Giáo án Tiếng anh 7 Kỳ II đã được biên soạn theo công văn 5512 của Bộ GDĐT về tổ chức thực hiện kế hoạch giáo dục trong trường học. Giáo án được biên soạn kỹ càng, cẩn thận theo đúng chỉ đạo của Bộ GDĐT.
Date of preparation Date of teaching Clas s 7A 7B 28.12.2019 Absentees Period 55 UNIT 7: TRAFFIC Lesson 1: Getting started I OBJECTIVES: Knowledge: a Vocabulary: know some words, phrases related to traffic topic b Grammar: The usage of “How” to ask about means of transport Skills: listening and reading, choosing the best answers, reading and answering, finding the expression in the coversation, making short role play, words completion, matching, making sentences, talking to other, spoken interaction Attitude: Ss will be more responsible for using means of transport and more aware of taking part in traffic Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer accessed to the Internet, projector, pictures Students: Textbooks III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class and introduce the lesson * Questions T asks some Ss to answer the questions - How/ by what means you go to and talk some words about means of school every day ? transport On foot? By bicycle? By bus? On your parents’ motorbike… Ss answer the questions and talk some - What means of transport you words about means of transport know? T asks Ss to match the means of (plane, bike/ bicycle, bus, boat, ship, transport under the right pictures (Ex Train, motorbike, car) 2) Ss match the means of transport under the right pictures T introduces the lesson Presentation Aim: Ss can listen and read about topic “traffic ”; ask and answer about distance and give suggestions T lets Ss listen and read the Lisen and read conversation Ss listen and read the conversation T explains some words and gives examples Ss listen and remember * Vocabulary Hey: to have someone’s attention Great idea: when you strongly support or agree with something Can’t wait: very excited and keen to something * Structures T gives structures with “How…?” to - How far is it from …….to… ? ask about means of transort It is about ……… Eg: Ss copy and give examples A: How far it it from your house to school? B: It’s about one kilometer - How do/ does + S + V … ? Eg: A: How you go to school? B: I go to school on foot - How about + V_ing….? Eg: A: How about cycling to school with me tomorrow? B: Great idea! Practice Aim: Ss can understand the conversation and answer the questions and make sentences with phrases related to traffic topic T asks Ss to work independently to choose the correct answer to the questions Ss give the results T checks their answers, and gives explaination if necessary Ex a Choose the correct answer B A B C Exb Answer the following questions T asks Ss to work in pairs T lets them check the answers in pairs or groups, then gives the keys T calls some pairs to read the questions and give answers She played with her brother/ stayed at home It’s about kilometers She usually goes to school with her dad Because sometimes there are traffic jams She goes to school by bike Ex3 Match a verb on the left with a means of transport on the right There may be more than one correct answer ride a bike drive a car fly by plane sail on/ in a boat get on/ get off a bus/ a train/ a bike/ a motorbike T asks Ss to match a verb on the left with a means of transport on the right Ss read the answers T corrects T asks Ss to make sentences with these phrases Eg: My father taught me how to ride a Ss make sentences bike T lets Ss stand up and go round the class and then report their result to the class Further practice Aim: Ss can interact with other about the traffic * Find someone in your class who T asks Ss to practise in pairs asking never and answering the questions - How often you walk to school/ go Ss practise in pairs to school by bus…? T observes and remarks - Do you (often walk to school/ go to school by bus? Guides for homework - Learn by heart: The usage of “ How” to ask about means of transport - Learn by heart some new words - Prepare for A closer look 1: Road signs - Answer the questions: + What means of transport is faster/ safer? + What means you like most? Why? + Which of the signs can you see on the way to school every day? Date of preparation Date of teaching Clas s 7A 7B Absentees Period 56 UNIT 7: TRAFFIC Lesson 2: A closer look I OBJECTIVES: Knowledge: By the end of the lesson, Ss will be able to use the lexical items related to the topic “Traffic” Pronounce sounds /e/, /ei/ correctly in isolation and in context, know some words, phrases related to traffic topic a Vocabulary: trafic lights, no parking, no right turn, hospital ahead, parking, cycle lane, school ahead, no cycling b Grammar: The usage of “How” to ask about means of transport c Pronunciation: sounds /e/, /ei/ Skills: seeing pictures and talking, labeling the signs, discussing, listening and repeating, listening and underline the words, finding words Attitude: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer accessed to the Internet, projector Students: Textbooks, extra-boards… III