I. OBJECTIVES

UNIT 7: TRAFFIC
Lesson 1: Getting started – Meeting in the school yard

By the end of this lesson, Ss will be able to gain:
1. Knowledge
- An overview about the topic Traffic
- Vocabulary to talk about means of transport
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 awareness of travelling in town/city
- Be concerned to the local traffice
II. MATERIALS
- Grade 7 textbook, Unit 7, Getting started
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Form

admin

Pronunciati
on

Meaning

Vietnamese
equivalent

1. cycle (v)

/ˈsaɪkl/

to ride a bike/bicycle

đạp xe

2. traffic jam
(n.phr.)

/ˈtræfɪk
dʒæm/

a line of vehicles waiting behind tắc đường
something that is blocking the
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road
3. cross the road
(v.phr.)

/krɒs ðə
rəʊd/

pass the road

băng qua đường

4. rush hour
(n.phr.)

/ˈrʌʃ aʊə(r)/

the time, usually twice a day,
giờ cao điểm
when the roads are full of traffic
and trains are crowded because
people are travelling to or from
work

Assumptions
Anticipated difficulties

Solutions

- Students may not be able to recognise - Give specific examples and ask
means of transport and have experience questions to activate students'
of using them on the road.
knowledge.
- Students may not know how to work in - Give short, clear instructions and help if
teams.
necessary.
Board Plan
Date of planning:……/……./2023.
Date of teaching:……/……./2023.

Unit 7: TRAFFIC
Lesson 1: Getting started – Meeting in the school yard
* Warm-up: Miming game
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I. Vocabulary
1. cycle (v) /ˈsaɪkl/: đạp xe
2. traffic jam (n.phr.) /ˈtræfɪk dʒæm/: tắc đường
3. cross the road (v.phr.) /krɒs ðə rəʊd/: băng qua đường
4. rush hour (n.phr.) /ˈrʌʃ aʊə(r)/: giờ cao điểm
II. Practice
Task 1: Read the conversation and choose the correct answer.
Task 3: Write one word from the conversation to complete each sentence.
Task 4: Look at the pictures and write a word under each.
Task 5: Game: Find someone who …
* Homework
III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
*
Deliver the task
**
Implement the task
*** Discuss
**** Giving comments or feedback
Stage -Stage aim
- Warm-up
- To activate students'
knowledge on the topic of the
unit
- To enhance students' skills of
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Procedure
Miming game
* Teacher gives instructions
** In groups, Ss
- One of the students in the group go to the board.
- Teacher secretly show 1 picture of a mean of transport
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cooperating with team mates

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to that student. He/She has to mime the picture and the
other has to guess. Of course the other groups will also
be allowed to guess.
- take turns go to the board until finish all the pictures.
**** Teacher checks and corrects if Ss pronounce the
words incorrectly.

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* T asks Ss to look at the photos and answer the
question
1. What is he doing?

2. What is this?

Vocabulary - pre-teach
To help students use key
language more appropriately
before they read and listen

3. What are they doing?

4. Which time of the day usually has traffic jam?
** Ss say the words.
**** Teacher shows and says the words aloud and asks
Ss to repeat them.
* Teacher asks Ss to translate the word into Vietnamese.
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Lead-in/ pre-read and listen
- To get students interested in
the topic
- To set the context
- To help Ss understand the
main idea of the text

Task 1. Exercise 2 (p.74):
* Teacher asks Ss to look at the picture (p.73), answer
the question:
+ Where are they?
Read the conversation
again and choose the
correct answer:
1. How does Lan often go to
school?
A. By bicycle.
B. By motorbike.
C. On foot.
2. It normally takes Lan ___
to get to school.
A. two minutes
B. ten minutes
C. twenty minutes
3. Lan and Mark agree to go
cycling ______.
A. tomorrow
B. every day
C. at the weekend
** Ss work out and answer questions in pairs.
*** Ss share their answers as a whole class.
**** T asks them to read and listen to the conversation
to check their answers. T encourages students to explain

