Tiếng Anh 7 Friends Plus - lesson Plan - cv5512 - unit 7

Week: Planning date:
Period:
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 7: MUSIC - LESSON 1: VOCABULARY (PPP)
MUSIC AND INSTRUMENTS
I. AIMS:
1. Language contents:
- Vocabulary: traditional, fan, concert, hit, band, lyric, DJ, vocal
2. Knowledge: By the end of the lesson, my students will be able to talk about what music they like and don’t like.
3. Skills:
Main skills : reading and listening skills.
Sub skills : speaking and writing skills.
4. Attitude: be confident to talk about what music they like and don’t like
5. Competences:
Use music and instrument vocabulary to talk about what music they like and don’t like.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, powerpoint slides, ….
2. Students: textbook, notebook.
III. TECHNIQUES: Qs& As, games, visualize….
IV. PROCEDURES:
TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Guessing Game
- Show some photos of some famous singers. - Guess the photos. Suggested answer:
- Ask students to call out the names of these - Tell the class. Students’ own answers.
singers.
- Give comments.
II. PRESENTATION. T - Ss - T / Ss - Ss /
Indiv. (10’)
Set context:
- Put students into pairs and give them 60 Suggested answers:
- Listen to the teacher.
seconds to write as many musical instruments
Students’ own answers
in English as they can. - Work in pairs to write some musical
- Bring students’ ideas together on the board instruments.
and check that students understand all the
words.
- See which pair wrote the most instruments
correctly.
- Lead to the topic – Music
Teach new vocabulary:
New words:
- Use pictures and explanations to present
new words. traditional /trəˈdɪʃənl/
- Ask students to practice their fan /fæn/
pronunciation drills.
concert / ˈkɒnsət/
New words:
hit /hɪt/
traditional
band /bænd/
fan
lyric /ˈlɪrɪk/
concert
hit DJ /ˈdiː dʒeɪ/
band vocal /ˈvəʊkl/

lyric
DJ
vocal
III. PRACTICE. T - Ss - T/ S - S/ Indiv.
Activity 1 (5’) Read the music quiz. Then
add the blue words to the categories in the Suggested answers
table. Listen and check.
Types of music: classical, traditional,
- Allow students time to read the music quiz, salsa, samba, pop, rock, hard rock, heavy
then put them into pairs to add the blue words - Read the music quiz.
metal, hip-hop, rap, electronic, reggae,
to the categories in the table and then add more - Work in pairs to add the blue words to folk
words. the categories in the table and then add Musical instruments: piano, violin,
- Play the audio. more words. drums, guitar, bass, keyboards
- Listen and check the answers. Other words: fans, concert, hits, band,
- Check answers with class and check that
lyrics. Vocals, DJ, song, downloads,
students understand all the phrases. - Check the answers with the teacher. music video, views
Suggested answers:
Activity 2 (5’) Do the music quiz and 1. b 2. a 3. c
compare your answers with your partner’s. 4. a 5. a 6. c
- Read the music quiz again and choose 7. a 8. b 9.a
- Ask students to read the music quiz again and
choose the correct answers. the correct answers.
- Encourage them to use their general - Work in pairs to compare the answers.
knowledge and guess if they aren’t sure. - Check with the teacher.
- Put students into pairs to compare their
answers then check with the class. See who got
the most correct answers.
Activity 3 (5’) Watch or listen. What type of

music does each person listen to, and what
do they think of the music they hear? Suggested answers:
Complete the ‘Type of music’ column and Elijah: reggaeton, 
draw a symbol for each name in the
‘Opinion’ column. Rebecca: classical music, 
- Read through the task with the class. - Watch or listen and write the types of Lily: samba, 
music and draw the correct symbols. Darius: heavy metal, 
- Play the first part of the video or audio and
elicit the answers. - Check the answers with the teacher.
- Play the rest of the video or audio. Renee: folk music, 
- Ask students to watch or listen and write the
types of music and draw the correct symbols.
- Check the answers with the class.
Suggested answers:
Activity 4 (5’) Watch or listen again. Which
of the key phrases do you hear? Fill in the Interviewer: What do you think of it?
‘Words and phrases’ column in Exercise 3. Elijah: It’s a good one for dancing to. /
It sounds like…
- Read through the key phrases with the class Rebecca: I’m not into … / It’s a bit too
- Read through the key phrases.
and make sure students understand them all. slow for me.
- Listen and note down the key phrases Lily: It sounds like… / It’s very catchy. /
- Play the audio or video again for students to that each person uses. It’s got a good beat. / It’s a good one for
watch or listen and note down the key phrases dancing to.
- Check the answers with the teacher.
that each person uses. Darius: It’s too heavy for me. / It’s
weird. / I’m not into heavy metal.
- Check answers with the class. Renee: I don’t like the beat. / It isn’t a
good one for dancing to. / I don’t like it.
IV. PRODUCTION. T - Ss - T/ S - S / Indiv.

• Activity 5 (15’) USE IT! Listen to three
pieces of music. Answer questions 1-3 for
each piece.
- Play the audio, pausing after each piece of
music for students to note down their answers
to the questions. - Listen and note down the answers to the Suggested answers
- Put students into pairs to compare their questions. Students’ own answers
answers.
- Discuss the answers with the class and - Work in pairs to compare the answers.
encourage students to use some of the key
- Check with the teacher.
phrases.
V. Homework. (2’) - Learn by heart all the new words.

