Week
19

Perio
d
58

Date of preparation

Class

Date of teaching

02/01/2024

7A1
7A2

09/01/2024
09/01/2024

adjus
t

UNIT 7: TRAFFIC
Lesson 1: Getting started – Meeting in the school yard

I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- An overview about the topic Traffic
- Vocabulary to talk about means of transport
2. Core competence
- Use some words related to the topic Traffic; ask and answer about some means of
transport.
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop awareness of travelling in town/city
- Be concerned to the local traffic
- Establish good habits in obeying traffic rules
II. MATERIALS
- Grade 7 textbook, Unit 7, Getting started
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES: (STAGES)
Activity 1: Warm-up (5')
* Aim: To activate students' knowledge on the topic of the unit.
To enhance students' skills of cooperating with team mates.
* Content: Miming game
* Products: Students guess words correctly.
* Organization of implementation:
Teacher's and Ss'activities
Content
*Warm up: T –Ss (Team work)
* Warm up: Miming game
* Teacher gives instructions
Ex: cycle (ride a bike)
** 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.

1

- take turns go to the board until
finish all the pictures.
**** Teacher checks and corrects
if Ss pronounce the words
incorrectly.
* Lead in: Teacher ues the picture
and asks Ss questions to lead in
the new lesson.
Activity 2: Presentation (7')
Pre teach vocabulary
* Aim: To introduce the vocabulary appearing in the text.
* Content: Learn some vocabularies related to the topic.
* Products: Students read and understand the meaning of vocab.
Students know how to to play the game “what and where”
* Organization of implementation
Teacher's and Ss'activities
Content
T-Ss
* Vocabulary
* T asks Ss to look at the photos
and answer the question
** Ss say the words.
***Teacher shows and says the
words aloud and asks Ss to repeat - cycle (v) /ˈsaɪkl/: đạp xe
them.
- traffic jam (n.phr.) /ˈtræfɪk dʒæm/: tắc đường
* *** Teacher asks Ss to translate - cross the road (v.phr.) /krɒs ðə rəʊd/: băng qua
the word into Vietnamese.
đường
Concept check: Slap the board
- rush hour (n.phr.) /ˈrʌʃ aʊə(r)/: giờ cao điểm
* Checking vocab: < Slap the board >
Activity 3: Practice (23')
Lead-in/ pre-read and listen
Task 1+Task 2
* Aims: - To get students interested in the topic; To set the context
- To help Ss understand the main idea of the text
* Content: Listen and read the conversation, choose the correct answer A, B, or C.
* Products: Students read and understand content of the conversation.
Ss choose the answers correctly.
* Organization of implementation:
Teacher's and Ss'activities
Content
* Set the sences:
* Answer the questions:
T-Ss
Look at the picture and the
dialogue
a) Who are they in the dialogue?
b) Where are they?
a) They are Lan and Mark
b) They are at the schoolyard.
T-Ss, Ss-Ss, T-Ss
Task 1: Listen and read
Task 2: Read the conversation again and choose
* Teacher asks Ss to look at the
2

picture (p.73), answer the
the correct answer:
1. How does Lan often go to school?
question:
A. By bicycle.
** Ss work out and answer
B. By motorbike.
questions in pairs.
C. On foot.
*** Ss share their answers as a
2. It normally takes Lan ___ to get to school.
whole class.
A. two minutes
**** T asks them to read and
B. ten minutes
listen to the conversation to check C. twenty minutes
3. Lan and Mark agree to go cycling ______.
their answers. T encourages
A. tomorrow
students to explain where they
B. every day
have found the answers from the
C. at the weekend
conversation.
Controlled practice
Task 3
* Aims: - To practise reading and listening for specific information, To practise
scanning
- To develop Ss' knowledge of vocabulary
* Content: Write one word from the conversation to complete each sentence.
* Products: Students write correct words on the board. (work independently)
* Organization of implementation:
Teacher's and Ss'activities
Content
T-Ss, Ss-Ss, T-Ss
Task 3: Write one word from the conversation
* Teacher asks Ss to work
to complete each sentence.
individually to read and listen to
1. Last Sunday afternoon, Lan ______ round the
the conversation and find the
lake near her home.
words and phrases and then share 2. Mark says to Lan: “You ______ be careful,
their answers with their partners
especially when you cross
who sit next to them. (peer check) the road.
** Ss do exercise 3 individually
3. Traffic ______ are a problem in big cities.
*** Ss share and discuss with
4. – ______ does your mum go shopping?
their partners to write all words/
– She often walks.
phrases down on the notebooks.
5. This road is very ______ during the rush hours.
**** Teacher corrects their
* Answers
answers as a class
1. cycled
2. should 3. jams
4. How
5. crowded
Task 4
* Aims: To help Ss revise and develop the vocabulary about means of transport.
* Content: Look at the pictures and write a word under each.
* Products: Ss read each word correctly.
* Organization of implementation:
Teacher's and Ss'activities
Content
T – Ss
Task 4: Look at the pictures and write a word
*Teacher asks students to Look at under each.
the pictures and write a word
under each.
** Have Ss work in pairs and
3

