WEEK 34- PERIOD 101
UNIT 12: ENGLISH-SPEAKING COUNTRIES
LESSON 7: LOOKING BACK AND PROJECT(page: 132,133)
STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of this unit, students will be able to gain the following things:
-Identify some information and lexical items about English-speaking countries .
-- Review the vocabulary and grammar of Unit 12
- Apply what they have learnt (vocabulary and grammar) into practice through a
project.
- Students will be able to know more words and phrases about English speaking
countries.
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
- Group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
- Sts can introduce themselves or one another fluently.
The loveof country; The awareness about importance of speaking English; Be
ready to talk about English speaking countries
B. LANGUAGE FOCUS
Key terms/ Vocabulary:
a. Vocabulary: vocabulary on the topic “English-speaking countries”.
b. Gramma
C. INSTRUCTIONAL RESOURCE
Grade 7 text book, laptop, TV, pictures and realia, Computer connected to the
Internet, Sach mem.vn
-Text books, pencils, pics, blank papers, real
* Task delivering
- Task performance
- Report and discussion
- Judgement
WARM UP
- To revise the vocabulary related to the topic and lead in the next part of the
lesson.
Video watching:
- Having a chance to speak English and focus on the topic of the lesson.
- Teacher's instructions…
- Computer

- Projector
- Blackboard
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks

Performance
products

1.: Look at the pictures and write the
Students' answers
correct words or phrases to complete the
sentences.
2. Choose the best answer A, B, or C to Students' answers
complete each sentence .

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

3. Complete the sentences with "a / an" Students' talk /
or "the". .
answers

Observation
Questions and
answers

4. Underline and correct the article
mistakes in the sentences below

T's observation

Students'
discussion

Students'
discussion
T's observation
Students' activities
STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Warm-Up:
-Ask a few Ss to go to the board and tell the class about the out door activities at
their school .
- Ask them to record their answers to each task so that they can use the information
to complete the sefl- assessment table at the end of the unit .
- Have them open their books to page 68.
Teacher's activities
Student's activities
5.Work in groups

Brainstorming
- Teacher divides the board, and divides the
class into 2 teams.
- Members of each team take turns and write
as many school facilities as possible in 2
minutes.
-Students cross check their answers first.
- Teacher confirms the answers and gives

feedback. The group having more correct
answers is the winner.
Content

Teacher's & Student's activities
Activity 1: Look at the pictures and write
the correct words or phrases to complete
the sentences. (p. 132)
- Teacher asks students to work in pairs, has
students read the sentences and see if they
can find the equivalent words illustrated by
the pictures.
-Students do the task in pairs.
-Students exchange their answers with their
partners.
- Teacher gives feedback as a class
discussion.
.
Actitity 2 :Choose the best answer A, B, or
C to complete each sentence. (p. 132)
- Teacher asks students to to complete the
task individually.
-Students do the task individually complete
the sentences.
- Students exchange their textbooks with their
partners.
- Teacher gives feedback as a class
discussion.

Look at the pictures and write the
correct words or phrases to complete
the sentences. (p. 132)
Answer key:
1. island
2. castle
3. boat ride
4. tattoos
5. coastline
2 .Choose the best answer A, B, or C to
complete each sentence. (p. 132)
Answer key:
1. A
2. B
3. B
4. C
5. A

GRAMMAR
Activity 3: Complete the sentences with
"a / an" or "the". (p. 132)

3 .Complete the sentences with "a / an"
or "the". (p. 132)
Answer key:

* Teacher encourages students to complete
the task individually.

1. the – the

- Studentscomplete the passage with "a / an"
or "the".

3. the – the

2. A – a
4. a – the

- Students exchange their textbooks with their
5. An – an
partners.

-Teacher gives feedback as a class discussion.
Task 4: Underline and correct the article
mistakes in the sentences below. (p. 132)
- Teacher asks students to do this exercise in
pairs.
- Students read each sentence carefully and
discuss to find out which article is incorrect,
then correct it.
- Teacher then asks them to check their
answers with a partner before discussing the
answers as a class.

Answer key:
-Teacher confirms the answers and explains if
1. Ottawa is a capital of Canada. → the
necessary.
2. He's the Englishman. He lives in
Oxford. → an
3. When people travel, they use an map to
find their ways round. → a
4. Can you see a Big Ben from where you
are standing? → the
5. Canadians love ice hockey, the winter
sport. → a
Activity 5. Work in groups
Posters exhibition:
- Teacher has students work in groups and
gives instructions to students as follow:
1.Discuss and choose a place in an Englishspeaking country.
2.Find information about it, including:
 its name
 its location
 its attractions
3.Design a poster to introduce the place and
present it ti the class.
4. Your class votes for the most appealing

