UNIT 6: A VISIT TO A SCHOOL

Lesson 1: Getting started – A visit to Binh Minh Secondary School

I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- An overview about the topic A visit to a school
- Vocabulary to talk about school facilities
2. Core competence
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop self-study skills

II. MATERIALS
- Grade 7 textbook, Unit 6, Getting started
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Form Pronunciation Meaning Vietnamese equivalent

1. lower secondary /ˈləʊər ˈsekəndrɪ skuːl/ a school at a level between trường trung học cơ sở
school (n.phr.) elementary and high school

2. member (n) /ˈmembər/ a person, animal, or thing that is thành viên

 part of a group

3. remind (v) /rɪˈmaɪnd/ to make someone think of nhắc nhở, gợi nhớ
something they have forgotten or
might have forgotten

Assumptions
Anticipated difficulties Solutions
- Students may have underdeveloped listening, speaking - Play the recording many times if any necessary.
and cooperating skills. - Encourage students to work in pairs, in groups so
that they can help each other.
- Provide feedback and help if necessary.

Board Plan
Date of teaching
UNIT 6: A VISIT TO A SCHOOL
Lesson 1: Getting started – A visit to Binh Minh Secondary School

*Warm-up:
Chatting
I. Vocabulary
1. lower secondary school (n.phr): trường trung học cơ sở
2. member (n): thành viên
3. remind (v): nhắc nhở/ gợi nhớ
II. Practice
Task 1: Listen and read.
Task 2: Read the conversation again and answer the questions.
 Task 3: Name these places, using the words and phrases from the box.
Task 4: Complete the sentences with the words and phrases in Task 3.
Task 5: Work in pairs. Ask and answer questions about Nick’s timetable, using when and where.
*Homework

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback

Stage Stage aim Procedure Interaction Time

WARM-UP To activate students’ MEMORY GAME 4 mins
knowledge on the * T gives Ss 30 seconds to look at the picture T-Ss
topic of the unit * Ss look at the picture thoroughly Ss
* Ss has 3 minutes to answer the questions in team T-Ss
*T and Ss check the answer together T-Ss

LEAD-IN To lead in the topic * Teacher draws students’ attention to the picture in the textbook and asks T-Ss 3 mins
- What are they talking about?
** Students raise hands to answer the questions.
*** Teacher and students discuss the questions.
**** Teacher accept all students’ questions.

PRESENTATIO - To provide students VOCABULARY

N with vocabulary. * Teacher introduces the vocabulary by giving definitions / examples of the T-Ss 5 mins
 - To prepare students words.
for the listening and ** Teacher writes all students’ answers on the board. T-Ss
reading tasks. *** Teacher circles or highlights the following words and discuss the T-Ss
meanings of these words:
1. lower secondary school (n.phr.)
2. member (n)
3. remind (v)
**** Teacher checks students’ pronunciation and gives feedback. Teacher T-Ss
reveals that these words will appear in the reading text and asks students to
open their textbook to discover further.
PRACTICE To have students get TASK 1: LISTEN AND READ. (Ex 1, p. 60) 4 mins
to know the topic. * Teacher can play the recording more than once. T-Ss
** Students listen and read. Ss
*** Teacher can invite some pairs of students to read aloud. Pair work
**** Teacher check students’ pronunciation and give feedback. T-Ss
To help students TASK 2: READ THE CONVERSATION AGAIN AND ANSWER THE QUESTIONS BY 5 mins
understand the main CIRCLING A, B, OR C. (Ex 2, p. 62)
idea of the * Teacher tells students to read the conversation again and work T-Ss
conversation. independently to find the answers.
** Students do the task individually. Ss
*** Other Ss correct if the previous answers are incorrect. Ss-Ss
**** Teacher calls some students to give the answers and gives feedback. T-Ss

Answer key:
1. B
2. C
3. C
4. B
To help students TASK 3: NAME THESE PLACES, USING THE WORDS AND PHRASES FROM THE 5 mins
identify school BOX. (Ex 3, p. 61)
facilities. Game: Who is faster?
* Teacher divides the class into 2 teams. Teacher explains instructions of the T-Ss
game:
⮚ Teacher sticks 5 pictures on the board and gives each team a set of cards
with names of places.
⮚ Members of each team take turns and stick the suitable card under each
picture.
Teamwork
⮚ The team with more correct answers is the winner. T-Ss
** Students play the games in teams.
*** Teacher has students write down the correct answers on their books. T-Ss
**** Teacher confirms the answers and gives feedback. Teacher can ask for
translation to check their understanding.
Answer key:
1. gym
2. computer room
3. school garden
4. playground
5. school library
To help Ss know how TASK 4: COMPLETE THE SENTENCES WITH THE WORDS / PHRASES IN TASK 3. 5 mins
to use the words in (Ex 4, p. 61)
Task 3 correctly. * Teacher asks students to work individually to complete the task. T-Ss
** Students fill in the blanks with the most suitable words/ phrases. S
*** Teacher allows students to share answers before discussing as a class. Pair work
**** Teacher can ask for translation to check their understanding. T-Ss
Answer key:
1. playground
2. computer room
3. gym
 4. school library
5. school garden
PRODUCTION - To help Ss practise TASK 5: WORK IN PAIRS. ASK AND ANSWER QUESTIONS ABOUT NICK’S 5 mins
talking about a visit to TIMETABLE, USING WHEN AND WHERE. (Ex 5, p. 61)
a school. * Teacher models this activity with a more able student first. T-S
- To give students ** Teacher asks students to work in pairs. Pair work
authentic practice in *** Teacher can go around to help weaker students. T-Ss
using target language. **** Teacher calls on some pairs to practise in front of the class. Pair work
Example:
A: When does Nick have maths?
B: At 8 a.m. on Monday, Tuesday, and Friday.
A: And where does he have it?
B: In his classroom, room 302.
Additional Task: INFORMATION GAP 5 mins
* T gives students handouts. T-Ss
* In pairs, Ss will asks their tablemate to complete the table Ss-ss
* Teacher call some pairs T-ss
WRAP-UP To consolidate what Teacher asks students to talk about what they have learnt in the lesson. T-Ss 2 mins
students have learnt
in the lesson.