write the means of transport under
the right pictures.
*** Then T lets Ss read each word
correctly.
**** Check and correct their
pronunciation.

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

Activity 4: Production (Less controlled practice) (5')
Task 5
* Aims: 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: Find someone who … Write your friends' names in the blanks. Then report
to the class.
* Products: Students write correct the adjectives words on the board.
* Organization of implementation:
Teacher's and Ss'activities
Content
T-Ss, Ss-Ss
Task 5: Find someone who … Write your
* Teacher gives Ss clear
friends' names in the blanks. Then report to
instructions in order to make sure the class
Ss can do the survey effectively.
- ask students to look at the survey
and think of the needed structures
to ask their friends.
+ Students goes around the class
and ask at least 20 classmates and
ask them
Eg: Do you usually walk to school?
- observer Ss while they are role
Have you ever gone to school by bus/…?
playing, note their language errors Do you ride a bike to school?
** Ss do as instructed
Do you ever travel by plane?
**** Teacher gives Ss feedback.
àYes, I do.
- choose some useful or excellent à No, never/notyet.
words/ phrases/ expressions/ word
choices Ss have used to suggest
other students use them
- choose some typical errors and
correct as a whole class without
nominating the students' names
Activity 5: Consolidation (3')
* Aim: To consolidate what students have learnt in the lesson.
* Content: Vocabulary of traffic and means of transport; read and understand content
4

of the conversation
* Products: Say aloud some words they remember from the lesson.
* Organization of implementation:
Teacher's and Ss' activities
Content
- Teacher asks students to talk
about what they have learnt in the
lesson.
- Ss work indepently

- Vocabulary of traffic and means of transport.
- Reading for specific information and details
- Scanning

- T reminds Ss to do homework
and prepare the new lesson.

- Learn all the new words by heart.
- talk about the traffic in your neighbourhood
- Prepare lesson 2 ( A closer look 1).

* Homework (2')
* Aim: To revise the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the
workbbook
* Products: Students' textbook and workbook
* Organization of implementation
Teacher's and Ss' activities
Content

*- Evaluation:
…………………………………………………………………………………………
…………………………………………………………………………………………
……………….............................................................................................................

Week
19

Perio
d
59

Date of preparation

Class

Date of teaching

02/01/2024

7A1

09/01/2024

adjus
t

5

7A2

09/01/2024

UNIT 7: TRAFFIC
Lesson 2: A closer look 1

I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- Vocabulary about the verbs to use means of transport
- Vocabulary to read the road signs.
- Pronunciation: /aɪ/ and /eɪ/
2. Core competence
-Describe / name all the road signs and know some kinds of signs: informative,
prohibitive, and warning
- Pronounce the sounds /aɪ/ and /eɪ/ correctly;
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop awareness of understanding the road signs and obeying the traffic rules.
II. MATERIALS
- Grade 7 textbook, Unit 7, A closer look 1.
- Computer connected to the internet
- Projector/ TV/ small boards, markers.
- sachmem.vn
III. PROCEDURES: (STAGES)
Activity 1: Warm-up (5')
* Aim: To activate students' prior knowledge and vocabulary related to the topic.
To lead in the lesson about vocabulary and pronunciation.
* Content: Game: JUMBLED WORDS
* Products: Ss make the correct words and write down onto the small boards.
* Organization of implementation:
Teacher's and Ss'activities
Content
Warm-up: T - Ss
Game: JUMBLED WORDS
* Teacher gives instructions
*Answers:
** In groups of 5, Ss will be given a small 1- otba -> boat
white board and marker.
2- itanr -> train
- Teacher show the jumbled words onto
3- npeilapra -> airplane
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.
**** Teacher checks and corrects if Ss
write the words incorrectly.
Activity 2: Presentation (5')
6

