DISTANCE
IT INDICATING DISTANCE
- Teacher says: “This lesson today is
going to tell you about “it indicating
distance”
* Teacher draws students' attention to
the grammar point and the example
- What does the sentences tell us
about?
Answer: Distance from his/her
house to the bus stop
- What is the structure using in the
sentence?
Answer: It be (about) + distance
from A to B.

* Teacher asks Ss:
- What does the sentences tell us
about?
Answer: Distance from his/her house
to the bus stop
- What is the structure using in the
sentence?
Answer: It be (about) + distance
from A to B.
** Ss read the grammar explicit and
study the example.
*** Ss may discuss within groups/pairs
before answering.
**** Teacher shows and says the
sentences aloud and asks Ss to make
similar sentences.
Activity 3. PRACTICE (15'-IW, PW, GW)
* Aim:
- To get students interested in the topic
- To set the context
- To help Ss understand the main idea of the text
- To practise asking and answering about distance.
- To practise the using should and shouldn't.
* Product: Students' answers.
* Implementation:
Teacher's Student's activities
14

Content

Task 1. Ex 1: Write sentences with
It. Use these cues.
* Teacher asks Ss to look at the
example and the task.
** Ss work out and answer questions
individually.
*** Ss share their answers in pairs.
**** T asks them to to check their
answers.
* Then tell share them to share their
sentences as a whole in class and
correct for them.

Task 1. Ex 1: Write sentences with
It. Use these cues.

Answers:
1- It is 700m from my house/home to
the Youth club.
2- It is 5 kilometres from my village
to the nearest town.
3- It is about 120 km from Ho Chi
Minh city to Vung Tau.
4- It is 384,400 km from the Earth to
the Moon.
5- It is not very far from Hanoi centre
to Noi Bai airport.
Task 2: Exercise 2: Work in pairs.
Ask and answer questions about
distances in your neighbourhood

Task 2: Exercise 2: Work in pairs.
Ask and answer questions about
distances in your neighbourhood
* Teacher asks Ss to look at the
example and identify the structure of
the question: How far is it from … to
…?
Then work with their partners who sit
next to them to make similar
conversations.
** Ss do exercise 2 in pairs.
*** Ss write all conversations down on
the notebooks.
**** Teacher corrects their answers as
a class.
Suggested answer:
A: How far is it from your home to
your school?
B: It's about 3 kilometers from my
home to my school.
15

A: How far is it from your school to
the station?
B: It's about 1 kilometer from my
school to the station.

Task 3: Choose the correct option in
brackets.
* Teacher draws students attention to
the remember box. Teacher asks them
to study the examples and identify the
structure: S + should/shouldn't + Vinf
* Teacher gives suggestions and asks
students to make some similar
sentences using the structures.
*** Teacher nominates Ss to read
aloud the sentences.
**** Teacher checks and gives the
corrections if they have mistakes.

Task 3: Choose the correct option
in brackets.
Structure: S + should/shouldn't +
Vinf

* Answer:
1. That's an interesting book.
You should read it.
2. You nearly fell off your bike! You
really should be more careful.
3. We shouldn't go swimming right
after eating.
4. I think that he should eat less. He's
becoming overweight.
5. There are a lot of cars out today.
He shouldn't drive so fast.
Task 4: Complete each sentence,
using should / shouldn't.

Task 4: Complete each sentence,
using should / shouldn't.

16

* Teacher gives Ss time to do the
exercise individually and peer check
with their partner.
*** Teacher nominates Ss to read
aloud the sentences.
**** Teacher checks and gives the
corrections if they have mistakes.

Answers:
1- shouldn't
2- should
3- shouldn't
4- should
5- should
6- shouldn't

Activity 4. APPLICATION (7'-IW, PW, GW)
* Aim:
- To practise the using should and shouldn't.
* Content: Using should and shouldn't.
* Product: Students'work.
* Implementation: Teacher's instructions
Task 5: Look at the pictures. Make
Task 5: Look at the pictures. Make
sentences, using should / shouldn't
sentences, using should / shouldn't
and the cues
and the cues

17

** Ss do as instructed
**** Teacher gives Ss feedback.
- choose some common mistakes and
suggest students how to avoid them.
- choose some typical errors and
correct as a whole class
* Wrap up
To help Ss memorise the target
language and skills that they have
learned
* Homework:
- Exercises in the workbook

Answers:
1- He shouldn't waste water.
2- They should wear their helmets.
3- She should be more careful.
4- They shouldn't play football on the
pavement.
5- They shouldn't ride their bikes
dangerously.
* Wrap up
- It indicating distance
- Should/shouldn't
- Scanning
* Homework:
- Exercises in the workbook

18

Planning date:
Teaching date:
PERIOD 58

UNIT 7: TRAFFIC
LESSON 4: COMMUNICATION

I. OBJECTIVES: By the end of this unit, students will be able to gain the following
things:
1. Knowledge:
- Learn how to ask and answer about means of transport and some strange traffic rules.
- Practise using some grammar points and vocabulary related to the topic.
+ Pronunciation:
+ Vocabulary: Use the words about means of transport.
+ Grammar:
2. Competence:
a) General competencies:
- Students will be able to know more words and phrases about means of transport.
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- Sts can introduce themselves or one another fluently.
3. Qualities: The love of traffic; The awareness about importance of trafffic; Be ready to
talk about means of transport; Know some daily activities in the street.
- Develop self-study skills.
II. PREPARATIONS
Teacher: Grade 7 text book, laptop, TV, pictures and realia, Computer connected to
the Internet, Sach mem.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE:
In each activity, each step will be represented as following:
* Task delivering
** Task performance
*** Report and discussion
**** Judgement
Activity 1. WARM UP (5'-IW, GW)
* Aim:
To introduce the lesson.
To lead in the lesson.
* Content: BRAINSTORMING
19

* Product: Having a chance to speak English and focus on the topic of the
lesson.
* Implementation: Teacher's instructions…
Teacher's & Student's activities
Content
Game: BRAINSTORMING
Suggested answers:
Motorbike, bicycle, train, bus, plane,
helicopter,…
HOW DO YOU GO TO
SCHOOL?