PROCEDURE Checking: T calls some Ss write the new words on the board New lesson: Teacher’s and students’ activities Contents 1.Warm up Aim: To warm up the class and lead in the lesson T asks Ss some questions Ss answer the questions * Questions - How you go to school? - Do you know how I go to work? - Can you tell me some means of transport you know? - What means of transport is faster/ safer? - What means you like most? Why? - Which of the signs can you see on the way to school every day? T introduces the lesson using the road signs Presentation Aim: Pronounce sounds /e/, /ei/ correctly in isolation and in context T explains and gives examples of I Pronunciation the sounds /e/, /ei/ Let Ss practise /e/ /ei/ the sounds together Ex4 Listen and repeat Pay attention to T asks Ss to observe the T’s mouth sounds /e/, /ei/ and listen to the teacher for these /e/: left, ahead, present, helicopter, two sounds carefully centre, never, seatbelt T plays the recording and let Ss /ei/: plane, way, station, train, indicate, listen and repeat as many times as mistake, pavement, break required T corrects their pronunciation T plays the recording or times T helps Ss distinguish the sounds /e/ , /ei/ and recognize all the words with the two sounds, then underlined them as signed Ss refer back to the page T asks Ss to find all the words having sounds /e/, /ei/ Ex5 Listen to these sentences carefully Single-underline the words with sound /e/, and double-underline the words with sound /ei/ /e/: ever very left, when next /ei/: break, way railway, station always, obey UK They, waiting, train Ex6 Read a loud Practice Aim: Help student know some words about road signs II- Vocabulary ROAD SIGNS - Ss work in pairs to talk about the trafic lights meaning of the road signs, then write no parking out their answers no right turn hospital ahead -Ss work individually to label the road parking signs in with the words/ phrases cycle lane school ahead no cycling T explains : Look out! There are Look out! usually three kinds of signs: - A sign within a red triangle will warn Informative Prohibitive , and warning you of something - Signs with red circle are mostly prohibitive- that means you can’t something - Signs in blue are usually to give information Further practice Aim: Ss can practise about the signs you see on the way to school Let Ss work in pairs and talk about the * Discuss which of the signs you see traffic signs they see on the way to on the way to school school (or else) T goes around and Example: gives assitance if necessary, and check A: Which of the signs can you see on their answers the way to school every day? B: On the way to school, I can see a “ no left turn” sign Which of the signs can you see on the way to school every day? A: On my way to school there is a hospital, so I can see a “hospital T lets practise about the signs you see ahead” sign on the way to school at the schoolyard * Practice in the schoolyard Ss practise eg: T observes and remark A: What does this sign show us? B: It shows us “no left turn” …… Guides for homework Learn road signs by heart Ask and answer which of the signs you see on the way to school Prepare for A closer look Review the structure about: - Ask and answer questions about distances with “How” - Form and usage of the structure: Used to Find activites which children often play in the country or in the city Date of preparation Date of teaching Clas s 7A 7B 1.1.2020 Absentees Period 57 UNIT 7: TRAFFIC Lesson 3: A closer look I OBJECTIVES: Knowledge: By the end of the lesson, Ss will be able to use “it” for distances, use “ used to” to talk about past habit or state a Vocabulary: related to the topic: “traffic” b Grammar: use “it” for distances, use “ used to” to talk about past habit or state Skills: writing sentences, spoken interaction, sentences completion, rewriting the sentences, seeing pictures and talking Attitude: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety Competence development: Groupwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer accessed to the Internet, projector Students: Textbooks III PROCEDURE Checking: T calls some Ss write the road signs on the board New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class * Questions T asks Ss some questions - How far is it from your house to Ss answer the questions school? - How you go to school? - How far is it from your house to the market? - How you go to the market? T introduces the lesson -… Presentation Aim: Help Ss know how to ask and answer for distances and use “ used to ” to talk about past habit or state I Ask and answer the distance T explains: We can use it in the * Form: position of the subject to indicate How far is it from … to ….? distance, then gives example It is …… from ….to … Ss copy and give examples Eg: - How far is it from your house to school? It is about one kilometer from my house toschool II- Used to T explains the way to use “ used to ” Example: There used to be many trees and give example on the street, but now there are only Ss copy and give examples shops Form: (+) S + used to + V (-) S + didn’t use to + V (?) Did + S + use to Watch out: In questions and negative sentences, the final “d” in used is dropped Practice Aim: Help students practise about distances and use “ used to ” to talk about past habit or state Write sentences with it Use these T lets Ss work by themseves and write cues down the sentences It is about 700 metres from my T observes and help when and where house to Youth Club necessary After that ask some Ss to It is about km from my home read their sentences T corrects Ss’ village to the nearest town mistakes It is about 120 km from Ho Chi Minh to Vung Tau It is about 384,400 km from the Earth to the Moon It is not very far from HaNoi to Noi Bai Airport T asks Ss to work in pairs They ask Practice speaking and answer questions about distances in their neighbourhood, following the example Encourage them to talk as much as possible T corrects their answers, and their pronunciation and intonation T goes round giving help when and where necessary T gives corrections Complete the sentences with used T asks Ss to complete the sentences to or use to and the verbs in the box with used to or use to and the verbs in below the box * Keys Ss work individually used to ride T corrects and remarks used to be used to go Did…use to play did… not use to feel Rewrite the sentences using used to T lets Ss work individually to rewrite My mum used to live in a small the sentences in their notebooks village when she was a girl While Ss their task, T goes round to There did not use to be (as) many monitor the whole class When Ss vehicles on the road finish their task, call some to read out We used to cycle to school two their sentences Let others give years ago comments, T corrects mistakes if Now there are more traffic accidents necessary that there used to be My uncle used to be a bus driver some year ago, but now he has a desk job Further practice Aim: Ss can interact to each other using “used to” * Groupwork - Divide the class into two groups * Activites which children often play - Ask each group to find out activities in the country which children often play Eg: - Time: minutes + Play marbles - The group with the most correct + play football in the street answers will win … - T remarks * Ask and answer using: used to Example: Did you use to play marbles? Yes, I did ………… T asks Ss to go around the class to ask and answer the questions Ss practise T corrects and remarks Guides for home work - Do exercise part A, B workbook - Make a short conversation using the structures which they have learnt - Learn the structure by heart and make senteces - Prepare: Communication - Prepare: flags of some countries (The UK, Australia, India, Thailand, Malaysia) - Find out some strange rules in Viet Nam or over the world Date of Date of Clas Absentees preparation teaching s 7A 4.1.2020 7B Period 58 UNIT 7: TRAFFIC Lesson 4: Communication I OBJECTIVES: Knowledge: By the end of the lesson, Ss will be able to listen about driving laws in these countries on the left and know some driving laws in Viet Nam and other countries a Vocabulary: roof, illegal, Laws, Reverse, Right-handed: b Grammar: review Skills: giving names of countries, listening and writing the answers, deciding true or false, discussion, spoken interaction Attitude: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety Competence development: Groupwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer accessed to the Internet, projector Students: Textbooks III PROCEDURE Checking: Make a short conversation using the structures which they have learnt New lesson: Teacher’s and students’ activities Contents Warm up Aim: Help students know name of the countries through the flags Look at the flags of some - T asks Ss to work in groups and look countries Give the names of these at the flags of some countries and give countries the names of the five countries The UK Australia India Thailand 10 Malaysia Presentation Aim: Help students know some vocabulary words - Pre- teach vocabulary I- Extra vocabulary - First, have Ss read the new roof: nóc, mái nhà vocabulary word after the teacher illegal: bất hợp pháp, trái luật saying that they will appear in the task Laws: luật, phép tắc that follow Explain their meaning Reverse: đảo, nghịch, lùi xe Right-handed: thuận tay phải Practice Aim: Help students about driving laws in these countries on left II Exercise Listen and check your answers T plays the recording Complete the blanks Share your Ss listen carefully and check their answer with a partner answer to Then T gives the correct Reasons this happened: answers some countries used the same T plays the recording again Let Ss system as UK complete the table by themselves, then many people are right-handed ( so share their answer with a partner T on the left-hand side, it is easier for goes round the class to give support if them to use a sword or something necessary when they are on horseback – in the past) Find the fasle driving law? - Have you ever heard about strange laws in other countries? - “In France, you can only reverse your - Ss work in pairs, discussing to find car on Sundays” This sentence is one false driving law false! -T may ask the question: Which one you think seems most unreasonable? Discuss the laws and put them in order from the trangest (1) to the least strange (5) - Ss work in groups and discuss the laws in and put them in order from The groups may have different results the strangest (N0) to the least strange Eg: (N05).T may ask Ss to explain why The strangest law is “You have wear a shirt or T-shirt while driving in Thailand” It’s a little weird, because clothes does not influence drivers The less strange law is “In Spain, people wearing glasses have to carry a 11 spare pair in the car” This law is so strict and unreasonable Next, the law” In South Africa, you can have to let animals go first” is a little strange It shows that the animals are more important than people Next, it’s illegal for women to drive Saudi Arabia The law is a little unnormal Lastly, the law “In Alaska You are not allowed to drive with a dog on the roof” is rather ok Because it’s dangerous with the dog on the roof Further practice Aim: Help students know some driving laws or strange rules in Viet Nam and other countries T asks Ss to work in groups and discuss about some driving laws or Eg: strange rules in Viet Nam I think there are no strange traffic rules Ss work in groups and discuss about in Viet Nam because every law is some driving laws or strange rules in discussed very carefully before issuing Viet Nam and is amended after every five years T corrects and remarks Guides for home work Do exercise part C workbook Learn the vocabulary words by heart Prepare: Skills - Describe the pictures - Matching words - Read some rules about road safety - Make a list of means of transport that is used the most and used the least with the classmates 12 Date of preparation Date of teaching Clas s 7A 7B Absentees Period 69 UNIT 9: FESTIVALS AROUND THE WORLD Lesson 1: Getting started I OBJECTIVES: Knowledge: By the end of the lesson, Ss can use the lexical items related to the topic “Festivals around the world” and read for specific information about an unusual festival a Vocabulary: fascinating, amazing, religious, firework , make a camp b Grammar: review Skills: listening and reading, reading and answering the questions, reading and deciding true or false, writing words under pictures, matching, spoken interaction Attitude: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer accessed to the Internet, projector Students: Textbooks III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class and introduce the lesson - Play games: Solve the F I L M crossword C O M E D Y 1.TomHanks is a S C A R Y famous…….star A C T R E S S E S 13 2.Mr.Bean’s holiday is the …… I like best 3.That film was so… that I couldn’t sleep after watching it 4.Tra Giang is one of the most well – known………in Viet Nam I couldn’t help laughing when watching that film.It’s………… My brother cried a lot because the film was very…………… 7……….films usually have lots of chase and fighting If a film tells an exciting story about murder or crime,it’s a…… H I M O V A T H R I L L I C L A N T E R I O U S G I N G R Presentation Aim: Help students understand the dialogue and answer the questions - T uses some techniques to Listen and read present some new words * New words Checking the understanding by - fascinating (adj) hấp dẫn making sentences with the new - amazing (adj) đáng ngạc nhiên words - religious (adj) thuộc tôn giáo - firework (n) pháo hoa - make a camp (v) cắm trại a Answer the following questions - T asks Ss work independently No, she didn’t because she said “ Oh Allow them to share answers really?” to show her surprise before discussing as a class People light candles and display/ let off T then checks their answers, fireworks and gives explanation if It’s La Tomatina necessary Because to celebrate the festival people go to the desert, make a camp, and have a party They should write up reports and hand them in to the teacher - T asks Ss read the conversation again to this b Tick (v) T (true) or F (false) exercise Ask for Ss’ answers as T T F T well as the explanation for their choices Practice Aim: Help students know and pronounce correctly the name of festivals and 14 know some festivals with the reasons they are held Write the festivals in the box under the pictures Then listen and repeat -T tells Ss that in the box are Water festival some festivals Ss this Cannes Film Festival activity in pairs Ghost Day T plays the recording for Ss to Tet listen, check and repeat their Rock in Rio answers Make sure that Ss Christmas pronounce correctly the name Halloween of the festivals Easter - T explains to Ss that festivals are held for different reasons - T asks Ss if they know the meaning of these words Seasonal (adj) relate to or happening a during a period in the year Religious (adj) connected with religion or with a particular religion Superstitious(adj)based on the belief that particular events happen in a way that can not be explained by reason or science Match the