poster .
- Students do the project in groups.
- Students vote for the best poster.
- Teacher gives feedback
5. WRAP-UP & ASSIGNMENTS
- - Teacher asks students to talk about what they have learnt in the lesson.
* Homework:
- To allow students finalize their paragraph after being checked by friends and the teacher
- Do more exercises in workbook.
- Prepare new lesson.
WEEK 34- PERIOD 102
REVIEW 4 ( LANGUAGE)
STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of this unit, students will be able to:
1.  Cognition : 
- Review pronunciation, vocabulary and the grammar points they have learnt in
units 10, 11, 12.
.2. Skills :  
-Talk about the topics:Energy sources, Traveling in the future, English-speaking
countries.
- Develop self-study skills
3. Attributes:
- show the interest and the knowledge about the topics: Energy sources,
Traveling in the future, English-speaking countries.
4.  Competences :
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
B. LANGUAGE FOCUS
Key terms/ Vocabulary: Review the vocabulary related to the topics: Energy
sources, Traveling in the future, English-speaking countries.

Key grammatical structure(s)
Review The present continuous and the future simple.
C. INSTRUCTIONAL RESOURCES
- Grade 7 textbook, Review 4 Language
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks
Performance products
Task 1:Mark the stressed Student's answer
syllables in the
underlined words. Then
listen, check and repeat. 
Task 2: Write the words Student's answer
in the box next to their
definitions
Task 3: Complete the
Student's answer
sentences with the words
below.
Task 4: Use the correct
tense and form of each Student's answer
verb in brackets to
complete the sentence.
Task 5: Find and cross
(-) ONE incorrect article Student's discussion
in each sentence and
write the correct one.

Assessment tools
Answer keys,
Observation
Observation
Observation & feedback
Answer keys,
Observation & feedback
Observation
Feedback

Observation & feedback

STAGE 3: LEARNING PLAN/ LEARNING EXPERIENCES
MINDMAP
- Teacher divides the class into 3 big groups to draw a mindmap related to the
knowledge they have learnt in Unit 10, 11, 12.
- Ss do the task in groups.
-Teacher calls on some students to present their answer based on the mindmap.
- Other Ss comment and teacher confirms.

TASK 1: MARK (') THE STRESSED SYLLABLES IN THE UNDERLINED
WORDS. THEN LISTEN, CHECK, AND REPEAT. (Ex 1, p. 134)
- Teacher reminds Ss how to stress on two-syllable and three-syllable words. Then,
ask Ss to read the underlined words in the sentences and mark the stress syllables.
- Ss do the task individually.
- Teacher calls on some Ss to give their answers, then plays the recording for Ss to
listen and check their answers.
- Teacher confirms and plays the recording again for Ss to listen and repeat in
chorus and then individually.
Answer key:
1. 'Driverless trains will be 'popular.
2. Niagara Falls is Canada's most famous 'natural at'traction.
3. We can save 'energy by re'cycling.
4. All plants and 'animals need 'energy
5. He's reading Guidance for Visitors to Scotland.
TASK 2: WRITE THE WORDS IN THE BOX NEXT TO THEIR
DEFINITIONS. (Ex. 2, p. 134)
- Teacher has Ss do the task independently to do matching.
-Ss do the task individually, teacher reminds them to highlight the key words to
help them with the matching.
- Teacher calls on some Ss to check.
- Teacher confirms the correct answers.
Answer key:
1. source

2. bamboo-copter

3. Symbol

4. coal

5. attraction

TASK 3: COMPLETE THE SENTENCES WITH THE WORDS BELOW.
(Ex. 3, p. 134)
-Teacher asks Ss to read the adjectives in the box to do the exercise.

- Ss works independently to do the task.
- Teacher calls on some Ss to check.
- Teacher confirms the correct answers.
Answer key:
1. public 2. natural

3. national

4. renewable

5. native

6. Electrical

TASK 4: USE THE CORRECT TENSE AND FORM OF EACH VERB IN
BRACKETS TO COMPLETE THE SENTENCE. (Ex. 4, p. 134)
-Teacher asks Ss to read the sentences first and underline the signals to help them
decide if the verbs are used in the present continuous or future simple.
- Ss do the task individually.
- Teacher calls on some Ss to check.
- Teacher confirms.
Answer key:
1. is doing

2. will visit

3. is building

4. will use

5. will have

TASK 5: FIND AND CROSS (––) ONE INCORRECT ARTICLE IN EACH
SENTENCE AND WRITE THE CORRECT ONE. (Ex. 5, p. 134)
- Teacher asks Ss to read the sentences first and underline all the articles in each
sentence, then look at each article and the word it goes with and decide if it is used
correctly.
- Ss do the task individually.
- Teacher calls on some Ss to check.
- Teacher confirms.
Answer key:
1. the -> an
4. a -> the

