Date of preparing: 19/4/2025

Date of teaching: 24/4 (7A4,6,7); 25/4 (7A5); 26/4 (7A1)

Period 80: UNIT 11: TRAVELLING IN THE FUTURE
Lesson 3: A closer look 2

I. OBJECTIVES: By the end of this lesson, Ss will be able to:

1. Knowledge
know how to recognize “The future simple: Will”
a. We use will + V:
+ to talk about future activities
Eg: We will buy an electric scooter soon.
+ to make predictions
Eg: We will probably use electric cars because normal cars cause too much pollution.
b. Possessive pronouns
+ to demonstrate ownership
Eg: This is our house. It’s ours.
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 responsible and hard working
II. PREPARATIONS
1. Teacher
- Grade 7 textbook, laptop, TV/Projector/ pictures and cards, speakers, lesson plan,
sachmem.vn…
2. Students
- Grade 7 textbook, notebooks, school things….
III. TEACHING PROCEDURES
1. ACTIVITY 1 – WARM – UP & INTRODUCTION (5’)
a) Aims:
- To activate students’ prior knowledge and vocabulary related to the targeted grammar
- To introduce the targeted grammar of the lesson.
b) Contents: Play the game: Sentence puzzling
c) Products: Ss’ answers
d) Teaching steps:
Teacher’s and students’ activities Content
- Teacher asks Ss some questions to lead GAME: CHATTING
into the lesson. Mine is white
+ How does your father go to work every I will….
day?
+ What color is it?
+ How will you travel when you are 30?
- Ss work in dependently to do the task.
- Teacher calls on some Ss to answer.
- Teacher confirms and write some key
sentences on the board.
Teacher says: “Today, we are going to
learn how to use Will in the future and
possessive pronouns.”

2. ACTIVITY 2 – PRESENTATION (15’)

a) Aims:
- To introduce students the form and the usage of the future simple.
- To revise the possessive pronouns
b) Contents:
- Teach the points of grammar
c) Products:
- The usage, the form of the future simple
- Possessive pronoun
d) Teaching steps:
Teacher’s and students’ activities Content
- Teacher has Ss read “Remember box” GRAMMAR 1: THE FUTURE SIMPLE
in some minutes. + Usage: to talk about future activities and to
- Ss work independently to read. make predictions.
- Teacher calls on some Ss to answer + Form: (+) S + will + V
teacher’s questions to make sure they (-) S + will + not (won’t)
can understand how to use and form The (?) Will + S + V?
Future Simple well.
+ “Do we use The Future Simple to talk
about past, present or future activities?”
+ Teacher writes on the board: “People
will go to school by solo wheel in 2030”
and asks Ss: “In this situation, what do
we use the future tense for?”
+ “To make a negative form, do we say
will not or not will?” (Just add NOT
behind Will)
+ “For questions, where we can put
Will?” (Before subjects)
- Teacher confirms, and corrects
grammar if needed, then write on the
board:

- Teacher writes on the board an example GRAMMAR 2: POSSESSIVE

then asks Ss some questions to remind PRONOUNS (REVIEW)
them.
+ Do we use a possessive pronoun Personal Possessive Possessive
instead of a phrase? (hers = her bicycle) pronouns adjectives pronouns
+ Does a possessive pronoun come I my mine
before a noun? You your yours
+ Let’s complete this table We our ours
- Ss work individually to answer They their theirs
teacher’s questions He his his
- Teacher calls on some Ss to give their
ideas. She her hers
- Teacher confirms and corrects. It its its
Eg:
THIS IS YOUR BICYCLE.
THAT BICYCLE IS HER BICYCLE. →
HERS