- Give homework. - Take notes - Workbook: page 56
- Prepare Lesson 2 – Reading.
V. REFLECTION:
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Period:
LESSON PLAN
UNIT 7: MUSIC - LESSON 2: READING (Pre-While-Post)
A SONG
I. AIMS:
- Vocabulary: revision
Knowledge: By the end of the lesson, my students will be able to understand the writer’s point of view.
2. Skills:
- Main skills : reading and writing skills.
- Sub skills : listening and speaking skills.
3. Attitude: Feel confident to understand the writer’s point of view.
4. Competences:
- know how to answer specific questions about the text.
- use vocabulary items related to the issue of passage.
- identify the main topics in a text.

1. Teacher: pictures, textbooks, power point slides, ….
III. TECHNIQUES: Games, discussion, questions and answers, Skills Strategy, project-based learning.
IV. PROCEDURES:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Find someone who…
- Copy a sheet of paper including some - Find the people who do some Suggested answer:
interview questions for students to interview activities in the sheet and write their Find someone who …
their friends.
names.
- Ask students to find the people who do some … ever sings an English song
activities in the sheet and write their names. - Tell the class.
… plays piano
- Ask some students to report back to the class.
… sings karaoke at the weekend
 Mai has been in a desert.
 Lan has lost in a forest.
 Khang can swim in a large river.
II. PRE-READING. T - Ss - T / Ss - Ss / Indiv.

(10’)
- Read the questions with the class and put - Work in pairs to discuss the Question:
students into pairs to discuss them questions. “Do you ever sing or learn song lyrics?
- Ask some students to tell the class what song - Talk in front of the class. What song lyrics do you like?”
lyrics they like and why. Students' own answers.
III. WHILE READING. T - Ss - T/ S - S/

Indiv.(20’)
Activity 1 (7’) Read the song lyrics and
answer the questions with Laila or Sam.
- Ask students to focus on the Remember! Box
and explain that abbreviations such as gonna
are often used in songs or to represent speech in - Read the lyrics quickly and answer the Suggested answer:
informal writing. questions. 1. Laila
- Ask students to read the lyrics quickly and - Check answers with the teacher. 2. Sam
answer the questions.
- Point out that for this activity, students need to
read for the general meaning, so they don’t
need to understand every word.
- Discuss the answers with the class and ask?
Do you agree with Sam or Laila about Laila’s
future?
 Activity 2 (7’) Read and listen to the song

and the comments again. Write True or
False. Explain your answers with line from
the song.
- Allow students time to read through the Suggested answers:
sentences. - Read the sentences.
1. true (I’m going to be famous – that’s all
- Point out that in this activity, students need to - Read and listen to the text and decide if the I want to do.)
work out the writer’s opinion or point of view, sentences are true or false.
so the wording in the text may not be exactly - Find lines in the song and comments to 2. false (I’ve got the look, the voice; I’ve
the same as it is in the sentences. got the face.)
explain the answers.
- Play the audio. 3. true (Wake up a second now and take a
- Check answers with the teacher.
look at reality.)
- Ask students to read and listen and decide if
the sentences are true or false. 4. true (Jan says: You had dreams once
Sam!)
- Allow students time to find lines in the song
and comments to explain their answers. 5. false (we’re going to have cool
keyboard and bass)
- Check answers with the class.
 Activity 3 (6’) VOCABULARY PLUS Use

a dictionary to check the meaning of the
words in blue in the text. - Use a dictionary to check the meaning
- Ask students to use a dictionary to check the of the blue words. Suggested answers:
meaning of the blue words. - Check answers with the teacher. Students’ own answers
- Check that students understand all the words.
IV. POST READING.T - Ss - T/ S- S / Indiv.
(10’)
●Activity 4: (10') Use it! What lines from the

song do you like or dislike? Why? Can you Questions:
think of a title for the song? What lines from the song do you like or
- Prepare their ideas individually.
dislike? Why? Can you think of a title
- Allow students time to prepare their ideas - Work in pairs to compare the ideas for the song?
individually, then put them into pairs to and decide on a suitable title for the
compare their ideas and decide on a suitable song.
title for the song. Suggested answer:
- Share the ideas with the class.
- Discuss as a class which lines students like Students' own answers
and dislike, and discuss possible titles for the
song.
- Give comments.

- Give homework. - Take notes. - Workbook: Exercises page 60.
- Prepare Lesson 3 – Language
Focus
V. REFLECTION:
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Period:
LESSON PLAN
UNIT 7: MUSIC - LESSON 3: LANGUAGE FOCUS (PPP)
BE GOING TO – WILL and BE GOING TO
I. AIMS:
- Patterns:
● Be going to, will and be going to

Knowledge: By the end of the lesson, my students will be able to talk about plans and predictions for the future.
- Sub skills : speaking and listening skills.
2. Attitude: feel confident to talk about talk about plans and predictions for the future.
3. Competences:
- Identify the rules of how to use be going to and will for plans and predictions in the future.

