Kế hoạch bài dạy Tiếng Anh 7 Friends Plus - Chương trình cả năm

Week: 	Planning date: 
Period: 	
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
STARTER UNIT - LESSON 1: VOCABULARY (PPP)
FAMILY
I. AIMS:
I. AIMS:
Language contents:
- Vocabulary: (n) sister, uncle, husband, son, nephew, dad, grandfather, grandson
Knowledge: By the end of the lesson, my students will be able to talk about their family.
Skills: 
Main skills	: reading and listening skills.
Sub skills	: speaking and writing skills.
4. Attitude: be confident to talk about family.
Competences: 
Talk about the members in the family.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
Teacher: pictures, textbooks, powerpoint slides, . 
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’)
Ask students to work in pairs to think of 5 members in the family: sister, uncle, husband, son, nephew, etc.
Teacher asks some pairs to report back to the class.
Work in pairs and think of the possible answers.
Report to the class.
sister, uncle, husband, son, nephew, etc
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’)
Set context: 
Draw a family tree on the board and ask students to give out the relationship between members.
Lead to the topic of the lesson – Family members
Teach new vocabulary:
Use pictures and explanations to present new words. 
Ask students to practice their pronunciation drills. 
New words: 
sister (n.)
uncle (n.)
husband (n.)
son (n.)
nephew (n.)
dad (n.)
grandfather (n.)
grandson (n.)
Complete a family tree.
Listen to the teacher.
Look, listen and repeat in chorus and individuals
Suggested answer:
Mom, dad, son, uncle, nephew, etc.
New words: 
sister (n.) /ˈsɪs.tɚ/
uncle (n.) /ˈʌŋ.kəl/
husband (n.) /ˈhʌz.bənd/
son (n.) /sʌn/
nephew (n.) /ˈnef.juː/
dad (n.) /dæd/
grandfather (n.) /ˈɡræn.fɑː.ðɚ/
grandson (n.) /ˈɡræn.sʌn/
III. PRACTICE. T - Ss - T/ S - S/ Indiv. 
Activity 1 (5’) Read the notes about Lucy’s photos. Match the names in the notes with people 1-10 in the photos.
Ask students to work in pairs to match the names in the notes with people 1-10 in the photos.
Give the answers to the class. 
Activity 2 (5’) Read the text again and match the words in blue in the text with eight opposite words from the box. Listen and check.
Ask students to read the text again and match the words in blue in the text with eight opposite words from the box in pairs.
Ask students to listen and check.
Check students’ answers.
Activity 3 (10’) Write names for 1-6.
Ask students to read the phrases and write names for 1-6
 Check answers with the class.
Ask the students to read through the key phrases. Check if students understand all the key phrases.
Key Phrases: Asking about families
Work in pairs to do the task. 
Check the answers with the teacher.
Read the quiz and complete it in pairs. 
Check the answers. 
Read the phrases and write names for 1-6. 
Check the answers in pairs. 
Check the answers with the teacher. 
Suggested answers 
1. Hannah
2. Nico
3. Joanne
4. John
5. Melanie
6. Uncle Matt
7. Michael
8. Luke
9. Sally
10. Tony’s grandson
Suggested answers
Uncle-ant
Grandmother – grandfather
Husband -wife
Mum – dad
Niece – nephew
Daughter – son
Granddaughter -grandson
Grandfather - grandmother
Suggested answers:
1. Sally
2. Matt
3. Luke
4. Joanne
5. Michael
6. Lucy and Joanne
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. 
Activity 1 (15’) Use it!
 Read through the questions in Exercise 4 with the whole class.
 Ask students to prepare the answers individually.
Remind the students to use the structures in Exercise 3 - Key Phrases.
Ask students to work in pairs, asking and answering the four questions in Exercise 4
Ask some students to tell the class some information about their partners.

Work in pairs to ask and answer questions using Key Phrases and some grammar structures.
Tell the class about their partners. 
Suggested answers
Students’ own answers
V. Homework. (2’)
Give homework.

Take notes
V. Homework
Learn by heart all the new words.
Prepare Lesson 2 – Language Focus.

V. REFLECTION:
...
...
Week: 	 Planning date: 
Period: 	
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
STARTER UNIT - LESSON 2: LANGUAGE FOCUS (PPP)
BE, POSSESSIVE ADJECTIVES, POSSESSIVE PRONOUNS, ARTICLES 
I. AIMS:
Language contents:
- Vocabulary: revision
- Patterns: 
Be, Possessive adjectives, possessive pronouns and articles
Knowledge: By the end of the lesson, my students will be able to ask and answer questions about places.
Skills: 
Main skills	: reading and writing skills.
Sub skills	: speaking and listening skills.
Attitude: feel confident to ask and answer questions about places
Competences: 
Identify the rules of Be, Possessive adjectives, possessive pronouns and articles
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, . 
2. Students: textbook, notebook.
III. T...xes and make sentences with those words/ numbers. The group makes the correct sentence will get an (O) or (X). 
Declare the winner group which has 3 Os or Xs on a horizontal, vertical, or diagonal row.

Play the game in groups.
Select the boxes and make sentences with those words/ numbers. 
bag
pen
eraser
book
computer
phone
TV
pants
T-shirt
E.g.: Is this your bag?
 Where are your pants? Mine are in the washing machine.

II. PRE-LISTENING. T - Ss - T / Ss - Ss / (10’)
Ask more questions to encourage students to say more 
“What do you study at school? When do you study maths? How many teachers are there?”
- Ask students to work in pairs to share the answers.
- Ask some students to talk in front.

Answer the questions.
Work in pairs to share the answers.
Talk in front.