* Aim: To help students use key language more appropriately
* Content: Learn some vocabularies related to the topic.
* Products: Read and pronounce correctly and understand the meaning of words.
* Organization of implementation:
Teacher's and Ss'activities
Content
Pre teach vocabulary
* Teacher use different techniques to
teach vocab (pictures, situation, realia)
**Follow the seven steps of teaching
vacab.
*** Repeat in chorus and individually
**** Copy all the words
* Checking vocab: < Rub out and
remmember>

* Vocabulary
- road sign (n.phr.) /ˈrəʊd saɪn/: biển báo giao
thông
- cycle lane (n.phr.) /ˈsaɪkl leɪn/: đường đi riêng
cho xe đạp
- traffic light (n.phr.) /ˈtræfɪk laɪt/: đèn giao
thông
- crossroads /ˈkrɒsrəʊdz/: (n) ngã tư
- pavement /ˈpeɪvmənt/ = (n) Footpath: vỉa hè

Activity 3: Practice (20')
Task 1
* Aims: To revise / teach some collocations of a verb and a phrase related to the different
means of transport.
* Content: Match the words in A with the phrases in B.
* Products: Students give their answers exactly.
* Organization of implementation:
Teacher's and Ss'activities
Content
T - Ss
Task 1: Match the words in A with the
* Teacher asks Ss to look at the table
phrases in B.
(p.74), identify the form (verbs and
nouns – means of transport):
** Ss work out and answer questions
in pairs.
*** Ss share their answers as a whole
*Ans
class.
wers:
**** T asks them to to check their
1- C
2–A 3–B
4–E
5–D
My
father
taught
me
how
to
ride
a
bike.
answers.
_ Teacher asks students to make your - My father usually drives a car to work.
- I sometimes go on foot to school.
own sentences with these phrases.
Then tell share them to share their
sentences with a partner and correct
for them.
Task 2
* Aims: - To practise identifying the meanings of road signs.
- To develop Ss' knowledge of vocabulary
* Content: Write the correct phrases under the signs
* Products: Ss write the correct phrases under the signs correctly.

7

* Organization of implementation:
Teacher's and Ss'activities
T - Ss, Ss - Ss
* 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.

Content
Task 2: Look at these road signs. Then write
the correct phrases under the signs.

*Answers

1. traffic lights
3. No right turn
5. School ahead

2. Hospital ahead
4. cycle lane
6. No cycling

Task 3
* Aims: To give Ss practice in how to talk about road signs in real life.
* Content: Take turns to say which of the signs in 2 you see on the way to school.
* Products: Students say correct answers in front of the class.
* Organization of implementation:
Teacher's and Ss'activities
Content
T-Ss, Ss-Ss
Task 3: Work in pairs. Take turns to say
which of the signs in 2 you see on the way to
* Teacher gives suggestions and asks
school.
students to share their sentences.
A: On the way to school, there are crossroads, so
** Teacher nominates Ss to say the
I see several traffic lights.
sentences aloud
B: On my way to school, there is a school, so I
*** Ss say the sentences aloud.
see a “school ahead sign”.
**** Teacher checks and gives the
….
corrections if they have mistakes.
Activity 4: * PRONUNCIATION (10')
Task 4

* Aims: To teach Ss how to pronounce the sounds /aɪ/ and /eɪ/ and practise pronouncing
these sounds in words correctly.
* Content: Listen and repeat. Pay attention to the sounds /aɪ/ and /eɪ/.
* Products: Students pronounce words exactly.
* Organization of implementation:
Teacher's and Ss'activities
Content
* Presentation: T - Ss
* PRONUNCIATION
* First, T gives examples of the
Task 4: Listen and repeat. Pay attention to
sounds /ai/ and /ei/. Ask Ss to observe the sounds /aɪ/ and /eɪ/.
the T's mouth when pronouncing the
* Suggested answers:
two sounds.
/aɪ/
/eɪ/
** Then let Ss practise the sounds /aɪ/
8

and /eɪ/ together.
***Play the recording and ask Ss to
listen to these words and repeat.
****Correct their pronunciation. Play
the
recording as many times as necessary.

cycle /ˈsaɪ.kəl/
fly /flaɪ/
fine /faɪn/
sign /saɪn/
motorbike  /ˈməʊ.tə.baɪk

sail /seɪl/
train /treɪn/
plane /pleɪn/
station /ˈsteɪ.ʃən /
pavement /ˈpeɪv.mənt /

Task 5
* Aims: -To help Ss pronounce the sounds /aɪ/ and /eɪ/ correctly in context;
-To help Ss differentiate the sounds /aɪ/ and /eɪ/.
* Content: Underline the words with the sound /aɪ/ and circle the words with the sound
/eɪ/. Then listen, check and repeat.
* Products: Students underline the words and read the words exactly.
* Organization of implementation:
Teacher's and Ss'activities
Content
T - Ss, Ss-Ss
Task 5: Underline the words with the
* Have Ss quickly read the sentences
sound /aɪ/ and circle the words with the sound
and underline the words with the
/eɪ/. Then listen, check and repeat
sound /ai/ and circle the words with
the sound /ei/.
**Then play the recording for Ss to
listen and check what they have done.
***Have them work in pairs to
compare their answers. Check Ss'
answers as a class.
- Play the recording again. Let Ss
listen and repeat sentence by sentence.
Tell them to pay attention to the words
with the sounds /ai/ and /ei/.
**** Teacher gives Ss feedback.
- choose some typical errors and
correct as a whole class
Activity 5: Consolidation (3')
* Aim: To help Ss memorise the target language and skills that they have learned.
* Content: Vocab and how to pronounce the sounds /aɪ/ and /eɪ/
* Products: Say aloud what they remember from the lesson
* Organization of implementation:
Teacher's and Ss' activities
Content
T - Ss
Teacher asks students to talk about
what they have learnt in the lesson

- Vocabulary of verbs and road signs
- Pronuciation: /aɪ/ and /eɪ/

* Homework (2')
* Aim: To revise the lesson and prepare for the next lesson.
* Content: Revise Vocabulary and find 5 more words with /aɪ/ and 5 more words with
/eɪ/.

9

* Products: Students' textbook and workbook
* Organization of implementation
Teacher's and Ss' activities
- T reminds Ss to do homework and
prepare the new lesson.

Content

- Learn all the new words by heart.
- Do exercises in the workbook.
- Find 5 more words with /aɪ/ and 5 more words
with /eɪ/.
- Prepare lesson 3 ( A closer look 2)..

*- Evaluation:
…………………………………………………………………………………………
…………………………………………………………………………………………
………………................................................................................................................

Week
19

Perio
d
60

Date of preparation

Class

Date of teaching

02/01/2024

7A1
7A2

09/ 01/ 2024
11/ 01/ 2024

adjus
t

UNIT 7: TRAFFIC

10

Lesson 3: A closer look 2
I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
Know how to use:
- It to indicate distance
- should and shouldn't
2. Core competence
- Ask and answer questions about distances;
- Know to use “should/shouldn't”to give advice;
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop awareness of understanding the road signs and obeying the traffic rules.
II. MATERIALS
- Grade 7 textbook, Unit 7, A closer look 2.
- Computer connected to the internet
- Projector/ TV/ pictures.
- sachmem.vn
III. PROCEDURES: (STAGES)
Activity 1: Warm-up (5')
* Aim: -To activate students' knowledge on the topic of the unit
-To enhance students' skills of cooperating with team mates
* Content: * Game: Pelmanism
* Products: Students plays in groups and choose two cards exactly.
* Organization of implementation:
Teacher's and Ss'activities
Content
Warm up (group work)
* Game: Pelmanism
* Teacher divides the class into two
teams and gives instructions the game
*T assk each group to choose two cards
in turn.
Flip the two selected student cards, if
they match exactly, they will get 1 mark. * Answers:
1- Cycle lane
If there is no match, turn it over and
continue the game until all the cards are 2- School ahead
3- No cycling
flipped.
4- No right turn
The group with more points wins.
5- Hospital ahead
Lead in: - Teacher says: “This lesson
today is going to tell you about “it
indicating distance”
Activity 2: Presentation (15')