* Teacher divides class into 2 teams
and asks them to think of “MEANS
OF TRANSPORTS” (even the
strangest ones).
** Ss have 1 min to think of the words
related to the topic or they can
discuss with their partners.
*** Each member from each team turn
by turn run to the board and write one
word.
**** Teacher corrects their answers.
- The team which has more correct
words will be the winner.
- Teacher leads students into the lesson
by telling what they are going to learn:
“We are going to learn how to ask and
answer about means of transport and
some strange traffic rules”.
Activity 2. KNOWLEDGE FORMATION (15'- PW, IW)
* Aim:
To let students know the structure to ask and answer about means of transport.
* Content: * EVERYDAY ENGLISH - Ask and answer about means of
transport.
* Product: Ss learn how to use them.
* Implementation: Teacher's instructions…
Teacher's & Student's activities
Content
Task 1: Listen and read the
Task 1: Listen and read the
conversation, paying attention to
conversation, paying attention to
the highlighted parts.
the highlighted parts.
* Teacher plays the record for SS to
listen and read the conversation about
means of transport. .
** Ss listen and practice saying with
their partners.
*** Teacher calls some pairs to read
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aloud.
**** Teacher corrects pronunciation if
needed.
* Teacher asks Ss to pay attention to
the highlighted parts and asks them
some questions to elicit the new
structure:
- Which tense do we use to ask and
answer?
- Which question word do we use?
- …..
** Ss answer teacher's questions to
find out new structure to ask anad
answer about means of transport to
travel to places
*** Some students give the new
structure to the teacher.
**** Teacher corrects and writes on
the board.

 Structure:
to ask:
- How do/does + S + go to …?
to answer:
- S + go/goes by …
-S+V

Activity 3. PRACTICE (15'-IW, PW, GW)
* Aim:
To help students practise on how to ask and answer about means of transport.
To provide students with more knowledge about strange traffic rules and help
them practice the skill of listening for details.
* Product: Students' answers.
* Implementation:
Teacher's Student's activities
Content
Task 2: Work in pairs. Take turns to Task 2: Work in pairs. Take turns
ask and answer about the means of
to ask and answer about the means
transport your family members use of transport your family members
every day.
use every day.
* Teacher has SS look at the situation
Suggested answers:
in Ex 2 to make similar dialogue:
A: How does your father go to
** Ss work in pairs to make similar
school?
dialogue.
B: He usually drives his car but
*** Teacher calls some pairs to present
sometimes he goes by bus. How
it in front of the class.
about your father?
**** Teacher gives feedback and some A: He walks because we live near his
comments.
office.
* STRANGE TRAFFIC RULES
Task 3: Which countries below keep
to the left? Tick the correct answers.

* STRANGE TRAFFIC RULES
Task 3: Which countries below
keep to the left? Tick the correct
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answers.
1. The United
Kingdom
2. The United
States of
America
3. Australia
4. Thailand
5. China

v

v
* Teacher asks Ss to discuss in pairs
v
and tick.
** Ss so the task in pairs
Task 4: Listen and check your
answers in 3. Then listen again and
Task 4: Listen and check your
complete the sentence with no more answers in 3. Then listen again and
than THREE words.
complete the sentence with no more
* Teacher plays the recording twice.
than THREE words.
*** Teacher calls some Ss to give their Answer key:
answer and explain it.
- United Kingdom, Australia
**** Teacher let Ss listen and
- same traffic rules/regulations
confirms the correct answers.
Answer key: - United Kingdom,
Australia
- same traffic
rules/regulations
Activity 4. APPLICATION (7'-IW, PW, GW)
* Aim:
To help students know more about traffic rules around the world.
* Content: Discuss which one do is the strangest rule?
* Product: Students'work.
* Implementation: Teacher's instructions
Task 5: Read, discuss which one do
Task 5: Read, discuss which one do
is the strangest rule?
is the strangest rule?

22

* Teacher has students work in groups
to discuss which one they find
strangest.
** Ss work in groups.
*** 2-3 groups share their ides
**** Teacher encourages students to
add more if they know.

In my opinion, the strangest traffic
rule is a man in Thailand has to wear
a shirt or T-shirt while driving I just
can't figure out why people have set
that rule.
I know another strange traffic rule
which prevents you from driving on
Mondays if your number plate ends in
a 1 or 2 in Manila, Philippines.

* Wrap up
- To consolidate what students have

* Wrap up
Teacher asks students to talk about
23

learnt in the lesson.
* Homework:
- Exercises in the workbook.
- To prepare for the next lesson:
Skills 1.

what they have learnt in the lesson.
* Homework:
- Exercises in the workbook
- To prepare for the next lesson:
Skills 1.

Planning date:
Teaching date:
PERIOD 59

UNIT 7: TRAFFIC
LESSON 5: SKILLS 1
I. OBJECTIVES: By the end of this unit, students will be able to gain the following
things:
1. Knowledge:
+ Reading:
- Read for specific information about some rules about road safety
+ Speaking:
- Talk about how to avoid traffic accidents.
+ Pronunciation:
+ Vocabulary: Use the words about means of transport.
- pedestrian (n) /pəˈdestrēən/: người đi bộ
- passenger (n) /ˈpasinjər/: hanh khách
- (to) obe...