Giáo án TIẾNG ANH 7 FRIENDS PLUS kèm KHGD Giáo án TIẾNG ANH 7 FRIENDS PLUS kèm KHGD Giáo án TIẾNG ANH 7 FRIENDS PLUS kèm KHGD Giáo án TIẾNG ANH 7 FRIENDS PLUS kèm KHGD Giáo án TIẾNG ANH 7 FRIENDS PLUS kèm KHGD PHÂN PHỐI CHƯƠNG TRÌNH SÁCH TIẾNG ANH 7 FRIENDS PLUS (ÁP DỤNG TỪ THÁNG 9 2022) Một số lưu ý khi sử dụng PPCT này Đây là PPCT có tính chất tham khảo của nhóm tác giả, không phải khung pháp lý Mỗi trườn.
PHÂN PHỐI CHƯƠNG TRÌNH SÁCH TIẾNG ANH - FRIENDS PLUS (ÁP DỤNG TỪ THÁNG 9.2022) Một số lưu ý sử dụng PPCT này: - Đây PPCT có tính chất tham khảo nhóm tác giả, khơng phải khung pháp lý Mỗi trường THCS hồn tồn xây dựng khung PPCT cho riêng đơn vị trường - PPCT biên soạn cho lớp dạy tiết môn tiếng Anh tuần xuyên suốt hết năm học - Đối với lớp có chương trình buổi 2, giáo viên đưa thêm nội dung khác có sẵn Friends Plus để giảng dạy CLIL/Culture, Extra listening and speaking, nội dung Workbook - Đối với lớp học chương trình tích hợp EMG học tiết/tuần với Friends Plus, quý thầy cô chọn lựa dạy Language focus dạy CLIL/Culture tùy vào trình độ học sinh TUẦ TIẾT ĐƠN VỊ BÀI HỌC N NỘI DUNG GIẢNG DẠY HỌC KỲ VOCABULARY - FAMILY STARTER UNIT LANGUAGE FOCUS - BE/ POSSESSIVE ADJ & PRON/ VOCABULARY & LISTENING - SCHOOL LANGUAGE FOCUS - HAVE GOT/ THERE'S/ THERE VOCABULARY - WHERE WE SPEND TIME UNIT - MY 10 TIME 11 12 13 14 15 UNIT 16 COMMUNICATI ON 17 18 19 20 21 READING - SCREEN TIME & LANGUAGE FOCUS - PRESENT SIMPLE (+) (-) VOCABULARY & LISTENING - FREE TIME ACTIVITIES & LANGUAGE FOCUS - PRESENT SIMPLE (?) SPEAKING - THINKING OF THINGS TO DO WRITING - A PROFILE FOR A WEB PAGE VOCABULARY - COMMUNICATION TRANG 10-11 12-13 14-15 16 17 20-21 READING - EMOJIS 22-23 & LANGUAGE FOCUS - PRESENT CONTINUOUS (+) (-) VOCABULARY & LISTENING - ON THE PHONE 24-25 10 11 12 22 23 24 25 PROGRESS 26 REVIEW 27 MID-TERM 28 29 TEST 30 31 32 33 34 35 UNIT - THE 36 PAST & LANGUAGE FOCUS - PRESENT CONTINUOUS (?)/ SPEAKING - MAKING PLANS OVER THE PHONE 26 WRITING - A REPORT ON A SURVEY 27 PROGRESS REVIEW - 1/2/3/4/5/6/7 PROGRESS REVIEW - 6/7/8/9/10 PROGRESS REVIEW - 11/12/13/14 30-33 TESTS ON READING/ LISTENING/ SPEAKING/ WRITING VOCABULARY - PEOPLE AND PLACES READING - MUSEUM EXHIBITS & LANGUAGE FOCUS - WAS/ WERE/ THERE WAS/ THERE WERE VOCABULARY & LISTENING - COMMON VERBS &LANGUAGE FOCUS - (+) (-) (?)/ REGULAR & IRREGULAR VERBS 34-35 36-37 38-39 13 14 15 16 17 18 19 20 21 22 23 24 37 38 39 40 41 42 43 44 UNIT - IN THE 45 PICTURE 46 47 48 49 50 PROGRESS 51 REVIEW 52 53 TERM TEST 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 SPEAKING - YOUR WEEKEND 40 WRITING - A SPECIAL EVENT 41 VOCABULARY - ACTIONS AND MOVEMENT 44-45 READING - A MOMENT IN TIME & LANGUAGE FOCUS - PAST CONTINUOUS (+) (-) 46-47 VOCABULARY & LISTENING - ADJ & ADV & LANGUAGE FOCUS - PAST CONTINUOUS (?)/ PS & PC SPEAKING - EXPRESSING INTEREST 51 PROGRESS REVIEW - 1/2/3/4/5 PROGRESS REVIEW - 6/7/8/9/10 PROGRESS REVIEW - 11/12/13/14/15 54-57 TESTS ON READING/ LISTENING/ SPEAKING/ WRITING HỌC KỲ VOCABULARY - UNITS OF MEASUREMENT VOCABULARY & LISTENING - JOBS AND SKILLS & LANGUAGE FOCUS - ABILITY: CAN & COULD/ HOW SPEAKING - MAKING & RESPONDING TO WRITING - A BIOGRAPHICAL WEB PAGE UNIT SURVIVAL 50 WRITING - THE STORY OF A RESCUE READING - MEALS FOR MEDALS & LANGUAGE FOCUS - MAKING COMPARISONS UNIT ACHIEVE 48-49 VOCABULARY - SURVIVAL VERBS READING - JUNGLE CHALLENGE & LANGUAGE FOCUS - WILL & WON'T IN THE FIRST CONDITIONAL VOCABULARY & LISTENING - SURVIVAL EQUIPMENT & LANGUAGE FOCUS - MUST & SHOULD SPEAKING - GIVING INSTRUCTIONS 58-59 60-61 62-63 64 65 68-69 70-71 72-73 74 25 26 27 28 29 30 73 74 75 PROGRESS 76 REVIEW 77 78 MID-TERM 79 TEST 80 81 82 83 84 85 UNIT - MUSIC 86 87 88 89 WRITING - A BLOG PROGRESS REVIEW - 1/2/3/4/5 PROGRESS REVIEW - 6/7/8/9/10 PROGRESS REVIEW - 11/12/13/14/15 75 78-81 TESTS ON READING/ LISTENING/ SPEAKING/ WRITING VOCABULARY - MUSIC AND INSTRUMENTS READING - A SONG & LANGUAGE FOCUS - WILL & BE GOING TO VOCABULARY & LISTENING - STAR QUALITIES: ADJ &N & LANGUAGE FOCUS - BE GOING TO (?)