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Controlled practice
- To practise reading and
listening for specific
information
- To practise scanning
- To develop Ss' knowledge of
vocabulary

- To help Ss deeply understand
the text
- To practise reading for details
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where they have found the answers from the
conversation.
Task 2: Exercise 3 (p.74): Write one word from the
conversation to complete each sentence.
1. Last Sunday afternoon, Lan ______ round the lake near
her home.
2. Mark says to Lan: “You ______ be careful, especially
when you cross
the road.
3. Traffic ______ are a problem in big cities.
4. – ______ does your mum go shopping?
– She often walks.
5. This road is very ______ during the rush hours.
* Teacher asks Ss to work individually to read and listen
to the conversation and find the words and phrases and
then share their answers with their partners who sit next
to them. (peer check)
** Ss do exercise 3 individually
*** Ss share and discuss with their partners to write all
words/ phrases down on the notebooks.
**** Teacher corrects their answers as a class.
Answers
1. cycled
2. should
3. jams
4.
How
5. crowded
Task 4: Look at the pictures and write a word
under each.

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- To practise scanning and
intensive reading

Less controlled practice
- To help Ss practising talking
about how they go to school
- To practise team working
- To give students authentic
practice in using target
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Suggested answers:
1. bicycle
2. car
3. bus
4. motorbike
5. plane/air-plane
6. train
7. boat
8. ship
*** Teacher nominates Ss to read the words aloud and
**** Teacher checks and gives the correct answers.
Task 5: Find someone who … Write your friends'
names in the blanks. Then report to the class
* Teacher gives Ss clear instructions in order to make
sure Ss can do the survey effectively.
- ask students to look at the survey and think of the
needed structures to ask their friends.
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language

+ Students goes around the class and ask at least 20
classmates and ask them (Do you usually walk to school?
Have you ever gone to school by bus?…)
- observer Ss while they are role playing, note their
language errors
** Ss do as instructed
**** Teacher gives Ss feedback.
- choose some useful or excellent words/ phrases/
expressions/ word choices Ss have used to suggest other
students use them
- choose some typical errors and correct as a whole class
without nominating the students' names
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Wrap up
Homework
To help Ss memorise the target
language and skills that they
have learned

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- Vocabulary of traffic and means of transport.
- Reading for specific information and details
- Scanning
Homework:
- talk about the traffic in your neighbourhood
- Exercises in the workbook

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Date of planning:……/……./2023.
Date of teaching:……/……./2023.
I. Objectives

UNIT 7: TRAFFIC
Lesson 2: A closer look 1

By the end of this lesson, Ss will be able to gain:
1. Knowledge
- Vocabulary about the verbs to use means of transport
- Vocabulary to read the road signs.
- Pronunciation: /aɪ/ and /eɪ/
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 awareness of understanding the road signs and obeying the traffic rules.
II. Materials
- Grade 7 textbook, Unit 7, A closer look 1.
- Computer connected to the internet
- Projector/ TV/ small boards, markers.
- sachmem.vn
Language analysis
Form

admin

Pronunciat
ion

Meaning

Vietnamese
equivalent

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1. road sign
(n.phr.)

/ˈrəʊd saɪn/

a sign near a road giving information or
instructions to drivers

biển báo giao
thông

2. cycle lane
(n.phr.)

/ˈsaɪkl leɪn/

a part of a road that only bicycles are
allowed to use

đường đi riêng
cho xe đạp

3. traffic light
(n.phr.)

/ˈtræfɪk laɪt/

a set of lights that controls the traffic on
a road.

