Week: 14
Period: 42

Planning date: 01/12/2022
Teaching date: 07/12/2022

UNIT 6: A VISIT TO A SCHOOL
Lesson 1: Getting started
A visit to Binh Minh Secondary School
I. OBJECTIVES: By the end of this unit, students will be able to gain the following
things:
1. Knowledge:
- Identify the topic of the unit
- Use lexical items: school activities
- Identify the language features that are covered in the unit.
+ Pronunciation:
+ Vocabulary: Use the words about a visit to a school.
+ Grammar:
2. Competence:
a) General competencies:
- Students will be able to know more words and phrases about a visit to a school.
- 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.
- Ability of using Present Simple Tense, some popular verbs of liking.
- Sts can introduce themselves or one another fluently.
3. Qualities: The love of school; The awareness about importance of school; Be ready
to talk about the school; Know some daily activities at school..
- 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:
Activity 1. WARM UP (5'-IW, GW)
* Aim: To activate students' prior knowledge and vocabulary related to the topic, the
targeted vocabulary, and its pronunciation; To lead into the new lesson.
* Content: Review the previous lesson.
- What did you see when you first came to our school?
- How did you feel?
- Have you ever had a visit to Chu Van An Secondary School/a famous school in your
area?
* Product: Having a chance to speak English and focus on the topic of the lesson..
Suggested answer:
- I saw many friends, green trees, school gate….
- I felt happy.
- Yes, I have./No, I haven't.
* Implementation: Teacher's instructions…
+ Greeting

+ Chatting
* Teacher asks students some questions related to the topic:
** Students raise hands to answer the questions.
*** Teacher and students discuss the questions.
**** Teacher accept all students' questions.
+ Lead in:
* Teacher draws students' attention to the picture in the textbook and asks them some
questions about it:
- What is the girl doing?
- What are they talking about?
** Students raise hands to answer the questions.
*** Teacher and students discuss the questions.
**** Teacher accept all students' questions.
Activity 2. KNOWLEDGE FORMATION (15'- PW, IW)
* Aim:
- To provide students with vocabulary.
- To help students well-prepared for the listening and reading tasks.
* Content: Teach some new words, some action verbs go with nouns.
Vocabulary:
1. lower secondary school:
2. member (n):
3. remind (v):
* Product: Ss learn how to use them.
* Implementation: Teacher's instructions…
* Teacher introduces the vocabulary by giving definitions/ examples of the words.
** Teacher writes all students' answers on the board.
*** Teacher circles or highlights the following words and discuss the meanings of
these words.
**** Teacher checks students' pronunciation and give feedback. Teacher reveals that
these words will appear in the reading text and asks students to open their textbook to
discover further.
Activity 3. PRACTICE (15'-IW, PW, GW)
1. Listen and read (p.82).
* Aim:
- To have students get to know the topic.
* Content: Listen and read (p.82).
* Product: Students' answers.
* Implementation:
* Teacher can play the recording more than once.
** Students listen and read.
*** Teacher can invite some pairs of students to read aloud.
**** Teacher check students' pronunciation and give feedback.
2. Read the conversation again and answer the questions by circling A, B, or C.
* Aim:
- To help students understand the main idea of the conversation.
* Content: Read the conversation again and answer the questions by circling A, B, or
C.
* Product: Students' answers.
1. B 2. C 3. B 4. C
* Implementation:

* Teacher tells students to read the conversation again and work independently to find
the answers.
** Students do the task individually.
*** Other Ss correct if the previous answers are incorrect.
**** Teacher calls some students to give the answers and gives feedback.
3. Name these places, using the words and phrases from the box.
* Aim:
- To help students identify school facilities.
* Content: Game: Who is faster?
* Product: Students' answers.
1. gym
2. computer room
3. school garden
4. playground
5. school library
* Implementation:
Game: Who is faster?
* Teacher divides the class into 2 teams.
Teacher explains instructions of the game:
 Teacher sticks 5 pictures on the board and gives each team a set of cards with
names of places.
 Members of each team take turn and stick the suitable card under each picture.
 The team with more correct answers is the winner.
** Students play the games in team mode.
*** Teacher has students write down the correct answer on their books.
**** Teacher confirms the answers and gives feedback. Teacher can ask for
translation to check their understanding
4. Complete the sentences with the words/ phrases in 3.
* Aim:
- To help Ss use the words in 3 to complete the sentences.
* Content:
Complete the sentences with the words/ phrases in 3.
* Product: Students' answers.
1. playground
2. computer room
3. gym
4. school library
5. school garden
* Implementation:
* Teacher asks students to work individually to complete the task.
** Students fill in the blanks with the most suitable words/ phrases.
*** Teacher allows students to share answers before discussing as a class.
**** Teacher can ask for translation to check their understanding.
Activity 4. APPLICATION (7'-IW, PW, GW)
* Aim:
- To help Ss practising talking about a visit to a school.
- To give students authentic practice in using target language.
* Content: Ask and answer questions about Nick's timetable, using when and where.
* Product: Students' dialogues.
Example:

A: When does Nick have maths?
B: At 8 a.m. on Mondays, Tuesday, and Friday.
A: And where does he have it?
B: In his classroom, room 302.
* Implementation: Teacher's instructions
* Teacher models this activity with a more able student first.
** Teacher asks students to work in pairs.
*** Teacher can go around to help weaker students.
**** Teacher calls on some pairs to practise in front of the class.
IV. WRAP-UP & HOMEWORK

- T assigns the homework.
- Ss copy their homework.
- T explains it carefully

Week: 14
Period: 43

Planning date: 02/12/2022
Teaching date: 08/12/2022

UNIT 6: A VISIT TO A SCHOOL
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:
- Use the lexical items related to the topic “School activities”.
- Correctly pronounce words that contain the sounds: /tʃ/ and /dʒ/
+ Pronunciation: Correctly pronounce words that contain the sounds: /tʃ/ and /dʒ/
+ Vocabulary: Use the words about a visit to a school.
+ Grammar:
2. Competence:
a) General competencies:
- Students will be able to know more words and phrases about a visit to a school.
- 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.
- Ability of using Present Simple Tense, some popular verbs of liking.
- Sts can introduce themselves or one another fluently.
3. Qualities: The love of school; The awareness about importance of school; Be ready
to talk about the school; Know some daily activities at school.
- 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:
Activity 1. WARM UP (5'-IW, GW)
* Aim: To activate students' prior knowledge and vocabulary related to the topic, the
targeted vocabulary, and its pronunciation; To lead into the new lesson.
* Content: Play a game: Pass the secret.

* Product: Having a chance to speak English and focus on the topic of the lesson.
* Implementation: Teacher's instructions…
*Teacher explains the game rules:
** Students play in teams. Teacher whispers some school facilities to one member
from each team (school playground, computer room, gym, school library …). The
students have to pass the secrets to the person next to him/her. The last student of
each team says the word out loud. The team finishing more quickly and with more
correct answer is the winner.
*** Students pass the secrets.
**** Teacher confirms the answers and gives feedback.
Activity 2. KNOWLEDGE FORMATION (15'- PW, IW)
* Aim:
- To introduce new words.
* Content: Teach some new words.
Vocabulary:
1. entrance exam
2. facility (n)
3. midterm (n)
4. outdoor (adj)
5. gifted (adj)
* Product: Ss learn how to use them.
* Implementation: Teacher's instructions…
* Teacher introduces the vocabulary.
** Teacher introduces the vocabulary by:
- providing the pictures
- providing the definition of the words.
*** Teacher asks students to repeat.
**** Teacher rubs out and checks.
Activity 3. PRACTICE (15'-IW, PW, GW)
1. Match the words in columns A and B to form phrases. Then say them aloud.
* Aim:
To practice the targeted language and activate the background knowledge.
* Content: Match the words in columns A and B to form phrases. Then say them
aloud.
* Product:
Answer key:
1. d
2. c
3. b
4. e
5. a
* Implementation:
* Teacher asks students to look at the two columns and checks if they understand the
meanings of all the words. Remind students that these words/ phrases they are going
to learn in upcoming lessons.
** Teacher gets students to do the exercise in individuals.
*** Ask them to share their answers in pairs before checking the answers as a class.
**** Teacher then encourages students to explain their answers. Correct if necessary.
2. Complete the sentences with the phrases in 1.
* Aim:
To help students practice using the phrases related to the topic.
* Content: Complete the sentences with the phrases in 1.
* Product:
Answer key:

