Giáo án Tiếng Anh Lớp 7 (Global Success) - Period 55 to 61 - Unit 7: Traffic

 Week
Preparing date: 
Teaching date: 
 PERIOD 55: UNIT 7: TRAFFIC
 Lesson 1: GETTING STARTED
I. Aims
1. Knowledge
Students will be able to:
- Use the lexical items related to the topic traffic
- Use the vocabulary and structures to describe traffic. 
- Listen and read for specific information about the topic " Meeting in the schoolyard ".
1.1. Vocabulary: - Vocabulary to talk about means of transport 
1.2. Grammar: - It indicating distance
 - should/shouldn’t
2. Competences 
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Quality 
- Develop awareness of travelling in town/ city
- Be concerned to the local traffic
- Having the serious attitude to studying and the good relationship with friends. The love of learning 
English, hard- working, honest, cooperative, sociable, good communication.
II. TEACHING AIDS:
1. Students: Materials: book,..
2. Teacher: laptop, projector, computer connected to the Internet, lesson plan. Grade 7 textbook
III. TEACHING PROCEDURES 4. Which time of the day usually has traffic jam? 
2.2. Activities
a. Activity 1: Listen and read (EX1 – p72)
* Aim: To practice the targeted language (adjectives) and the background knowledge traffic.
* Content: Listen and read conversation to get used to the vocabulary; grammar points.
* Output: Know more new words. Understanding the conversation; topic of the lesson, grammar 
points
 * Process:
- Teacher asks Ss to look at the picture (p.72, 73), then answer the question: Where are they?
- Teacher plays the recording, asks students to pay attention to the new words. (Teacher may check 
the meaning of some words if necessary.)
- Teacher can play the recording more than once.
- Students listen and read.
- Teacher can invite some pairs of students to read aloud.
- Teacher refers to the questions previously asked.
- Then, teacher confirms the correct answer.
b. Activity 2 (EX2-p73): READ THE CONVERSATION AGAIN AND CHOOSE THE 
CORRECT ANSWER. 
*Aim: 
- To help Ss understand the main idea of the text and choose the correct answer.
* Content: Read the conversation again and choose the correct answer. * Aim: To revise and develop the vocabulary about means of transport
* Content: look at the pictures and write a word under each.
* Output: Students can complete the task well.
 * Process: 
- Teacher asks students to work individually to complete the task.
- Students fill in the blanks with the most suitable words/ phrases.
- Teacher nominates Ss to read the words aloud.
- Teacher checks and gives the correct answers.
Suggested answers:
1. bicycle/ bike 2. car 3. bus 4. motorbike 
5. plane 6. train 7. boat 8. ship
e. Activity 5 ( Ex5- P 73): Game –FIND SOMEONE WHO  WRITE YOUR FRIENDS’ 
NAMES IN THE BLANKS. THEN REPORT TO THE CLASS. 
*Aim: 
- To help Ss practice talking about how they go to school
- To practice team working 
- To give students authentic practice in using target language.
* Content: Playing game.
* Output: Students can talk about the city they know.
* Process:
- Teacher gives Ss clear instructions in order to make sure Ss can do the survey effectively. 
- Ask students to look at the survey and think of the needed structures to ask their friends. 
- Students go around the class and ask at least 20 classmates (Do you usually walk to school? Have 
you ever gone to school by bus?) 
- Observe Ss while they are role playing, note their language errors.
- Ss do as instructed.
- Teacher gives Ss feedback. 
- Choose some useful or excellent words/ phrases/ expressions/ word choices Ss have used to 
suggest other students use them
- Choose some typical errors and correct as a whole class without nominating the students’ names - Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Quality 
- Develop awareness of understanding the road signs and obeying the traffic rules. 
II. TEACHING AIDS
1. Students: Student’s book, workbook.
2. Teachers: Students’ book, workbook, tape script, projector, pictures.
III. TEACHING PROCEDURES
1.Class organization/ Warm up (5’)
 JUMBLED WORDS
- Teacher gives instructions 
- In groups of 5, Ss will be given a small white board and marker. 
- Teacher show the jumbled words onto the screen one by one 
- Students work in groups to make the correct words and write down onto the small boards. When 
they finish, they hold it up to show their answers to teacher. 
- take turns to write until finish all the words.
Answers: 
1- otba -> boat 
2- itanr -> train
3- npeilapra -> airplane
4- rsotrpca -> sport car
5- otmiroekb -> motorbike
* Teacher checks and corrects if Ss write the words incorrectly.
2. New lesson (37’)
a. Activity 1: . Exercise 1 (p.74): Match the words in A with the phrases in B.
* Objective: To get students interested in the topic
* Content: To set the context 
* Output: Understand the main idea of the text
* Process:
- Teacher asks Ss to look at the table (p.74), identify the form (verbs and nouns – means of 
transport): 
- Ss work out and answer questions in pairs. 