đèn giao thông

Assumptions
Anticipated difficulties
Solutions
- Students may not be able to recognise the - Give specific examples and ask
road signs and have experience of using them questions to activate students'
on the road.
knowledge.
- Students may not know how to work in teams. - Give short, clear instructions and help if
necessary.
Board Plan
Date of teaching
Unit 7: TRAFFIC
Lesson 2: A closer look 1

* Warm-up: Jumbled words
I. Vocabulary
5. road sign (n.phr.) /ˈrəʊd saɪn/: biển báo giao thông
6. cycle lane (n.phr.) /ˈsaɪkl leɪn/: đường đi riêng cho xe đạp
7. traffic light (n.phr.) /ˈtræfɪk laɪt/: đèn giao thông
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II. Practice
Task 1: Match the words in A with the phrases in B.
Task 2: Look at these road signs. Then write the correct phrases under the signs.
Task 3: Work in pairs. Take turns to say which of the signs in 2 you see on the way to
school.
Task 4: Listen and repeat. Pay attention to the sounds /aɪ/ and /eɪ/.
Task 5: Underline the words with the sound /aɪ/ and circle the words with the sound /eɪ/.
Then listen, check and repeat
* Homework
Procedures
Notes
In each activity, each step will be represented as following
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
Stage -Stage aim
- Warm-up
- To activate students' knowledge on
the topic of the unit
- To enhance students' skills of
cooperating with team mates

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Procedure
JUMBLED WORDS
* Teacher gives instructions
** In groups of 5, Ss will be given a small white
board and marker.
- Teacher show the jumbled words onto the
screen one by one
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Vocabulary - pre-teach
To help students use key language
more appropriately

- Students work in groups to make the correct
words and write down onto the small boards.
When they finish, they hold it up to show their
answers to teacher.
- take turns to write until finish all the words.
Answers:
1- otba -> boat
2- itanr -> train
3- npeilapra -> airplane
4- rsotrpca -> sport car
5- otmiroekb -> motorbike
**** Teacher checks and corrects if Ss write the
words incorrectly.
* T asks Ss to look at the photos and answer the
question
1. What are they?

2. What is this?

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3. What is this?

** Ss say the words.
*** Other Ss correct if the previous answers are
incorrect.
**** Teacher shows and says the words aloud
and asks Ss to repeat them.
* Teacher asks Ss to translate the word into
English
** Ss says the word
Lead-in/ pre-read and listen
Task 1. Exercise 2 (p.74): Match the words
- To get students interested in the topic in A with the phrases in B.
- To set the context
* Teacher asks Ss to look at the table (p.74),
- To help Ss understand the main idea
identify the form (verbs and nouns – means of
of the text
transport):

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Controlled practice
- To practise identifying the meanings
of road signs.
- To develop Ss' knowledge of
vocabulary

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Answers:
1- C
2–A 3–B
4–E
5–D
** Ss work out and answer questions in pairs.
*** Ss share their answers as a whole class.
**** T asks them to to check their answers.
* Teacher asks students to make your own
sentences with these phrases. Then tell share
them to share their sentences with a partner and
correct for them.
Task 2: Exercise 3 (p.74): Look at these
road signs. Then write the correct phrases
under the signs.

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- To help Ss deeply understand how to
read the road signs
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* Teacher asks Ss to look at the road signs and
guess their meanings. Then work and share their
answers with their partners who sit next to them.
(peer check)
** Ss do exercise 3 in pairs.
*** Ss share and discuss with their partners to
write all words/ phrases down on the books.
**** Teacher corrects their answers as a class.
Answers
1. traffic lights
2. Hospital ahead
3. No right turn
4. cycle lane
5. School ahead
6. No cycling
Task 3: Work in pairs. Take turns to say
which of the signs in 2 you see on the way
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- To practise the targetted language in
life context.

to school.
* Teacher gives suggestions and asks students to
share their sentences.
*** Teacher nominates Ss to say the sentences
aloud
**** Teacher checks and gives the corrections if
they have mistakes.
Pronunciations
Task 4: Listen and repeat. Pay attention to
- To help Ss identify the and classify the the sounds /aɪ/ and /eɪ/.
sounds
* Teacher gives Ss time to listen and practice
- To give students authentic practice in pronouncing the sounds individually and words.
using pronouncing sounds in common
words