11

Task 1
* Aim: To introduce students the form of the key grammar and how to use them
appropriately
* Content: How to use “It” to indicate distance
* Products: know how to use “It” to indicate distance
* Organization of implementation:
Teacher's and Ss'activities
Content
T-Ss
* IT INDICATING DISTANCE
* Teacher draws students' attention to
the grammar point and the example
- Teacher asks Ss:
** Ss read the grammar explicit and
study the example.
*** Ss may discuss within
- What does the sentences tell us about?
groups/pairs before answering.
à Distance from his/her house to the bus stop
**** Teacher shows and says the
- What is the structure using in the sentence?
sentences aloud and asks Ss to make
à It be (about) + distance from A to B.
similar sentences.
* Practice/ Controlled practice
Task 1
* Aim: To help Ss use “It” to write correct sentences
* Content: Write sentences with It. Use these cues.
* Products: Ss write the correct sentences on the board.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 1.
Task 1. Write sentences with It. Use these
* Teacher asks Ss to look at the
cues.
EX: 500 metres / my house / nearest shop.
example and the task.
** Ss work out and answer questions → It is about 500 metres from my house to the
nearest shop.
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 2
* Aims: -To help Ss revise the question How far
-To help Ss use It to ask and answer questions about distance in their
neighbourhood.
* Content: Work in pairs. Ask and answer questions about distances in your
neighbourhood

12

* Products: Ss asks and answer in front of the class.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 2:
Task 2: Work in pairs. Ask and answer
* Teacher asks Ss to look at the
questions about distances in your
neighbourhood
example and identify the structure of
Eg:
the question: How far is it from … to
A: How far is it from your home to your
…?
school?
Then work with their partners who sit
B: It's about 3 kilometers from my home to my
next to them to make similar
school.
conversations.
* How far is it from + place 1 + to + place 2?
à It is (+ about) + from + place 1 + to + place
** Ss do exercise 2 in pairs.
*** Ss write all conversations down on 2.
A: How far is it from your school to the
the notebooks.
market?
**** Teacher corrects their answers as
B: It's about 1 kilometer from my school to the
a class.
market.
Activity 3: Should / shouldn't
Task 3
* Aims: To help Ss review the first use of the modal verb should/shouldn't
* Content: Choose the correct option in brackets (should/ shouldn't)
* Products: Ss read aloud the sentences.
* Organization of implementation :
Teacher's and Ss' activities
Content
Task 3
Task 3: Choose the correct option in
brackets.
T : we have already learnt
*Form:
S + should/shouldn't + Vinf
should/shouldn't to give advice, so you
repeat the usage of “should/shouldn't”
* Teacher draws students' attention to
the remember box. Teacher asks them
to study the examples and identify the
structure:
* Teacher gives suggestions and asks
students to make some similar sentences
*Key:
using the structures.
1.should
2. should
3. shouldn't
*** Teacher nominates Ss to read aloud
4. should
5. shouldn't
the sentences.
**** Teacher checks and gives the
corrections if they have mistakes
Task 4
* Aims: To help Ss practise the uses of the modal verb should/shouldn't.
* Content: Complete each sentence, using should / shouldn't.

13

* Products: Complete each sentence exactly
* Organization of implementation:
Teacher's and Ss' activities
Content
Task 4
Task 4: Complete each sentence, using
* Teacher gives Ss time to do the
should / shouldn't.
* Answers:
exercise individually and peer check
1- shouldn't
2- should
3- shouldn't
with their partner.
5- should
6- shouldn't
**Call on some Ss to read the sentences 4- should
aloud
*** Other Ss comment'
**** Teacher checks and gives the
corrections if they have mistakes.
Activity 4: Production (5')
Task 5
* Aims: To help Ss apply the uses of should / shouldn't in real context by making
sentences using pictures and the cues.
* Content: Look at the pictures. Make sentences, using should / shouldn't and the cues.
* Products: Ss write their answers on the board.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 5
Task 5: Look at the pictures. Make
*Have Ss look at the pictures carefully. sentences, using should / shouldn't and the
Provide the answer for the first item
cues
since it has a when phrase and Ss may
* Answers:
not realise this.
1- He shouldn't waste water.
** Give them some time to work
2- They should wear their helmets.
independently and write down the
3- She should be more careful.
answers.
-Then let them work in groups to check 4- They shouldn't play football on the
and say out the sentences.
pavement.
- T goes round giving help when and
5- They shouldn't ride their bikes dangerously.
where necessary.
*** Some Ss may write their answers
on the board.
**** Other Ss comment and T makes
corrections.
Activity 5: Consolidation (3')
* Aim: To consolidate what students have learnt in the lesson.
* Content: Summarise the main grammar points of the lesson.
* Products: Students say what they have learnt in the lesson
* Organization of implementation:
Teacher's and Ss' activities
Content
- Teacher asks students to talk about
what they have learnt in the lesson.

