Week 21 - Period 61 UNIT 7: TRAFFIC

Date of planning: …./01/ 2021 Lesson 7: Looking back and Project

Date of teaching: …./02/2021
A. Objectives
1. Knowledge: By the end of the lesson, Ss can use what they have learnt during
the unit to help them answer the questions. Ss need to see how they have
progressed, and which areas need further practice.
- Grammar: Review: used to; ‘it’ to indicate distance and some common structures
- Vocabulary: (review: road signs and means of transport)
2. Competence: Teamwork and independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
3. Behavior: Students are hard-working and attentive. SS will obey the road signs/
traffic rules to travel safely.
B. Teaching aids
1. Teacher: Textbooks, teaching plan, teacher’s book…
2. Students: Textbooks, notebooks…
C. Procedures
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities. Contents
1. Warm up (3’)
a, Aims: To warm up the class and lead in the lesson.
b, Contents: Ss work individually to sing a song.
c, Outcome: Ss can sing a song about means of transport.
d, Organization:
- T lets Ss review means of transport *Song: Transportation song
by singing a song.
- Ss sing a song about means of
transport.
- T introduces the lesson.
2. Practice (35’)
a, Aims:
- Help students review some vocabularies about traffic signs and means of
transport.
- Help students review the structure “used to” and distances.
- Help students review the way to ask and answer about signs and distances.
b, Contents:
- Ss work individually to write the meaning below each sign. Then work in
groups to put them into correct box.
- Ss work in pairs to write the name of transport in the world web.
- Ss work in pairs to change the sentences.
- Ss work individually to write the sentences.
- Ss work individually to match. Then work in pairs to role play.
c, Outcome: Ss can review vocabularies about traffic signs and means of
transport. They can change the sentences and write sentences about distance.
They can also revise the way to ask and answer about signs and distances.
d, Organization:
I. Vocabulary
- Ss do this task individually to write 1. What do these signs mean? Write
the meaning below each sign. the meaning below each sign. Then
- SS share their ideas. T corrects their put them into the correct box.
mistakes and lets them read the words 1. Traffic lights 2. School ahead
correctly. 3. Hospital ahead 4. Cycle lane
5. Parking 6. No parking
7. left turn only 8. No cycling
- Then let Ss work in groups and put - Prohibition signs: 6, 8
the signs into the correct boxes. - Warning signs: 1, 2, 7
- Groups give their answer. T corrects. - Information signs: 3, 4, 5
- Let Ss work in pairs. Tell Ss to write 2. Write the names of means of
the answers in their notebooks. T transport in the word web below.
checks their answers. Then draw lines joining the correct
verbs to the transport.
- Suggestion: bicycle, motorbike, car,
bus, taxi, train, plane, boat, ship…
II. Grammar
- SS retell the form and the meaning of 3. Change the sentences according to
“used to”. the prompts in brackets.
- Have Ss work in pairs or in groups 1. Did you use to go to school on foot?
and write their answers in their 2. Mr. Van didn’t use to ride his
notebooks. T checks their answers. motorbike dangerously.
3. Did the streets use to be cleaner and
more peaceful?
4. I used to go out on Sundays.
5. They didn’t use go to on holiday
together.
- Ss work individually first to write the 4. Write sentences using these cues.
sentences. Then they work in pairs to 1. It is over 100 km from my home-
swap their sentences. town to HCM city.
- Ask SS to write their answer on the 2. It is about 25 km to my
board. grandparents’ house.
- T gives correction. 3. I used to ride a small bike in the yard
before my flat.
4. There used to be a bus station in the
city centre, but it was/ has been moved
to the suburbs.
5. Children must learn about road
safety before they are allowed to ride a
bike on the road.
III. Communication
 - SS read the questions and answer 5. Match the questions 1-6 with the
once or twice, then match them. answers a-f
- SS share their answer. 1. b 2. a 3. e 4. d 5. f 6. C
- T corrects.
- SS work in pairs and role-play the
questions and answers, then write all
the sentences in their notebook.