/ PRESENT SPEAKING - ORGANIZING AN EVENT WRITING - SONG REVIEWS 82-83 84-85 86-87 88 89 31 32 33 34 35 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 UNIT - I BELIEVE I CAN FLY PROGRESS REVIEW TERM TEST VOCABULARY - FUTURE VEHICLES 92-93 READING - NO LIMIT & LANGUAGE FOCUS - CONNECTING IDEAS 94-95 VOCABULARY & LISTENING - BOARDING TIME & LANGUAGE FOCUS - INFINITIVES/ QUANTIFIERS 96-97 SPEAKING - AT THE AIRPORT CHECK-IN 98 WRITING - EMAILS 99 PROGRESS REVIEW - 1/2/3/4/5/6 PROGRESS REVIEW - 7/8/9/10/11/12 PROGRESS REVIEW 13/14/15/16/17 102-105 TESTS ON READING/ LISTENING/ SPEAKING/ WRITING ACADEMIC PROCEDURES Week: Period: Planning date: LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 1: MY TIMES - LESSON 1: VOCABULARY (PPP) WHERE WE SPEND TIME I AIMS: I AIMS: Language contents: - Vocabulary: (n) at school, at the shops, in bed, in fast food restaurants, in the car, in the countryside, in the park, in the playground, on the bus, on the phone, in front of the TV, in your room Knowledge: By the end of the lesson, my students will be able to get some more knowledge about where and how they spend their time Skills: Main skills : reading and listening skills Sub skills : speaking and writing skills Attitude: be confident to talk about where and how students spend their time Competences: Talk about places where students spend their time, using key phrases Talk about how students spend their time, using the suggested ideas in the reading quiz (the amount of time they spend on doing something, and their feeling about these activities) 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 I WARM-UP T- Ss - T / Ss - Ss / (5’) • Ask students to work in pairs to think of • Work in pairs and think of the possible CONTENTS items that can be found in these places: countryside, park, fast food restaurant, school • items • Report to the class In the countryside, we can find farm lands, animals, trees, rivers and fruits Teacher asks some pairs to report back to the class II PRESENTATION T - Ss - T / Ss - Ss / Indiv (10’) Set context: • Call out some students to answer the questions “What are your favorite places? Where you spend most of your time?” • Lead to the topic of the lesson – Where we spend time Teach new vocabulary: • Use pictures and explanations to present new words • Ask students to practice their pronunciation drills New words: - Questions: Some students will answer the question “What are your favorite places? (talk about their favorite places) Where you spend most of your Listen to the teacher time?” Look, listen and repeat in chorus and individuals New words: fast food restaurant /fɑːst ˈfuːd ˌres.trɒnt/ playground /ˈpleɪ.ɡraʊnd/ countryside (n) /ˈkʌn.tri.saɪd/ research (n) /ˈriː.sɜːtʃ/ fast food restaurant (n) journey (n) /dʒɜː.ni/ playground (n) teenager (n) /ˈtiːnˌeɪ.dʒɚ/ countryside (n) screen (n) /skriːn/ research (n) journey (n) teenager (n) screen (n) III PRACTICE T - Ss - T/ S - S/ Indiv Suggested answers Activity (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 - Work in pairs to the task - Listen and identify word stress then note down the places Give the answers to the class in the park in your room at the shops on the bus in the countryside in front of the TV in the car 10 on the phone in fast food restaurants 11 at school in bed Activity (5’) Complete the Time of Your Life quiz with words from Exercise Then choose the correct option in blue • • Ask students to read the quiz and complete it in pairs Check students’ answers - Read the quiz and complete it in pairs - Check the answers Suggested answers A B C D in bed in the car school playground in fast food restaurants at the shops front of the TV hours 40 minutes days, 14 hours 67 minutes E 50 hours Activity (5’) Watch or listen again Who likes seeing friends at the weekend, Emilia, 12 in the playground 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 - Watch or listen, to give answers - Check the answers in pairs Suggested answers: Renee likes seeing friends at the weekend - Check the answers with the teacher 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 