festivals below with the reasons they are held Key: Religious: Halloween, Ghost Day Music /Arts: Rock in Rio, Cannes Film Festival Seasonal: Tet, Water Festival Religious: Christmas, Easter Further practice Aim: Help students give their opinion about some festival Give opinion - T asks Ss to work with Example: classmate and comparetheir A: I think Rock in Rio and the Cannes Film answers Festival are music or arts festivals T reminds them to follow the B: I agree model conversation in the box A: Which you think are seasonal festival? B: I think Christmas and Easter How about you? A: I think Halloween and Ghost day Guides for homework - Retell the knowledge they have learnt about the “topic” - Learn new words and phrases - Prepare: Unit 9: A closer look Prepare: 15 + Find some verbs and change into nouns and adjectives 16 Date of preparation Date of teaching Clas s 7A 7B 12.5.2020 Absentees Period 70 UNIT 9: FESTIVALS AROUND THE WORLD Lesson 2: A closer look I OBJECTIVES: Knowledge: By the end of the lesson, Ss can use adverbial phrases correctly and appropriately The lexical items related to the topic “Festivals around the world” Pronounce two-syllable words with correct stress in isolation and in context a Vocabulary: celebratory, parade ,carnival, joyful , adopt ,pumpkin b Grammar: adverbial phrases c Pronunciation: Pronounce two-syllable words Skills: Complete the table, sentences completion, spoken interaction, listening and repeating, listening and reading, listening and checking Attitude: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer accessed to the Internet, projector Students: Textbooks III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class and introduce the lesson - T introduces the lesson by asking Eg: students to tell some traditional Halloween, Ghost Day, Cannes Film festivals in Viet nam or in the world Festival, Tet, Water Festival, 17 - Ss tell some traditional festivals Christmas, Easter … - T asks students about their preparations for Tet - Ss tell about their preparations for Tet Presentation Aim: Help students know some new words I- Vocabulary -T uses some techniques to present celebratory (aj) mang tính kỷ niệm some new words parade (n) diễu hành - Checking the understanding by carnival (n) ngày hội making sentences with the new words joyful (aj) vui mừng adopt (v) kế tục pumpkin (n) bí Practice Aim: Ss can vocabulary exercise related to the topic “Festivals around the world” and use adverbial phrases correctly and appropriately and help students pronounce two – syllable words with correct tress 1a Complete the table - Ss work individually to complete the Listen and check your answers table and compare their answers with a Key: partner.T plays the recording for Ss to celebration check their answers festive parade culture performance b Now complete the following sentences with the words from the - Have Ss read all the sentences and table guess the part of speech of the word to Key: be filled in each blank festival T comments on and confirms the celebrate correct answers celebrations culture parade performers II Pronunciation Listen and complete the table - T explains the rules about stress in * Keys part Look out! Stress on 1st syllable: gather, picture, - T can give some examples to artist, illustrate lovely, famous - T asks students to listen to the tape Stress on 2nd syllable: relax, enjoy, and repeat.Then put them on the hotel, describe, rename 18 correct column according to their stress pattern - Ss listen and repeat the words - T asks Ss read out the words Circle the word with a different - Tasks students to listen and circle the stress pattern from the others Then word with a different stress pattern listen and check from the others.Tcorrects Key: balloon complete prepare alone tidy Read the following sentences and - Ss this exercise individually first mark “ ’ ” the stressed syllable in the then compare their answers with a underlined words partner.Then listen and check and ‘project repeat ‘dancers a‘ttend ‘answer ‘music Further practice Aim: Ss can interact to other student with vocabulary they have learnt T lets students play games to make sentences using vocabulary words which they have learnt Ss work in groups to the activity They choose one activity and take turn to lengthen their sentences by adding the activities T corrects and mistakes In groups, choose a festival Take turns to say the festival Example: A: I am going to Rio Carnival to watch performers dance B: I am going to Rio Carnival to watch performers dance, and musicians play samba music Guides for homework - Retell the knowledge they have just learnt about the topic -Learn new words and phrases - Prepare A closer look Prepare: Make sentences with wh_question (who, what, when, where, how, why, how often, how much, how many…) 19 Date of preparation Date of teaching Clas s 7A 7B Absentees Period 90 UNIT 11: TRAVELLING IN THE FUTURE Lesson 3: A closer look I OBJECTIVES: Knowledge: By the end of the lesson, Ss can: - Use will for future prediction - Use possessive pronouns a Vocabulary: b Grammar: will for future prediction, and possessive pronouns Skills: listening and completing dialogue, rearranging the words to make sentences, sentences completion, writing sentences, playing games, making sentences Attitude: Ss will be more aware of and be more responsiple for protecting the environment and the future means of transport and movement Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer accessed to the Internet, projector Students: Textbooks III PROCEDURE Checking: Write the new words New lesson Teacher’s and students’ activities Contents Warm up Aim: To warm up the class and lead in the new lesson Set up the situation to lead in to the 20 lesson: T – Sts exchange: T:How you go to school everyday? Ss:I go to school by… (by bike) T: What color is your bike? Ss: My bike/ It is red/… T: Mine is white And how will you travel when you are 25? Ss: I will …… Lead in to the objectives of the lesson are use will for future prediction and use possessive pronouns Presentation Aim: Help students use “will”for future prediction then exercises T reminds Ss of Phuc, Veronica, I Grammar and Mai and the group’s project in Will for future predition Getting Stated Key: We often use will to make a Ask Ss if they are talking about the prediction about the future past , the present , or the future.For Prediction more able class elicit from Ss more Affirmative S + will + V information about what the group Negative S + will not discuss (won’t) + V Ss cover the text to listen carefully to pick up any phrases/sentences Interrogative Will + S + V? that contain will Rearange the words to make the sentences Pepple won’t use flying cars until the year 2050 -Ss work individually then Do you think the fuel price will compare their answers with each increase next month? other The mail won’t arrive until next week I don’t think he will take the new position We will use more solar energy in the future Complete the sentences with the 21 correct form of will Key: Will I be will be Will I be will be Will I be won’t be will travel -Write ‘fortune teller’ on the board.Ask Ss why people want to visit a fortune teller,and what the fortune teller is expected to talk about If you have experience asking a fortune teller to predict your future (or simi-lar),tell the class what the fortune teller sáy(in direct form).Ask ss if they have ever talked with a fortune teller about the future, and if the predictions have become true or not Ss work in pairs to complete the task Then T gives feedback to Ss as a class If time allows, ask Ss to play roles to predict the future of each other Practice Aim: Ss can use possessive pronouns and exercise T explains that we use possessive Possessive pronouns pronouns to avoid repeating information This is your pen “your” is a possessive Draw Ss’ attention to the table adjective and it is put before the noun The personal pronouns This pen is yours “yours” is a I,you,she,he, it,we, they,correspond possessive pronouns and stands alone the respective possessive adjectives my, your, his, her, its, our, their, and the respective possessive pronouns mine, Instead of saying:This pen is your yours,his, hers,its, ours, theirs pen(Which sounds repetitive) We say This pen is yours - Go through the example with Instead of saying:This bike is my bike , Ss.Say the two sentences have the not his bike, we say This bike is mine , same meaning.Highlight the not his changes in the possessive in the two sentences Complete the sentences with possessive pronouns This computer is theirs -Ss work individually to complete The black bike is mine 22 task4.Then T calls on some Ss to write the answers on the board and give feedback These shoes are his The cat is Veronica’s The picture is ours Further practice Aim: Ss can talk sentences using the structure they have learnt * Game: Have Ss work in groups of or 5.Each group member writes sentences individually, then the group get together to see how many sentences they have.The group that has the most correct sentences wins Guides for homework - Retell the use “will” for future prediction and use possessive pronouns Learn new words and phrases Prepare for Communication Write bad experience of yours about using a particular means of transport Give traffic problems and give solutions 23 CÁC BẠN MUỐN SỞ HỮU TRỌN BỘ GIÁO ÁN ĐẦY ĐỦ HỌC KÌ SOẠN MỚI THEO BƯỚC HOẠT ĐỘNG THÌ NHẮN ZALO CHO MÌNH NHÉ: 0383777225 HOẶC MAIL: hatham1983@gmail.com mail: minhtrangbong2015@gmail.com 24 ... problems and give solutions 23 CÁC BẠN MUỐN SỞ HỮU TRỌN BỘ GIÁO ÁN ĐẦY ĐỦ HỌC KÌ SOẠN MỚI THEO BƯỚC HOẠT ĐỘNG THÌ NHẮN ZALO CHO MÌNH NHÉ: 038 377 7225 HOẶC MAIL: hatham1983@gmail.com mail: minhtrangbong2015@gmail.com... play in the country or in the city Date of preparation Date of teaching Clas s 7A 7B 1.1.2020 Absentees Period 57 UNIT 7: TRAFFIC Lesson 3: A closer look I OBJECTIVES: Knowledge: By the end of the... see on the way to school every day? Date of preparation Date of teaching Clas s 7A 7B Absentees Period 56 UNIT 7: TRAFFIC Lesson 2: A closer look I OBJECTIVES: Knowledge: By the end of the lesson,