Summarise the main grammar points of the
lesson.
14

- It indicating distance
- Should/shouldn't
* Homework (2')
* Aim: To revise the knowledge that students have gained in this lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the
workbbook
* Products: Students' textbook and workbook
* Organization of implementation:
Teacher's and Ss' activities
Content
- T reminds Ss to do homework and
prepare the new lesson.

- Do exercise in the workbook.
- Prepare lesson 4 ( communication)

*- Evaluation:
…………………………………………………………………………………………
…………………………………………………………………………………………
………………...............................................................................................................

Week
19

Perio
d
61

Date of preparation

Class

Date of teaching

03/01/2024

7A1
7B

10/01/2024
13/01/2024

adjust

UNIT 7: TRAFFIC

15

Lesson 4: Communication
I. OBJECTIVES
By the end of this lesson, students will be able to:
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.
2. Core competence
- Asking and answering about means of transport.
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be benevolent and responsible
- Establish good habits in obeying traffic rules
II. MATERIALS
- Grade 7 textbook, Unit 7, Communication
- Computer connected to the internet
- TV/ Pictures/ Projector
- sachmem.vn
III. PROCEDURES: (STAGES)
Activity 1: Warm-up (5')
* Aim: To introduce the lesson.
* Content: Game: BRAINSTORMING
* Products: Students play a game by writing the names of means of transport
* Organization of implementation:
Teacher's and Ss'activities
Content
* Warm up Team work
* Game: BRAINSTORMING
* 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
* Suggested answers:
related to the topic or they can discuss
Motorbike, bicycle, train, bus, plane,
with their partners.
helicopter,…
*** 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
+ Lead in
To lead in the lesson about
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communication.
Activity 2: Presentation (10')
* EVERYDAY ENGLISH
Asking and answering about means of transport
* Aim: To let students know the structure to ask and answer about means of transport.
* Content: Listen and read the conversation, paying attention to the highlighted parts
* Products: Ss understand and know to how to ask and answer about means of
transport
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 1
Task 1: Listen and read the conversation,
* Teacher plays the record for SS to
paying attention to the highlighted parts.
listen and read the conversation about
means of transport.
** Ss listen and practice saying with
their partners.
*** Teacher calls some pairs to read
aloud.
**** Teacher corrects pronunciation if
needed.
 Structure:
* Teacher asks Ss to pay attention to the * to ask:
How do/does + S + go to …?
highlighted parts and asks them some
*
to
answer:
questions to elicit the new structure:
- S + go/goes by …
- Which tense do we use to ask and
-S+V
answer?
- Which question word do we use?
- …..
** Ss answer teacher's questions to find
out new structure to ask and 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:
* Practice (5')
Task 2
* Aims: To help students practise on how to ask and answer about means of transport
* Content: Ask and answer about the means of transport your family members use
every day.
* Products: Role play and practice in front of the class fluently.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 2:
Task 2: Work in pairs. Take turns to ask and
* Teacher has SS look at the situation answer about the means of transport your
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in Ex 2 to make similar dialogue:
** Ss work in pairs to make similar
dialogue.
*** Teacher calls some pairs to
present it in front of the class.
**** Teacher gives feedback and
some comments.

family members use every day.
* Suggested answers:
A: How does your father go to work?
B: He usually drives his car but sometimes he
goes by bus. How about your father?
A: He walks because we live near his office.

Activity 3: (10')
* STRANGE TRAFFIC RULES
* Aims: To provide Ss with some countries where the traffic rule is to keep to the left.
* Content: Tick the names of the countries where the traffic rule is to keep to the left
side of the road.
* Products: Ss give their answers correctly.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 3
Task 3: Which countries below keep to the
* Explain to Ss that in many
left? Tick the correct answers.
countries in the world, the traffic rule
is to keep to the left side of the road
1. The United Kingdom
 ✓
instead of to the right.
2. The United States of America
**Ss work in groups and give the
names of the countries where the
traffic rule is to keep to the left side
of the road.
*** Ask Ss to give their answers and
correct them.
**** Teacher gives feedback and
may give some more countries
(Japan, Singapore, India, New
Zealand, Malaysia, Indonesia,
Bangladesh ...).

3. Australia

 ✓

4. Thailand

 ✓

5. China

Task 4
* Aims: -To give Ss some listening practice;
-To provide Ss with some understanding of the traffic rule of keeping to the left.
* Content: listen again and complete the sentence with no more than THREE words.
* Products: Students complete the sentences exactly.
* Organization of implementation:
Teacher...