UNIT 6: A VISIT TO A SCHOOL

Lesson 2: A closer look 1

I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge:
- Vocabulary: school activities
 - Pronunciation: correctly pronounce words that contain the sounds: /tʃ/ and /dʒ/
2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop self-study skills

II. MATERIALS
- Grade 7 textbook, Unit 6, A closer look 1
- Computer connected to the Internet
- Projector/ TV/ pictures
- sachmem.vn

Language analysis
Form Pronunciation Meaning Vietnamese equivalent

1. entrance exam an exam that you take to be accepted

/ˈentrəns ɪɡˈzæm/ kỳ thi đầu vào
(n) into a school

something such as a place, building,

2. facility (n) /fəˈsɪləti/ or equipment used for a particular thiết bị, tiện nghi
purpose or activity

being at the end of the first half of a

3. midterm (n) /ˈmɪdtɜːm/ giữa học kì
term

existing, happening, or done outside,

4. outdoor (adj) /ˈaʊtdɔːr/ ngoài trời
rather than inside a building
 5. gifted (adj) /ˈɡɪftɪd/ clever, or having a special ability năng khiếu

Assumptions
Anticipated difficulties Solutions
Students may have underdeveloped listening, speaking - Encourage students to work in pairs, in groups
and co-operating skills. so that they can help each other.
- Provide feedback and help if necessary.

Board Plan
Date of teaching
UNIT 6: A VISIT TO A SCHOOL
Lesson 2: A closer look 1
*Warm-up:
Pass the secret
I. Vocabulary
1. entrance exam (n.phr.)
2. facility (n)
3. midterm (n)
4. outdoor (adj)
5. gifted (adj)
Task 1: Match the words in columns A and B to form phrases. Then say them aloud.
Task 2: Complete the sentences with the phrases in Task 1.
Task 3: Work in pairs. Answer the questions about your school.
II. Pronunciation
Task 4: Listen and repeat the words. What letters can we use to make the /dʒ/ sound?
Task 5: Listen and repeat the chant. Pay attention to the sounds /tʃ/ and /dʒ/.
 *Homework

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback

Stage Stage aim Procedure Interaction Time

WARM-UP To activate students’ GAME: PASS THE SECRET 6 mins
knowledge. * Teacher explains the game rules. T-Ss
** Students play in teams. Teacher whispers some school facilities to one Teamwork
member from each team (school playground, computer room, gym, school
library, …). The students have to pass the secrets to the person next to him
/ her. The last student of each team says the word out loud. The team
finishing more quickly and with more correct answers is the winner.
*** Teacher and students discuss the answers. Ss-Ss
**** Teacher confirms the answers and gives feedback. T-Ss
VOCABULARY To introduce new VOCABULARY 8 mins
words. * Teacher introduces the vocabulary. T-Ss
** Teacher introduces the vocabulary by: T-Ss
- providing the pictures
- providing the definition of the words.
1. entrance exam (n.phr)
2. facility (n)
3. midterm (n)
4. outdoor (adj)
5. gifted (adj)
*** Teacher asks students to repeat.
**** Teacher rubs out and checks.
To practice the TASK 1: MATCH THE WORDS IN COLUMNS A AND B TO FORM PHRASES. 10 mins
targeted language THEN SAY THEM ALOUD. (Ex 1, p. 62)
and activate the * Teacher asks students to look at the two columns and checks if they T-Ss
background understand the meanings of all the words. Remind students that these
knowledge. words / phrases will be used again in the upcoming lessons.
** Teacher gets students to do the exercise in individuals. Ss
*** Ask them to share their answers in pairs before checking the answers Pair work
as a class.
**** Teacher then encourages students to explain their answers. Correct if T-Ss
necessary.
Answer key:
1. d 2. c 3. b 4. e 5. a
To help students TASK 2: COMPLETE THE SENTENCES WITH THE PHRASES IN TASK 1. (Ex 2
practice using the p. 62)
phrases related to * Teacher asks students what KEYWORD is and to pay attention to the T-Ss
the topic. KEYWORDS in Ex 2.
** Teacher asks them to do Ex 2. Students do the task individually. Ss
*** Teacher asks students to share their answers in pairs before checking Pair work
 the answers as a class. Ss-Ss
**** Teacher then encourages students to explain their answers. Correct if T-Ss
necessary.

Answer key:
1. gifted students
2. mid-term test
3. outdoor activities
4. school facilities
5. entrance examination
To let students TASK 3: WORK IN PAIRS. ANSWER THE QUESTIONS ABOUT YOUR
practise asking and SCHOOL. (Ex 3, p. 62)
answering questions * Teacher sets the scene, asks some Ss to explain and checks their T-Ss
about their school. understanding of their roles and the situations.
** Then let some pairs role play the conversations in front of the class. Pair work
*** Teacher allows students to cross check first. T-Ss
**** Teacher then checks pronunciation, if necessary. T-Ss
PRONUNCIATION To let students TASK 4: LISTEN AND REPEAT THE WORDS. WHAT LETTERS CAN WE USE 10 mins
practise pronouncing TO MAKE THE /dʒ/ SOUND? (Ex 4, p. 62)
the /tʃ/ and /dʒ/ * Teacher shows a list of words on the screen and asks Ss to listen to the T-Ss
sounds. recording.
- Teacher asks them to note down the words they hear in the correct
order. Give students a few minutes to look at the words and ask some Ss
to repeat.
** Teacher explains the difference between the sounds: /tʃ/ and /dʒ/.
Then asks Ss to practice pronouncing words in Ex. 4.
- Teacher plays the recording several times, if necessary, for students to T-Ss
listen and repeat the words.
*** Teacher allows students to cross check first.
**** Teacher then checks pronunciation and gives feedback, if necessary.
 T-Ss
(Teacher may let students watch the pronunciation video for this unit at T-Ss
this link: https://www.youtube.com/watch?v=Oq_9Hq-U8W0)

To help students TASK 5: LISTEN AND REPEAT THE CHANT. PAY ATTENTION TO THE
recognise the SOUNDS /tʃ/ AND /dʒ/. (Ex 5, p. 62)
targeted sounds. * Teacher plays the recording twice. T-Ss
** Students practice the chant in pairs or groups. Pair/group
work
*** Teacher goes around to offer help or correct pronunciation, if T-Ss
necessary.
**** Teacher calls some students to say the sentences in front of the class. T-Ss
Check their pronunciation if necessary.
PRODUCTION To test students' GAME: “UP AND DOWN” 8 mins
quick reaction to the *Teacher explains the rules: T-Ss
targeted sounds. Teacher says 10 words containing the sound /tʃ/ and /dʒ/. Students stand
up for the ones with the /tʃ/ sound, sit down for /dʒ/ sound.
Teacher says 10 words in this order: maturity, teenager, exchange, project, Team work
jogging, chapped, originate, kitchen, picture, jeep. T-Ss
** Students play the game in teams. T-SS
*** Teacher helps students in the game.
**** Teacher gives feedback.
WRAP-UP To consolidate what Teacher asks students to talk about what they have learnt in the lesson. T-Ss 2 mins
students have learnt
in the lesson.

HOMEWORK - Find some more words with the sounds /tʃ/ and /dʒ/. T-Ss 1 min
- Prepare vocabulary for the next lesson: A closer look 2.
 UNIT 6: A VISIT TO A SCHOOL
Lesson 3: A closer look 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge:
- Use the prepositions of time and place
2. Core competence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop self-study skills

II. MATERIALS
- Grade 7 textbook, Unit 6, A closer look 2
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Form Meaning

Prepositions used to show a period of time that is longer or shorter than a day (e.g. in the
1. in
of time morning, in 2020, …)

2. on used to show a day or part of a day (e.g. on Monday, on January 18th , on

Christmas Day, …)
 3. at used to show a point of time (e.g. at six o’clock, at noon, at break time, …)

Prepositions inside something / a place (e.g. in the classroom, in the school garden, in the
1. in
of place playground)

on the surface of something (e.g. on the board, on the wall, on the second
2. on
floor)

3. at shows a certain point (e.g. at home, at school, at work)

Assumptions
Anticipated difficulties Solutions
1. Students may find confused how to use the prepositions Give short and clear explanations with legible
of time/ place. examples for each case.
2. Students may have underdeveloped speaking and co- - Give clear instructions, give examples before
operating skills. letting students work in groups.
- Provide feedback and help if necessary.

Board Plan
Date of teaching
UNIT 6: A VISIT TO A SCHOOL
Lesson 3: A closer look 2
*Warm-up
Game: Simon says
I. Grammar focus
Prepositions of time
Prepositions of place
II. Practice
 Task 1: Complete the sentences, using suitable prepositions of time.
Task 2: Work in pairs. Ask and answer the questions about your school.
Task 3: Complete the sentences with at, in or on.
Task 4: Work in pairs. Look at the pictures and answer the questions.
Task 5: Complete the passage with at, on, or in. Then discuss in groups.
*Homework

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback

Stage Stage aim Procedure Interaction Time

WARM-UP - To activate GAME: SIMON SAYS 3 mins
students’ prior * Teacher divides the class into 2-3 groups and explains the game rules: T-Ss
knowledge related - Teacher tells students what they must do using prepositions of place,
to the targeted beginning with “Simon says”. (E.g. Simon says: put the pen in the pencil
grammar: case; Simon says: sit on the chairs, Simon says: put your ruler on the table,
prepositions of place …)
- To increase ** Students listen to the rules of the game and can discuss with other Group work
students’ interest. members in their groups.
*** Students play in groups. Group work
**** Teacher informs which group is the winner. T-Ss
LEAD-IN To introduce the - Teacher draws students’ attention to the prepositions of place in the T-Ss 2 mins
targeted grammar: commands.
 prepositions of place - Teacher introduces the target of the lesson: prepositions of place and T-Ss
and prepositions of prepositions of time.
time.
PRESENTATION To have students get *Teacher asks students to study the Grammar box. T-Ss 5 mins
(Prepositions of to know about the - Teacher draws students’ attention to the meaning and use of at, in, on.
time) prepositions of time: ** Teacher then asks some more able students to give some more T-Ss
in, on, at. examples.
*** Students find out the form and the usage of prepositions of time. Ss
**** Teacher gives comments and writes on the board the form and the T-Ss
usage.

Prepositions of time
- at is used to show a point of time (e.g. at six o’clock, at noon, at break
time).
- in is used to show a period of time that is longer or shorter than a day
(e.g. in the morning, in December, in 2020).
- on is used to show a day or part of a day (e.g. on Monday, on January
th
18 , on Christmas Day)
PRACTICE To check students’ TASK 1: COMPLETE THE SENTENCES, USING SUITABLE PREPOSITIONS OF 8 mins
understanding of the TIME. (Ex 1, p. 63)
prepositions of time. * Teacher has students work individually. T-Ss
** Students work individually to complete the sentences. Ss
*** Teacher lets students work in pairs and exchange the answers before Pair work
checking with the whole class (explain each sentence if necessary).
**** Teacher confirms the answers and gives feedback. T-Ss

Answer key:
1. at, at
2. in
 3. in
4. on
5. at
To check students’ TASK 2: WORK IN PAIRS. ASK AND ANSWER THE QUESTIONS ABOUT
understanding of the YOUR SCHOOL. (Ex 2, p. 63)
prepositions of time. * Teacher has students read the questions individually. Remind them that T-Ss
the questions with when are used to ask about time and the prepositions
of time (in, on, at) are used in the answers.
** Students work in pairs to ask and answer the questions. Pair work
*** Teacher calls some pairs to ask and answer the questions in front of Pair work
the class.
**** Teacher confirms the answers and gives feedback. T-Ss
PRESENTATION To help students * Teacher asks students to study the Grammar box. T-Ss 5 mins
(Prepositions of understand the use - Teacher draws students’ attention to the meaning and use of at, in, on.
place) of the prepositions ** Teacher then asks some more able students to give some more T-Ss
of place: in, on, at. examples.
*** Students find out the form and the usage of prepositions of time Ss
**** Teacher gives comments and writes on the board the form and the T-Ss
usage.

Prepositions of place
- at shows a certain point (e.g. at home, at school, at work)
- in means inside something / a place (e.g. in the classroom, in the school
garden, in the playground)
- on means on the surface of something (e.g. on the board, on the wall, on
the second floor)
PRACTICE To check students’ TASK 3: COMPLETE THE SENTENCES WITH AT, IN, OR ON. (Ex 3, p. 63) 8 mins
understanding of the * Teacher asks students to read the instructions to understand how to do T-Ss
prepositions of the activity.
place. ** Teacher asks students to do the exercise individually, draws their Ss
 attention to the type of words after the gaps so that they can choose the
appropriate prepositions (e.g. he … third floor shows the surface, so they
write on in the gap).
*** Teacher then has them work in pairs, comparing their answers. Pair work
Teacher can go around helping students.
**** If there is time, have some Ss write the answers on the board. T and T-Ss
other Ss comment.

To check students’ TASK 4: WORK IN PAIRS. LOOK AT THE PICTURES AND ANSWER THE
understanding of the QUESTIONS. (Ex 4, p. 64)
prepositions of * Teacher has students read the instructions of the activity to understand T-Ss
place. what they are going to do. Remind them that questions with where are
used to ask about places and prepositions of place (at, on, in) are used in
the answers. Check comprehension.
** Teacher asks students to do the exercise in pairs. Pair work
*** Then call on some pairs to ask and answer the questions in front of the T-Ss
class.
**** Teacher confirms the answers and gives feedback. T-Ss

Suggested answers:
1. At a school / lower secondary school
2. In the school garden
3. On the board
4. On the stage (of the school, in the meeting room)
PRACTICE To help Ss TASK 5: COMPLETE THE PASSAGE WITH AT, ON OR IN. THEN DISCUSS IN 10
distinguish the use GROUPS WHICH PREPOSITIONS EXPRESS TIME AND WHICH ONES mins
of prepositions of EXPRESS PLACE. (Ex 5, p. 64)
place and * Teacher has one or two Ss say how the prepositions of time and place T-Ss
prepositions of time. are used. Then ask them to read the instructions of the activity to
understand what they are going to do.
 ** Students do the task individually. Ss
*** Teacher lets Ss discuss in groups and decide which prepositions Group work
express time and which ones express place. T goes around and corrects
mistakes or gives help when necessary.
**** Teacher calls on some Ss to share their answers in front of the class. T-Ss
If time allows, select one or two Ss to read the complete passage in front
of the class. T and other Ss comment.
Answer key:
1. in
2. in
3. at
4. at
5. on
6. on
WRAP-UP To consolidate what Teacher asks students to talk about what they have learnt in the lesson. T-Ss 3 mins
students have learnt
in the lesson.
HOMEWORK Reactivate the - Do exercises in the Workbook. T-Ss 1 min
knowledge that - Teacher asks students to make sentences about themselves, using the
students have prepositions of time and place.
gained.

UNIT 6: A VISIT TO A SCHOOL

Lesson 4: Communication

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge:
 - Vocabulary: revise vocabulary related to topic A visit to a school
- Grammar: structures to ask for details
2. Core competence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop self-study skills

II. MATERIALS
- Grade 7 textbook, Unit 6, Communication
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Form Meaning

* Can you tell me more?

Asking for details * Can you tell me how?
* Can you tell me why?

Assumptions
Anticipated difficulties Solutions
1. Students may lack information about a - Prepare some photos/posters of schools and suggestions
school. on vocabularies and structures to describe a school.
2. Students may have underdeveloped - Play the recording many times if necessary.
 listening, speaking and co-operating skills. - Encourage students to work in pairs, in groups so that they
can help each other.
- Provide feedback and help if necessary.

Board Plan
Date of teaching
UNIT 6: A VISIT TO A SCHOOL
Lesson 4: Communication
*Warm-up
Conversation rearranging
I. Everyday English
Task 1: Listen and read the conversation. Pay attention to the highlighted sentence.
Task 2: Work in pairs. Ask and answer questions about your visit to a famous school.
II. Welcome to our school!
Task 3: Make a list of what you want to show your overseas friends about your school.
Task 4: Ask and answer questions about your plan.
Task 5: Read the passage and complete the table about a high school in the UK. Then discuss and fill in the information
about your school.
*Homework

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
 Stage Stage aim Procedure Interaction Time
WARM-UP To activate students’ GAME: CONVERSATION REARRANGING (Conversation in Task 1) 3 mins
prior knowledge and * Teacher divides the class into 4 groups. Teacher delivers a set of T-Ss
vocabulary related sentences in a conversation to each group. Group work
to the targeted ** Students will have to work in groups to arrange the sentences to make
structures of asking a meaningful conversation. The group with the fastest correct
for details. conversation will be the winner. Ss-Ss
*** Teacher allows students to cross check first.
**** Teacher plays the recording to check. T-Ss

EVERYDAY To introduce ways to TASK 1: LISTEN AND READ THE CONVERSATION. PAY ATTENTION TO THE 4 mins
ENGLISH ask for details. HIGHLIGHTED SENTENCE. (Ex 1, p. 64)
* Teacher lets students listen to the examples in Ex 1 in the book. T-Ss
** Teacher draws their attention to the form of ways to ask for details. Ss
*** Teacher and students discuss the form of ways to ask for details. T-Ss
**** Teacher confirms the answers and gives feedback. T-Ss
To help students get TASK 2: WORK IN PAIRS. ASK AND ANSWER QUESTIONS ABOUT YOUR 5 mins
to know the ways to VISIT TO A FAMOUS SCHOOL. USE STRUCTURES OF ASKING FOR DETAILS.
ask for details. (Ex 2, p. 64)
* Teacher has students read the instructions to understand what they are T-Ss
going to do.
** Students work in pairs to ask and answer questions about their visit to a Pair work
famous school.
*** Teacher then asks students to exchange their answer among class. Ss-Ss
**** Teacher gives feedback. T-Ss
WELCOME TO To let students TASK 3: IMAGINE THAT SOME OVERSEAS FRIENDS ARE PLANNING TO 15 mins
OUR SCHOOL! brainstorm ideas VISIT YOUR SCHOOL. MAKE A LIST OF WHAT YOU WANT TO SHOW
about things they THEM, THEN FILL IN THE NOTE. (Ex 3, p. 65)
want to show their * Teacher has students read the instructions to understand what they are T-Ss
friends at school. going to do.
** Students work as individuals. Ss
*** Students discuss in groups to exchange ideas. Group work
**** Teacher goes around and offers help, if necessary. T-Ss

To give students TASK 4: WORK IN PAIRS. ASK AND ANSWER QUESTIONS ABOUT YOUR
chances to practice PLAN. (Ex 3, p. 65)
asking and * Teacher gives instructions and asks students to read the example to T-Ss
answering questions understand how to start and end the conversation.
about their plans. ** Students work in pairs, ask and answer questions about their plans. Pair work
*** Teacher allows students to share their answers with other pairs. Ss-Ss
**** Teacher calls some pairs to act out the conversations in front of the T-Ss
class. Teacher and other Ss comment.
To let students TASK 5: WORK IN GROUPS. READ THE PASSAGE AND COMPLETE THE 15
practice talking TABLE ABOUT A HIGH SCHOOL IN THE UK. THEN DISCUSS AND FILL IN THE mins
about their school. INFORMATION ABOUT YOUR SCHOOL. (Ex 4, p. 65)
* Teacher has read the instructions to understand what they are going to T-Ss
do. Remind them that they have to read the passage and fill the
information from the passage in the column of Wilson High School.
Ask Ss to look at the table to understand what information they need to
find in the passage (e.g. number of students and teachers, the subjects
they study and the facilities the school has).
** Ss read the passage individually and fill in the column of Wilson High Ss
School.
*** Teacher asks Ss to work in pairs and compare. Pair work
**** Teacher calls on one or two Ss to tell about Wilson School in front of T-Ss
the class.
*** Ss work in groups, discuss and fill in the table information about their Group work
school.
**** Teacher goes around and listen, make suggestions and corrections if T-Ss
 needed
WRAP-UP To consolidate what Teacher asks students to talk about what they have learnt in the lesson. T-Ss 2 mins
students have learnt
in the lesson.

HOMEWORK Reactivate the Do exercises in their Workbook. T-Ss 1 min

knowledge that
students have
gained.
 UNIT 6: A VISIT TO A SCHOOL
Lesson 5: Skills 1
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge:
- Develop reading skill about a famous school
- Develop speaking skill: Talking about one’s school
2. Core competence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Develop presentation skill
- Actively join in class activities
3. Personal qualities
- Develop self-study skills

II. MATERIALS
- Grade 7 textbook, Unit 6, Skills 1
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent

1. found (v) /faʊnd/ to bring something into existence thành lập

 2. well-known known or recognized by many
/ˌwel ˈnəʊn/ nổi tiếng
(adj) people

belonging or connected to a king or

3. royal (adj) /ˈrɔɪəl/ thuộc về hoàng gia
queen or a member of their family

a device for showing films or images

4. projector (n) /prəˈdʒektər/ máy chiếu
on a screen or other surface

Assumptions
Anticipated difficulties Solutions
1. Students may lack knowledge about some lexical items. - Provide students with the meaning and
pronunciation of words.
2. Students may have underdeveloped reading, speaking - Create a comfortable and encouraging
and co-operating skills. environment for students to speak.
- Encourage students to work in pairs, in groups
so that they can help each other.
- Provide feedback and help if necessary.
3. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks
(before every activity).