- Finally ask SS to complete the self- Finish! Now I can…
assessment. Identify any difficulties Talk about road signs and means of
and weak areas and provide further transport.
practice if necessary. Use it to talk about distance.
Use used to to talk about a past habit.
Write a paragraph about traffic
problems.
3. Application (5’)
PROJECT: Road sign display
a, Aims: To encourage Ss to understand more about road signs.
b, Contents: Ss work in groups at home.
c, Outcome: Ss can make their own traffic signs and show to class.
d, Organization:
- SS work in groups and brainstorm for PROJECT: Road sign display.
creative ideas of traffic signs to use
inside and around the school.
Encourage SS to give as many as
possible. The ideas they put forward
may be realistic, or maybe not, but the
aim is that SS revise the lesson and
practice speaking as well as think and
develop their creativeness.
- SS make their own traffic signs and
show to the class.
3. Guides for homework (2’)
- Retell the signs and means of transport.
- Make some traffic signs of your own out of paper, cardboard or other materials.
- Prepare: Unit 8- Getting started
Think of a film. (Type of film, Actors/ stars, The plot, Reviews)
Eg: What kind of film is it?
Who does it star?
What is it about?
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Week 21 - Period 62 UNIT 8: FILMS
Date of planning: ….../01/ 2021 Lesson 1: Getting started
Date of teaching: ….../01/2021
A. Objectives
1. Knowledge: By the end of the lesson, Ss will listen and read about topic “What
film shall we see?”. They will use the lexical items related to the topic “Films”.
- Grammar: Questions about ‘Films”
- Vocabulary: Types of films.
2. Competence: Teamwork and independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
3. Behavior: Students are hardworking and attentive. SS will love watching and
appreciate films.
B. Teaching aids
1. Teacher: Textbooks, teaching plan, teacher’s book…
2. Students: Textbooks, notebooks…
C. Procedures
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities. Contents
1. Warm up (3’)
a, Aims: To warm up the class and lead in the lesson.
b, Contents: Ss work individually to answer the questions.
c, Outcome: Ss can answer list some types of films.
d, Organization:
* Types of films:
- Asks Ss to work individually to - Horror
name some types of films on the - Comedy
board. - Tragedy
- Ss answer the questions. - Science-fiction
- Confirms their answers then leads in …………..
the new lesson.
2. Presentation (8’)
a, Aims: Help students know some new words related to topic films and understand
the conversation.
b, Contents: Learn new word. Then listen and read the dialogue.
c, Outcome: Ss can know more some new words related to the topic films. Then,
they can understand the dialogue well after they listen and read.
d, Organization:
2.1. Vocabulary:
- T introduces some new words using - critics (n): nhà phê bình
examples. - frightening (adj): kinh khủng
- Ss guess the words, read the words - entertaining (adj): thú vị
and copy in their notebooks. - star (v): đóng vai chính
- Check: Rub our and Remember. - science fiction (n): phim khoa hoc viễn tưởng
- thriller (n): phim li kì, giật gân
- animation (n): phim hoạt họa
- horror (n): phim kinh dị
- Ask Ss questions about the picture. 2.2. Presenting the dialogue
? Where are Duong and Mai?
? What are they doing?
? What are they talking about?
? Can you guess what kind of films
Phong and Mai would like to see.
- Play the recording. Ss listen and
check their answer.
- SS listen again and read.
- SS practice the conversation in pair.
- Calls some pairs to practice.
3. Practice (22’)
a, Aims: Ss can understand the conversations and do the task well. They can also
know the definitions of some types of films.
b, Contents:
+ Ss work individually to answer the questions.
+ Ss work individually to find the questions.
+ Ss work in pairs to match the types of films with their definitions.
c, Outcome: Ss can understand the conversation well. They can answer the
questions and find the questions. Also, they can understand some types of films and
their definitions.
d, Organization:
- First, have Ss work independently. 1a. Read the conversation again and
Then allow them to share answers answer the questions.
before discussing as a class. 1. b 2. a 3.a 4. c 5. B

- First, ask Ss not to look at the book 1b. Find the questions in the
and try to remember what questions conversation that ask about Coconut
Mai asks Duong about the film they Crazy. Then listen, check and repeat the
are going to see. Then let Ss open question.
their books and check their answers. a. What kind of film is it?
b. Who does it star?
c. What is it about?
d. What do critics say about it?
- Have Ss quickly match the types of 2. Match the types of films with their
film with their definitions. Then play definitions. Then listen, check and
the recording for Ss to check their repeat. (5’)
answers.
- SS listen again and repeat. T pauses
after each phrase and asks them to 1. d 2. f 3. a 4. c
repeat chorally. Correct their 5. b 6. e 7. h 8. g
pronunciation if necessary.
- SS list more types of films to the list.
4. Application (10’)
a, Aims: Ss can interview others about the film (type of film,
actors/stars/plot/review)
b, Contents:
+ Ss work individually to fill in the blank.
+ Ss work in pairs to interview to guess the film.
c, Outcome: Ss can ask and answer questions about films.
d, Organization:
- Have Ss work independently, filling 3a. Think of a film. Fill in the blank
in the table with the information of the below.
film they have seen recently. Remind Type of film……………….
them to use the words and phrases Actors/ stars……………….
they have learnt in 2 and from the The plot……………………
conversation in 1. Reviews……………………
- First, model this activity with a more b. In pairs, interview each other and try
able Ss. Then ask Ss to work in pairs. to guess the film.
T may go around and help weaker Ss. Example:
Call some pairs to practice in front of A: What kind of film is it?
the class. B: It’s an action film
A: Who does it star?
B: It stars Daniel Craig.
A: What is it about?
B: It’s about a spy called 007.
A: Is it Skyfall?
B: Yes!
3. Guides for homework (2’)
- Undo the tasks.
- Learn new words.
- Do Ex B1, B4 (P.11) in the workbook.
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Week 21 - Period 63 UNIT 8: FILMS
Date of planning: …./…../ 2021 Lesson 2: A closer look 1
Date of teaching: …./…./2021
A. Objectives
1. Knowledge: By the end of the lesson, Ss will use the lexical items related to the
topic “Films” and know the meaning and how to use –ed and –ing adjectives. They
will be able to pronounce correctly the –ed ending in verbs.
- Grammar: -ed adjectives and –ing adjectives.
- Vocabulary: ‘Adjectives’ which are used to describe films.
2. Competence: Ss will develop some competences such as being determined,
self-studying, creative and communicating.
3. Behavior: Students are hardworking and attentive. SS will love watching and
appreciate films.
B. Teaching aids
1. Teacher: Textbooks, teaching plan, teacher’s book…
2. Students: Textbooks, notebooks…
C. Procedures
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities. Contents
1. Warm up (3’)
a, Aims: To warm up the class and lead in the lesson.
b, Contents: Ss work individually to answer the questions.
c, Outcome: Ss can answer some questions related to films.
d, Organization:
*Questions
- T asks some questions. + What kind of film is it?
- Ss answer the questions. +Who does it star?
- T leads in new lessons. + What is it about?
…
2. Presentation (7’)
a, Aims: Help students know the adjectives which are often used to describe films
and how to use –ed and –ing adjectives. They can know how to use -ed and -ing
adjectives.
b, Contents: Ss work individually to add some more adjectives.
c, Outcome: Ss can add more adjectives used to describe films. They know how to
use -ed and -ing adjectives.
d, Organization:
A - Vocabulary
- Explain the words 1. The following are adjectives which
- Read the words are often used to describe films. Can you
- Ask them to complete the sentences add some more?
using the adjectives. 1. hilarious: vui nhộn, hài ước
2. moving:cảm động
3. boring
4. gripping: hấp dẫn, thú vị
5. shocking
6. scary: làm sợ hãi, rùng rợn
7. violent
8. entertaining
-Explain the form adjectives by * Structure: - ed and –ing adjectives
adding- ed and –ing adjectives. + We use –ed adjectives to describe
someone’s feeling.
Eg: The film was long, and I was bored
+ We use – ing adjectives to describe
things or people (that cause the feelings)
Eg: The film was long and boring.
2. Practice (25’)
a, Aims: Ss can do more exercises about –ed and –ing adjectives. Students can
pronounce correctly the –ed ending in verbs.
b, Contents:
+ Ss work individually to complete the -ed and -ing forms of the adjectives.
+ Ss work individually to choose the correct adjectives.
+ Ss work individually to listen and repeat the verbs.
+ Ss work in pairs to ask and answer questions about the picture.
c, Outcome: Ss can do more exercises using the -ed and -ing forms of adjectives.
They can pronounce the sound /t/, /d/ and /-id/ correctly.
d, Organization:
- Has Ss complete the table 2. Complete the table with the –ed and –
individually. Then has some Ss write ing forms of the adjectives.
their answers on the board before 1. interested
checking with the whole class. 2. embarrassing
3. exciting
4. disappointed
5. exhausted
6. surprising
7. confused
8. frightening
- Asks Ss to do the exercise 3. Choose the correct adjectives.
individually and then check with the 1. moving
whole class. When checking, asks Ss 2. frightened
to refer to the Remember Box to make 3. disappointed
the meanings of the adjectives clearer 4. amazed
to them. 5. terrified

T models the sounds /t/ /d/, and /id/ in B - Pronunciation

different words with the ending –ed. 5. Listen and repeat the verbs. Pay
- Plays the recording and asks Ss to attention to the sounds /t/, /d/, and /id/ at
listen and repeat the words, paying the end of each verb.
attention to the sounds /t/, /d/, and /id/ /t/ /d/ /id/
at the end of each word. watched waited played
- T may play the recording as many danced needed bored
times as necessary. Then, ask Ss to put walked hated closed
the words in the correct columns
while they listen. Ss compare their
answers in pairs. T checks.

- Remember: Ask Ss to look at the REMEMBER!

rules in the remember Box. Tell them
the rules of pronunciation.

-First, models this activity with a more 6. Ask and answer questions about the
able student. Then asks Ss to work in pictures. Then listen to the recording.
pairs. Example: cry a lot/ laugh a lot
T may go around to help A: He cried a lot, didn’t he?
-T calls some pairs to practice in front B: No, he didn’t. He laughed a lot.
of the class.
-T checks pronunciation.
4. Application (8’)
a, Aims: Ss can interact each other using –ed adjectives and –ing adjectives to
describe these things and experiences in your life.
b, Contents: Ss work in pairs to look at the questions and tell how they felt using -
ed adjectives. Then, Ss use -ing adjectives to describe things and experiences in
their life.
c, Outcome: Ss can use -ed adjectives to describe their feelings and use -ing
adjectives to describe things and experiences in their life.
d, Organization:
- First, model this activity with some 4a. Work in pairs. Look at the questions
more Ss. Then, asks Ss to work in below. Tell your partner how you felt,
pairs. using –ed adjectives.
Example:
- T may go around to help weaker Ss. I felt terrified before my last Maths test.
4b. Now use –ing adjectives to describe
- Calls some pairs to practice in front these things and experiences in your life.
of the class. Example:
The last film I saw was called Norwegian
Wood. It was really moving.
3. Guides for homework (2’)
- Remind the meaning and how to use –ed and –ing adjectives.
- Pronounce correctly the –ed ending in verbs.
- Do exercise A in workbook
- Prepare: Unit 8- A closer look 2.
- Review: Although, despite/ and in spite of and give examples
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