Task 5: Underline the words with the
sound /aɪ/ and circle the words with the
sound /eɪ/. Then listen, check and repeat
** Ss do as instructed
**** Teacher gives Ss feedback.
- choose some common mispronounced words
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Wrap up
Homework
To help Ss memorise the target
language and skills that they have
learned

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that contain the sounds and suggest students
practise using them.
- choose some typical errors and correct as a
whole class
- Vocabulary of verbs and road signs
- Pronuciation: : /aɪ/ and /eɪ/
Homework:
- Exercises in the workbook

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Date of planning:……/……./2023.
Date of teaching:……/……./2023.
I. Objectives

UNIT 7: TRAFFIC
Lesson 3: A closer look 2

By the end of this lesson, Ss will be able to gain:
1. Knowledge
Know how to use:
- It to indicate distance
- should and shouldn't
Structure
Examples
1. It to indicate distance
It is 4 kilometers from my
house to school.
2. should
We should eat more
vegetables and fruits.
3. shouldn't
You shouldn't stay up late
everyday.
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 awareness of understanding the road signs and obeying the traffic rules.
II. Materials
- Grade 7 textbook, Unit 7, A closer look 2.
- Computer connected to the internet
- Projector/ TV/ pictures.
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- sachmem.vn
Assumptions
Anticipated difficulties
Solutions
- Students may not be able to know the - Give specific examples and facts to
distance between different places.
activate students' knowledge.
- Students may not know how to work in teams - Give short, clear instructions and help if
or fully understand the exercises and tasks.
necessary.
Board Plan
Date of teaching
Unit 7: TRAFFIC
Lesson 3: A closer look 2

* Warm-up: Slap the board
I. Grammar
8. It indicating distance
9. Should/shouldn't
II. Practice
Task 1: Write sentences with It. Use these cues.
Task 2: Work in pairs. Ask and answer questions about distances in your neighbourhood.
Task 3: Choose the correct option in brackets.
Task 4: Complete each sentence, using should / shouldn't.
Task 5: Look at the pictures. Make sentences, using should /shouldn't and the cues.
* Homework
Procedures
Notes
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In each activity, each step will be represented as following
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
Stage -Stage aim
- Warm-up
- To activate students' knowledge on
the topic of the unit
- To enhance students' skills of
cooperating with team mates

Presentation
To introduce students the form of the
key grammar and how to use them
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Procedure

SLAP THE BOARD
* Teacher gives instructions and sticks some road
signs pictures onto the board.
** In 2 group, Ss will choose 1 student in each
group to go to the board.
- Teacher says a road sign message.
- Student quickly run and slap onto the correct
road signs.
- Students take turns until finish all of the signs.
Answers:
1- Cycle lane
2- School ahead
3- No cycling
4- No right turn
5- Schools ahead
**** Teacher checks and corrects if Ss pronounce
the signs incorrectly.
IT INDICATING DISTANCE
- Teacher says: “This lesson today is going to tell
you about “it indicating distance”
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* Teacher draws students' attention to the
grammar point and the example

appropriately

Practice/ Controlled practice
- To get students interested in the
topic
- To set the context
- To help Ss understand the main idea
of the text

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* Teacher asks Ss:
- What does the sentences tell us about?
Answer: Distance from his/her house to the
bus stop
- What is the structure using in the sentence?
Answer: It be (about) + distance from A to B.
** Ss read the grammar explicit and study the
example.
*** Ss may discuss within groups/pairs before
answering.
**** Teacher shows and says the sentences aloud
and asks Ss to make similar sentences.
Task 1. Ex 1: Write sentences with It. Use
these cues.
* Teacher asks Ss to look at the example and the
task.
** Ss work out and answer questions individually.
*** Ss share their answers in pairs.
**** T asks them to to check their answers.
* Then tell share them to share their sentences as
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a whole in class and correct for them.

Controlled practice
- To practise asking and answering
about distance.
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Answers:
1- It is 700m from my house/home to the
Youth club.
2- It is 5 kilometres from my village to the
nearest town.
3- It is about 120 km from Ho Chi Minh city
to Vung Tau.
4- It is 384,400 km from the Earth to the
Moon.
5- It is not very far from Hanoi centre to Noi
Bai airport.
Task 2: Exercise 2: Work in pairs. Ask and
answer questions about distances in your
neighbourhood
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* Teacher asks Ss to look at the example and
identify the structure of the question: How far is
it from … to …?
Then work with their partners who sit next to them
to make similar conversations.
** Ss do exercise 2 in pairs.
*** Ss write all conversations down on the
notebooks.
**** Teacher corrects their answers as a class.

Suggested answer: 1.
- How far is it from your house to the open
market?
- km.
…

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- To practise the using should and
shouldn't.

Task 3: Choose the correct option in
brackets.
* Teacher draws students attention to the
remember box. Teacher asks them to study the
examples and identify the structure: S +
should/shouldn't + Vinf

* Teacher gives suggestions and asks students to
make some similar sentences using the structures.
*** Teacher nominates Ss to read aloud the
sentences.
**** Teacher checks and gives the corrections if
they have mistakes.
Task 4: Complete each sentence, using
should / shouldn't.

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* Teacher gives Ss time to do the exercise
individually and peer check with their partner.
*** Teacher nominates Ss to read aloud the
sentences.
**** Teacher checks and gives the corrections if
they have mistakes.
Answers:
1- shouldn't
2- should
3- shouldn't
4- should
5- should
6- shouldn't
Task 5: Look at the pictures. Make
sentences, using should / shouldn't and the
cues

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Wrap up
Homework
To help Ss memorise the target
language and skills that they have
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** Ss do as instructed
**** Teacher gives Ss feedback.
- choose some common mistakes and suggest
students how to avoid them.
- choose some typical errors and correct as a
whole class
Answers:
1- He shouldn't waste water.
2- They should wear their helmets.
3- She should be more careful.
4- They shouldn't play football on the
pavement.
5- They shouldn't ride their bikes
dangerously.
- It indicating distance
- Should/shouldn't
Homework:
- Exercises in the workbook
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learned

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Date of planning:……/……./2023.
Date of teaching:……/……./2023.

UNIT 7: TRAFFIC
Lesson 4: Communication

I. Objectives
By the end of this lesson, students will be able to:
1. Knowledge
- learn how to ask and answer about means of transport and some strange traffic rules.
- practise using some grammar points and vocabulary related to the topic.
2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be benevolent and responsible
II. Materials
- Grade 7 textbook, Unit 7, Communication
- Computer connected to the internet
- TV/ Pictures/ Projector
- sachmem.vn
Language analysis
Anticipated difficulties
1. Students may lack knowledge about the
topic.
2. Students may have underdeveloped
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Solutions
Provide students with information about the
knowledges they do not know.
- Encourage students to work in pairs, in
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reading, speaking and co-operating skills.
3. Some students might excessively talk in
the class.

groups so that they can help each other.
- Provide feedback and help if necessary.
- Define expectation in explicit detail. Have
excessive talking students practise.
- Continue to define expectations in small
chunks (before every activity).

Board Plan
Date of teaching
UNIT 7: TRAFFIC
Lesson 4: Communication

*Warm-up
BRAINSTORMING
I. Everyday English:
Task 1: Listen and read the conversation, paying attention to the highlighted parts.
Task 2: Work in pairs. Take turns to ask and answer about the means of transport your
family members use every day.
II. Practice: Strange traffic rules!
Task 3: Which countries below keep to the left? Tick the correct answers.
Task 4: Listen and check your answers in 3. Then listen again and complete the sentence
with no more than THREE words
Task 5: Read, discuss which one do is the strangest rule?
* Homework
Procedures
Notes
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In each activity, each step will be represented as following
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
Stage -Stage aim
Warm-up
To introduce the lesson.