III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and group work.
IV. PROCEDURES:

I. WARM-UP. T- Ss - T / Ss - Ss / (5’) Suggested answer:
- Ask students to take turns acting out a word - Do the activity. Suggested words: sing, dance, song, film, etc.
while their classmates try to guess what it is.
- Follow teacher’s instructions.
- Give comments.
Indiv. (10’)
Lead – in: (2’)
- Ask students what they can remember about
Laila and Sam. Suggested answer:
- Answer the questions.
- Write on the board: I’m going to make it one Students’ own answers
day. You’ll pay the price. Ask: Who says each - Look at the board and listen to the
sentence? (Laila says the first and Sam says the teacher.
second.)
- Use dictionary if necessary.
- Elicit that the sentences refer to the future.
- Underline be going to and will.
- Tell students they are going to study the two
ways of talking about the future.
- Introduce the new lesson.
Be going to
Activity 1: (4’) Complete the sentences and

check your answers on page 84. Then choose
the correct words in the rule.
- Ask students to complete the sentences and Suggested answer:

check the answers on page 84, then choose the 1. I’m
- Complete the sentences and check
correct words in the rule. 2. not, to
the answers on page 84, then choose
- Check answers with the class and check that the correct words in the rule.
3. We’re, have
students understand the sentences. 4. talk about plans and intentions
- Read through the rule with the class and check
students understand prediction, plan and
intention.
- Check the answers.
Activity 2: (4’) Study the information and

complete the sentences. Suggested answer:
- Point to the first line of the table and read out
the examples. - Listen to the teacher’s explanation. 1. isn’t going to write
2. is going to write
- Ask students to complete the sentences with the - Complete the sentences with the 3. isn’t going to go
correct form of be going to. correct form of be going to. 4. are going to make
- Check answers with the class. 5. aren’t going to make
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)

Activity 3: (5’) Write sentences about your
plans and your friends’ plans. Use affirmative
and negative forms of be going to and the ideas
in the table.
- Read out the example answer. - Listen to the teacher. Suggested answers:
- Ask students to write sentences about your - Write sentences about your plans Students’ own answers.
plans and their friends’ plans. and their friends’ plans.
- Allow students time to compare their answers - Compare the answers in pairs and
in pairs, then ask some students to read some of read the sentences out loud.
their sentences to the class.
Will and Be going to
Activity 4: (5’) Look at the examples. Which Suggested answers:

sentence is a plan and which is a prediction?
- Ask students to work in pairs to look at the The first sentence is a plan. The second sentence
examples and decide which is a plan and which is a prediction.
- Work in pairs to look at the
is a prediction.
examples and decide which is a
- Check answers with the class. plan and which is a prediction.
Activity 5 (5’): Complete sentences with be

going to (for plans and intentions) or will (for Suggested answers:
predictions) and the verbs in brackets. 1. are going to practice
- Ask students to complete the text with the 2. will be
- Complete the text with the correct 3. will like
correct verb forms.
verb forms. 4. are going to spend
- Check the answers with the class. - Check the answers with the 5. will enjoy
teacher. 6.’m going to take
7. are going to stay
Activity 6 (5’): Work in pairs. Read the Study

Strategy. Then write examples of two plans
and two predictions. Tell your partner about Suggested sentences:
them. Students’ own answers
- Read the study strategy with the class.
- Tell students that they will find it easier to
remember their sentences if they make them - Listen to teacher’s
relevant to themselves. explanation.
- Elicit one or two examples of sentences about - Give out some examples.
plans and predictions. - Write the sentences
- Ask students to write their sentences individually and memorize
individually and memorize them. them
- Ask them to tell their plans and predictions to - Tell the plans and predictions
their partners from memory. to partners from memory.
Activity 7: (6’) Use it! Imagine that you are
forming a band with some friends. Make notes
about your plans and predictions for the band.
Then tell the class. Use ideas from Exercise 3 Suggested sentences:
and your own ideas. Students’ own answers
- Read the task with the class and ask students to
read the example dialogue. - Work in groups to plan their band
- Ask students to work in groups to plan their and write sentences about their plans
band and write sentences about their plans and and predictions.
predictions. - Tell the class.
- Ask groups in turn to tell the class their plans
and predictions.
V. Homework. (2’) V. Homework