- Ss share their answers as a whole class. - Teacher nominates Ss to say the sentences aloud 
- Teacher checks and gives the corrections if they have mistakes.
d. Activity 4: Exercise 4( P74) Listen and repeat.
 * Objective: To help Ss identify the and classify the sounds
 * Content: Listen and repeat. Pay attention to the sounds /aɪ/ and /eɪ/.
* Output: Ss can listen and practice the sounds /aɪ/ and /eɪ.
* Process: 
- Teacher gives Ss time to listen and practice pronouncing the sounds individually and words. 
e. Activity 5: Exercise 5 (P74) 
 * Objective: To help Ss identify the and classify the sounds
 * Content: Underline the words with the sound /aɪ/ and circle the words with the sound /eɪ/. Then 
listen, check and repeat
* Output: Ss can listen and practice the sounds /aɪ/ and /eɪ.
* Process: 
- Ss do as instructed 
- Teacher gives Ss feedback. 
- choose some common mispronounced words that contain the sounds and suggest students practice 
using them.
- choose some typical errors and correct as a whole class
3. Consolidation (2’)
- Vocabulary of verbs and road signs
- Pronunciation: : /aɪ/ and /eɪ/
4. Homework (1’)
Exercises in the workbook
5. Teaching experience * Objective:
- To activate students’ knowledge on the topic of the unit.
- To enhance students’ skills of cooperating with team mates.
* Teacher gives instructions and sticks some road signs pictures onto the board. 
* In 2 groups, Ss will choose 1 student in each group to go to the board. 
- Teacher says a road sign message. 
- Student quickly run and slap onto the correct road signs. 
- Students take turns until finish all of the signs.
Answers: 
 1- Cycle lane
 2- School ahead
 3- No cycling
 4- No right turn
 5- Schools ahead
* Teacher checks and corrects if Ss pronounce the signs incorrectly.
* Lead in:
- Teacher says: “This lesson today is going to tell you about “it indicating distance”
2. New lesson (37’)
2.1. Vocabulary 
 - distance (n): khoảng cách
 - from  to: từ  đến 
 - not very far: không xa lắm
 - waste water: làm lãng phí nước
 - pavement (n): vỉa hè
 - helmet (n): mũ bảo hiểm
- Teacher asks Ss to read new words in chorus.
- Teacher checks Ss’s pronunciation and correct mistakes if necessary.
2.2. Activities 
a. Activity 1: (Ex 1 – Page 75) Write sentences with It. Use these cues. 
* Objective: 
 - To get students interested in the topic.
 - To set the context. 
 - To help Ss understand the main idea of the text.
* Content: Read the cues given. your neighbourhood
* Objective: To practise asking and answering about distance. 
* Content: Ss read the cues given and make similar conversations as example .
* Output: Ss know to use the structure of the question: How far is it from  to ?
and the answer to make conversations, using the cues given.
* Process
- Teacher asks Ss to look at the example and identify the structure of the question: How far is it 
from  to ?
Then work with their partners who sit next to them to make similar conversations. 
Example.
 A: How far is it from your home to the gym?
 B: Its about 3 kilometres. 
You can use these cues:
 - your home - open market / supermarket
 - your home - playground
 - your home - hospital
 - your home - train station 
- Ss do exercise 2 in pairs. 
- Ss write all conversations down on the notebooks. 
- Teacher corrects their answers as a class.
* Key:
 - A: How far is it from your home to the supermarket?
 B: It's about 5 kilometers.
 - A: How far is it from your home to the playground?
 B: It's about 3 kilometers.
 - A: How far is it from your home to the hospital?
 B: It's about 7 kilometers.
 - A: How far is it from your home to the train station?
 B: It's about 4 kilometers.
c. Activity 3: (Ex 3 – Page 75) Choose the correct option in brackets.
* Objective: To practise the using should and shouldn’t.
* Content: Ss read the sentences and use the structures of should/shouldn’t to complete the 
sentences. 4. should 5. should 6. shouldn't
e. Activity 5: (Ex 5 – Page 76) Look at the pictures. Make sentences, using should / shouldn’t 
and the cues
* Objective: To practise making sentences, using should and shouldn’t.
* Content: Ss use the structures of should/shouldn’t to write the sentences based on each picture.
* Output: Ss know when using should and shouldn’t correctly.
* Process:
- Ss do as instructed 
- Teacher gives Ss feedback. 
- Choose some common mistakes and suggest students how to avoid them.
- Choose some typical errors and correct as a whole class
* Key: 
 1- He shouldn’t waste water. 
 2- They should wear their helmets. 
 3- She should be more careful. 
 4- They shouldn’t play football on the pavement.