2. a -> the
5. a -> an

3. A -> The
6. a -> the

WRAP-UP
Teacher asks students to talk about what they have learnt in the lesson

HOMEWORK
Prepare for Review 4 :Skills

WEEK 34- PERIOD 103
REVIEW 4 ( SKILLS )
STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of this unit, students will be able to:
1.  Cognition : 
- Review pronunciation, vocabulary and the grammar points they have learnt in
units 10, 11, 12.
2. Skills :  
- read for general and specific information about Alaska;
- talk about saving energy-saving activities;
- listen for specific information about a means of transport;
- write a paragraph describing a future means of transport.
- Develop self-study skills
3. Attributes:
- show the interest and the knowledge saving energy-saving activities,
traffic,means of transport.
4.  Competences :
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
B. LANGUAGE FOCUS
Key terms/ Vocabulary: Review the vocabulary related to the topics: Energy
sources, Traveling in the future, English-speaking countries.
Key grammatical structure(s)
Review The present continuous and the future simple.
C. INSTRUCTIONAL RESOURCES
- Grade 7 textbook, Review 4 : Skills

- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks
Performance products
TASK 1A: Read the
Student's answer
passage. Find a word and
a phrase from the
passage and write them
under their corrrect
pictures

Assessment tools
Answer keys,
Observation

TASK 1B: Choose the
correct answer A, B, or
C to complete each
sentence.
Task2 Work in groups. Student's discussion
Read the list of activities
and discuss which ones
are energy-saving and
which ones are not.
Explain your answer. 
Task 3: Listen and
Student's answer
complete each sentence
with ONE word.

Observation
Observation

Task 4 Choose one of the
future means of transport Student's answer
below. Write a paragraph
of about 70 words about
it 

Observation
Feedback

Answer keys,
Observation & feedback

STAGE 3: LEARNING PLAN/ LEARNING EXPERIENCES
Warm-up: CHATTING
-Teacher writes on the board “Alaska” and asks Ss some questions to lead in the
passage they are going to read.
-Ss do the task individually.
- Teacher calls on some Ss to answer the questions.

- Teacher can or can't confirm.
TASK 1A: READ THE PASSAGE. FIND A WORD AND A PHRASE FROM
THE PASSAGE AND WRITE THEM UNDER THEIR CORRECT
PICTURES. (Ex. 1a, p. 135)
- Teacher asks Ss to look at the pictures first, then quickly read the passage and
find a word/ phrase for each one.
- Ss do the task individually.
- Some Ss answer.
- Teacher confirms.
Answer key:
1. float plane

2. Dogsled

TASK 1B: CHOOSE THE CORRECT ANSWER A, B, OR C TO
COMPLETE EACH SENTENCE. (Ex. 1b, p. 135)
- Teacher gives Ss some time to read all the passages carefully, then asks them to
do Ex. 1b.
- Ss do the task independently.
- Ss give answers and explain their ideas.
- Teacher confirms.
Answer key:
1. C

2. A

3. B

4. A

TASK 2: READ THE LIST OF ACTIVITIES AND DISCUSS WHICH ONES
ARE ENERGY-SAVING AND WHICH ONES ARE NOT. EXPLAIN YOUR
ANSWER.
(Ex. 2, p. 135)
- Teacher asks Ss to work in groups of 4 to discuss the list of activities and gives
the reasons for each.
- Ss do the task in groups.
- Some groups report their answers, others listen, and comment.

- Teacher confirms and corrects their grammar, pronunciation and spelling.
Suggested answers:
Energy-saving: 1, 3, 4, 5
Not energy-saving: 2 and 6
The focus is on how a student explains his / her answer.
TASK 3: LISTEN AND COMPLETE EACH SENTENCE WITH ONE
WORD.
(Ex. 3, p. 135)
- Teacher asks Ss to read all the questions first, then try to guess the needed
information to fill in the blanks. After that, teacher plays the recording twice for Ss
to listen
- Ss do the task independently.
- Some Ss give their answers.
- Teacher plays the recording again and confirms the correct answers.
Answer key:
1. flying

2. parents

3. lanes

4. traffic

5. Land

TASK 4: CHOOSE ONE OF THE FUTURE MEANS OF TRANSPORT
BELOW. WRITE A PARAGRAPH OF ABOUT 70 WORDS ABOUT IT. (Ex.
4, p. 135)
- Teacher asks Ss to look at the picture and choose what means of transport for
their writing. Then, teacher has Ss read the suggested information they can include
in their description.
- Ss do the task individually in 6-8 minutes.
- Some Ss read their writing.
- Teacher checks grammar, vocabulary, spelling if needed.
Suggested answer:
The bamboo-copter will be a popular means of transport in the future. It's not very
fast, so it's safe to ride. It's cheap, and it doesn't use much energy. Most people

can afford it. It's also convenient because you can go anywhere: in a busy city, to
the sea, or to the mountains. The copter is small and can carry only one person, so
it doesn't take up much space. I love it.
WRAP-UP Teacher asks students to talk about what they have practised in the
lesson.
HOMEWORK Prepare for the final term test.