3. ACTIVITY 3 – PRACTICE (17’)

a) Aims:
- To help Ss use the right verb form to talk about future activities.
- To help Ss practise making full sentences about future activities using prompts.
- To help Ss use the correct forms of future simple to make predictions.
- To review possessive pronouns.
b) Contents:
- Complete the sentences with will or won’t.
- Rearrange the words and phrases to make sentences.
- Use the correct form of the verbs in brackets to complete the conversation.
- Replace the underlined phrases with possessive pronouns.
c) Products:
- Answer key
d) Teaching steps:
Teacher’s and students’ activities Content
- Teacher asks students to do the exercise Task 1: Complete the sentences with will
individually and then compare their or won’t. (Ex 1, p. 117)
answers with a classmate. Answer key:
- Ss do the task individually. 1. won’t
- Some Ss explain their choices. 2. will
-Teacher confirms the correct answers. 3. will
4. won’t
5. Will
- Teacher has students work individually
to rearrange the words to make Task 2: Rearrange the words and
sentences. phrases to make sentences. (Ex 2, p. 117)
- Ss do the task individually. Answer key:
- Some Ss write their answer on the board. 1. We will have driverless cars in 2030.
- Teacher confirms the correct answers. 2. Cities won’t allow cars in 2050.
3. Will electric cars be popular?
4. We will use solar-powered buses soon.
5. Will we have enough parking places in
- Teacher asks Ss to work in pairs to ten years?
complete the conversation.
- Ss work in pairs to do the task. Task 3: Use the correct form of the verbs
- Teacher calls on Ss to read aloud the in brackets to complete the conversation.
complete conversation. (Ex 3, p. 117)
- Teacher confirms the correct answers Suggested answers:
helps them to correct mistakes if needed. 1. will take
2. won’t have
- Teacher asks Ss to do the task 3. Will ... have
individually to replace the underlined 4. won’t drive
phrases with the correct possessive 5. won’t be
pronouns.
- Ss do the task individually and compare Task 4: Replace the underlined phrases
with their partners. with possessive pronouns. (Ex 5, p. 118)
- Some Ss read aloud their answers on the Suggested answers:
board. 1. theirs
- Teacher confirms the correct answers. 2. mine
3. His
4. Yours
5. Ours
4. ACTIVITY 4 – PRODUCTION (5’)
a) Aims:
- To help Ss practise talking about some future means of transport
b) Contents:
- Look at the pictures and tell your partner if you will / won’t travel by these means of
transport.
c) Products:
- Ss’ speakings
d) Teaching steps:
Teacher’s and students’ activities Content
- Teacher asks Ss to work in pairs to Task 5: Look at the pictures and tell your
describe the picture. partner if you will / won’t travel by these
- SS work with their partners to do the means of transport. Give reason(s). (Ex 4,
task. p. 118)
- Some pairs talk about their choices and Suggested answers:
reasons why they will / won’t use those - In picture 1, I can see a / an (electric) bus /
means of coach. I can see many people on this bus /
travelling. coach. I think I will go
- Teacher listens to Ss to correct to school by electric coach because it has no
common errors after Ss finish speaking. fumes, and it can carry many people at the
same time.
- In picture 2, I can see a flying car. It is
flying over a city. I think I will travel by
flying car. It will be fun to fly in
one. I will be able to see the city below (or I
can fly it when the roads are congested).
- In picture 3, I can see a ship. It has solar
panels. I will travel on a solar-powered ship
to visit some islands.
It will be comfortable / fun to travel by solar-
 powered ship.
- In picture 4, I can see a bamboo-copter. I
will fly a bamboo-copter to work. It will be
fun / fast. (or I won’t use a bamboo-copter to
travel from one place to another. It will be
dangerous. You might get hurt when it
is windy …).
- In picture 5, I can see a car with a lot of
smoke behind it. I won’t go by car in the
future. It pollutes the
environment.
5. CONSOLIDATION (2’)
-Ask students to talk about what they have learnt in the lesson.
6. HOME WORK (1’)
- Do more exercises in workbook.
- Prepare for the next lesson: Unit 11 – Lesson 4: Communication

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Date of preparing: 19/4/2025
Date of teaching: 25/4 (7A4,7); 26/4 (7A6,5)

Period 81: UNIT 11: TRAVELLING IN THE FUTURE

Lesson 4: Communication
I. OBEJECTIVES: By the end of this lesson, Ss will be able to:
1. Knowledge
- learn how to how to make predictions.
- 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. PREPARATIONS
1. Teacher
- Grade 7 textbook, laptop, TV/Projector/ pictures and cards, speakers, lesson plan,
sachmem.vn…
2. Students
- Grade 7 textbook, notebooks, school things….
III. TEACHING PROCEDURES
1. ACTIVITY 1 – WARM – UP & INTRODUCTION (5’)
a) Aims:
- To revise the old lesson and introduce the new lesson.
- To lead in the lesson.
b) Contents: Chatting
c) Products: Ss’ answers
d) Teaching steps:
 Teacher’s and students’ activities Content
- Teacher checks Ss’ knowledge of the Chatting
previous lessons by asking them to make
sentences using The Future Simple or
possessive pronouns.
- Ss think of a sentence individually.
- Teacher calls on some Ss to read aloud
their sentences.
- Teacher confirms, corrects grammar
and pronunciation if needed.
- Teacher leads students into the lesson
by telling what they are going to learn:
“We are going to learn how to make
predictions and use the grammar and the
vocabulary related to our topic
Travelling in the future”
2. ACTIVITY 2 – PRESENTATION (10’)
a) Aims:
- To introduce to Ss how to make predictions
b) Contents:
- Teach some structures to make predictions
- Listen and read the conversation.
c) Products:
- Making predictions
- Listen and read the conversation.
d) Teaching steps:
Teacher’s and students’ activities Content
- Teacher lets students listen to the I - EVERYDAY ENGLISH
examples in Ex. 1 in the book. Making predictions
- Teacher draws their attention to the form - Some structures to make predictions
of ways to express disappointment. - We certainly will/ won’t
- Teacher and students discuss the form of - It probably won’t/ will
ways to express disappointment, and give
some other expressions.
- Teacher confirms the answers and gives
feedback.

- Teacher plays the record for SS to listen Task 1: Listen and read the
and read the conversation conversation. (Ex 1, p. 119)
- Ss listen and practice saying with their  Structure: to make predictions
partners. - We certainly will/ won’t …
- Teacher calls some pairs to read aloud.  if you are sure about your predictions.
- Teacher corrects pronunciation if needed. - It probably won’t/ will …
- Teacher asks Ss to pay attention to the  if you are not sure about your
highlighted parts and asks them some predictions.
questions to elicit the new structure
- Ss answer teacher’s questions to find out
 new structure to express preferences.
- Some students give the new structure to
the teacher.
- Teacher corrects and writes on the board
3. ACTIVITY 3 – PRACTICE (20’)
a) Aims:
- To help Ss practise making predictions.
- To help Ss learn more about what information they can discover when talking about a
means
of transport
– To help Ss practise asking and answering questions about a future means of transport.
b) Contents:
- Make similar conversation.
- Complete the conversation between Mark and Lan with the questions and answers from
the box.
- Choose one means of transport below and make a similar conversation as in 3.
c) Products:
- Answer key
- Ss’ speakings
d) Teaching steps:
Teacher’s and students’ activities Content
- Teacher has SS look at the situation in II – HOW WILL CHILDREN GO TO
Ex 2 to make similar dialogue. SCHOOL?
Task 2: Make similar conversation. (Ex 2,
p. 119)
1. travelling long distances by hyperloop.
- Ss work in pairs to make similar 2. travelling to other planets for holidays.
dialogue. Suggested answers:
- Teacher calls some pairs to present it in Situation 1:
front of the class. A: Do you think we will travel long distances
- Teacher gives feedback and some by hyperloop?
comments. B: We certainly / probably will.
A: Will it allow us to travel to other planets?
B: It probably / certainly won’t.
Situation 2:
A: Do you think people will travel to other
planets for their holidays?
B: They certainly / probably will.
A: Will holidays on other planets be
expensive / interesting?
- Teacher asks Ss to work in pairs to read B: They certainly will (be).
the conversation and complete it with the Task 3: Complete the conversation
questions and answers from between Mark and Lan with the questions
the box and answers from the box. (Ex 3, p, 119)
- Ss do the task in pairs Answer key:
- Teacher calls some Ss to give their 1. B
answer and explain it. 2. A
- Teacher confirms the correct answers. 3. D
 4. C
- Teacher asks Ss to n pairs to ask and
answer questions about which means of
transport they would like to Task 4: Choose one means of transport
use to travel to school. Ask them to use below and make a similar conversation as
the example in 3. Elicit any other in 3. (Ex 4, p. 119)
questions and answers they
can ask and answer about a means of
transport.
- Ss work in pairs.
- Teacher invites some pairs to role-play,
asking and answering the questions in
front of the class
- Teacher confirms and corrects if
needed.

Suggested answer:
For the conversation about bamboo-copter,
for example, T may guide Ss to ask
questions:
1. So what means of transport will students
use to go to school?
2. How many fans does it have?
3. How will it work?
4. What will it run on?
5. Why would you like to go to school by
bamboo-copter?
– For the Solo wheel, T instructs Ss to ask
similar questions.
4. ACTIVITY 4 – PRODUCTION (7’)
a) Aims:
- To help Ss practise talking about which means of transport they would like to use to
travel to school
– To help Ss practise giving reasons
– To help Ss practise reporting.
b) Contents:
- Choose one means of transport that you would like to use to travel to school. Give
reasons.
c) Products:
- Ss’ presentations
d) Teaching steps:
Teacher’s and students’ activities Content
- Teacher asks Ss to work in group to Task 5: Choose one means of transport
discuss which means of transport they that you would like to use to travel to
would like to use to travel to school. Give reasons. (Ex 5, p. 119)
school
- Ss work in groups to take notes several
means of transport for Ss to think of
such as a bamboo-copter, a solowheel ,
a scooter or a bicycle and reasons for
them to use:
+ It is safe / fast / green / fun /
economical / convenient.
+ It doesn’t cause noise or pollution.
+ It doesn’t make fumes.
+ It doesn’t pollute the environment.
- Teacher goes round the class to monitor
and give support if necessary.
- Ss from each group present their ideas
to the class.
- Teacher comments on their clarify,
language, fluency, grammar, etc.
5. CONSOLIDATION (2’)
-Ask students to talk about what they have learnt in the lesson.
6. HOME WORK (1’)
- Do more exercises in workbook.
- Prepare for the next lesson: Unit 11 – Lesson 5: Skills 1

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