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 IV PRODUCTION T - Ss - T/ S - S / Indiv • Activity (10’) Use it! • Read through the questions in Exercise with the whole class • Ask students to prepare the answers individually • Remind the students to use the structures in Love / Like / Hate / Don’t mind + Being - - Work in pairs to talk about how they spend their time using Key Phrases and E.g.: I love being in bed some grammar structures I don’t mind being on the bus Tell the class about their partners • Ask students to prepare the answers individually - Tell the class about their partners • Remind the students to use the structures in Exercise - Key Phrases • Ask students to work in pairs, asking and answering the four questions in Exercise • Ask some students to tell the class some information about their partners V Homework (2’) - Give homework V Homework - Take notes - Learn by heart all the new words - Prepare Lesson – Language Focus V REFLECTION: …………………………………………………………… ………….…………………………………………………………………………… …………………………………………………………… ………….………………………………………………………………………… Week: Period: Planning date: LESSON PLAN TIẾNG ANH FRIENDS PLUS STARTER UNIT - LESSON 2: LANGUAGE FOCUS (PPP) BE, POSSESSIVE ADJECTIVES, POSSESSIVE PRONOUNS, ARTICLES I AIMS: 31 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 32 Skills: - Main skills : reading and writing skills - Sub skills : speaking and listening skills 33 Attitude: feel confident to ask and answer questions about places 34 Competences: ● Identify the rules of Be, Possessive adjectives, possessive pronouns and articles II TEACHER’S AND STUDENTS’ PREPARATIONS: Teacher: pictures, textbooks, power point slides, … 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’) Example: Game “THE MEMORY CIRCLE” - Ask students to stand up, in a circle, and start - Play the game the game off by saying a sentence using simple present tense with be 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 Teacher: My name’s Hannah Student 1: My name’s Hannah and my sister is Rose Student 2: My name’s Hannah and my sister is Rose We are twins II PRESENTATION & PRACTICE FOR EACH GRAMMAR POINT T - Ss - T / Ss - Ss / Indiv (32’) BE Activity (5’) Look for examples of the verb be in the text on page How many examples can you find? Compare with your partner - Refer students back to the text on page to look for examples of the verb be - Elicit that the verb be is in the present simple tense, including affirmative and negative forms - Call out some students to answer - Introduce the new lesson “Be: affirmative and negative” Activity 2: (5’) Write true sentences using affirmative and - Answer the question individually Suggested answer: - Look at the board and listen to the My name’s Lucy teacher They aren’t crazy negative forms of be - Ask students to write true sentences using affirmative and negative forms of be - Check the answers with class - Write true sentences using affirmative and negative forms of be Suggested answer: - Check the answers with the am / am not teacher are / are not is / is not are / are not Activity 3: (5’) Complete the questions and answers Make new questions Change the words in blue in Exercise - Ask students to complete the questions and answers - Ask students to make new questions by changing the words in blue in Exercise - Ask students to ask and answer in pairs POSSESSIVE ADJECTIVES, POSSESSIVE PRONOUNS Activity 4: (5’) Complete the table with possessive adjectives and possessive pronouns - Ask students to complete the table with possessive adjectives and possessive pronouns - Explain if necessary are / are not am / am not Suggested answer: - Complete answers the questions and Students’ own answers - Make new questions by changing the words in blue in Exercise - Ask and answer in pairs Suggested answer: I – my – mine - Complete the table You – your -yours - Check with the teachers He – his – his She – her – hers We – our – ours They – their – theirs Activity 5: (5’) Complete the dialogue with the correct subject pronouns, possessive adjectives and possessive