Procedure
Game: BRAINSTORMING
HOW DO YOU
GO TO
SCHOOL?
* Teacher divides class into 2 teams and asks them to
think of “MEANS OF TRANSPORTS” (even the
strangest ones).
** Ss have 1 min to think of the words related to the
topic or they can discuss with their partners.
*** Each member from each team turn by turn run to
the board and write one word.
**** Teacher corrects their answers.
- The team which has more correct words will be the
winner
Suggested answers:
Motorbike, bicycle, train, bus, plane, helicopter,…

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Lead in
To lead in the lesson.

Presentation

To let students know the structure
to ask and answer about means of
transport.

Teacher leads students into the lesson by telling
what they are going to learn: “We are going to learn
how to ask and answer about means of transport
and some strange traffic rules”.
Task 1: Listen and read the conversation,
paying attention to the highlighted parts.
* Teacher plays the record for SS to listen and read
the conversation about means of transport. .
** Ss listen and practice saying with their partners.
*** Teacher calls some pairs to read aloud.
**** Teacher corrects pronunciation if needed.

* Teacher asks Ss to pay attention to the highlighted
parts and asks them some questions to elicit the
new structure:
- Which tense do we use to ask and answer?
- Which question word do we use?
- …..
** Ss answer teacher's questions to find out new
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structure to ask anad answer about means of
transport to travel to places
*** Some students give the new structure to the
teacher.
**** Teacher corrects and writes on the board:
 Structure:
to ask:
- How do/does + S + go to …?
to answer:
- S + go/goes by …
-S+V
Practice
To help students practise
on how to ask and answer about
means of transport.

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Task 2: Work in pairs. Take turns to ask and
answer about the means of transport your
family members use every day.
* Teacher has SS look at the situation in Ex 2 to make
similar dialogue:
** Ss work in pairs to make similar dialogue.
*** Teacher calls some pairs to present it in front of
the class.
**** Teacher gives feedback and some comments.
Suggested answers:
A: How does your father go to school?
B: He usually drives his car but sometimes he goes
by bus. How about your father?
A: He walks because we live near his office.

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- Presentation
- To provide students with more
knowledge about strange traffic
rules and help them practice the
skill of listening for details.

Task 3: Which countries below keep to the left?
Tick the correct answers.

* Teacher asks Ss to discuss in pairs and tick.
** Ss so the task in pairs
Task 4: Listen and check your answers in 3.
Then listen again and complete the sentence
with no more than THREE words.
* Teacher plays the recording twice.
*** Teacher calls some Ss to give their answer and
explain it.
**** Teacher let Ss listen and confirms the correct
answers.
Answer key: - United Kingdom, Australia
- same traffic rules/regulations
Practice
To help students know more about
traffic rules around the world.

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Task 5: Read, discuss which one do is the
strangest rule?

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* Teacher has students work in groups to discuss
which one they find strangest.
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** Ss work in groups.
*** 2-3 groups share their ides
**** Teacher encourages students to add more if they
know.
Consolidation
To consolidate what students have
learnt in the lesson.

Teacher asks students to talk about what they have
learnt in the lesson.

Homework
To prepare for the next lesson:
Skills 1.

Do exercises in the workbook.

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Date of planning:……/……./2023.
Date of teaching:……/……./2023.

UNIT 7: TRAFFIC
Lesson 5: Skills 1

I. Objectives
By the end of this lesson, students will be able to gain:
1. Knowledge
+ Reading:
- read for specific information about some rules about road safety
+ Speaking:
- talk about how to avoid traffic accidents.
2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
Be benevolent and responsible
II. Materials
- Grade 7 textbook, Unit 7, Skills 1
- Computer connected to the internet
- TV/ Pictures, cards
- sachmem.vn
Language analysis
Form
admin

Meaning

Pronunciation

Vietnamese
39

equivalent
1. pedestrian (n)

a person walking along a
road/street.

/pəˈdestrēən/

người đi bộ

2. passenger (n)

a traveler on a public or
private vehicle but not the
driver, pilot, or crew.

/ˈpasinjər/

hanh khách

3. (to) obey

comply with the command,
direction, or request of (a
person or a law)

 / ōˈbā/

tuân thủ

4. seatbelt (n)

a belt or strap securing a
person to prevent injury,
especially in a vehicle or
aircraft.

/ ˈsēt ˌbelt/

dây an toàn

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 and co-operating
skills.

- Let students read the text again
(if needed).
- Create a comfortable and encouraging
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.

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3. Some students might excessively talk - Define expectation in explicit detail.
in the class.
Have excessive talking students practise.
- Continue to define expectations in small chunks
(before every activity).
Board Plan
Date of teaching
Unit 7: Traffic
Lesson 5: Skills 1

* Warm-up
HANGMAN
I. Reading:
1. Vocabulary
- pedestrian (n) /pəˈdestrēən/: người đi bộ
- passenger (n) /ˈpasinjər/: hanh khách
- (to) obey / ōˈbā/: tuân thủ
- seatbelt (n) / ˈsēt ˌbelt/: dây an toàn
2. Discussion: Ex 1: Look at the picture. Can you see anything that is dangerous?
3. Practice
Task 1: Read the following text and choose the correct answer
Task 2: Read the text again and answer the questions:
II. Speaking:
Task 3: Work in groups. Ask and answer the following question. Make a list.
Task 4: Read the following sentences about these people. Then work in groups. Discuss
who is being safe, and who isn't
Task 5: Give the advices on dangerous situations on the road.
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* Homework
Procedures
Notes
In each activity, each step will be represented as following
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
Stage -Stage aim
Warm-up
To introduce the topic of reading.

Procedure
Game: Hangman

DANGEROUS
* Teacher divides class into 2 teams and asks
them to think of the word which has 9 letters
in it related the topic “ON THE ROAD”.
** Ss have 1 min to think of the words related
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to the topic or they can discuss with their
partners.
*** Each member from each team turn by turn
guesses the letter in the secret word.
**** Teacher corrects their answers.
- The team which can find or guess the secret
first will be the winner.
Lead in
To lead in the lesson about Skills 1.

READING
- Teacher leads students into the lesson by
telling what they are going to learn: “We are
going to read a passage about some rules
about road safety.”

Pre-Reading (Pre-teach vocabulary)
To provide students with some lexical
items before reading the text

VOCABULARY
- Teacher introduces the vocabulary by:
+ Providing the synonym or antonym of the
words.
+ Providing the pictures of the words.
+ Providing the definition of the words.
- pedestrian (n) /pəˈdestrēən/: người đi bộ

- passenger (n) /ˈpasinjər/: hanh khách

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- (to) obey / ōˈbā/: tuân thủ
- seatbelt (n) / ˈsēt ˌbelt/: dây an toàn

To introduce words related to skin
conditions to Ss and help Ss have a
general idea of what they are going to
read.

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Concept check: Rub out and Remember
DISCUSSION
* Teacher asks Ss to work in pairs to look at
the Picture in Ex1 and discuss on what they
see that is dangerous?

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** Ss work in pairs.
*** Teacher calls some Ss to check what they
have discussed.
**** Teacher corrects.
Answer keys:
The students who are crossing the road
Because they do not walk on the right place
and they are not careful.
While-Reading
To help Ss develop their reading skill for
main ideas and specific information
(scanning) and help them focus on the
road safety rules

admin

Task 1: Read the following text and
choose the correct answer.
This text is about ______.
A. rules for pedestrians
B. traffic lights
C. traffic rules

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To help Ss further develop their reading
skill for specific information (scanning).

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* Teacher has Ss read the first sentence of the
text in detail to do the exercise and asks them
how to do this kind of exercise.
** Ss do the task independently
*** Teacher tells Ss to compare their answers
in pairs before calling some of them to check.
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**** Teacher confirms the correct answer and
explain...