Board Plan

Date of teaching
UNIT 6: A VISIT TO A SCHOOL
Lesson 5: Skills 1
 *Warm-up
Game: Who is faster?
I. Reading
Task 1: Look at the pictures and answer the questions.
Vocabulary
1. found (v)
2. well-known (adj)
3. royal (adj)
4. projector (n)
Task 2: Read the passage and answer the questions.
Task 3: Read the passage again and complete the table. Then report it to the class.
II. Speaking
Task 4: Work in pairs. Answer the questions with the information in the table.
Task 5: Work in groups. Tell about your school.
*Homework

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback

Stage Stage aim Procedure Interaction Time

WARM-UP - To introduce the GAME: WHO IS FASTER? 4 mins
topic of reading. * Teacher divides the class into 2 teams. T-Ss
- To enhance - Members from each team take turns to the board to write the correct
 students’ skills of school facilities under the posters.
cooperating with - The team with more correct answers will be the winner.
teammates. ** Students play the game in team mode. Teamwork
*** Teacher and students discuss the answers. Ss-Ss
**** Teacher confirms the answers and gives feedback. T-Ss

Answer key:
1. school playground
2. school gym
3. computer room
4. school library
5. swimming pool
PRE-READING To lead in the TASK 1: LOOK AT THE PICTURES AND ANSWER THE QUESTIONS. (Ex 1, p. 5 mins
reading skills. 66)
* Teacher asks students to work in pairs, look at the pictures and answer T-Ss
the questions. Encourage them to focus on the details / ideas of the
photos (color of the buildings, locations, surroundings, …)
1. What can you see in the picture?
2. What do you know about them?
** Students work in pairs, look at the pictures and answer the questions. Pair work
*** Teacher and students discuss the questions and answers. T-Ss
**** Teacher accepts all students’ questions. T-Ss
WHILE-READING To provide students VOCABULARY 15 mins
with some lexical * Teacher introduces the vocabulary. T-Ss
items before reading ** Teacher asks students to get the meaning in context and try to make up T-Ss
the text. sentences with the following words:
1. found (v)
2. well-known (adj)
3. royal (adj)
4. projector (n)
*** Teacher and students discuss the answers. T-Ss
**** Teacher confirms student’s answers and checks their pronunciation T-Ss
and gives feedback.
To develop the TASK 2: READ THE PASSAGE AND ANSWER THE QUESTIONS. (Ex 2, p. 66)
reading skill for * Teacher asks students to open the book, read through the text and do T-Ss
specific information. the task. Teacher sets a time limit for Ss to read and do the task
individually.
** Students read the text and do the task individually. Ss
*** Teacher allows students to share their answers in pairs before Pair work
discussing as a class and encourages them to give evidence.
**** Teacher calls some students to give the answer, explains which T-Ss
sentence gives them the information.

Answer key:
1. It’s in Hue (on the bank of the Huong River).
2. They were Ho Chi Minh, Vo Nguyen Giap, Xuan Dieu.
3. They are intelligent and hard-working.
4. It has two English labs.
To develop the TASK 3: READ THE PASSAGE AGAIN AND COMPLETE THE TABLE. THEN
reading skill for REPORT IT TO THE CLASS. (Ex 3, p. 66)
specific information. * Teacher can set a longer time limit for students to read the text again. T-Ss
 Teacher asks students to look at the table to understand what information
they have to find in the text (e.g. the name, the location, the students, and
the school facilities). Explain that this task helps them focus on the
information they are going to find in the text.
** Students work in individuals to fill the table. Ss
*** Teacher allows students to compare their answers in groups before Group work
reporting to the class.
**** Teacher selects one or two Ss to report the information in the table T-Ss
in front of the class. The class listens and comments.
Answer key:
Name Quoc Hoc – Hue
Location on the bank of the Huong River, in Hue
Students intelligent and hard-working
School facilities over 50 classrooms (with TVs, projectors,
computers), a swimming pool, a library, two
English labs, four computer rooms, and many
other modern facilities.
PRE-SPEAKING To help students TASK 4: WORK IN PAIRS. ANSWER THE QUESTIONS WITH THE 5 mins
form the ideas for INFORMATION IN THE TABLE. (Ex 4, p. 66)
their speaking. * Teacher has Ss read the instructions to identify how to do the task, then T-Ss
asks them to look at the table to understand what information they are
going to discuss (e.g. the name, location, students, and the facilities of
their school).
** Teacher asks students to work in pairs, asking and answering questions Pair work
about the information in the table.
*** Teacher can go around to help weaker students. T-Ss
**** Teacher calls on some pairs to practise in front of the class. Ss-Ss
WHILE-SPEAKING To help students use TASK 5: WORK IN GROUPS. TELL ABOUT YOUR SCHOOL. (Ex 5, p .66) 10 mins
what they practice * Teacher has students work in groups, talk about their schools based on T-Ss
to give a long talk the information from Task 4.
 about their school. ** Students work in groups to do the task. Group work
*** Teacher goes around to help students. T-Ss
**** After finishing, teacher can call some groups to give presentations in Ss
front of the class.
POST-READING - To help students * Teacher allows students to give comments for their friends and vote for T-Ss 3 mins
AND SPEAKING improve next time. the most interesting and informative presentation.
- To help some ** Students give comments for their friends and vote for the most Ss-Ss
students enhance interesting and informative presentation.
their presentation *** Teacher and students discuss the presentations. T-Ss
skill. **** Teacher gives feedback and comments. T-Ss
WRAP-UP To consolidate what Teacher asks students to talk about what they have learnt in the lesson. T-Ss 2 min
students have learnt
in the lesson.
HOMEWORK To prepare for the Prepare for the next lesson: Skills 2 T-Ss 1 min
next lesson.
 UNIT 6: A VISIT TO A SCHOOL
Lesson 6: Skills 2
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge:
- listen for general and specific information about school activities.
- write a paragraph about outdoor activities at one’s school.
2. Core competence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop self-study skills

II. MATERIALS
1. Textbooks, plan
2. Equipment: computer accessed to the Internet, projector, loudspeaker
3. sachmem.vn

Assumptions
Anticipated difficulties Solutions
1. Students may be lack of knowledge about school’s - Prepare some suggestions on vocabularies and structures
outdoor activities or video clips about school’s outdoor activities.
2. Students may have underdeveloped listening, - Play the recording many times if necessary.
speaking and co-operating skills. - Encourage students to work in pairs, in groups so that they
can help each other.
- Provide feedback and help if necessary.
Board Plan
Date of teaching
Unit 6: A visit to a school
Lesson 6: Skills 2
*Warm-up
Game: The hidden word
I. Listening
Task 1: Work in pairs. Look at the pictures and discuss the questions.
Task 2: Listen and circle A, B or C to complete each sentence.
Task 3: Listen to the interview again and answer the questions.
II. Writing
Task 4: Work in pairs. Ask and answer questions about your school’s outdoor activities.
Task 5: Write a paragraph about an outdoor activity at your school.
Task 6: Class gallery
*Homework

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback

Stage Stage aim Procedure Interaction Time

 WARM-UP To waken up Ss’ Game: The hidden word 5 mins
interest. * Teacher divides the class into 2 teams and asks members of each team to T-Ss
look at the screen and answer the questions.
- The team which has more points or can guess the hidden word first will
be the winner.
** Students listen and follow teacher’s instructions. T-Ss
*** Students play in teams and discuss before giving the answers. Team work
**** Teacher confirms the answers and gives feedback. T-Ss
OUTDOOR
1. What is this?
_ _ _ _ _ _ _ _ _ _ (PLAYGROUND)

2. My favourite _ _ _ _ _ _ _ is maths. (SUBJECT)

3. Mi and Phong are members of Go Green _ _ _ _. (CLUB)
4. Quoc Hoc - Hue was _ _ _ _ _ _ _ in 1986. (FOUNDED)
5. The school year usually begins _ _ September 5th every year. (ON)

PRE-LISTENING To lead in the TASK 1: WORK IN PAIRS. LOOK AT THE PICTURES AND DISCUSS THE 3 mins
lesson. QUESTIONS. (Ex 1, p. 67)
* Teacher asks students to look at the pictures and think about the T-Ss
outdoor activities they do (e.g. clean the streets in picture a, grow
vegetables in picture b) and why they do these activities (e.g. to clean the
environment, …)
** Students quickly discuss with a partner. Pair work
 *** Teacher asks some pairs to act out the dialogue in front of the class. T-Ss
**** Teacher gives feedback. T-Ss
WHILE-LISTENING To help students Task 2: Listen to an interview between a reporter and two students. 10 mins
develop listening Circle the appropriate option (A, B, or C) to complete each sentence.
skills for general * Teacher asks students to read the instructions and identify how to do the T-Ss
information. task, then has students read the questions and guess the option that can
be used to complete the sentences.
** Teacher plays the recording once or twice, if necessary. T-Ss
** Students listen and circle the answer. Ss
*** Teacher allows students to peer check first. Pair work
**** Teacher confirms the answers and gives feedback. T-Ss

Answer key:
1. C
2. B
3. A
4. A

Audio script:
Reporter: Hello, Trang and Phong. Can you tell me something about your
school outdoor activities?
Trang: Well. School is great. We are busy with our subjects, but we really
enjoy the opportunities we have for outdoor activities.
Reporter: Great. What types of outdoor activities do you take part in?
Trang: I’m a member of a club called Go Green Club. And we do lots of
activities.
Reporter: What activities, for example?
Trang: Well, our members clean streets on Saturday afternoons. We also
encourage our classmates to recycle glass, cans, and paper.
Reporter: Wonderful! I’m sure your activities help us protect our
 environment. What about you, Phong? What outdoor activities do you do?
Phong: Well. I’m a member of the Green Garden Club. We grow vegetables
in the school garden after school. Our school canteen uses the vegetables
for our lunches.
Reporter: Sounds interesting. And …
To help students TASK 3: LISTEN AGAIN AND ANSWER THE QUESTIONS. (Ex 3, p. 67)
develop listening * Teacher asks students to read the questions and to focus on the key T-Ss
skills for specific information and underline the keywords.
information. ** Teacher plays the audio again. Ask students to listen and give short T-Ss
answers.
*** Teacher lets students peer-check with a partner. Pair work
**** Teacher calls some students to give the answers to the class and T-Ss
correct the mistakes where necessary, encourages students to explain
their answers, and shares some tips on finding the information.

Answer key:
1. They encourage their classmates to recycle glass, cans, and paper.
2. The reporter thinks their activities protect the environment.
3. They grow vegetables in the school garden after school.
PRE-WRITING To prepare language TASK 4: WORK IN PAIRS. ASK AND ANSWER QUESTIONS ABOUT YOUR 5 mins
material for students SCHOOL’S OUTDOOR ACTIVITIES. (Ex 4, p. 67)
to write about * Teacher asks students to read the questions individually. Draw the T-Ss
school’s outdoor attention to three pieces of information.
activities. ** Students work in pairs, answer the questions and take notes. Pair work
*** Teacher goes around and helps if needed. T-Ss
**** Others comment and write them in their notebooks Ss-Ss
WHILE-WRITING To teach students TASK 5: WRITE A PARAGRAPH OF ABOUT 70 WORDS ABOUT AN 15 mins
how to write a OUTDOOR ACTIVITY AT YOUR SCHOOL. (Ex 5, p. 67)
passage about * Teacher shows a model of a short paragraph about a school’s outdoor T-Ss
school’s outdoor activity. Then recalls students’ knowledge on the structure of a paragraph.
 activities. ** Teacher tells students to write a paragraph about their school’s outdoor Group work
activities using the suggested ideas in Task 4. Teacher gives students some
time to arrange the work within the groups and give each group a A2-sized
plain card with some colors.
- Teacher allows students time to write a paragraph (about 70 words).
*** Teacher allows students to cross check first. Ss-Ss
**** Teacher gives feedback. T-Ss
POST-LISTENING To peer check, cross Task 6: CLASS GALLERY 4 mins
& WRITING check and final check 🡪 Giving peer-reflection & evaluation
students’ writing. * Teacher asks students to stick their “productions” onto the board. T-Ss
** Students can go and see others’ work. Ss-Ss
*** Students then give comments to each other. Ss-Ss
**** Teacher then gives feedback as a class discussion. T-Ss
WRAP-UP To consolidate what Teacher asks students to talk about what they have learnt in the lesson. T-Ss 2 min
students have learnt
in the lesson.
HOMEWORK To allow students Prepare for the next lesson: Lesson 7 - Looking back and Project. T-Ss 1 min
finalize their
paragraph after
being checked by
friends and the
teacher.
 UNIT 6: A VISIT TO A SCHOOL
Lesson 7: Looking back & Project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 6
- Apply what they have learnt (vocabulary and grammar) into practice through a project
2. Core competence
- Develop communication skills and creativity
- Develop presentation skill
- Develop critical thinking skill
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be more creative when doing the project
- Develop self-study skills

II. MATERIALS
- Grade 7 textbook, Unit 6, Looking back & Project
- Computer connected to the Internet
- Pictures, A0 paper
- Projector/ TV
- sachmem.vn
Assumptions
Anticipated difficulties Solutions
1. Students may have underdeveloped speaking, - Encourage students to work in pairs, in groups so
writing and co-operating skills when doing the project. that they can help each other.
- Provide feedback and help if necessary.
2. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks
(before every activity).

Board Plan

Date of teaching
Unit 6: A visit to a school
Lesson 7: Looking back & Project
* Warm-up
Brainstorming: School facilities
I. Looking back
Task 1: Find the words and phrases that match the definitions.
Task 2: Complete the sentences with the words and phrases in Task 1.
Task 3: Complete the sentences with appropriate prepositions of place or time.
Task 4: Read the passage and fill in the gaps with prepositions of time or place.
II. Project
My favourite school
*Homework
III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback

Stage Stage aim Procedure Interaction Time

WARM-UP - To revise the BRAINSTORMING: SCHOOL FACILITIES 3 mins
vocabulary related * Teacher divides the board, and divides the class into 2 teams. T-Ss
to the topic and lead ** Members of each team take turns and write as many school facilities as Team work
in the next part of possible in 2 minutes.
the lesson. *** Students cross check their answers first. Ss-Ss
- To enhance **** Teacher confirms the answers and gives feedback. The group having T-Ss
students’ skills of more correct answers is the winner.
cooperating with
teammates.
LOOKING BACK To help students VOCABULARY 17 mins
revise vocabulary TASK 1: FIND THE WORDS AND PHRASES FROM THIS UNIT THAT MATCH
THESE DEFINITIONS. (Ex 1, p. 68) T-Ss
* Teacher encourages students to complete the task individually. Ss
** Students do the task individually. Pair work
*** Students exchange their textbooks with their partners. T-Ss
**** Teacher gives feedback as a class discussion.

Answer key:
1. well-known
2. (school) facilities
 3. an entrance exam (examination)
4. gifted students
5. outdoor activities
To help students use TASK 2: COMPLETE THE SENTENCES WITH THE WORDS AND PHRASES IN
the words / phrases TASK 1. (Ex 2, p. 68)
in Task 1 to * Teacher asks students to work in pairs, discussing what word / phrase T-Ss
complete the can be used to complete each of the sentences.
sentences. ** Students work in pairs and discuss. Pair work
*** Teacher calls some students to read the complete sentences aloud. T-Ss
**** Teacher gives feedback and comments. T-Ss

Answer key:
1. gifted students
2. outdoor activities
3. (school) facilities
4. an entrance exam
5. well-known
To help students GRAMMAR
revise prepositions TASK 3: COMPLETE THE SENTENCES WITH APPROPRIATE PREPOSITIONS
of time and place. OF PLACE OR TIME. (Ex 3, p. 68) T-Ss
* Teacher has Ss read the instruction to know what they have to do. Draw
their attention to the prepositions of time and place that they have learnt
in the unit and which one can be used to complete the sentences. Ss
** Students complete the task individually. Pair work
*** Students exchange their textbooks with their partners. T-Ss
**** Teacher gives feedback as a class discussion.

Answer key:
1. on 2. in 3. in 4. on 5. at
To help students TASK 4: READ THE PASSAGE AND FILL IN THE GAPS WITH PREPOSITIONS
 revise the use of OF TIME OR PLACE. (Ex 4, p. 68)
prepositions of time * Teacher asks students to do individually first. T-Ss
and place in a ** Students complete the task individually. Ss
context. *** Teacher then asks them to check their answers with a partner before Pair work
discussing the answers as a class.
**** Teacher reminds students to keep a record of their original answers T-Ss
so that they can use that information in their Now I can... statement.

Answer key:
1. at
2. in
3. in
4. On
5. in
6. at
PROJECT To allow students to MY FAVOURITE SCHOOL 22 mins
apply what they * Teacher has students work in groups as divided in Lesson 1 and gives T-Ss
have learnt instructions to students as follow:
(vocabulary and 1. Review about the information they have filled in the table at home:
grammar) into Name of the school
practice through Location
a project. Subjects at school
School facilities
Outdoor activities
2. Discuss and finalize in groups.
3. Look at the table and tell the class about that school
** Students do the project in groups. Group work
*** Students vote for the best presentation. Ss-Ss
**** Teacher gives feedback. T-Ss
WRAP-UP To consolidate what Teacher asks students to talk about what they have learnt in the lesson. T-Ss 2 mins
students have learnt
in the lesson.

HOMEWORK To prepare for the Prepare for the next lesson: Unit 7 - Lesson 1:Getting started. T-Ss 1 min
next lesson.