pronouns - Ask students to complete the dialogue with the correct answers - Check with the class Suggested answer: your I - Complete the dialogue with the correct answers - Check with the teacher My Their ours He Mine She ARTICLES Activity 6: (7’) Fill in the blanks with a, an, the or zero article - Ask students to fill in the blanks with the correct answers - Check with the class Suggested answer: - Fill in the blanks with the correct the answers an - Check with the teacher zero article a an the III PRODUCTION T - Ss - T/ S - S / Indiv (6’) Use it! Activity 1: USE IT! - Ask students to ask and answer the questions about classrooms, using articles (a, an, the or zero articles), eg.: What’s that on the wall? It’s a clock - Correct any mistakes Suggested answer: - Ask and answer the questions about Students’ own answers classrooms - Check with the teacher V Homework (2’) - Give homework V Homework - Take notes - Learn by heart all structures - Prepare the next lesson: VOCABULARY AND LISTENING V REFLECTION: …………………………………………………………… ………….………………………………………………………… Week: Period: Planning date: LESSON PLAN TIẾNG ANH FRIENDS PLUS STARTER UNIT - LESSON – VOCABULARY AND LISTENING (Pre- While – Post) I AIMS: Language contents: - Vocabulary: Knowledge: By the end of the lesson, my students will be able to talk about timetables Skills: - Main skills : reading and writing skills - Sub skills : speaking and listening skills Attitude: be confident to talk about timetables Competences: - Know how to ask and answer about timetables II TEACHER’S AND STUDENTS’ PREPARATIONS: 17 Teacher: pictures, textbooks, power point slides, … 18 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 groups One group is “noughts” (O) and the other is “crosses” (X) - Play the game in groups - Select the boxes and make sentences bag pen eraser - Ask students to use Possessive Adjectives and Possessive Pronouns to make interview questions about some belongings - 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 Os or Xs on a horizontal, vertical, or diagonal row with those words/ numbers 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 you study at school? When 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 Suggested answers Subjects: Maths, History Other Words: timetable, homework, test - Listen to the dialogue - Complete the tables - 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 - Add more words to the table - Check the answers with the teacher ● 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 Suggested answers: - Read the sentences room - Find the meaning of the words in blue and choose the correct words teacher - Write sentences about their school - Check the answer with the teacher exams homework book timetables 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 IV POST-LISTENING T - Ss - T/ S - S / Indiv (10’) ● Activity 4: Further practice from Exercise – USE IT! - Listen to the example Suggested answers - Check the answers with the teacher Students’ own answers - 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 Suggested answers - 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 V Homework (2’) - Give homework Students’ own answers - Take notes - Learn by heart all structures - Prepare: Lesson – Language Focus V REFLECTION: …………………………………………………………… ………….…………………………………………………………………………… …………………………………………………………… ………….…………………………………………………………………………… …………………………………………………………… ………….…………………………………………………………………………… …………………………………………………………… ………….…………………………………………………………………………… …………………………………………………………… ………….…………………………………………………………………………… …………………………………………………………… ………….