- Give homework. - Take notes. - Learn by heart all structures.
- Workbook: page 57.
- Prepare the next lesson: VOCABULARY
AND LISTENING.
V. REFLECTION:
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Period:
LESSON PLAN
UNIT 7: MUSIC - LESSON 4: VOCABULARY AND LISTENING (Pre-While-Post)
STAR QUALITIES: ADJECTIVES AND NOUNS
I. AIMS:
- Nouns/ Adjectives: ambition / ambitious, charm / charming, confidence / confident, energy / energetic, fame / famous, kindness /
kind, strength / strong, success / successful, talent / talented, weakness / weak
- Knowledge: By the end of the lesson, my students will be able to take notes to understand important facts.
2. Skills:
- Main skills : listening and reading skills.
- Sub skills : speaking and writing skills.
3. Attitude: feel confident to listen to take notes to understand important facts.
4. Competences:
- Understand and use taking notes skill for listening.
2. Students: textbooks, notebooks.
III. TECHNIQUES : Games, discussion, pair – work.
IV. PROCEDURES:
- Ask students to close their books.
- Ask them to brainstorm as many jobs as - Follow the instructions to do the task. Suggested answers.
possible.
Doctor, teacher, nurse, etc.
- Check with the teacher.
- Which group has the most answers will be the
winner.
II. PRE-LISTENING. T - Ss - T / Ss - Ss /
(10’)
Set context: (2’) - Answer with their own ideas. Suggested answers:
- Read out the questions “What talent shows Students’ own answers
- Work in pairs to discuss the
are there on TV in Vietnam? Do you watch
questions.
them?”
- Tell the class.
- Ask students to discuss the questions in pairs.
- Elicit answers from individual students and
encourage them to give reasons for their
answers.
- Discuss the answers as a class.
Suggested answers:
Activity 1: Check the meaning of the
adjectives in blue. Then choose the correct 1. Ambitious
word in each sentence. Listen and check. (3’)
2. talented
- Ask students to use dictionaries to check the - Use dictionaries to check the meaning of
meaning of the adjectives and choose the the adjectives and choose the correct words 3. kind
correct words in the sentences. in the sentences
- Play the audio for students to check their - Listen to the audio and check the 4. Energetic
answers.
answers.
- Check the answers with the class and check 5. Confident
that students understand all the words. - Check the answers with the teacher.
- Play the audio again and point out any - Listen again and pay attention to difficult
difficult pronunciations. pronunciations.
Activity 2: (3’) PRONUNCIATION Suggested answers:

Syllables. Listen to the adjectives and repeat.
How many syllables are there in each word? 1 syllable: kind, strong, weak
Mark the syllables.
- Focus on the example and point out that 2 syllables: char-ming, fa-mous
amazing has three syllables. - Listen to the teacher.
3 syllables: a-ma-zing, am-bi-tious,
- Play the audio once for students to listen, then - Listen and repeat.
con-fi-dent, suc-cess-ful, ta-len-ted
play it again, pausing after each adjective for
- Add the adjectives to the correct
students to repeat. 4 syllables: e-ner-ge-tic
column.
- Ask students to add the adjectives to the
correct column. - Check answers with the teacher.
Activity 3: (2’)
- Ask students to copy the table and complete it - Copy the table and complete it with
with the adjectives from Exercise 1.
the adjectives from Exercise 1.
- Play the audio for students to check the
answers in pairs. - Check answers with the teacher. Suggested answers:
III. WHILE-LISTENING. T - Ss - T/ S - S/
Indiv. (18’)
Activity 4: (9’) Listen to an extract from The
You Factor. Which contestant gets the
Suggested answers:
highest score, Jason or Kiera?
- Play the audio for students to listen and - Listen and answer the questions. Kiera
answer the questions. - Check the answers with the teacher.
Activity 5: (9’) Listen again. Suggested answers:

Complete the judges’ notes. - Listen and complete the notes. 1. charming
- Play the audio again. - Check the answers with the teacher. 2. confidence
- Ask students to listen and complete
3. ambitious
the notes.
- Check the answers with the class. 4. successful
5. Energy
6. strength
7. confidence
8. a little weak
IV. POST-LISTENING. T - Ss - T/ S - S /
Indiv. (10’)
Activity 6: USE IT! Work in pairs. What
qualities do you need to do different jobs?
(10’)
- Put them into pairs to discuss the qualities
needed for the jobs.
- Discuss as a class. - Listen to the teacher. Suggested answers.
- Work in pairs to discuss the qualities Students’ own answers
needed for the jobs.
- Tell the class.
V. Homework. (2’) V. Homework

- Give homework. - Take notes - Learn by heart all the phrases.
- Workbook: Exercises page 58.
- Prepare the next lesson: LANGUAGE
FOCUS
V. REFLECTION:
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Period:
LESSON PLAN
UNIT 7: MUSIC - LESSON 5: LANGUAGE FOCUS (PPP)
BE GOING TO: QUESTIONS; PRESENT CONTINUOUS FOR FUTURE ARRANGEMENTS
I. AIMS:
- Patterns: Be going to: questions, Present Continuous for future arrangements
2. Knowledge: By the end of the lesson, my students will be able to talk about future arrangements.
3. Skills:
4. Attitude: be confident to talk about future arrangements.
5. Competences:
Identify the rules of Be going to: questions, Present Continuous for future arrangements

2. Students: textbooks, notebooks.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs, inductive grammar learning.
IV. PROCEDURES:

- Put students into pairs or groups. Suggested answers
- Ask them to match some jobs with the - Work in pairs or groups. Teacher  patient, strict, etc.
appropriate qualities.
- Match some jobs with the appropriate
- Check with the whole class.
qualities..
- Report back to the class.
Indiv. (10’)
 Activity 1: Lead-in (3’)
- Ask the questions “What can you remember Suggested answers
- Answers some eliciting questions.
about Jason and Keira?
Questions
- Elicit some answers and ask Is Jason going to - Listen to the explanation.
“What can you remember about Kay’s
work on his confidence? Is Keira coming to the
desert challenge? What rules did she
final? Write the questions on the board and
mention? What advice did she give?”
elicit the answers.
Students’ own answers
- Underline the verb forms in the questions and
elicit that they both refer to the future.
Be Going To: Questions
 Activity 2: (7’) Order the words to make
questions. Then match questions 1-4 with
four answers from a-f.
Suggested answers
- Ask students to write the questions in the - Write the questions in the correct
correct order and match them with the correct 1. What are we going to do? b
order and match them with the correct
answers. answers. 2. Are you going to work with me? f
- Check answers with the class and check that - Check answers with the teacher. 3. What score are we going to give her?
students understand the questions. a
4. Is she going to go to the final? c
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)

Activity 3: (5’) Imagine you and a friend are
organizing a trip to the final of The You
Factor. Write questions for 1-6. Then ask
your partner. Suggested answers
- Elicit the first question as an example. - Write the remaining questions. 1. How are we going to travel?
- Ask students to write the remaining questions. - Read their questions to the class. 2. Where are we going to stay?
- Ask some students to read their questions to - Work in pairs to ask and answer the 3. Are we going to be on TV?
the class. Correct any errors, then put students questions.
4. How much money are you going to
into pairs to ask and answer the questions. - Tell the class about their partner’s
plans. take?
- Encourage them to use their imagination in
their answers. 5. Are your parents going to go?
- Ask some students to tell the class about their 6. Is the final going to be on TV?
partner’s plans.
Students’ own answers.
Present Continuous for Future

Arrangements
Activity 4: (5’) Match sentences 1-5 with
rules a-c.
- Read the sentences and match them Suggested answers
- Ask students to read the sentences and match with the rules.
them with the rules. 1. a
- Check the answers with the class. - Check the answers with the teacher. 2. b
3. a
4. c
5. b
Activity 5: (5’) Complete the dialogue with
the present continuous form of the verbs in
the box. Which sentence is an action in
progress and which is an arrangement for - Complete the dialogue with the
the future? correct verb forms. Suggested answers
- Ask students to complete the dialogue with
- Check the answers with teacher. 1.’m feeling (action in progress)
the correct verb forms.
- Check answer with the class then read out 2. Are / doing (arrangement for the future)
each verb form and elicit whether it is an action 3.’re revising (arrangement for the future)
in progress or a future arrangement.
4. are / asking (action in progress)
5. going (arrangement for the future)
6.’m thinking (action in progress)

(13’)
Activity 6: (13’) USE IT! Work in pairs. Ask
and answer questions using phrases from the
boxes. Use the present continuous.
- Ask two confident students to read out the - Listen to the examples.
example. Elicit a few more example questions Suggested answers
- Work in pairs to ask and answer
and answers, then put students into pairs to ask Students’ own answers.
questions using the present
and answer questions using the present
continuous.
continuous.
- Tell the class about their partner’s
- Ask some students to tell the class about their future arrangements.
partner’s future arrangements.
V. Homework. (2’) - Learn by heart all structures.
- Give homework. - Take notes - Workbook: Exercises page 59.
V. REFLECTION:
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Period:
LESSON PLAN
UNIT 7: MUSIC - LESSON 6: SPEAKING (Pre-While-Post)
ORGANISING AN EVENT
I. AIMS:
1. Knowledge: By the end of the lesson, my students will be able to offer to help other people.
2. Skills:
- Main skills : speaking and listening skills.
- Sub skills : reading and writing skills.
3. Attitude: Feel confident to offer help for other people.
4. Competences:
Know how to offer help for other people.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and group work.
IV. PROCEDURES:
GAME: LETTER DICTATION
- Divide students into 4 groups. - Work in groups to figure out what the Suggested answer:
- Give students strings of words, such as questions are. Whatarewegoingtodo?.  What are you
Whatarewegoingtodo?,
- Tell the class. going to do?
Whatareyoudoingafterschool?, etc.
- Check with the teacher. Whatareyoudoingafterschool?.  What
- Ask groups to figure out what the
questions are. are you doing after school?
- Check with the class.
- The groups with the most correct
answers will be the winner.
II. PRE-SPEAKING. T - Ss - T / Ss - Ss /
Set context: (5’)
- Read out the situation with the class and Question:
elicit some ideas for events that students - Answer some eliciting questions. Imagine you are helping to organize an
might be helping to organize, e.g. a event at your school. What can you do to
concert, a sports event, a charity event, - Work in pairs to discuss the best way to tell
tell everyone that it is happening?
etc. everyone about the event.
- Put students into pairs to discuss the best - Discuss with the whole class.
way to tell everyone about the event. Students’ own answers.
- Bring students’ ideas together on the

board and discuss as a class the best way
to tell people about the event.
- Lead in to the lesson.
III. WHILE SPEAKING. T - Ss - T/ S - S/

Indiv. (20’)
Activity 1: (5’) Complete the dialogue with
missing words or phrases. Then watch or
listen and check. What two things does Dan Suggested answers
offer to do? 1. are you doing
- Ask students to read the dialogue and complete - Read the dialogue and complete it with the
it with missing words or phrases. missing words or phrases. 2. is it
- With weaker classes, students could work in - Listen the audio or watch the video to 3. musicians
pairs for this.
check the answers. 4. It’ll be fun
- Play the video or audio for students to watch
or listen and check their answers. - Answer the question about Dan. 5. thanks
- Check answers with the class, then ask the - Check answers with the teacher.
question about Dan to the class and elicit the 6. things
answer. 7. supermarket
Dan offers to put up posters and get
some things from the supermarket.
Activity 2: (5’) Read the Key Phrases. Cover
the dialogue and try to remember the orders
that Dan and Amelia say them. Watch or
listen again and check. Suggested answers
- Work in pairs and cover the dialogue in
- - Put students into pairs and ask them to cover exercise 1. Amelia: We need help with (the food and
the dialogue in exercise 1. drink). That would be great.
- - Read the key phrases and try to remember
- - Students read the key phrases and try to who says the key phrases. Dan: Do you want me to do that? I can do
remember who says the key phrases. that. Can I do anything else to help? Sure,
- Listen and check the answers.
- Play the video or audio again for students to no problem.
check their answers. Check answers with the
class and check that students understand all
the key phrases.
Activity 3: (5’) Practice the dialogue in pairs.
- Ask students to work in pairs and practice the
dialogue.
- Correct any mistakes. - Practice the dialogue in pairs.
- Practice in front of the class. Suggested answers
- Listen to the teacher’s feedback. Students’ own answers.
Activity 4: (5’) Work in pairs. Look at
situations 1-5. Take turns offering to help in
each situation. Use the Key phrases.
- Read through the situations with the class and
check that students understand everything. Suggested answers
- Read out the example dialogue.
- Ask two confident students to read out the Students’ own answers.
- Work in pairs and take turns to offer help.
example dialogue.
- Ask students to work in pairs and take turns to - Perform the dialogue for the class.
offer help.
- Ask some pair to perform one of their
dialogues for the class.
IV. POST SPEAKING. T - Ss - T/ S - S /.

Activity 5: (13’) Use it! Work in pairs. Read .
the situations. Practice a new dialogue using
the Key Phrases and the dialogue in Exercise
1 to help you. Suggested answers
- Read through the situation with the class and - Work in pairs to prepare a new dialogue. Students’ own answers.
make sure students understand everything. - Wrap roles and practice the dialogue
- Ask students to work in pairs to prepare a again.
new dialogue. - Perform the dialogue to the class.
- Ask students to swap roles and practice again.
- Ask some students to perform their dialogues
to the class.
V. HOMEWORK. (2’) - Learn by heart all key phrases.

V. REFLECTION:
……………………………………………………………..………….
……………………………………………………………………………
……………………………………………………………..………….
……………………………………………………………………………
……………………………………………………………..………….
……………………………………………………………………………
……………………………………………………………..………….
……………………………………………………………………………
……………………………………………………………..………….
……………………………………………………………………………
……………………………………………………………..………….
……………………………………………………………………………

Period:
LESSON PLAN
UNIT 7: MUSIC - LESSON 7: WRITING (Pre -While-Post)
SONG REVIEWS
I. AIMS:
1. Knowledge: By the end of the lesson, my students will be able to write a review of a song using pronouns.
2. Skills:
- Main skills : writing and reading skills.
3. Attitude: be confident to write a review of a song.
4. Competences:
- Know how to write a review of a song using pronouns.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works.
IV. PROCEDURES:
Guess the songs Suggested answer:
- Play some popular pieces of music. - Work in groups. Students’ own answers.
- Divide class into groups, asking them to - Call out the names of these songs
call out the names of these songs.
- The group with the most correct answers - Give explanation if necessary.
will be the winner.
II. PRE-WRITING. T - Ss - T / Ss - Ss / (10’)

Set context: (5’)
- Ask the question What’s your favorite song?
Why do you like it? Elicit answers from - Think and answer the questions. Suggested answer:
students.
- Tell the class. Students’ own answers
- Ask some students to tell the class about their
favorite song. See which songs are the most
popular in the class.
Activity 1: (5’) Read the revises. Which song

has great singers? Which song belongs to
Vietnam?
- Focus on three reviews and ask students if - Read the reviews and answer the Suggested answers.
they read reviews online or ever write reviews. questions, then compare their answers We are the world has great singers.
in pairs.
- Ask students to read the reviews and answer Trống cơm belongs to Vietnam.
the questions, then compare their answers in - Check the answers with the teacher.
pairs.
III. WHILE-WRITING. T - Ss - T/ S - S/
Indiv. (15’)
Activity 2: (5’) Complete the Key Phrases
with words from the text.
Suggested answers
- Ask students to complete the key phrases from
the blog. - Complete the key phrases from the 1. Michael Jackson
blog. 2. good melodies
- Check answers with the class and check that
students understand all the phrases. - Check answers with the teacher. 3. really interesting
4. the best of his
5. you will love this
6. to it cheerfully
7. happy
Language Point: Pronouns
Activity 3: (5’) Find the blue words in the
reviews and say what they refer to.
Suggested Answers:
- Ask students to find the example pronoun it in - Listen to teacher’s explanation.
the reviews and point out that it refers to the 1. they  many famous singers
song. - Work in pairs to find the blue words 2. me  the reviewer Mia
- Ask students to work in pairs to find the blue and say what they refer to 3. his  Michael Jackson
words and say what they refer to.
Activity 4: (5’) Replace the blue phrases with

five pronouns from the box.
Suggested Answers:
- Write the first sentence on the board and elicit
which pronoun can be used to replace the blue 1. it
words. - Answer teacher’s questions. 2. them
- Ask students to do the remaining sentences - Do the remaining sentences using the 3. they
using the correct pronouns. correct pronouns. 4. they
- Check answers with the class. - Check the answers with the teacher. 5. He

(13’)
Activity 5: Use it! Follow the steps in the
writing guide.
- Read the task with the class. - Read the task. Suggested Answers:
- Discuss the questions and elicit some useful - Answer the questions and plan their Students’ own answers
advice for students. biography.
- Ask students to plan their text. Read through - Write reviews
the notes on writing and check with the class. - Check their grammar and spelling
- Ask students to write the reviews. Remind carefully by themselves.
students to check grammar and spelling
carefully.
V. Homework. (2’) - Learn by heart all structures.

V. REFLECTION:
……………………………………………………………..………….
……………………………………………………………………………
Period:
LESSON PLAN
UNIT 7: MUSIC - LESSON 8: CULTURE
A YOUNG ENTREPRENEUR
I. AIMS:
- Vocabulary revision
1. Knowledge: By the end of the lesson, my students will be able to talk about a young entrepreneur.
2. Skills:
3. Attitude: be confident to talk about a young entrepreneur.
4. Competences:
- Talk about a young entrepreneur.
IV. PROCEDURES:
Game: ODD ONE OUT
Suggested answers:
- Give students some lists of words and ask - Listen to teacher.
- torch, light, mosquito net The odd-
them to cross out the one that is different from
- Cross out the word that is different from one-out is mosquito net.
the rest.
- Go around the class to support students. the others.
- Check students’ answers. - Correct the answers with teacher.
- Listen to teacher
II. PRE-READING. T - Ss - T / Ss - Ss /
(10’)
Activity 1: Pre-teach some new words in the
text.
- Use pictures or explanation to present or elicit
meaning of some new words in the text such as - Answer some eliciting questions from the Suggested answers:
boss, receive, grime, live, attract, popular. teacher. Students’ own answers.
- Ask students to repeat the new words and take - Repeat the new words and take notes.
notes.
III. WHILE-READING. T - Ss - T / Ss - Ss /
(20’)
Activity 2: (5’) Read the text. Who is Jamal
Edwards and why is he famous today? Read Suggested answers:
and listen to the text and check your Jamal Edwards is the boss of a music
answers.
- Ask students read the text and answer the - Read the text and answer the Youtube channel.
question. He is famous for his videos and online TV
question. station about grime and other different
- Play the audio for students to listen to the text - Listen to the text and check. types of music.
and check.
Suggested answers:
Activity 3: (5’) Match the blue words in the - Match the blue words in the text with 1. viewers
text with definitions 1-5. definitions 1-5 2. performing
- Ask students to match the blue words in the - Work in pairs to check the answers. 3. foxes
text with definitions 1-5. - Check answers with the teacher. 4. strategy
- Ask students to work in pairs to check their 5. award
answers.
- Give the correct answers.
Suggested answers:
Activity 4: (5’) Read the text again and 1. Jamal received an award for his services
answer the questions. to music.
- Read the text again and answer the 2. When he was sixteen, he loved filming
- Ask students to read the text again and answer questions.
the questions. and grime.
- Check the answers with the class. - Check the answers with the teacher. 3. Jamal’s grime videos were successful
because thousands of people watched and
downloaded the videos.
4. Jamal decided to create his own T
station to add live concerts and interviews
with musicians to grime music videos.
5. To increase the number of SBTV
viewers, he started include different types
of music.
Activity 5: (5’) YOUR CULTURE. Write
about a young entrepreneur in Vietnam.
Complete the table and use the internet to Suggested answers:
help you. Students’ own answers.
- Ask students to complete the table about some
details of a young entrepreneur. - Complete the table.
- Ask them to write about that person.
- Remind them to check grammar and spellings - Write about that person.
carefully. - Check grammar and spellings carefully.
IV. POST-READING. T - Ss - T / Ss - Ss /
(10’)
Activity 6: USE IT! Work in pairs. Tell your
partner about your young entrepreneur in Suggested answers:
Exercise 4. Students’ own answers.
- Let students to work in pairs to tell their
- Work in pairs to tell their partner
partner about the young entrepreneur.
about the young entrepreneur.
- Ask some pairs to tell the class.
- Give comments. - Tell the class.

- Give homework. - Take notes - Prepare the next lesson “Puzzles and
games”.
V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
…………………………………………………………………..………….………………………………………………………………………
Period:
LESSON PLAN
UNIT 7: MUSIC - LESSON 9: PUZZLES AND GAMES
I. AIMS:
- Grammar: revision
1. Knowledge: By the end of the lesson, my students will be able to talk about music.
2. Skills:
3. Attitude: be confident to write talk about music.
4. Competences:
Use correct vocabulary and grammar points to talk about music.
IV. PROCEDURES:
Word Grab Suggested answers:
Student’s own answers
- Divide class into 2 teams. - Listen to teacher’s instruction.
- Write the words from a song down on pieces
- Do the activity.
of paper and stick them to the board in a
random order. - Check with the teacher.
- Have each team stand in a line in front of the
board.
- Play the song.
- When a word comes up in the song, stop the
music straight after. The two students at the
front of each line then race to grab the word
from the board
- The first student to grab the correct word wins
and keeps the word.
- The team with the most words at the end of
the game wins.
II. PUZZLES AND GAMES. T - Ss - T / Ss -

Ss /
Activity 1: (9’) Find nine more music words.
Then put them in the correct list. Suggested answers:
- Ask students to find the music words and add
them to the correct list. Students can compare - Find the music words and add them to the Musical instruments: piano, bass, violin,
the answers in pairs. correct list. keyboards, vocals
- Check answers with the class. - Compare the answers in pairs. Types of music: hard rock, pop, rap,
- Check answers with the teacher. classical, reggae
Activity 2: (9’) ALI’S WEEK. Look at the

pictures in Ali’s diary for next week.
Suggested answers:
- Focus on the diary and elicit a few sentences - Listen to the teacher’s instructions.
about things Ali is going to do. Students’ own answers
- Ask students to work in pairs and take turns to - Follow the instructions.
say sentences about what Ali is and isn’t going - Work in pairs and take turns to say
to do. sentences about what Ali is and isn’t going
- Students change partners and cover the diary, to do.
and take turns to ask questions to test their - Change partners to ask questions to test
partner about what Ali is going to do. their partner about what Ali is going to do.
- Ask students to work individually to make a
new diary. Then ask them to work in new pairs - Make a new diary individually.
and take turns to guess what Ali is going to do - Work in new pairs and take turns to guess
according to their partner’s diary. what Ali is going to do according to their
partner’s diary.
Activity 3: (9’) Use the code to write nouns
and adjectives in the correct column.
- Read out the instructions and point out the Suggested answers:
example answer.
- With weaker classes, allow students some
time to look back at page 72 to remind - Listen to teacher’s explanation.
themselves of the adjectives and nouns they
learned. - Use the code to write the words.
- Ask students to use the code to write the - Check the answers with the teacher.
words.
- Check with the class.
Activity 4: (8’) SCHOOL TRIP
ARRANGEMENTS. Work in pairs. Work Suggested answers:
out the right order for the school trip and 7.30: Coach leaves school.
then ask and answer questions about the 9.30: Visit the Natural History Museum.
trip. 12.30: Have lunch in a rooftop restaurant.
14.00: Go to see a musical.
- Ask students to work in pairs to work out the - Listen to the explanation. 17.30: Coach picks up students from the
right order for the school trip. - Work in pairs to work out the right order theatre.
- Check answers with the class. for the school trip. 19.30: Arrive back at school.
- Read out the example question and answer - Ask and answer questions about the trip
and point out that they use the present using the present continuous.
continuous for arrangements.
- Ask students to work in pairs to ask and
answer questions about the trip using the
present continuous.
III. Homework. (2’) - Learn by heart all the new words.

- Give homework. - Take notes - Prepare Unit 8.
V. REFLECTION:
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
……………………………………………………………..………….……………………………………………………………………………
…………………………………………………………………..………….………………………………………………………………………

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Week: Planning date:

TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS

band vocal /ˈvəʊkl/

Activity 3 (5’) Watch or listen. What type of

IV. PRODUCTION. T - Ss - T/ S - S / Indiv.

V. Homework. (2’) - Learn by heart all the new words.

Week: Planning date:

II. TEACHER’S AND STUDENTS’ PREPARATIONS:

II. PRE-READING. T - Ss - T / Ss - Ss / Indiv.

III. WHILE READING. T - Ss - T/ S - S/

 Activity 2 (7’) Read and listen to the song

 Activity 3 (6’) VOCABULARY PLUS Use

●Activity 4: (10') Use it! What lines from the

V. Homework. (2’) - Learn by heart all the new words.

● Be going to, will and be going to

II. TEACHER’S AND STUDENTS’ PREPARATIONS:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Activity 1: (4’) Complete the sentences and

- Ask students to complete the sentences and Suggested answer:

Activity 2: (4’) Study the information and

III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)

Will and Be going to

Activity 4: (5’) Look at the examples. Which Suggested answers:

Activity 5 (5’): Complete sentences with be

Activity 6 (5’): Work in pairs. Read the Study

V. Homework. (2’) V. Homework

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Activity 2: (3’) PRONUNCIATION Suggested answers:

Activity 5: (9’) Listen again. Suggested answers:

V. Homework. (2’) V. Homework

Week: Planning date:

II. TEACHER’S AND STUDENTS’ PREPARATIONS:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)

Present Continuous for Future

IV. PRODUCTION. T - Ss - T/ S - S / Indiv.

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Bring students’ ideas together on the

III. WHILE SPEAKING. T - Ss - T/ S - S/

IV. POST SPEAKING. T - Ss - T/ S - S /.

V. HOMEWORK. (2’) - Learn by heart all key phrases.

Week: Planning date:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

II. PRE-WRITING. T - Ss - T / Ss - Ss / (10’)

Activity 1: (5’) Read the revises. Which song

Activity 4: (5’) Replace the blue phrases with

IV. PRODUCTION. T - Ss - T/ S - S / Indiv.

V. Homework. (2’) - Learn by heart all structures.

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

V. Homework. (2’) - Learn by heart all the new words.

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

II. PUZZLES AND GAMES. T - Ss - T / Ss -

Activity 2: (9’) ALI’S WEEK. Look at the

III. Homework. (2’) - Learn by heart all the new words.

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