WEEK 32- PERIOD 94
UNIT 11: TRAVELLING IN THE FUTURE
Lesson 7: : Looking back & Project (page: 122)
STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Cognition: - Review the vocabulary and grammar of Unit 11
- Apply what they have learnt (vocabulary and grammar) into practice through a
project
2. Skills: understand, use the vocabolary to relate Travelling in the future learned and
do the grammar exercises also learned in topic well.
3. Attributes: + Develop self-study skills
+Be more creative and responsible when doing the project.
4. Competence: - Develop communication skills and creativity
- Develop presentation skill
- Develop critical thinking skill
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
B. LANGUAGE FOCUS
Key terms/ Vocabulary:
Revise the vocabulary relate to the films.
Key grammatical
though/however.

structure(s):

C. INSTRUCTIONAL RESOURCES
- A Picture of films
- Textbook: English 7 – Unit 11 – page 90
- Computer

Revise

connectives

:

although/

- Projector
- Sachmem.com
- Blackboard
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks

Performanceproducts

Assessment
tools

1.Task 1: Write three adjectives or
phrases to describe each picture.

Students' answers

T's Observation

2.Task 2: Complete the sentences with
the words and phrases from the box.

Students' answers

3.Task 3: Find one mistake in each
sentence and correct it.

Answer keys
T's Observation
&Feedback/
Answer key
Students'answers

4.Task 4: Read the passage and put the
verbs in brackets in the correct future
form.

Students' answers

5. PROJECT(p 91)

Students'drawing
maps

T's observation
Answer key
T's observation
Answer key
T's observation
Feedback

STAGE 3: TEACHING PROCEDURE
Warm-Up (5 minutes): Mindmap
-Writes on the board “Unit 11” asks Ss to think of what they have learnt already in
this unit.
Vocabulary

Grammar

Unit 11
Pronunciati
on

-Ss work in pairs to do the task.
-Calls some students to retell.

-Confirms and leads them to do all the exercises in books.
-Lead in : This is the last lesson of Unit 11, I want you to revise the topic Travelling
in the future by doing some more exercises.
Activity 1: (7 minutes) : Task 1: Write three adjectives or phrases to describe
each picture. (Ex. 1, p. 122)
* Teacher asks Ss to work individually to look at the three pictures and think of the
words or phrases they have learnt to describe means of transport.

-Ss do the task independently.
-Asks for Ss' answers. **** Teacher confirms the correct ones
Answer keys:
1. fast, green, carrying many passengers
2. fast, convenient, autopilot function
3. electric, green, convenient
Activity 2: (7 minutes) : Task 2: Complete the sentences with the words and
phrases from the box. (Ex. 2, p. 122)
-Has Ss work individually to put the right words / phrases into the correct blanks.
-Ss do this activity individually, then compare their answers with their partners.
-Asks for some Ss to read aloud the sentences.
-Confirms the correct answer.

Answer keys:
1. eco-friendly
trains

2. runs on

3. bamboo-copter

4. driverless

5. Bullet

Activity 3: (7 minutes) : Task 3: Find one mistake in each sentence and correct
it. (Ex. 3, p. 122)
-Asks Ss to find one mistake in each sentence and correct it
-Ss do the exercise individually and swap with their partners.
-Calls some Ss to check their answers.
-Confirms the correct answer.
Answer keys:
1. Her → Hers
→ your

2. Our → Ours

3. My → Mine

4. its → his

5. yours

Activity 4: (8 minutes) : Task 4: Read the passage and put the verbs in brackets
in the correct future form. (Ex 4, p. 122)
-Asks Ss to put the verbs in brackets in the correct form
-Ss work individually to do the task.
-Calls 1- 2 Ss to read out the passage.
-Checks and confirms their answers.
Answer keys:
1. will travel
… come

2. won't go

3. will need

Activity 5: (8 minutes) : Discussion

4. won't carry

5. Will

-Asks Ss to look at the picture and imagine a future means of transport they would
like to see in the future. Teacher tells SS that they can draw pictures or pin the
pictures or photos on A0 paper to illustrate their ideas.
-Ss do the task in group. Teacher goes around to help if necessary and check their
progress.
Posters exhibition
-Calls some groups to present their poster to the class
-Ss in other groups comment. Teacher confirms and corrects.
Wrap-up & Assignments (3 minutes)
* Ask students to answer the following question:
1. What did you learn in the lesson today?
- Revise vocabulary and grammar in unit 11
- Make Project: “Means of transports”
2. What are the core values of the lesson? / What do/ can you learn from the
lesson?
- Do you love Travelling in the future?
- What are good about Travelling in the future?
*Homework: -Complete the project
-Do ex. in workbook.
- Prepare for the next lesson: Unit 12 ( Getting started)

WEEK 32- PERIOD 95
UNIT 12: ENGLISH-SPEAKING COUNTRIES
Lesson 1: Getting started – A holiday in Australia
STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES: By the end of the lesson, students will be able to:
1, Cognition
- Gain an overview about the topic “English-speaking countries” 
- Use lexical items related to people and places in English-speaking countries
2, Skills :
- Develop communication skills and cultural awareness 
- Be collaborative and supportive in pair work and teamwork

- Actively join in class activities
3. Attibutes:
- Develop self-study skills
- Raise students' awareness of the need to learn English
4. Competences :
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities.
B. LANGUAGE FOCUS
Key terms/ Vocabulary:
- island  (n), - sunset (n), - landscape (n), - penguin (n)
Key grammatical structure(s):
C. INSTRUCTIONAL RESOURCE
- Grade 7 textbook, Unit 12, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks

Performance
products

Task 1: Listen and read.

Students' reading

Task 2: What are Phong and
Mark talking about?

Students' answer

Task 3: Read again and tick the
information you can find in the
Students'talk / answers
conversation.
Task 4: Complete the sentences
with the words and phrases from Students' activities
the box
Task 5 : Matching game: What's
Students' activities
its capital city?

Assessment tools
T's Observation
Answer keys,
T'sObservation &
Feedback
T'sObservation &
Feedback
T'sObservation &
Feedback
T'sObservation &
Feedback

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
*Warm-Up (5 minutes): FLAGS MATCHING
* Teacher divides the class into 2 big groups and asks them to match the flag
illustrations with names of the countries.
** Students work in groups to discuss and do the matching.
*** Teacher allows students to share their answers before discussing as a class and
encourages them to pronounce the names of the countries correctly.
**** Teacher asks students to explain their choice, checks the answers as a class,
gives feedback then introduces the similarity of these countries 
English-speaking countries”.

- To lead in the topic of the lesson
- To set the context for the introductory conversation
- Let students open their books and start the lesson.
*Present vocabulary:
- island  (n, - sunset (n), - landscape (n), - penguin (n)
TASK 1: LISTEN AND READ. (Ex 1, p. 124)
-Teacher can play the recording more than once.
- Students listen and read individually.
-Teacher can invite some pairs of students to read aloud.
- Teacher check students' pronunciation and give feedback
TASK 2: WHAT ARE PHONG AND MARK TALKING ABOUT? (Ex 2, p.
125)
-Teacher asks to answer the question without reading the conversation again.
-Students choose the most suitable option A, B, or C.
-Teacher allows students to share their answers before discussing as a class and
encourages them to pronounce the words / phrases correctly.
- Teacher asks students to explain their choice and checks the answers as a class and
gives feedback.
Answer key: A
TASK 3: READ AGAIN AND TICK THE INFORMATION YOU CAN FIND
IN THE CONVERSATION. (Ex 3, p. 125)
- Teacher asks students to work individually to complete tick the information they
can find in the conversation.
- Students work individually to read the sentences and do the task without referring to
the text.
- Teacher allows students to share their answers before discussing as a class.
- Teacher calls on some students to give the answers and asks them where they find
the information.
Answer key:
1. In Australia, Phong used English in real life.
4. Australia is beautiful.
5. Australians love outdoor activities.
TASK 4: COMPLETE THE SENTENCES WITH THE WORDS AND
PHRASES FROM THE BOX. (Ex 4, p. 125)
- Teacher asks students to read the words and phrases in the box and work on their
meanings. These words have appeared somewhere in the previous units (except the
word Australians).
- 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 students to read aloud the full sentences and correct their
pronunciation if needed.
Answer key:
1. landscape 
2. penguin watching 
3. island
4. sunset 

5. Australians
TASK 5: GAME: WHAT'S ITS CAPITAL CITY? (Ex 5, p. 125)
DISCUSSION: WHAT DO YOU KNOW ABOUT THE
COUNTRIES?
- Teacher writes the countries and the capital cities on the board (like in the book).
- Students discuss in their groups and do the task.
- Teacher can go around to help weaker students. 
- Teacher stops the game when time is up. The first group to find all the correct
answers wins.
- Teacher asks the Ss to work in pairs, choose a country and share with their partners
what they know about that country.
Answer key:
1. Washington D.C. 
2. Ottawa 
3. London
4. Canberra 
5. Wellington
* Wrap-up and assigments
-Asks student some questions to check their understanding after lesson
-Teacher refers to the unit title again then together with students, orally list the names
of English-speaking countries and their capital cities in the lesson.
* Homework:
- Remind students to do exercises in the workbook (Unit 12 ) and to prepare for the
next lesson (Unit 12, A closer look 1 ).

WEEK 32- PERIOD 96
UNIT 12: ENGLISH- SPEAKING COUNTRIES.

A. OBJECTS:

LESSON 2: A close look 1
STAGE 1: DESIRED OBJECTIVES

By the end of this lesson, students will be able to gain:
1. Cognition:
- Vocabulary: Use words related to people and places in the English-speaking
countries.
- Pronunciation: ask questions with the correct rising and falling intonation.
2. Skills:
- Talk about the people and places of English – speaking countries.

- Rising and falling intonation for questions.
3. Atribude:
- Develop self-study skills.
- Raise students' awareness of the need to keep their neighbourhood green.
4. Competences:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
B. LANGUAGE FOCUS
I. Vocabulary
1. native (adj)
2. amazing (adj)
3. amazing (adj)
4. local (adj)
5. ancient (adj)
Key grammatical structure(s):
- Articles: a, an, the
C. INSTRUCTIONAL RESOURCES
- video of some famous places of Scotland.
- Textbook: English 7 – Unit 12 – page 126, 127.
- Computer,TV
- Blackboard
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks
Performance products
Task 1: Write the words or
phrases under the correct
Students' writing
pictures. (p. 126)

Assessment tools
T's Observation

Task 2: Use the words in the
box to complete the sentences.
(p. 126)

Students' answers

T's Observation
Questionsand
answers

Task 3: Work in pairs. Discuss
and write the word or phrase
in the box next to its
explanation. (p. 126)

Students' activities
Students'activities
( Reading,understanding
and filling)

Observation &
feedback
Assessment tools
Peer-correction

Task 4: Listen and repeat,
paying attention to the
intonation of the following
questions. (p. 126)
Task 5: Circle the correct
intonation. Then listen and
repeat. (p. 126)

Students'activities
( Reading,understanding
and filling)

Students' answer

T's observation&
feedback
Assessment tools
Peer-correction
T's observation&
feedback

TAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Warm-Up (5 minutes): Guessing game: English- speaking countries.
Step 1: Divide ss ino 2 groups and let them tell which countries speak English in the
world.
Step 2: Ss work in groups and try to list .
Step 3: When time is up, ask the students to give the answer.
Step 4: Feedback by giving points for everything they got right, the team with the
most right answer will win.
Step 5: Lead ss into the new lesson by telling:
- Do you want to know the people and places in English- speaking countries?
Step 6: Tells sts that they are going to learn the lesson. Then ask them to look at their
books and do activity 1.
Activity 1: Write the words or phrases under the correct pictures. (p. 126)
- Teacher has students read aloud the words in the box and and asks them to match
the words with the pictures illustrating them within 3 - 4 minutes.
-Students read the words and phrases in the box and match them with the pictures.
-Teacher asks them to share their answers in pairs before checking the answers as a
class.
- Teacher invites students to take turns to read out their answers and corrects their
pronunciation if needed.
Answer key:
1. kangaroo

2. island country

3. tattoo

4. Scottish kilt

5. castle

6. coastline

Task 2: Use the words in the box to complete the sentences. (p. 126)
- Teacher asks to read the words in the box first, explains their meanings if needed
then allows students 5 minutes to do the task.
-Students do the task individually.
- Teacher allows students to swap their textbooks to peer check first.
- Teacher confirms the answers and gives feedback, if necessary.
Ask Ss to read the words in the box first. Explain their meanings if needed.
Answer key:
1. amazing

2. ancient

3. unique

4. local

5. native

Task 3: Work in pairs. Discuss and write the word or phrase in the box next to
its explanation. (p. 126)
- Teacher asks students to work in pairs to read the words and phrase first and see if
they know any of them.
- Students have 4 - 5 minutes to discuss and complete the task.
-Teacher asks students to work in pairs to swap their answers and peer check.
- Teacher checks their answers as a class.
Answer key:
1. tower

2. symbol

3. capital

4. boat ride

Task 4: Listen and repeat, paying attention to the intonation of the following
questions. (p. 126)
-Teacher writes two short questions on the board: a yes / no question and a whquestion. Have some Ss say aloud the questions first, then ask other students to pay
attention to the intonation at the end of the questions.

 Can you speak English?
 What is the capital of Scotland?
- Students look at the questions with the rising and falling already marked, listen and
repeat as a class, a group, and finally as individuals.

-Teacher plays the recording for Ss to listen once, then listen and repeat as a class, a
group, and finally as individuals. Teacher can play the recording as many times as
necessary
-Teacher elicits the pattern from students: use rising intonation for yes / no questions
and falling intonation for wh-questions
Task 5: Circle the correct intonation. Then listen and repeat. (p. 126)
-Teacher has students circle the correct intonation individually, based on what they
have learnt in Task 4.
- Teacher plays the recording for students to listen and repeat each question and
check their answers.
-Teacher corrects them if needed and calls on some students to read the questions
aloud.
-Teacher plays the recording again and ask students to repeat each question after the
recording. Teacher confirms the answers.
Audio script

Game: Up or Down?
- Teacher explains the rules:
 Teacher divides the class into 2 teams.
 Students will listen to questions which are made up from the words in the
lesson.
 Students will have to stand up if it is a yes / no question and sit down if it is a
wh-question.
 The team will receive minus points equivalent to the number of students who
pose incorrect actions (stand up or sit down).
 The team with less minus points will be the winner.
-Students play the game.
-Teacher helps students in the game.
- Teacher gives feedback.
WRAP-UP:
Teacher asks students to summarise what they have learnt in the lesson.
HOMEWORK:

Choose a favourite English-speaking country. Find the information about its location
and attractions.