1. gifted students
2. mid-term test
3. outdoor activities
4. school facilities
5. entrance examination
* Implementation:
* Teacher asks students what KEYWORD is and to pay attention to the
KEYWORDS in Ex. 2.
** Teacher asks them to do Ex. 2. Students do the task individually.
*** Teacher asks students to share their answers in pairs before checking the answers
as a class.
**** Teacher then encourages students to explain their answers. Correct if necessary.
3. Work in pairs. Answer the questions about your school.
* Aim:
To let students practise asking and answering questions about their school.
* Content: Work in pairs. Answer the questions about your school.
* Product:
1. Lan Anh is the most gifted student in my school.
2. The first-term test takes place in December.
3. No, I don't.
4. My school has Science Laboratories, a library, computer room,...
5. I like taking part in camping.
* Implementation:
* Teacher sets the scene, asks some Ss to explain and checks their understanding of
their roles and the situations.
** Then lets some pairs role-play the conversations in front of the class.
*** Teacher allows students to cross check first.
**** Teacher then checks pronunciation, if necessary.
Pronunciation: /tʃ/ and /dʒ/
4. Listen and repeat the words. What letters can we use to make the /dʒ/ sound?.
* Aim:
To let students practise pronouncing the targeted sounds.
* Content:
/tʃ/

/dʒ/

cherry
cheaper
children
lunch
teacher

jam
gym
juice
large
project
intelligent

* Product: Students' answers and they can pronounce correctly: /tʃ/ and /dʒ/
* Keys:
/tʃ/
/dʒ/
cherry /ˈtʃer.i/
cheaper /tʃiːpər/
children /ˈtʃɪl.drən/
lunch /lʌntʃ/teacher 
/ˈtiː.tʃər/

  jam /dʒæm/
gym /dʒɪm/
juice /dʒuːs/
large /lɑːdʒ/
project /ˈprɒdʒ.ek/

 intelligent
/ɪnˈtel.ɪ.dʒənt/

* Implementation:
* Teacher shows a list of words on the screen and asks Ss to listen to the recording.
- Teacher asks them to note down the words they hear in the correct order. Give
students a few minutes to look at the words and asks some Ss to repeat.
** Teacher explains the difference between the sounds: /tʃ/ and /dʒ/. Then asks Ss to
practice pronouncing words in Ex. 4.
- Teacher plays the recording several times, if necessary, for students to listen and
repeat the words.
*** Teacher allows students to cross check first.
**** Teacher then checks pronunciation and gives feedback, if necessary.
5. Listen and practice the sentences
* Aim:
To help students recognise the targeted sounds
* Content: Listen and practice the sentences
* Product: Students' answers and they can pronounce correctly: /tʃ/ and /dʒ/
/tʃ/
/dʒ/
children /ˈtʃɪl.drən orange /ˈɒr.ɪndʒ/:
chicken /ˈtʃɪk.ɪn/:  juice /dʒuːs/:
chop /tʃɒp/:
John /ˈdʒɒn/
* Implementation:
* Teacher plays the recording twice.
** Students practice the chant in pairs or groups.
*** Teacher goes around to offer help or correct pronunciation, if necessary.
**** Teacher calls some students to say the sentences in front of the class. Check
their pronunciation if necessary.
Activity 4. APPLICATION (7'-IW, PW, GW)
* Aim:
- To test students' quick reaction to the targeted sounds.
* Content: Practise /tʃ/ and /dʒ/.. Game: “Up and down”
* Product: Pronounce correctly: /tʃ/ and /dʒ/
* Implementation: Teacher's instructions
*Teacher explains the rules:
Teacher says 1-15 words containing the sound /tʃ/ and /dʒ/. Students stand up for
the ones with the /tʃ/ sound, sit down for /dʒ/ sound.
** Students play the game in teams.
*** Teacher helps students in the game.
**** Teacher gives feedback.
IV. WRAP-UP & HOMEWORK

- T assigns the homework.
- Ss copy their homework.
- T explains it carefully

Week: 17
Period: 44

Planning date: 24/12/2022
Teaching date: 29/12/2022

UNIT 6: A VISIT TO A SCHOOL
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:
- Use the prepositions of time and place
+ Pronunciation: Correctly pronounce words that contain the sounds: /tʃ/ and /dʒ/
+ Vocabulary: The words related to the topic “School activities”.
+ Grammar: Prepositions of time Prepositions of place
2. Competence:
a) General competencies:
- Students will be able to know more words and phrases about a visit to a school.
- 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.
- Ability of using Present Simple Tense, some popular verbs of liking.
- Sts can introduce themselves or one another fluently.
3. Qualities: The love of school; The awareness about importance of school; Be ready
to talk about the school; Know some daily activities at school.
- 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:
Activity 1. WARM UP (5'-IW, GW)
* Aim:
- To activate students' prior knowledge related to the targeted grammar: prepositions
of place
- To increase students' interest.
- To introduce the targeted grammar: prepositions of place and prepositions of time.
* Content: Play a game: Simon says
* Product: Having a chance to speak English and focus on the topic of the lesson.
* Implementation: Teacher's instructions…
- Teacher explains the game rules:
- Teacher tells students what they must do using prepositions of place, beginning with
“Simon says”. (E.g. Simon says put the pen in the pencil case, Simon says sit on the
chairs, Simon says put your ruler on the table, …)
- Teacher draws students' attention to the prepositions of place in the commands.
- Teacher introduces the target of the lesson: prepositions of place and prepositions of
time.
Activity 2. KNOWLEDGE FORMATION (15'- PW, IW)
* Aim:
To have students get to know about the prepositions of time: in, on, at.

To help students under-stand the use the prepositions of place: in, on, at.
* Content: Prepositions of time and place: in, on, at.
Form
Prepositions of
time

Prepositions of
place

Meaning

1. in

is used to show a period of time that is longer or
shorter than a day (e.g. in the morning, in 2020,
…)

2. on

is used to show a day or part of a day (e.g. on
Monday, on January 18th , on Christmas Day, …)

3. at

is used to show a point of time (e.g. at six o'clock,
at noon, at break time, …)

1. in

means inside something / a place (e.g. in the
classroom, in the school garden, in the playground)

2. on

means on the surface of something (e.g. on the
board, on the wall, on the second floor)

3. at

shows a certain point (e.g. at home, at school, at
work)

* Product: Ss learn how to use them.
* Implementation: Teacher's instructions…
* Teacher asks students to study the Grammar box.
Teacher draw students' attention to the meaning and use of at, in, on.
** Teacher then asks some more able students to give some more examples.
* Teacher asks students to study the Grammar box.
Teacher draw students' attention to the meaning and use of at, in, on.
** Teacher then asks some more able students to give some more examples.
Activity 3. PRACTICE (15'-IW, PW, GW)
Task 1: Complete the sentences, using suitable prepositions of time.
* Aim:
- To check students' understanding of the prepositions of time.
* Content: Complete the sentences, using suitable prepositions of time.
* Product: Students' answers.
1. at, at
2. in
3. in
4. on
5. at
* Implementation:
* Teacher has students work individually.
** Students work individually to complete the sentences.
*** Teacher lets students work in pairs and exchange the answers before checking
with the whole class (explain each sentence if necessary).
**** Teacher confirms the answers and gives feedback.

Task 2: Work in pairs. Ask and answer the questions about your school.
* Aim:
- To check students' understanding of the prepositions of place.
* Content: Ask and answer the questions about your school
* Product: Students' answers.
1. My school year starts in September.
2. I have English lessons on Monday and Friday.
3. I usually celebrate Teacher's Day on November 20th.
4. I am going to finish the school year in May.
* Implementation:
* Teacher has students read the questions individually. Remind them that the
questions with when are used to ask about time and the prepositions of time (in, on,
at) are used in the answers.
1. When does your school year start?
2. When do you have English lessons?
3. When do you usually celebrate Teachers' Day?
4. When are you going to finish the school year?  
** Students work in pairs to ask and answer the questions.
*** Teacher calls some pairs to ask and answer the questions in front of the class.
**** Teacher confirms the answers and gives feedback.
Task 3: Complete the sentences with at, in, or on.
* Aim:
- To check students' understanding of the prepositions of place.
* Content: Complete the sentences with at, in, or on.
* Product:
1. on

2. at

3. in 4. at

5. on - in

* Implementation:
* Teacher asks students to read the instruction to understand how to do the activity.
** Teacher asks students to do the exercise individually, draws their attention to the
type of words after the gaps so that they can choose the appropriate prepositions (e.g.
he … third floor shows the surface, so they write on in the gap).
*** Teacher then has them work in pairs, comparing their answer. Teacher can go
around to help students.
**** If there is time, have some Ss write the answers on the board. T and other Ss
comment.
Task 4: Work in pairs. Look at the pictures and answer the questions.
* Aim:
- To check students' understanding of the prepositions of place.
* Content: Look at the pictures and answer the questions
* Product:
Suggested answers:
1. At a school / lower secondary school.
2. In the school garden.
3. On the board.
4. On the stage (of the school, in the meeting room).
* Implementation:
* Teacher has students read the instructions of the activity to understand what they
are going to do. Remind them that questions with where are used to ask about places

and prepositions of place (at, on, in) are used in the answers. Check comprehension.
** Teacher asks students to do the exercise in pairs.
*** Then call on some pairs to ask and answer the questions in front of the class.
**** Teacher confirms the answers and gives feedback.
Activity 4. APPLICATION (7'-IW, PW, GW)
* Aim:
To help ss distinguish the use of prepositions of place and prepositions of time.
* Content: Prepositions of place and prepositions of time.
* Product: Students' answer.
Answer key:
1. in 2. in 3. at 4. at 5. on 6. on
* Implementation: Teacher's instructions
* Teacher has one or two Ss say how the prepositions of time and place are used.
Then ask them to read the instructions of the activity to understand what they are
going to do.
** Students do the task individually
*** Teacher lets Ss discuss in groups and decide which prepositions express time and
which ones express place. T goes around and corrects mistakes or gives help when
necessary.
**** Teacher Call on some Ss to share their answers in front of the class. If time
allows, select one or two Ss to read the complete passage in front of the class. T and
other Ss comment.
IV. WRAP-UP & HOMEWORK (3')
Reactivate the knowledge that students have gained
Teachers asks students to make sentences about themselves, using the prepositions of
time and place.

Week: 17
Period: 45

Planning date: 25/12/2022
Teaching date: 30/12/2022

UNIT 6: A VISIT TO A SCHOOL
Lesson 4: Communication
I. OBJECTIVES: By the end of this unit, students will be able to gain the
following things:
1. Knowledge:
To ask for details and talk about their school.
+ Pronunciation:
+ Vocabulary: Revise vocabulary related to topic A visit to a school
+ Grammar: Structures to ask for details
2. Competence:
a) General competencies:
- Students will be able to know more words and phrases about a visit to a school.
- 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.
- Ability of using structures to ask for details.
- Sts can introduce themselves or one another fluently.
3. Qualities: The love of school; The awareness about importance of school; Be
ready to talk about the school; Know some daily activities at school.
- 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:
Activity 1. WARM UP (5'-IW, GW)
* Aim:
- To activate students' prior knowledge and vocabulary related to the targeted
structures of asking for details.
* Content: Game: Conversation rearranging.
* Product: Having a chance to speak English and focus on the topic of the
lesson.
* Implementation: Teacher's instructions…
* Teacher divides the class into 4 groups. Teacher delivers a set of sentences in
a conversation to each group.
** Students will have to work in groups to arrange the sentences to make a
meaningful conversation. The group with the fastest correct conversation will
be the winner.
*** Teacher allows students to cross check first.
**** Teacher plays the recording to check.
Activity 2. KNOWLEDGE FORMATION (15'- PW, IW)
Task 1: (Exercise 1, p. 64)
Listen and read the conversation. Pay attention to the highlighted
sentence.
* Aim:
To introduce ways to asking for details.
* Content: Asking for details.
* Product: Ss learn how to use them.
Form

Meaning
* Can you tell me more?

Asking for
details

* Can you tell me how?
* Can you tell me why?

* Implementation: Teacher's instructions…
* Teacher lets students listen to the examples in Ex. 1 in the book.

** Teacher draws their attention to the form of ways to ask for details.
*** Teacher and students discuss the form of ways to asks for details.
**** Teacher confirms the answers and gives feedback.
Task 2: (Exercise 2, p. 64)
Work in pairs. Ask and answer questions about your visit to a famous
school. Use structures of asking for details.
* Aim:
To help students get to know the ways to asking for details.
* Content: Asking for details.
* Product: Ss learn how to use them.
* Suggested answer:
  A: Are you doing anything this weekend?
  B: Not really.
  A: Would you like to go with us to Ha Long Bay?
  B: Sounds great! Can you tell me more?
  A: We'll leave at 8 a.m. My friends Linh and Nhi are coming too.
* Implementation: Teacher's instructions…
* Teacher has students read the instructions to understand what they are going
to do.
** Students work in pairs to ask and answer questions about their visit to a
famous school.
*** Teacher then asks students to exchange their answer among class.
**** Teacher gives feedback.
Activity 3. PRACTICE (15'-IW, PW, GW)
Task 3: (Exercise 3, p. 65)
Imagine that some overseas friends are planning to visit your school. Make
a list of what you want to show them, then fill in the note.
* Aim:
To let students brainstorm ideas about things they want to show their friends at
school.
* Content:
* Product: Students' answers.
* List to visit in my school:
- the school library (thư viện trường)
- computer rooms (phòng máy tính)
- playground (sân chơi)
- school garden (vườn trường)
- soccer field (sân bóng đá)
- science Lab (Phòng thí nghiệm Khoa học)
* Implementation:
* Teacher has students read the instructions to understand what they are going
to do.
** Students work in individuals.
*** Students discuss in groups to exchange ideas.
**** Teacher goes around and offer help, if necessary.
Task 4: (Exercise 3, p. 65)

Work in pairs. Ask and answer questions about your plan.1.
* Aim:
To give students chances to practice asking and answering questions about their
plans.
* Product: Students' answers.
A: I'm going to introduce them computer rooms.
B: Sounds good. Can you tell me why?
A: I want them to see where we learn how to use the Internet. I think they're
very modern.
2.   A: I'm going to show them the school garden.
 B: Sounds good! Can you tell me more?
 A: I'm going to talk about many plants in the school garden. I'm also going to
invite them to grow vegetables in the school garden.
* Implementation:
* Teacher gives instructions and asks students to read the example to
understand how to start and end the conversation.
** Students work in pairs, ask and answer questions about their plans.
*** Teacher allows student to share their answer with other pairs.
**** Teacher calls some pairs t act out the conversations in front of the class.
Teacher and other Ss comment.
Activity 4. APPLICATION (7'-IW, PW, GW)
* Aim:
To let students have chance to practicing talking about their school.
* Content: Reading about a high school in the UK.
Wilson High
Your school
School
Number of students and
teachers
Subjects
School facilities
Example:
There are about 1,000 students in Wilson High School. They are between 11
and 16 years old.
Our school has about 900 students. We are between 11 and 14 years old.
* Product: Students' answer.
* Implementation: Teacher's instructions
* Teacher has read the instructions to understand what they are going to do.
Remind them that they have to read the passage and fill the information from
the passage in the column of Wilson High School.
Ask Ss to look at the table to understand what information they need to find in
the passage (e.g. number of students and teachers, the subjects they study and
the facilities the school has).
** Ss read the passage individually and fill in the column of Wilson High
School.

*** Teacher asks Ss to pair compare.
****Teacher calls on one or two Ss to tell about Wilson School in front of the
class.
*** Ss work in groups, discuss and fill in the table information about their
school.
**** Teacher goes around and listen, make suggestions and corrections if
needed.
IV. WRAP-UP & HOMEWORK (3')
Reactivate the knowledge that students have gained
Do exercises in their Workbook.
Week: 17
Planning date: 25/12/2022
Period: 46
Teaching date: 30/12/2022
UNIT 6: A VISIT TO A SCHOOL
Lesson 5: Skills 1
I. OBJECTIVES: By the end of this unit, students will be able to gain the
following things:
1. Knowledge:
- Develop reading skill about a famous school
- Develop speaking skill: talking about one's school
+ Pronunciation:
+ Vocabulary: Vocabulary related to topic A visit to a school
+ Grammar:
2. Competence:
a) General competencies:
- Students will be able to know more words and phrases about a visit to a school.
- 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.
- Ability of using structures to ask for details.
- Sts can introduce themselves or one another fluently.
3. Qualities: The love of school; The awareness about importance of school; Be
ready to talk about the school; Know some daily activities at school.
- 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:
Activity 1. WARM UP (5'-IW, GW)
* Aim:
- To introduce the topic of reading.

- To enhance student...