Suggested answers
Students’ own answers
III. WHILE-LISTENING. T - Ss - T/ S - S/ Indiv. (18’)
Activity 2: Read and listen to the dialogue. Complete the tables with words in blue in the dialogue. Add more words to the table. (5’) 
Ask students to read and listen to the dialogue.
Play the audio.
 Ask students to complete the tables with words in blue in the dialogue. Add more words to the table.
Check the answer with the class. 
Activity 3: Check the meaning of the words in blue and choose the correct words. Then write sentences about your school. (5’)
Allow students time to read the sentences. 
Check the meaning of the words in blue and choose the correct words.
Ask students to write sentences about their school.
Check the answer with the class.
Ÿ Activity 3: USE IT!. (8’)
Talk about the timetable using the prepositions of time. 
Explain the examples to the class. 
Ask students to talk about the timetable using the prepositions of time.
Check answers with the class.
Listen to the dialogue.
Complete the tables.
Add more words to the table
Check the answers with the teacher. 
Read the sentences. 
Find the meaning of the words in blue and choose the correct words. 
Write sentences about their school.
Check the answer with the teacher.
Listen to the example.
Check the answers with the teacher.
Suggested answers
Subjects: Maths, History
Other Words: timetable, homework, test
Suggested answers: 
1. room
2. teacher
3. exams
4. homework
5. book
6. timetables
Suggested answers
Students’ own answers
IV. POST-LISTENING. T - Ss - T/ S - S / Indiv. (10’)
Activity 4: Further practice from Exercise 3 – USE IT!
- Ask students to work in pairs to ask and answer questions about their timetables at school.
Ask some students to demonstrate in front.
Correct any errors.
If there is time, ask students to make another timetables and present it in front of the class.
- Work in pairs to ask and answer questions about their timetables at school.
- Demonstrate in front.
- Make another timetables and present it in front of the class.
Suggested answers
Students’ own answers.
V. Homework. (2’)
Give homework.

Take notes
Learn by heart all structures.
Prepare: Lesson 4 – Language Focus

V. REFLECTION:
...
...
...
...
...
...
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
STARTER UNIT - LESSON 4: LANGUAGE FOCUS (PPP)
 HAVE GOT, THERE’S, THERE ARE
I. AIMS:
1. Language contents:
- Vocabulary: revision
- Patterns: 
Have got, there’s, there are
Knowledge: By the end of the lesson, my students will be able to talk about school and school subjects.
Skills: 
Main skills	: reading and writing skills.
Sub skills	: speaking and listening skills.
Attitude: feel confident to talk about school and school subjects.
Competences: 
Identify the rules of HAVE GOT, THERE’S, THERE ARE.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, . 
2. Students: textbook, notebook.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and group work.
IV. PROCEDURES:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’) 
Game “THE MEMORY CIRCLE”
Ask students to stand up, in a circle, and start the game off by saying a sentence using there is / there are. Then, the next student says that sentence and then adds their own. If someone misses and gets it incorrect, they have to sit down, and the game is over.

Play the game. 
Example: 
Teacher: There is a fan on the wall.
Student 1: There is a fan on the wall and there is a vase on the table.
Student 2: There is a fan on the wall, there is a vase on the table and there are some students in the class.
II. PRESENTATION & PRACTICE FOR EACH GRAMMAR POINT. T - Ss - T / Ss - Ss / Indiv. (32’)
J HAVE GOT
Ÿ Activity 1 (5’) Look at the examples from the dialogue on page 8. What are the he/ she/ it forms of the words in bold?
Refer students back to the text on page 8 to find the he/ she/ it forms of the words in bold.
Call out some students to answer.
Ÿ Activity 2: (5’) 
Look at the photos. Complete the sentences with the correct forms of have got.
- Ask students to look at the photos ...n) /ˈriː.sɜːtʃ/
journey (n) /dʒɜː.ni/
teenager (n) /ˈtiːnˌeɪ.dʒɚ/
screen (n) /skriːn/
III. PRACTICE. T - Ss - T/ S - S/ Indiv. 
Activity 1 (5’) Match the phrases in the box with places 1-12 in the picture. Listen and check.
Ask students to work in pairs to match the words to the correct places in the picture. 
Give the answers to the class. 
Activity 2 (5’) Complete the Time of Your Life quiz with words from Exercise 1. Then choose the correct option in blue.
Ask students to read the quiz and complete it in pairs.
Check students’ answers.
Activity 3 (5’) Watch or listen again. Who likes seeing friends at the weekend, Emilia, Elijah, or Renee? Who goes to school by bus, Harry, Lily, or Darius?
 Play the video / audio again for students to answer the questions. 
Ask students to check the answers in pairs. 
 Check answers with the class.
Ask the students to complete the key phrases.
Key Phrases:
I spend all of my time ...
I spend too much time ....
We spend most of our time ...
I spend a bit of time ...
I don’t spend a lot of time ...
Do you spend much time ...?
I don’t spend more than ....
I don’t spend any time ....
Work in pairs to do the task. 
Listen and identify word stress then note down the places.
Read the quiz and complete it in pairs. 
Check the answers. 
Watch or listen, to give answers. 
Check the answers in pairs. 
Check the answers with the teacher. 
Suggested answers 
1. in the park
2. at the shops
3. in the countryside
4. in the car
5. in fast food restaurants
6. in bed
7. in your room
8. on the bus
9. in front of the TV
10. on the phone
11. at school
12. in the playground

Suggested answers
in bed 
in the car 
school 
playground 
in fast food restaurants 
at the shops
front of the TV
9 hours
40 minutes
7 days, 14 hours
67 minutes
50 hours
Suggested answers:
Renee likes seeing friends at the weekend.
Darius goes to school by bus.
Suggested answers to the key phrases:
I spend all of my time on my phone.
I spend too much time in front of screens.
We spend most of our time at the shops.
I spend a bit of time in my room.
I don’t spend a lot of time in bed.
Do you spend much time on your homework?
I don’t spend more than an hour.
I don’t spend any time in bed.

IV. PRODUCTION. T - Ss - T/ S - S / Indiv. 
Activity 1 (10’) Use it!
 Read through the questions in Exercise 6 with the whole class.
 Ask students to prepare the answers individually.
Remind the students to use the structures in Exercise 5 - Key Phrases.
Suggest some grammar structures in Exercise 2 for students.
Ask students to work in pairs, asking and answering the four questions in Exercise 6.
Ask some students to tell the class some information about their partners.
Activity 2 (5’) 
Consolidation: Vocabulary (Optional)
Ask students to close books, write the nouns from Exercises 1 and 3 on the board, e.g. school, room, phone. 
Put students into teams. 
Teams take it in turns to choose a noun and say a sentence using it and the correct preposition, e.g. I like being at school, I don’t mind being in my room.
If the sentence is correct, the team gets a point and the noun is crossed off.
Continue until there is no noun left and see which team has the most points.

Work in pairs to talk about how they spend their time using Key Phrases and some grammar structures.
Tell the class about their partners. 
Work in teams and do the activity.
Check the answers with the whole class.
Love / Like / Hate / Don’t mind + Being ... 
 
E.g.: I love being in bed. 
I don’t mind being on the bus
V. Homework. (2’)
Give homework.

Take notes
V. Homework
V. Homework
Learn by heart all the new words.
Workbook: Exercises 1, 2 page 12.
Prepare Lesson 2 – Reading.

V. REFLECTION:
...
...
...
...
...
...
...
Week: 	Planning date: 
Period: 	
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 1: MY TIMES - LESSON 2: READING (Pre-While-Post)
SCREEN TIME 
I. AIMS:
Language contents:
- Vocabulary: revision 
Knowledge: By the end of the lesson, my students will be able to understand the general idea of the text.
Skills: 
Main skills	: reading and writing skills.
Sub skills	: listening and speaking skills.
Attitude: 
Competences: 
know how to answer specific questions about the text.
use vocabulary items related to the issue of passage. 
talk about your screen time
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
Teacher: pictures, textbooks, PowerPoint slides, . 
Students: textbook, notebook.
III. TECHNIQUES: Games, discussion, questions and answers, Skills Strategy, project-based learning.
IV. PROCEDURES:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game " The Alphabet Game”
- Write “Technological Devices” on the board and explain that students will name some technological gadgets.
- Then write some initial letters of some devices and ask student to call out the word. For example, C à Computer, P à Phone, etc.
- To...Point slides, . 
2. Students: textbook, notebook.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and group work.
IV. PROCEDURES:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’) 
Game “THE MEMORY CIRCLE”
Ask students to stand up, in a circle, and start the game off by saying a sentence using simple present tense. Then, the next student says that sentence and then adds their own. If someone misses and gets it incorrect, they have to sit down, and the game is over.

Play the game. 
Example: 
Teacher: Everyday, I watch TV.
Student 1: Everyday, I watch TV and I listen to music.
Student 2: Everyday, I watch TV and I listen to music. Then I play football with friends.
II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’)
Lead – in : (3’) 
Write these gapped sentences on the board:
“My dad  phones. My mum  TVs in our rooms. ”
Refer students back to the text on page 10 to complete the sentences.
Elicit that the verbs are in the present simple tense, including affirmative and negative forms.
Call out some students to answer.
Introduce the new lesson “Present Simple: affirmative and negative”
Activity 1: (7’) 
Complete the rules with the words from the box.
- Ask students to find more examples in the text.
Read out the rule. 
Check the answers with class.
Wrap-up the Rules and give explanation.
Answer the question individually.
Look at the board and listen to the teacher. 
Use dictionary if necessary.
Find more examples in the text. 
Complete the rules and compare the answers with partners.
Copy down the grammar rules to the notebooks. 

Suggested answer: 
My dad bans phones. My mum doesn’t allow TVs in our rooms.
Suggested answer:
1. We use the Present Simple to talk about facts, habits and routines.
2. Affirmative verbs end with -s in he/ she/ it forms.
3. Negative forms use don’t + infinitive without to after I/ you/ we/ they.
4. Negative forms use doesn’t + infinitive without to after he/ she/ it.
GRAMMAR POINT: 
PRESENT SIMPLE - AFFIRMATIVE AND NEGATIVE
FORM: 
(+) : I / We / You / They / Noun Plural + V + O.
 He / She / It / Noun Singular + V-s/-es + O.
(-) : I / We / You / They / Noun Plural + DON’T + V bare + O.
 He/ She /It / Noun Singular + DOESN’T + V bare + O.

Ex: His friends listen to music on his phone.
 My dad likes games.
 Her sisters don’t work much.
 Tim doesn’t study the lesson.
 
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (22’) 
Activity 2: (5’) Choose the correct words
Ask students to choose the correct verb forms.
Elicit the answer from the class.
Activity 3: (5’) Pronunciation Third Person -s (Audio 1.07)
Model the pronunciation of the three sounds in isolation.
Play the audio for students to listen.
Play the audio again, pausing for students to repeat individually and chorally.
Activity 4: (5’) Listen to eight more verbs and add them to the table in Activity 3. Practice saying them. (audio 1.08)
Play the audio, pausing after each verb for students to add it to the table.
Ask students to compare their answers in pairs.
Check the answers with the class. 
Activity 5: (7’) Complete the text with the correct form of the verbs in brackets.
Allow students time to read the gapped sentences and to complete the sentences themselves.
Call some students to read their sentences. 
Give feedbacks to the answers.

Complete the task in pairs (if needed)
Check the answers with the teacher. 
Listen and repeat individually.
Listen and repeat chorally.
Complete the activity in pairs.
Check the answers with the teacher. 
Read the gapped sentences silently and individually and complete the sentences with their own ideas. 
Listen to the teacher’s feedbacks

Suggested answers:
My mum doesn’t like games.
She doesn’t play much.
Mark studies a lot. 
His friends don’t work much.
My friends and I watch films on my computer.
Suggested answers: 
/s/: lets, works
/z/: spends, lives, plays, allows, studies
/iz/: watches 
Suggested answers:
1. think
2. doesn’t sleep
3. plays
4. watches
5. don’t see
6. stays
7. doesn’t go
8. speaks
9. don’t know
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (6’) Use it!
Activity: 
Read out the example sentence and elicit one or two more examples.
Ask students to write sentences individually and then compare with a partner and guess which of their partner’s sentences are false.
Go around to observe students. 
Ask some students to read their sentences to the class. 

- Write sentences individually.
Compare the sentences in pairs. 
Listen to the teacher’s feedback and take notes.
Suggested sentences:
I spend a lot of time on the phone.
My mum doesn’t play video games.
V. Homework. (2’)
Give homework.

Take notes.
V. Homework
Learn by heart all structures.
Prepare the next lesson: VOCABULARY AND LISTENING.

V. REFLECTION:
...
Week: 	 Planning date: 
Period: 	
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 1: MY TIME - LESSON 4: VOCABULARY...n to the teacher’s feedback and take notes.

Suggested answers.
(Students’ own answers)
Students’ own answers.
V. Homework. (2’)
 Give homework.

Take notes
V. Homework
Learn by heart all the phrases.
Workbook: Exercises page 10.
Prepare the next lesson: LANGUAGE FOCUS
V. REFLECTION:
...
......
...
...
...
Week: 	 Planning date: 
Period:	
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 1: MY TIME - LESSON 5: LANGUAGE FOCUS (PPP)
I. AIMS:
1. Language contents:
- Vocabulary: revision
- Patterns: Simple Present - Questions
2. Knowledge: By the end of the lesson, my students will be able to ask and answer questions about free time activities.
3. Skills: 
Main skills	: reading and writing skills.
Sub skills	: speaking and listening skills.
4. Attitude: be confident to talk about their free time activities
5. Competences: 
Identify the rules of Yes/ No question and W-H question in Simple Present tense.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
Teacher: pictures, textbooks, PowerPoint slides, . 
Students: textbooks, notebooks.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs, inductive grammar learning.
IV. PROCEDURES:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game : NOUGHTS AND CROSSES 
Divide class into 2 groups. One group is “noughts” (O) and the other is “crosses” (X). 
Ask students to use “simple present tense” to make interview questions about free time activities.
Ask students to take turns and select the boxes and make sentences with those words/ numbers. The group makes the correct sentence will get an (O) or (X). 
Declare the winner group which has 3 Os or Xs on a horizontal, vertical, or diagonal row.

Play the game in groups.
Select the boxes and make sentences with those words/ numbers. 
Free time Activities
Watch TV
Drink coffee
Listen to music
Go to the gym
Go to the park
Play video games
Go fishing
Eat pizzas
Play football
E.g.: When do you watch TV?
 Do you go fishing?

II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’)
Activity 1: Complete the questions and answers with do, don’t, does, doesn’t. Then choose the correct words in Rules 1-4.
Ask students to complete the questions and answers.
Check the answers in the questions.
Read through the rules.
Check and explain the rules with the class.

Complete the questions and answers.
Check answers in the questions and answers with the teacher.
Complete the rules.
Check the rules with the teacher.

Suggested answers
1. do 2. don’t 3. Does
4. does 5. doesn’t 
Rules:
1. do 2. does 3. do, don’t
4. does, doesn’t
Simple Present: questions
DO + S (I / We / You / They / Noun Plural) + Vo ?
DO + He / She / It / Noun Singular + Vo ?
Yes/ No question
Answer: Yes, S (I / We / You / They / Noun Plural)+ DO
Or Yes, S (He / She / It / Noun Singular)+ DOES.
 No, S (I / We / You / They / Noun Plural) + DO NOT (DON’T)
Or No, S (He / She / It / Noun Singular)+ DOES NOT (DOESN’T).
Example: 
A: Do her friends like the trainers?
B: Yes, they do. / No, they don’t.
A: Does Niall write stories?
B: Yes, he does. / No, he doesn’t.
W-H question
DO + S (I/ We/ You/ They / Noun plural) + Vo ? / 
DOES + S (He/ She / It/ Noun Singular + Vo ?
What 
Where
When
Who
What time
How often
Example: 
1. What do you watch on TV?
2. Where does he go?
Note:
Answers for WH-Questions:
For Subjects (He/ She / It / Noun Singular), put -s/ -es after the verbs.
E.g.: Where does he go? à He goes to school.
 What does she do? à She listens to music.
III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)
Activity 2: Complete the questions with present simple form of the verbs in brackets. (3’)
Read out the example Do you blog about your life? (blog)
Elicit another example from the class.
Ask students to complete the questions.
Check answers with the class.
Activity 3: Ask and answer questions from Activity 2. Use do, don’t, does and doesn’t in your answers. (5’)
Allow students time to prepare their answers to the questions.
Ask students to work in pairs to ask and answer the questions.
Ask some students to tell something about their partners.
Activity 4: Read the answers and complete the questions with the words in the box. (7’)
Read out the example Do you ever go to the cinema? Yes, I do. I love watching films.
Elicit another example from the class.
Ask students to complete the questions with the words in the box.
Check the answers with the class.
If necessary, ask students to work in pairs to ask and answer these questions.

Listen to the example.
Give another example.
Complete the questions.
Check the answers with the teacher. 
Prepare the answers to the questions. 
Work in pairs to ask and answer the questions. 
Tell something about their partners.
Listen to the example.
Give another example.
Complete the questions with the words in the box.
Check the answers with the teacher.
If necessary, work in pairs to ask and answer these que...mething?
2. Why don’t we go for a bike ride?
3. I don’t feel like cycling.
4. How about going into town?
5. That sounds like a good idea.
6. Let’s finish our homework now.
Lisa and Jamie decide to get the bus into town / go to a café in town.
Suggested answers
1. S 2. R 3. S 4. S 5. S 6. R
Suggested answers 
1. Let’s, want
2. Why don’t we, sounds like
3. going, feel like
4. do 
IV. POST SPEAKING. T - Ss - T/ S - S /. 
Activity 5: Use it! Prepare and practice a new dialogue. Use the key phrases and at least two ideas from pictures A-D. (13’)
 Ask students to work in pairs to prepare a new dialogue.
 Ask students to wrap roles and practice the dialogue again.
 Ask some students to perform the dialogue to the class.

.
 Work in pairs to prepare a new dialogue.
 Wrap roles and practice the dialogue again.
 Perform the dialogue to the class.
Students’ own answers.
V. HOMEWORK. (2’)
Give homework.

Take notes
Learn by heart all key phrases.
Workbook: Exercises page 11.
V. REFLECTION:
...
...
...
...
...
...
Week: 	 Planning date: 
Period: 	
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 1: MY TIME - LESSON 7: WRITING A PROFILE FOR A WEB PAGE (Pre -While-Post)
I. AIMS:
- Vocabulary: revision
Knowledge: By the end of the lesson, my students will be able to write about themselves.
Skills: 
Main skills	: writing and reading skills.
Sub skills	: speaking and listening skills.
Attitude: be confident to write about themselves. 
Competences: 
Know how to write about themselves using and, also and too.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
Teacher: pictures, textbooks, PowerPoint slides, . 
Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works.
IV. PROCEDURES:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
WARM-UP. T- Ss - T / Ss - Ss / (5’)
GAME: RUNNING DICTATION
Divide class into 2 groups.
Pin two pieces of paper with a short text in it on the board.
Ask one member of the groups go to the board to read and remember one or some sentences from the text. They then dictate the sentences for the other members to write down.
The group with the most correct sentences will be the winner.

Work in groups.
Go to the board to read and remember one or some sentences from the text. 
Dictate the sentences for the other members to write down.
Suggested answer:
I spend a lot of time in my house and I also like meeting friends in town. We often go to the swimming pools or coffee shops.
II. PRE-WRITING. T - Ss - T / Ss - Ss / (10’)
Set context: (5’)
Ask the questions to the class and elicit answers from individual students. What do you do in and around your home town at the weekend?
Ask more questions to encourage them to speak more, e.g. How often do you do this? Who do you do it with? Why do you enjoy it? 
Activity 1: Read the profile and find three things that Rachel likes (5’)
Have students read the article profile and find three things that Rachel likes.
Check the answers with the class.

Think and answer the questions.
Read the profile and find three things that Rachel likes.
Check the answers with the teacher.

Students’ own answers
Suggested answers.
Meeting friends in town; horses; athletics; piano; watching music videos; funny programs; listen to most music
III. WHILE-WRITING. T - Ss - T/ S - S/ Indiv. (15’)
Activity 2: Complete the Key Phrases with words from Rachel’s profile. (5’)
Ask students to complete the key phrases with words from the profile.
Check answers with the class.
Language point: Linkers
Activity 3: Find and, also and too in the profile. Are they in affirmative or negative sentences? Where is each word in the sentence? (5’)
Explain that we use linkers to join ideas together.
Ask students to find and, also and too in the profile and answer the questions.
Check answers with the class and explain that the three linkers are all used to link similar ideas.
Activity 4: Complete the sentences with and, also and too. (5’)
Ask students to complete the sentences with and, also and too.
Ask them to compare their answers in pairs.
Check the answers with the class.

Complete the key phrases with words from the profile.
Check answers with the teacher.
Find and, also and too in the profile and answer the questions.
Check the answers with the teacher.
Complete the sentences with and, also and too.
Compare their answers in pairs.
Check the answers with the teacher.
Suggested answers.
1. meeting friends in town / listening to most music
2. watching music videos
3. watching funny programs on Youtube
4. listening to him
5. TV
6. video games
7. Justin Bieber
8. athletics
Linkers 
Suggested Answers:
They are in affirmative sentences.
And and also are in the middle of the sentence.
And comes between two full clauses.
Also comes before a main verb. (I also like) or after the verb be (I’m also into).
Too comes at the end of a phrase, and is preceded by a comma.
Sugge...IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (13’) 
Activity 5: Use it! Further practice from Activity 4
Focus on the data in exercise 4 and ask: How many students were in the survey altogether? (32) 
Elicit some statements that are true based on the data in exercise 4, e.g. About a quarter of the students watch between 8 and 12 hours per week. A small number watch more than 12 hours. 
Put students into pairs to write their reports. 
Put pairs together into groups of four to read their reports to each other. 
Ask some pairs to read their report to the class.

Answer some eliciting questions.
Work in pairs to write reports.
Read the reports to other members in different groups.
Check their grammar and spelling carefully by themselves.

Suggested answers:
Students’ own answers
III. Homework. (2’)
Give homework.

Take notes
- Learn by heart all the new words.
- Prepare the next lesson “Puzzles and games”.
V. REFLECTION:
...
...
...
...
...
...
Week: 	 Planning date: 
Period: 	
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 1: MY TIME - LESSON 9: PUZZLES AND GAMES 
I. AIMS:
- Vocabulary: revision
- Grammar: revision
1. Knowledge: By the end of the lesson, my students will be able to write and talk about their time and other people’s time. 
2. Skills: 
Main skills	: reading and writing skills.
Sub skills	: speaking and listening skills.
3. Attitude: be confident to write and talk about their time and other people’s time.
4. Competences: 
Use correct vocabulary and grammar points talking about their activities. 
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, PowerPoint slides, . 
2. Students: textbook, notebook.
III. TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works.
IV. PROCEDURES:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Game: “THREE THINGS IN COMMON”
Ask students to work in pairs. 
Ask them to ask and answer about their free time activities. Then find three things they have in common.
Have some pairs report back to the class.
- Lead in the lesson. 

- Listen to teacher.
- Ask and answer about their free time activities. Then find three things they have in common 
- Tell the class the similar things.

Suggested answers:
Students’ own answers
II. PUZZLES AND GAMES. T - Ss - T / Ss - Ss /
Activity 1: Find the prepositions. (7’)
- Divide the class into three teams.
- Ask each team to look at the picture and say where each person is, using at, in, on.
- Ask them to find the four pictures which use the same prepositions.
- Check answers with the class.
Activity 2: Guess the famous person. (7’) 
- Read out the instructions.
- Put students into pairs to choose a famous person and write five clues.
- Ask pairs to read their clues to the class, and the first student to guess the famous person gets a point.
- Check who has the most points at the end. 
Activity 3: Find nine more free time activities in the puzzle. (7’)
- Ask students to find nine more free time activities in the puzzle.
- Check answer with the class.
Activity 4: Make sentences. (7’)
- Divide the class into two teams and ask each team to write their sentences.
- Ask teams in turn to read out one of their sentences.
- The other teams decide if the sentence is correct or not. Give a point for each correct sentence. The team has the most points will be the winner.
- Check with the class.
Activity 5: Work snake. (10’)
- Ask students to work in pairs to find the question words and complete the questions.
- Check answers with the class.
- Have students ask and answer the questions in pairs.
- Ask some students to tell the class something about their partner.
- Work in teams to look at the picture and say where each person is.
- Find the four pictures which use the same prepositions.
- Check answers with the teacher.
- Listen to the instructions.
- Work in pairs to choose a famous person and write five clues.
- Read their clues to the class.
- Guess the famous person of the other pairs.
- Find nine more free time activities in the puzzle.
- Check answers with the teacher.
- Write their sentences in teams.
- Read out one of their sentences.
- Decide if the sentences of the other teams are correct or not.
- Check answers with the teacher.
- Work in pairs to find the question words and complete the questions.
- Check answers with the teacher.
- Ask and answer the questions in pairs.
- Tell the class something about their partner.
Suggested answers:
1. at home 2. on the beach 3. on the bus 
4. in the playground 5. at school 
6. in bed 7. at the shops 
8. in the car 9. on the sofa 
10. in the park
The four pictures which use the same prepositions are 4, 6, 8 and 10.
Suggested answers:
Students’ own answers
Suggested answers:
meet friends, go dancing, listen to music, do sport, bake cakes, write stories, paint a picture, go online, watch TV
Suggested answer
Students’ ow...ry meet their friends a lot.
Key phrases in the order students hear them 
 1 b 2 d, h, i 3 f 4 d, f, g
Suggested answers
Students’ own answers
V. Homework. (2’)
Give homework.

Take notes
Learn by heart all the new words.
Workbook: page 16.
Prepare Lesson 2 – Reading.

V. REFLECTION:
...
...
...
...
...
...
...
Week: 	Planning date: 
Period: 	
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 2: COMMUNICATION - LESSON 2: READING (Pre-While-Post)
EMOJIS
I. AIMS:
Language contents:
- Vocabulary: revision 
Knowledge: By the end of the lesson, my students will be able to understand the general idea of the text.
Skills: 
Main skills	: reading and writing skills.
Sub skills	: listening and speaking skills.
Attitude: 
Competences: 
know how to answer specific questions about the text.
use vocabulary items related to the issue of passage. 
identify the main topics in an article.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
Teacher: pictures, textbooks, power point slides, . 
Students: textbook, notebook.
III. TECHNIQUES: Games, discussion, questions and answers, Skills Strategy, project-based learning.
IV. PROCEDURES:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
 What do these emojis mean?
- Show some emojis.
- Ask students to figure out their meanings.
- To make it fun, teacher can divide class into teams. Which team has the most correct answers will be the winner.
Listen to the instructions carefully. 
Play the game in teams.
Each team will explain the meanings of these emojis.
The team has the most correct answers will be the winner.
Suggested answer:
Students’ own answers
II. PRE-READING. T - Ss - T / Ss - Ss / Indiv.(10’)
- Read the questions with the class and put students into small groups to discuss their answers. 
- Ask some students to tell the class about their answers.
"Why do people use emoticons?”
Work in groups and talk about the question based on their background knowledge. 
Listen to the teacher.
Talk in front of the class
Question:
"Why do people use emoticons?”
Students' own answers
III. WHILE READING. T - Ss - T/ S - S/ Indiv.(20’)
Activity 1 (10’) Read the article. Which of topics A–E are in the text? Put the topics in order.
Read out the title of the text, then read through the list of topics with the class and check that students understand them all. 
Ask: Which topics do you think are included in the article? Elicit a few ideas, but don’t confirm them at this stage. 
Ask students to read the article quickly to identify the main topics and write them in order.
 Point out to students that they don’t need to understand all the details of the article at this stage, but they just need to identify the main topics. 
Check answers with the class
Ÿ Activity 2 (5’) Read and listen to the article. Write True or False.
Allow students time to read through the sentences, then play the audio. 
Ask students read and listen and decide if the sentences are true or false. 
Ask students to correct the false sentences. 
Check answers with the class.
Ÿ Activity 3 (5’) VOCABULARY PLUS Use a dictionary to check the meaning of the words in blue in the text.
Ask students to use a dictionary to check the meaning of the blue words. 
With stronger classes, you could encourage students to try to guess the meaning from the context first, then check in a dictionary. 
Check that students understand all the words.

- Check the meanings of topics in the list.
- Read the article quickly to identify the main topics and write them in order.
- Check answers with the teacher.
Read through the sentences.
Listen and decide if the sentences are true or false.
Correct the false sentences.
Check answers with the teacher.
Use a dictionary to check the meaning of the blue words.
Check answers with the teacher.
Suggested answer:
1 A 2 C 3 E 4 D
Suggested answers:
1 false (She is reading a message made of emojis.) 2 true 
3 false (They show ideas from many cultures.) 
4 true 
5 false (They can show people’s feelings.)
Suggested answers:
Students’ own answers
IV. POST READING.T - Ss - T/ S- S / Indiv. (10’)
Activity: (10') Use it! Work in pairs. Do you like emojis? Why / Why not?
- Allow students time to prepare their answers to the questions individually and then discuss the questions in pairs. 
- Ask some students to report back on their partner’s opinions. 
- If there is time at the end of the lesson, put students into pairs and ask them to design their own emoji. Students could then present their emojis to each other in small groups and explain when they would use it. Each group could choose one emoji to present to the class. The class could vote for their favourite overall.

Think about the question individually 
Take turns to talking about the question in pairs or groups. 
Ask the teacher if necessary. 
Question:
“Do you like emojis? Why / Why not?”
Suggested answer:
Students' own answers
V. Homewo...!
Activity: 
Ask students to look at picture B and read sentences 1-5 of exercise 4. 
Use sentence 1 as the example. Ask students: Is sentence 1 true or false?
 Correct the answer with the class. 
Ask students work in pairs to do sentences 2-5. One asks and the other answers. As feedback, ask who guessed correctly if all their partner’s sentences were true or false.

- Look at picture B and read sentences 1-5 of exercise 4.
Work in pairs to do sentences 2-5. 
Listen to the teacher’s feedback and take notes.
Suggested sentences:
Students’ own answers
V. Homework. (2’)
Give homework.

Take notes.
V. Homework
Learn by heart all structures.
Workbook: page 17
Prepare the next lesson: VOCABULARY AND LISTENING.

V. REFLECTION:
...
Week: 	 Planning date: 
Period: 	
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 2: COMMUNICATION - LESSON 4: VOCABULARY AND LISTENING (Pre-While-Post)
ON THE PHONE
I. AIMS: 
Language contents:
- Verb phrases: be engaged / busy, call back, dial a number, download a ringtone, hang up, leave a voicemail, put on speakerphone, send a text message
Knowledge: By the end of the lesson, my students will be able to understand and use phone language.
Skills: 
Main skills	: listening and reading skills.
Sub skills	: speaking and writing skills.
Attitude: feel free to use phone language. 
Competences: 
Identify some phrases using to talk on the phone.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
Teacher: pictures, textbooks, power point slides, . 
Students: textbooks, notebooks.
III. TECHNIQUES : Games, discussion, pair – work.
IV. PROCEDURES:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
Mime the actions done with the phone.
Put students in 2 or 3 big groups.
Ask them to make sentences with the actions.
Check with the class.
The group with the most correct hobbies will be the winner.
Work in groups to make sentences with the actions.
Check with the teacher.
Suggested answers.
- He is chatting on the phone.
- She is leaving a voice mail.
II. PRE-LISTENING. T - Ss - T / Ss - Ss / (10’)
Set context: (3’) 
- Put students into pairs to ask and answer the questions.
- Encourage them to ask more questions to find out more information, e.g. How often do you phone / text? What do you talk about? Which person do you phone most often? Who do you text most often?
- Ask some students to tell the class what they learned about their partner.
 Activity 1: Run through the meanings of verb phrases in Exercise 1. (7’)
Ask students to use dictionary to find the meanings of some verb phrases in Exercise 1.
Check that students understand all the verbs and phrases. 
Check the answers with the class. 
Answer with their own ideas.
- Use dictionary to find the meanings of some verb phrases in Exercise 1.
- Check the answers with the teacher.

Questions: 
How often do you phone / text? What do you talk about? Which person do you phone most often? Who do you text most often?
Suggested answers:
Students’ own answers
III. WHILE-LISTENING. T - Ss - T/ S - S/ Indiv. (18’)
Activity 2: Listen and match phrases A–H with what you hear (1–8). Listen again and check. (5’) 
- Allow students time to read through the phrases. 
- Play the first extract and elicit which phrase it matches (C). 
- Play the rest of the audio. 
- Allow students to compare their answers in pairs, then play the audio again for them to check their answers. 
- Check answers with the class and check that students understand all the phrases.
Activity 3: Match 1–6 with a–f. Listen and check (5’)
- Ask students to match the sentence halves.
- Allow them to compare their answers in pairs then play the audio. 
- Check answers with the class. 
Activity 4: (8’)
Listen to three conversations. Write who says phrases 1–6 in exercise 2. 
- Play the audio. 
- Ask students to listen and match the pictures with the conversations. 
- Check answers with the class.
Read through the phrases.
Listen to the audio.
Check the answers with the teacher. 
- Match the sentence halves.
- Listen to the audio.
- Check the answers with the teacher.
Listen and match the pictures with the conversations. 
Check answers with the teacher. 
Suggested answers:
1 C 2 E 3 B 4 G 5 H 6 D 7 F 8 A
Suggested answers:
1 d 2 b 3 e 4 c 5 a 6 f
Suggested answers.
1 B 2 C 3 A
IV. POST-LISTENING. T - Ss - T/ S - S / Indiv. (10’)
Activity 4: Work in pairs. Imagine you are in the following situations. Think of your answers and then explain your reasons to your partner. (10’)
- Allow students time to read the situations and think about their answers.
- Put them into pairs to explain their answers and give reasons.
- Ask some students to present in front and give feedbacks.
Read the situations and think about their answers.
Work in pairs to explain the answers.
Present to the class.
Suggested answers.
Students’ own answers
V. Homework. (2’)
 Give homework.

Take notes
V. Homework
...r.
Complete the interview with the correct verb forms.
Check answers with the teacher

Suggested answers
1. pear
2. shoulder
3. bear
4. choir
5. fail
Suggested answers
1 Are you listening to your teacher? 
2 What is your teacher doing? 
3 Is the person next to you speaking? 
4 Are you sitting near a window? 
5 Are the people in your class talking a lot? 
6 What are you thinking?
Suggested answers
Rules:
1 continuous 2 simple
Interview:
1 are you studying 
2 am working 
3 are studying 
4 are you doing 
5 are listening
6 make 
7 Are they playing 
8 play
IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (13’)
Activity 5: 
Write present simple and present continuous questions using the words in the box and your own ideas. Then ask and answer the questions with your partner. (13’)
Elicit or give one or two examples, e.g. How often do you call your parents? What is your brother doing at the moment? 
Allow students time to write their questions individually. 
Ask students to work in pairs to ask and answer their questions. Remind students to listen carefully to their partner.
Ask some students to report back to the class.
Listen to the examples.
Write their questions individually.
Work in pairs to ask and answer their questions
Report back to the class.
Suggested answers
Students’ own answers.
V. Homework. (2’)
Give homework.

Take notes
Learn by heart all structures.
Workbook: Exercises page 19.

V. REFLECTION:
...
...
...
...
...
...
Week: 	 Planning date: 
Period: 	
LESSON PLAN
TIẾNG ANH 7 FRIENDS PLUS
UNIT 2: COMMUNICATION - LESSON 6: SPEAKING – Making Plans over the Phone
I. AIMS:
- Vocabulary: revision
Knowledge: By the end of the lesson, my students will be able to make plans over the phone.
Skills: 
Main skills	: speaking and listening skills.
Sub skills	: reading and writing skills.
Attitude: Feel confident to make plans over the phone.
Competences: 
Know how to make plans with friends on the phone.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1. Teacher: pictures, textbooks, power point slides, . 
2. Students: textbook, notebook.
III. TECHNIQUES: Games, Self-Discover Learning, discussion, pairs and group work.
IV. PROCEDURES:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENTS
I. WARM-UP. T- Ss - T / Ss - Ss / (5’)
GAME: LETTER DICTATION
Divide students into 4 groups.
Give students strings of words, such as Whatareyoudoingtoday?, Whatdoyouliketowatch?, etc.
Ask groups to figure out what the questions are.
Check with the class.
The groups with the most correct answers will be the winner.

Work in groups to figure out what the questions are.
Tell the class.
Check with the teacher.
Suggested answer:
Whatareyoudoingtoday? à What are you doing today?
Whatdoyouliketowatch? à What do you like to watch?

II. PRE-SPEAKING. T - Ss - T / Ss - Ss /
Set context: (5’)
Ask students this question, When you want to tell friends something important, do you phone or text?
Elicit responses from some individuals.
Lead in to the lesson.
- Answer the questions.
- Listen to their friends’ answers.
Question:
When you want to tell friends something important, do you phone or text?
Students’ own answers. 
III. WHILE SPEAKING. T - Ss - T/ S - S/ Indiv. (20’) 
Activity 1: Complete the dialogue with the phrases in the box. Then watch or listen and check. What does Mike want to do? Why can’t Anna meet Mike now? (5’)
- Students read the gapped dialogue and complete it with the phrases in the box. 
- With weaker classes, students could work in pairs for this. 
- Play the video or audio for students to watch or listen and check their answers. 
- Check answers with the class, then ask the questions about Anna and Mike and elicit the answers.
Activity 2: Read the Key Phrases. Cover the dialogue and try to remember who says the phrases, Anna or Mike. Which key phrases are not used? Watch or listen again and check. (5’)
- - Put students into pairs and ask them to cover the dialogue in exercise 1. 
- - Students read the key phrases and try to remember who said them, and which phrases aren’t used. 
 - Play the video or audio again for students to check their answers. Check answers with the class and check that students understand all the key phrases. 
Activity 3: Work in pairs. Practise the dialogue. (5’)
- Ask students to work in pairs and practise the dialogue.
- Correct any mistakes.
Activity 4: Put the dialogue in the correct order. Listen and check. Then practise it with your partner (5’)
Ask students to read the dialogue and put it in the correct order. 
Play the audio for them to listen and check their answers. Play the audio again and tell students to listen carefully to the pronunciation and intonation. 
Ask students to practise the dialogue in pairs.

- Read the gapped dialogue and complete it with the phrases in the box.
- Listen the audio to check the answers.
- Watch the video and answer the questions about Anna and Mike.
- Check a