…………………………………………………………………………… LESSON PLAN TIẾNG ANH FRIENDS PLUS STARTER UNIT - LESSON 4: LANGUAGE FOCUS (PPP) HAVE GOT, THERE’S, THERE ARE I AIMS: 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 35 Skills: - Main skills : reading and writing skills - Sub skills : speaking and listening skills 36 Attitude: feel confident to talk about school and school subjects 37 Competences: - Identify the rules of HAVE GOT, THERE’S, THERE ARE II TEACHER’S AND STUDENTS’ PREPARATIONS: Teacher: pictures, textbooks, power point slides, … 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’) Example: Game “THE MEMORY CIRCLE” - Ask students to stand up, in a circle, and start - Play the game 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 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’) HAVE GOT Activity (5’) Look at the examples from the dialogue on page What are the he/ she/ it forms of the words in bold? - Refer students back to the text on page to find - Look at the examples from the Suggested answer: the he/ she/ it forms of the words in bold dialogue on page to find the he/ The he/ she/ it forms of have got are has she/ it forms of the words in bold - Call out some students to answer got - Check the answers with the teacher Activity 2: (5’) Look at the photos Complete the sentences with the correct forms of have got - Ask students to look at the photos and complete the sentences with the correct forms of have got - Look at the photos and complete the sentences with the correct forms - Check the answers with class of have got - Check the answers with the teacher Suggested answer: hasn’t got has got have got have got have got has got Activity 3: (5’) Write six questions with the correct forms of have got and the words in the boxes Then work in pairs Ask and answer the questions - Ask students to write six questions with the correct forms of have got and the words in the boxes - Ask students to ask and answer in pairs THERE’S, THERE ARE Activity 4: (5’) Complete the sentences Then check your answers in the dialogue on page When we use any? - Ask students to complete the sentences - Ask students to check your answers in the dialogue on page Suggested answer: Students’ own answers - Write six questions with the correct forms of have got and the words in the boxes - Ask and answer in pairs Suggested answer: - Complete the sentences - Check with the teachers is are are there are Activity 5: (5’) Complete the quiz with is there or are there Then answer the questions - Ask students to complete the quiz with is there or are there - Check with the class Suggested answer: - Complete the quiz with the correct answers are there - Check with the teacher Are there Is there Are there Is there Activity 6: (5’) Complete the text with the correct forms of be and have got - Ask students to complete the text with the correct forms of be and have got - Check with the class - Complete the text with the correct forms of be and have got - Check with the teacher Suggested answer: are is are are not has got have got are is III PRODUCTION T - Ss - T/ S - S / Indiv (6’) Use it! Activity 1: USE IT! - Ask students to write a short paragraph (60-80 words) about your school using there’s, there are, - Write a short paragraph has got and have got - Check with the teacher - Correct any mistakes Suggested answer: V Homework (2’) V Homework - Give homework - Take notes Students’ own answers - Learn by heart all structures - Prepare UNIT V REFLECTION: …………………………………………………………… ………….………………………………………………………… …………………………………………………………… ………….………………………………………………………… …………………………………………………………… ………….………………………………………………………… …………………………………………………………… ………….………………………………………………………… …………………………………………………………… ………….………………………………………………………… …………………………………………………………… ………….………………………………………………………… …………………………………………………………… ………….………………………………………………………… …………………………………………………………… ………….………………………………………………………… ... INSTRUCTIONS 58-59 60-61 62-63 64 65 68-69 70 -71 72 -73 74 25 26 27 28 29 30 73 74 75 PROGRESS 76 REVIEW 77 78 MID-TERM 79 TEST 80 81 82 83 84 85 UNIT - MUSIC 86 87 88 89 WRITING - A BLOG PROGRESS REVIEW... 36- 37 38-39 13 14 15 16 17 18 19 20 21 22 23 24 37 38 39 40 41 42 43 44 UNIT - IN THE 45 PICTURE 46 47 48 49 50 PROGRESS 51 REVIEW 52 53 TERM TEST 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68... ………….…………………………………………………………………………… Week: Period: Planning date: LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 1: MY TIME - LESSON 7: WRITING A PROFILE FOR A WEB PAGE (Pre -While-Post) I AIMS: - Vocabulary: