Giáo án Tiếng Anh Lớp 7 - Học kỳ II - Năm học 2020-2021 - Đặng Thị Thu Hà

MÔN TIẾNG ANH LỚP 7 – HỌC KỲ II
17 TUẦN X 3 TIẾT/ TUẦN = 51 TIẾT
Năm học 2020 - 2021
Tuần
Tiết PPCT
Tên bài/ Unit
Nội dung chi tiết
Tuần 19
55
56
57
UNIT 7
UNIT 7
UNIT 7
Getting started
A closer look 1
A closer look 2
Tuần 20
58
59
60
UNIT 7
UNIT 7
UNIT 7
Communication
Skills 1
Skills 2
Tuần 21
61
62
63
UNIT 7
UNIT 8
UNIT 8
Looking back & project
Getting started
A closer look 1
Tuần 22
64
65
66
UNIT 8
UNIT 8
UNIT 8
A closer look 2
Communication 
Skills 1
Tuần 23
67
68
69
UNIT 8
UNIT 8
UNIT 9
Skills 2
Looking back & project
Getting started
Tuần 24
70
71
72
UNIT 9
UNIT 9
UNIT 9
A closer look 1
A closer look 2
Communication
Tuần 25
73
74
75
 UNIT 9
UNIT 9
UNIT 9
Skills 1
Skills 2
Looking back & project
Tuần 26
76
77
78
Review 3 
Review 3 
The mid test
Review 3 (Language)
Review 3 (Skills)
The mid 45-minute test 
Tuần 27
79
80
81
 UNIT 10
UNIT 10 
UNIT 10
Getting started
A closer look 1
A closer look 2
Tuần 28
82
83
84
UNIT 10
UNIT 10
UNIT 10
Communication
Skills 1
Skills 2
Tuần 29
85
86
87
UNIT 10
The test correction
UNIT 11
Looking back & project
Feedback: The mid 45-minute test
Getting started
Tuần 30
88
89
90
UNIT 11
UNIT 11
UNIT 11
A closer look 1
A closer look 2
Communication
Tuần 31
91
92
93
UNIT 11
UNIT 11
UNIT 11
Skills 1
Skills 2
Looking back & project
Tuần 32
94
95
96
UNIT 12
UNIT 12
UNIT 12
Getting started
A closer look 1
A closer look 2
Tuần 33
97
98
99
UNIT 12
UNIT 12
UNIT 12
Communication
Skills 1
Skills 2
Tuần 34
100
101
102
UNIT 12
Review 4
Review 4
Looking back & project
Language
Skills
Tuần 35
103
104
105
Consolidation
Consolidation
2nd term exam
2nd term exam
WEEK 19
Period 55
Date of preparing: 03 / 1 / 2021
UNIT 7 - TRAFFIC
 LESSON 1 : GETTING STARTED - MONDAY IN THE PLAYGROUND
I. Class level/Students’ level: Pre-intermediate
II. Main Language Focus: Reading Comprehension/Listening Comprehension 
III. Integrated skills: Listening; reading; writing and speaking
IV. Main sub-skills: 
 - Listening and reading for specific information; Inferring; Sequencing
V. Specific Objectives:	
1. Knowledge: 
	a. Vocabulary: know some words, phrases related to traffic topic
	b. Grammar: The usage of “How” to ask about means of transport
2. Skills: listening and reading, choosing the best answers, reading and answering, finding the expression in the coversation, making short role play, words completion, matching, making sentences, talking to other, spoken interaction.
	3. Attitude: Ss will be more responsible for using means of transport and more aware of taking part in traffic . 
	4. Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence
VI. Teaching aids: 
- Teacher: Reading text/hand-outs/cassette player/pictures/ projector 
- Students: Pens, notebooks, books
VII. Teaching methods: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
VIII. Teaching procedures:
Teacher and Students' activities
Contents
ACTIVITY 1: Warm up (5’)
Brainstorming
Aims: help students have an overview about traffic
Contents:
Find out some information about traffic
Products:
Vocabulary about traffic
Organization:
- T introduces the topic “Traffic” 
Ask: How/ By what means do you go to school every day?
On foot? By bicycle? By bus? On your parents’ motorbike 
- What means of transport is faster? What mean is safer? What means do you like most? Why?
- What can you see on the way to school every day?
- Who are Mai and Oanh?
- What may they talk about?
+ Play the recording. Ss listen and read.
ACTIVITY 2. Getting started (15’)
Getting-started:
 Aims: provide sts neccesary words and structure for understanding and learning the conversation.
Contents: 
- new words from the conversation
Products:
- New words
Organization:
* E1-a: Ss work independently or in pairs to choose the correct answer to the questions. T then checks their answers and gives explanation if necessary.
1. Getting started (15’)
a. Choose the correct answer.
1. B 2. A 3. B
b- Ss work in pairs. T lets them check the answers in pairs or groups, then gives the keys. If there’s time, call some pairs to read the questions and give answers.
b. Answer the following questions.
1. She played with her brother/ stayed at home.
2. It’s about 2 kilometers.
3. She usually goes to school with her dad.
4. Because sometimes there are traffic jams
5. She goes to school by bike.
C- Colloquial expressions.
Tell Ss to refer back to the conversation to find the phrases. Ss practice saying them together (T plays the recording again if necessary). Explain the meaning to the Ss, then give some examples.
c. Can you find the following in the conversation? Do you know what they mean?
1. to have someone’s attention.
2. when you strongly support or agree with something.
3. very excited and keen to do something.
d. Ask Ss to role-player the short conversations in pairs before creating their short role-plays. More able Ss can try to extend the conversation.
d. Work in pairs. Make short role-plays with the expressions above. Then practice them.
Example: - How about cycling to school with me tomorrow?
- Great idea!
ACTIVITY 3: Practice (10’)
Aims: help sts have some concepts about traffic all over the world 
Contents:
- words about traffic
Products:
- Vocabulary about traffic
Organization:	
- E2. Ss work in pairs and write the means of transport under the right pictures. Then T lets Ss read each word correctly. Check and correct their pronunciation.
2. Means of transport.
Write the words using the first letter given.
1. bike/ bicycle
2. bus
3. plane
4. boat
5. ship
6. train
7. motorbike
8. car
- E3. Ss work individually to do the task and write their answers in their notebooks. T checks their answers.
3. Match a verb on the left with a means of transport on the right. There may be more than one correct answer.
1. ride a bike 2. drive a car 
3. fly by plane 4. sail on/ in a boat
5. get on/ get off a bus/ a train/ a bike/ a motorbike.
4. Let Ss stand up and go round the class to ask everyone the question:
Ss have to take notes, and then some of them report their result to the class.
4. Find someone in your class who never.
- How often do you walk to school/ go to school by bus ?
- Do you (often walk to school/ go to school by bus? 
ACTIVITY 4: Further practice (10’)
Aims: review and learn by heart at class some new words and structure.
Contents:
More traffic information.
Products:
- traffic vocabulary and information
 Sts’s knowledge about television
Organization:
- Lets sts summarize the content of the lesson
Homework:
- Learn by heart the words
- Learn new words and phrases
- Prepare A closer look 1.
Period 56
UNIT 7 - TRAFFIC
LESSON 2: A CLOSER LOOK 1
I.Class level/ Ss’ level: Pre-intermediate
II.Main Language Focus: Practising the vocabulary and pronunciation
III.Integrated skills: Listening ,Reading & Speaking
IV. Main sub-skills: Referring, Sequencing,... 
V. Speccific Objectives :
1. Knowledge: By the end of the lesson, Ss will be able to use the lexical items related to the topic “Traffic”. Pronounce sounds /e/, /ei/ correctly in isolation and in context, know some words, phrases related to traffic topic
	a. Vocabulary: trafic lights, no parking, no right turn, hospital ahead, parking, cycle lane, school ahead, no cycling
	b. Grammar: The usage of “How” to ask about means of transport
	c. Pronunciation: sounds /e/, /ei/
2. Skills: seeing pictures and talking, labeling the signs, discussing, listening and repeating, listening and underline the words, finding words. 
	3. Attitude: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety. 
	4. Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence
VI. Teaching aids:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
VII. Teaching methods: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
VIII. Teaching procedures:
Teacher and Students' activities
Content
ACTIVITY 1: WARM-UP (5’)
Word webs
Aims:- Elicits the topic from students
Contents: 
Names of the traffic
Product: all the words related to the topic: traffic and road signs.
Organization:
- Brainstorm the Ss: let them give all road signs they see every day on the way to school, or elsewhere, and all the words they know related to the topic of traffic and transport. Encourage them to say out as many words as possible.
ACTIVITY 2: Vocabulary (15’)
Aims: help sts learn the new words.
Contents: new words in A closer Look 1
Products:
Keys of A Closer Look 1
Organization:
1. Ss work in pairs to talk about the meaning of the road signs, then write out their answers.
I- Vocabulary
ROAD SIGNS
1. Have you seen these road signs? Talk about the meaning of the signs below with a partner.
2. Ss work individually to label the road signs in 1 with the words/ phrases.
Look out: There are usually three kinds of signs: informative, prohibitive, and warning.
2. Label the signs in 1 with the words/ phrases below.
1. traffic lights. 2. no parking
3. no right turn 4. hospital ahead
5. parking 6. cycle lane
7. school ahead 8. no cycling
Look out!
- A sign within a red triangle will warn you of something.
- Signs with red circle are mostly prohibitive- that means you can’t do something.
- Signs in blue are usually to give information.
3. Let Ss work in pairs and talk about the traffic signs they see on the way to school (or else). T goes around and gives assistance if necessary and check their answers.
3. Work in pairs. Discuss which of the signs you see on the way to school.
Example: 
A: On the way to school, I can see a “no left turn” sign.
B: On my way to school there is a hospital, so I can see a “hospital ahead” sign.
ACTIVITY 3: Pronunciation (15’)
Aims:
Concept of tone in statement used as questions
Contents: 
T. expresses how to pronounce sound //ð/ and /θ/
Products:
Sts can read in correct innotation
Organization:
- 4. First, T give examples of the sounds /e/, /ei/. Let Ss practice the sounds together. 
- Ask Ss to observe the T’s mouth and listen to the teacher for these two sounds carefully.
- Play the recording and let Ss listen and repeat as many times as required. - Correct their pronunciation.
5. Play the recording 2 or 3 times.
- Help Ss distinguish the sounds /e/ , /ei/ and recognize all the words with the two sounds, then underlined them as assigned.
6. Refer back to the page 8. Ask Ss to find all the words having sounds /e/, /ei/
II- PRONUNCIATION
/e/ /ei/
4. Listen and repeat. Pay attention to sounds /e/, /ei/
/e/: left, ahead, present, helicopter, centre, never, seatbelt
/ei/: plane, way, station, train, indicate, mistake, pavement, break.
5. Listen to these sentences carefully. Single-underline the words with sound /e/, and double-underline the words with sound /ei/
/e/: 1. ever /ei/: break, way
 2. very railway, station
 3. 0 always, obey, safety
 4. left, when UK
 5. next They, waiting, train
6. Read a loud
ACTIVITY 4: Further practice (10’)
Aims: 
- practice speaking statement questions
Contents:
- vocabulary in textbook
- questions from students
Products:
Sts can review the lesson
Organization:
Lets sts summarize the content of the lesson
Homework: 
- Learn by heard the words
- Learn new words and phrases
- Prepare A closer look 2.
Period 57
UNIT 7 - TRAFFIC
LESSON 3: A CLOSER LOOK 2
I. STUDENTS’ LEVEL: Pre-intermediate
II. MAIN LANGUAGE FOCUS: Reading, writing 
III. INTERGRATED SKILLS:
- Reading, writing & speaking
IV. MAIN SUB-SKILLS:
- Practice grammar in an accurate and fluent situation 
V.SPECIFIC OBJECTIVE:
1. Knowledge: By the end of the lesson, Ss will be able to use “it” for distances, use “ used to” to talk about past habit or state.
	a. Vocabulary: related to the topic: “traffic” 
	b. Grammar: use “it” for distances, use “ used to” to talk about past habit or state
2. Skills: writing sentences, spoken interaction, sentences completion, rewriting the sentences, seeing pictures and talking. 
	3. Attitude: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety. 
	4. Competence development: Groupwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
VI.TEACHING AID
1.Teacher: Pictures/ Flashcards,The Student’s book, projector, screen
2. Students: Pens, notebooks, books
VII. Teaching methods: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
VIII. Teaching procedures:
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: review old lesson
Contents: 
Formal subject to indicate time and weather, climate
Products:
 Check the old lesson 
Organization:
- Chatting: You have already learned it as the formal subject to indicate time and weather, climate, in this unit, it appears to indicate distance
ACTIVITY 2. Grammar 1 (10’)
Aims:
- It is indicating distance
Contents:
- vocabulary about distance
Products:
- T will provide some exercises about distance
Organization:
Grammar 1:
- It is indicating distance
- T explains, then give example
1. Let Ss work by themselves and write down the sentences. T observes and help when and where necessary. After that ask some Ss to read their sentences. T corrects Ss’ mistakes.
2. Ss work in pairs. They ask and answer questions about distances in their neighborhood, following the example. Encourage them to talk as much as possible. T corrects their answers, and their pronunciation and intonation.
I. It is indicating distance
- We can use it in the position of the subject to indicate distance
1. Write sentences with it. Use these cues.
1. It is about 700 metres from my house to Youth Club
2. It is about 5 km from my home village to the nearest town.
3. It is about 120 km from Ho Chi Minh to Vung Tau.
4. It is about 384,400 km from the Earth to the Moon.
5. It is not very far from HaNoi to Noi Bai Airport.
2. Work in pairs. Ask and answer questions about distances in your neighborhood.
Example: 
A: How far is it from your house to school?
B: It’s about a kilometer.
ACTIVITY 3. Grammar 2(10’)
Grammar 2:
Aims: learn about Used to
Contents: grammar Used to and how to use it
Products:
- Grammar Used to and exercises
Organization: 
Used to
Explain to the Ss that used to be the same form for all persons. It is used to describe an action, a habit or a state that happened regularly in the past but does not happen now. 
3. Ss work independently, writing down the answers. Then let them work in groups to check and say out the sentences. T goes round giving help when and where necessary. Some Ss may write their answers on the boards. Other Ss give comments and T give corrections.
4. Let Ss work individually to rewrite the sentences in their notebooks.
While Ss do their task, T goes round to monitor the whole class. When Ss finish their task, call some to read out their sentences. Let others give comments, T corrects mistakes if necessary.
5. Ss work in groups. They take turns to ask and answer questions. Then T may ask some Ss to report their result to the class.
One S may report to the class.
II- Used to
- We use used to describe an action or a state that happened regularly in the past but does not happen at present.
Example: There used to be many trees on the street, but now there are only shops.
Form: 
(+) S + used to + V
(-) S + didn’t use to + V
(?) Did + S + use to
Watch out: In questions and negative sentences, the final “d” in used is dropped.
3. Complete the sentences with used to or use to and the verbs in the box below.
be ride play go feel
1. used to ride
2. used to be
3. used to go
4. Did use to play
5. did . not use to feel
4. Rewrite the sentences using used to.
1. My mum used to live in a small village when she was a girl.
2. There did not use to be (as) many vehicles on the road.
3. We used to cycle to school two years ago.
4. Now there are more traffic accidents that there used to be.
5. My uncle used to be a bus driver some year ago, but now he has a desk job.
5. Work in groups. Did you use to do those things? Ask and answer.
Example: Did you use to play marbles?
 Yes, I did
ACTIVITY 4:Further practice:
Aims: review lesson
Contents:
- review grammar and vocabulary
Products:
Organization:
- Lets sts summarize the content of the lesson
Homework:
- Learn by heart the words
- Do homework
- Do exercise part A, B workbook
- Prepare: Communication
WEEK 20
Period 58 
 Date of preparing: 10 / 1 / 2021
UNIT 7 TRAFFIC
LESSON 4 - COMMUNICATION
I. STUDENTS’ LEVEL: Pre-intermediate
II. MAIN LANGUAGE FOCUS: Speaking
III. INTERGRATED SKILLS: Writing, reading, speaking
IV. MAIN SUB-SKILLS:
- Pronunciation, fluency, accuracy, coherence, presentation technique
V.SPECIFIC OBJECTIVE:
1. Knowledge: By the end of the lesson, Ss will be able to listen about driving laws in these countries on the left and know some driving laws in Viet Nam and other countries.
	a. Vocabulary: roof, illegal, Laws, Reverse, Right-handed:
	b. Grammar: review
2. Skills: giving names of countries, listening and writing the answers, deciding true or false, discussion, spoken interaction. 
	3. Attitude: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety. 
	4. Competence development: Groupwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence
VI.Teaching aid
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
VII. Teaching methods: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
VIII. Procedures: 
Teacher and Students' activities
Contents
ACTIVITY 1: Warm up (5’)
Brainstorming
Aims: Review old lessons
Contents:
Review old lessons
Products:
- new vocabulary
- some law in other countries
Organization:
- Have you ever heard about strange laws in other countries?
ACTIVITY 2. Communication 1 (17’)
Communication 1:
Aims: provide sts neccesary words and structure for understanding and learning the conversation.
Contents: 
- new words about driving and law
Products:
- New words
- task 1, 2
Organization:
- Pre- teach vocabulary.
- First, have Ss read the new vocabulary after the teacher saying that they will appear in the task that follow. Explain their meaning.
I- Extra vocabulary.
roof: nóc, mái nhà
illegal: bất hợp pháp, trái luật
Laws: luật, phép tắc
Reverse: đảo, nghịch, lùi xe
Right-handed: thuận tay phải
1: Ss work in groups and give the names of the five countries.
II- Practice
1: Look at the flags of some countries. Give the names of these countries.
1. The UK
2. Australia
3. India
4. Thailand
5. Malaysia
2. Play the recording. Ss listen carefully and check their answer to 1. Then T gives the correct answers
- Play the recording again. Let Ss complete the table by themselves, then share their answer with a partner. T goes round the class to give support if necessary.
2. Now listen and check your answers. Complete the blanks. Share your answer with a partner.
Reasons this happened:
1. some countries used the same system as UK.
2. many people are right-handed (so on the left-hand side, it is easier for them to use a sword or something when they are on horseback – in the past)
ACTIVITY 3: Communication 2 (15’)
Communication 1:
Aims: help sts have some concepts about driving law all over the world 
Contents:
- driving law
- words about law
Products:
- Task 3, 4
Organization:
3. Communication 2:
3. Ss work in pairs, discussing to find one false driving law.
T may ask the question: Which one do you think seems most unreasonable? Then let Ss think and give the answer.
3. Look at the strange driving laws below. Five of them are true, but one is false. In pairs, can you find the false driving law?
- “In France, you can only reverse your car on Sundays”. This sentence is false!
4. Ss work in groups and discuss the laws in 3 and put them in order from the strangest (N01) to the least strange (N05). T may ask Ss to explain why.
4. Now, work in groups. Discuss the laws and put them in order from the strangest (1) to the least strange (5)
The groups may have different results
ACTIVITY 4: Further practice (5’)
Aims: review and learn by heart at class some new words and structure.
Contents:
More driving laws over the world.
Sts’s knowledge about driving law
Products:
- Driving laws and vocabulary about law and driving
Organization:
- Lets sts summarize the content of the lesson
Homework:
- Learn by heard the words
- Do homework
- Do exercise part C workbook
- Prepare: Skills 1
Take note
Period 59
UNIT 7 - TRAFFIC
LESSON 5 - SKILLS 1
I. Class level/Students’ level: Pre - intermediate
II. Main Language Focus: Reading comprehension and speaking
III. Integrated skills: Listening, Reading & Speaking
IV. Main sub-skills: 
- Reading for specific information;Inferring; Sequencing.
V. Specific Objectives:
1. Knowledge: By the end of the lesson, Ss will be able to read for specific information about traffic rules/ laws. Talk about obeying traffic rules/ laws, and how to use the road safely.
	a. Vocabulary: Pedestrian, pavement, footpath, obey, passenger
	b. Grammar: It’s adj + to do st
2. Skills: describing pictures, matching, spoken interaction, reading and answering, interviewing. 
	3. Attitude: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety. 
	4. Competence development: groupwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
VI.Teaching aid
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
VII. Teaching methods: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
VIII. Procedures: 
Teacher and Students' activities
Content
ACTIVITY 1: WARM-UP (5’)
Word webs
Aims:- Elicits the topic from students
Contents: 
The lexical items related to the topic “traffic”
Product: all the words related to the topic
Organization:
- Chatting: Look at the picture. What can you see in the picture?
ACTIVITY 2: Listening (15’)
Aims: help sts learn the new words.
Contents: new words in Skills 1
Products:
- picture on the board and exercise
Organization:
2. Reading.
1. T tells Ss to look at the picture and say why it is dangerous.
Example: It is dangerous to ride a motorbike on the pavement.
2. Ss work in pairs to do the matching. T checks their results.
Then T asks Ss which they can see in the picture in 1.
3. Ss work in group. Tell them to answer the question:
When you are a road user, what should you Not do?
Then they make a list to compare with other groups.
T may give some cues: not pay attention, not look around, go in red light,
4. Tell Ss to read the passage two or three times. Set a strict time limit to ensure Ss read quickly for specific information.
Explain the new words and clarify anything difficult. T may ask questions to see if Ss understand the passage.
5. Ask Ss to read the passage again, then they work with a partner to answer the questions.
I- Reading.
1. Look at the picture. Can you see anything that is dangerous?
2. Now match these words to make common expressions.
1. g 2. d 3. b 4. c
5. a 6. h 7. f 8.e
3. Answer the following question.
- not pay attention
- not look around
- not go in red light,
+ Make a list: 
4. Read the following text and do the tasks below.
5. Answer these questions.
1. We should cross the street at the zebra crossing.
2. He/ She must always fasten the seatbelt.
3. No, He/ She shouldn’t. Because it is dangerous. (He/ She may cause an accident.)
4. We must give a signal.
5. Because the other road users can see them clearly and avoid crashing into them.
ACTIVITY 3: Speaking (15’)
Aims:
Concept of tone in statement used as questions
Contents: 
Grammar and vocabulary in the board
Products:
Sts can read in correct innotation
Organization:
- 6. Ss do the class survey. After that call some Ss to report to the class.
7. Allow some time for Ss to read individually. Then they work in groups to discuss who is using the raod safely, and who is acting dangerously, and give reasons.
II- Speaking
6. Class survey. Ask your classmates the question.
How do you go to school every day?
+ Make a list of the means of transport that is used the most, and use the least.
7. Read the following sentences. In groups, discuss who is using the road safely, and who is acting dangerously. Give reasons.
1. safely
2. dangerously (because he is likely to have an accident)
3. safely
4. dangerously (it is difficult for him to see the road properly, and to ride)
5. dangerously (a car or motorbike may crash into him)
6. dangerously (She may have an accident if something happeneds unexpectedly.)
ACTIVITY 4: Further practice (5’)
Aims: 
- practice speaking statement questions
Contents:
- vocabulary in textbook
- questions from students
Products:
- grammar and vocabularya
Organization:
- Lets sts summarize the content of the lesson
Homework: 
- Learn by heard the words
- Do homework
- Do exercise part D workbook
- Prepare: Skills 2
answer
Take note
Period 60
UNIT 7 - TRAFFIC
LESSON 6 - SKILLS 2
I. Class level/Students’ level: Pre-intermediate.
II. Main Language Focus: Listening and writing comprehension.
III. Integrated skills: Listening, reading, writing, speaking.
IV. Main sub-skills: 
- Listening and writing for specific information, inferring, sequencing.
V. Specific Objectives:
1. Knowledge: By the end of the lesson, Ss will be able to listen to get information about traffic problems in big city, write a paragraph about traffic problems in a city/ an area.
	a. Vocabulary: Population, Suffer from, Rush hour, Increase, Narrow
Respect, obey
	b. Grammar: review
2. Skills: describe pictures, listening and choosing the best answers, writing the paragraph. 
	3. Attitude: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety. 
	4. Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
VI.Teaching aid
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
VII. Teaching methods: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
VIII. Procedures: 
Teacher and Students' activities
Content
ACTIVITY 1: WARM-UP (5’)
Word webs
Aims:- Elicits the topic from students
Contents: 
The lexical items related to the topic “traffic”
Product: all the words related to the topic
Organization:
- Show pictures of traffic problems in big cities.
ACTIVITY 2: Listening (15’)
Aims: help sts learn the new words.
Contents: new words in Skills 1
Products:
Organization:
1. Ss work in groups. They study the picture and answer the tow questions.
2. Tell Ss to look at the newspaper headline and check their answers.
3. Play the recording one or two times. Ask Ss to listen carefully and circle the correct answers.
I- Listening.
Traffic problems in a big city
1. Work in groups. Where do you think this picture was taken? Why is it special?
- In a big city .
2. Look at the following headline and check your answers.
- In Brazil
- long traffic jam (very long line of vehicles).
3. Now listen to the passage and choose the correct answer.
1. B 2. C 3. A 4. C
ACTIVITY 3: Writing (15’)
Aims:
Concept of tone in statement used as questions
Contents: 
Grammar and vocabulary in the board
Products:
Sts can read in correct innotation
Organization:
- What do you think about traffic problems in big cities in Viet Nam are.
4. Have Ss look at the pictures, read the phrases and tick the problems
Then Ss write full sentences. Call some Ss to write on the board. Others give comments. T gives corrections.
5. Tell Ss to study the sentences they have written, then practise writing the paragraph.
Tell Ss to use proper connector: first/ firstly, second/ secondly, and pay attention to spelling and punctuation.
- Collect some Ss’ writing papers and mark them, then give comments to the class.
II- Writing
4. Tick the traffic problems in big cities in Viet Nam.
Picture: 1,2,3,4,6
Writing: 
- There are too many vehicles (on the road).
- Many roads are narrow and bumpy
- There are traffic accidents every day.
- Many young children ride their bikes dangerously.
5. Write a paragraph about the traffic problems where you live, or in a town, or a city you know well. Use the cues above, and the following outline.
Introduction:
Problem1:
Problem 2: