UNIT 7: TRAFFIC

Lesson 1: Getting started – Monday in the playground

I. Objectives:
By the end of this lesson, students can know the key language and structures to be learnt in this
unit.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Traffic”.
2. Structures: It indicating distance.
Used to.
III. Method: Communicative approach.
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:

Teacher’s Activities Ss’ Activities Content Not

e
* Presentation:
- Introduces the topic “traffic”. - Answer Questions:
- Ask Ss to look at the picture  By what means do you go to
and guess what the conversation school every day? On foot? By
between Mai and Oanh might be bicycle? By bus? On your
about. parent’s motorbike?...
- Play the recoding.  What means of transport is faster?
 What means do you like most?

* Practice:
1. Listen and read
- Have Ss to work independently - Individual a. Choose the correct answer.
to choose the correct answer to work Key:
the questions. 1. B
- Check their answers and give 2. A
explanations if necessary. 3. B
4. C
b. Answer the following questions.
- Ask Ss to work in pairs. Let - Pair-work Key:
them check their answers in 1. She stayed at home and played
pairs or groups. with her brother.
- Call some pairs to read the 2. It’s about two kilometers.
questions and give answers. 3. She usually goes to school with
her dad.
4. Because sometimes there are
traffic jams.
5. She goes to school by bike.
- Tell Ss to refer back to the - Pair-work c. Can you find the following
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 conversation to find the word/ expressions in the conversation? Do
phrases. Ask them to practice you know what they mean?
saying them together. Explain Key:
the meaning to the Ss, then give 1. To get someone’s attention
some examples. 2. When you strongly support or
agree with something
3. Very excited and keen to do
something
- Ask Ss to role-play the short - Pair-work d. Work in pairs. Make short role-
conversations in pairs before plays with the conversations above.
creating their own short role- Then practice them.
plays. More able Ss can try to
extend the conversation. 2. Write the words using the first
- Ask Ss to work in pairs and letter given.
write the means of transport Key:
under the right pictures. Then 1. Bike 5. Ship
Let Ss read each word correctly . 2. Bus 6. Train
- Check their pronunciation. 3. Plane 7. Motorbike
4. Boat 8. Car

- Ask Ss to work individually to - Pair-work 3. Match a verb on the left with a

do the task, and write their means of transport on the right.
answers in their notebooks. There may be more than one
- Check their answers. correct answer. Add a preposition
- Ask Ss to make sentences with when necessary.
the phrases. Key:
1. Ride a bike
2. Drive a car
3. Fly by plane
4. Sail on/ in a boat
5. Get on a bus/ a train/ a bike/
a motorbike
6. Get off a bus/ a train/ a bike/
a motorbike
* Production:
- Let Ss stand up and go around - T whole class 4. Find someone in your class who
the class to ask other Ss the never…
question. Example:
- Ask them to take notes. Then How often do you walk to school?
some of them can report their Or
result to the class. Do you often walk to school?
*Homework:
- Learn Vocabulary.
- Prepare the next lesson
(A closer look 1)

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 UNIT 7: TRAFFIC
Lesson 2: A Closer Look 1

I. Objectives:
By the end of this lesson, students can pronounce correctly the sounds /e/and /ei/ in isolation and
in context; use vocabulary related to arrangements for a trip.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Traffic”.
2. Structures: It indicating distance.
Used to.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, flash cards.
V. Procedures:

Teacher’s Activities Ss’ Activities Content Not

e
* Presentation:

- Brainstorm with Ss: let them - T whole class Brainstorm

tell you all the road signs they
see every day on the way to
school, or elsewhere, and al the Traffic and
words they know related to the
transport.
topic traffic and transport.
Encourage them to say out loud
as many words as possible.

* Practice:
 Vocabulary
ROAD SIGNS
- Ask ss to work in pairs to talk - Pair-work 1. Have you seen these road signs?
about the meaning of the road Talk about the meaning of the
signs. signs bellows with a partner.
(page 8)

- Have Ss work individually to - Individual 2. Label the sign in 1 with the

label the road signs in 1 with the work words/ phrases below.
words/ phrases. Key:
- Call some pairs to write these 1. Traffic lights 5. Parking
on the board. 2. No parking 6. Cycle lane
- Check their answers. 3. No right turn 7. School ahead
4. Hospital 8. No cycling
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 ahead

- Let Ss work in pairs and talk - Pair-work 3. Work in pairs. Discuss which of
about the traffic signs they see the signs you see on the way to
on the way to school. school.
- Go around and give assistance Example:
if necessary. A: On the way to school, I can see a
“no left turn” sign.
B: on my way to school there is a
hospital, so I can see a “hospital
ahead” sign.
 Pronunciation /e/and /ei/
- Play the recording and Ss - Whole class 4. Listen and repeat. Pay attention
repeat, pay attention to the sound to sounds /e/ and /ei/
/ʧ/and /dʒ/. Help them with their
pronunciation. 5. Listen to these sentences
- Play the recording twice. Ask - Individual carefully. Single underline the
them to do the task 5 work words with sound /e/ and double –
individually. underline the words with sound
/ei/.
Key:
/e/: ever, very, left, when, next.
/ei/: break, way, railway, station,
always, obey, safely, UK, they,
waiting, train.

* Production:
- Refer back to the page 8. Ask - Individual 6. Find the words containing
Ss to find all the words having work sound /e/ and the words containing
the sounds /e/ and /ei/ in section sound /ei/ in 1-3 on page 8.
1-3. Key:
- Correct their mistakes. Let /e/ / ei/
them practice saying these words Ahead Phrases
together. Red Lane
Left Information
Way
*Homework:
- Learn vocabulary by heart.
- Prepare the next lesson
(A closer look 2)

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 UNIT 7: TRAFFIC
Lesson 3: A Closer Look 2

I. Objectives:
By the end of this lesson, students can use “It” indicating distance and “used to” to talk about
past habit or states.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Traffic”.
2. Structures: It indicating distance.
Used to.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:

Teacher’s Activities Ss’ Activities Content Not

e
* Presentation
 Grammar
- Explain to Ss how to use “it”, - T Whole It indicating distance
and give some examples. class We can use It in the position of the
subject to indicate distance.
Example:
- It is about 300 metres from my house
to the bus stop.

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 * Practice
- Let Ss work by themselves and - Pair-work 1. write the sentences with it.
write down the sentences. Key:
- Observe and help when 1. It is about 700 metres from my
necessary. house to the Youth club.
- Ask some Ss to read their 2. It is about five km from my
sentences. home village to the nearest
- Correct their mistakes. town.
3. It is about 120 km from HCM
City to Vung Tau.
4. It is about 384,400 km from the
Earth to the Moon.
5. It is not very far from Ha Noi to
Noi Bai Airport.
- Ask Ss to ask and answer about - Pair-work 2. Work in pairs. Ask and answer
distances in their neighborhood, questions about distances in your
following the example. neighborhood.
- Encourage them to talk as much Example:
as possible. A: How far is it from your house to
- Correct their answers and their school?
pronunciation and intonation. B: It’s about a kilometer.
- Explain Ss the usage of “used - T whole class  Grammar
to”. Used to
- Give some examples. We use “used to” to describe an
action or a state that happened
regularly in the past but doesn’t
happen now.
Example:
- There used to be many tree on this
street, but now there are only shops.

- Ask Ss to work independently, - Individual 3. Complete the sentences with used

writing down the answers. Then work to or use to and the verbs in the box
ask them work in groups to check below.
and say the sentences out loud. Key:
- Ask Ss to write the answers on 1. Used to ride
the board. 2. Used to be
3. Used to go
4. Did… use to play
5. Did… use to feel

- Let Ss work independently to - Individual 4. Rewrite the sentences using used to

rewrite the sentences in their work Key:
notebooks. 1. My Mum used to live in a small
- Call on some Ss to read out their village when she was a girl.
sentences. 2. There did not use to be many
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 - Let other Ss give comments. vehicles on the road.
- Correct mistakes if necessary. 3. We used to cycle to school two
years ago.
4. Now there are more traffic
accidents than there used to be.
5. My uncle used to be a bus driver
some years ago, but now he has
a desk job.

* Production:
- Ask Ss to take turn to ask and - Group-work 5. Work in groups. Did you so these
answer the questions. Then T may things? Ask and answer.
ask Ss to report their results to the Example:
class.  Did you use to play marbles?
 Yes, I did.
 No, I didn’t
*Homework:
- Prepare next lesson
(Communication)

UNIT 7: TRAFFIC
Lesson 4: Communication

I. Objectives:
By the end of this lesson, students will be able to talk about obeying traffic rules, laws, and how
to use the road safely.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Traffic”.
2. Structures: It indicating distance.
Used to.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:

Teacher’s Activities Ss’ Activities Content Not

e

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 * Presentation:
- Have Ss read the new words - T Whole class Extra vocabulary
and elicit the meaning of the new  Roof
words. Next say the words after  Illegal
the teacher.  Laws
 Reverse
 Right-hand

* Practice:
- Have Ss work in groups to - Group-work 1. Look at the flags of some
name the country which each countries. Give the names of the
flag belong to. Check the countries.
answers together. Key:
1. The UK
2. Australia
3. India
4. Thailand
5. Malaysia

- Explain to Ss that the countries - T whole class 2. Why do these countries drive on
in 1 drive on the left-hand side of the left? Listen to the text then write
the road. Listen the recording to your answers below.
find out why this happened, and Key:
complete the reasons in 2. Reasons why this happened:
 Some countries used the
same system as the UK.
 Many people are right-
handed.
Audio scripts:
The right side in the wrong side.
Do you know that there are many
countries in the world where the
traffic rule is keep to the left?
Some of these are the United
Kingdom, Australia, India,
Thailand, and Malaysia. There are
different reasons for this. One is
that some countries used the same
system as the UK. Another is that
many people are right-handed.

- Ask Ss work in pairs, 3. Look at the strange driving laws

discussing which one they think below. Five of them are true, but
is the false driving law. one is false. In pairs, can you find
the false driving law?
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 Key:
“In France, you can only reverse
your car on Sundays”. This law is
false.

- Pair-work

* Production:
- Have Ss to work in groups and - Group-work 4. Now, work in pairs. Discuss the
discuss the laws in 3 and put laws and put them in order from the
them in order from the strangest strangest to the least strange.
to the least strange. Are these strange rules in Viet
Nam?

*Homework:
- Prepare the next lesson :
(Skill 1)

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 UNIT 7: TRAFFIC
Lesson 5: Skill 1

I. Objectives:
By the end of this lesson, students can read for specific information about traffic rules/ laws.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Traffic”.
2. Structures: It indicating distance.
Used to.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:

Teacher’s Activities Ss’ Activities Content Not

e
* Presentation:
 Reading
- Tell Ss to look at the picture - Whole class 1. Look at the picture.
and say why it is dangerous. (Page 12)
Can you see anything that is
dangerous?
Example:
- It’s dangerous to ride a motorbike
on the pavement.

* Practice:
- Have Ss work in pairs to do the - Pair-work 2. Match these words to make
matching. common expressions.
- Check their results Key:
1. G 5. A
2. D 6. H
3. B 7. F
4. C 8. E
- Then ask Ss which they can see Things you can see in the picture:
in the picture 1. road users, means of transport.

- Ask Ss to work in groups. Tell - Group-work 3. Answer the following questions.

them to answer the question. Question:
- Ask them make a list to When you are a road users, what
compare with other groups should you NOT do?

- Tell Ss to read the text then 4. Read the following text and do
answer the questions. Explain the task below.
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 the new words and clarify ROAD SAFELY
anything difficult. (Page 12)
- Ask Ss to read the text again, - Pair-work 5. Answer the questions
then work with a partner to Key:
answer the questions. 1. We should cross the street at
the zebra crossing.
2. He must always fasten the
seatbelt.
3. No, he shouldn’t. Because it is
very dangerous.
4. We must give a signal.
5. Because the other road users
can see them clearly and avoid
crashing into them.
 Speaking
- Have Ss do the class survey. - Whole class 6. Class survey. Ask your
After that call some Ss to report classmates the questions.
to the class. How do you go to school every
day?

* Production:
- Ask Ss to work in groups to - Group-work 7. Read the following sentences. In
discuss who is using the road groups, discuss who is using the
safely, and who is acting road safely, and who is acting
dangerously, give reasons. dangerously. Give reasons.
Suggested answers:
1. Safely
2. Dangerously
3. Safely
4. Dangerously
5. Dangerously
6. Dangerously

*Homework:
- Prepare the next lesson:
(Skill 2)

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 UNIT 7: TRAFFIC
Lesson 6: Skill 2

I. Objectives:
By the end of this lesson, students can:
 Listen to get the information about traffic problems in a big cities.
 Write a paragraph a about traffic problems in a city/ an area.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Traffic”.
2. Structures: It indicating distance.
Used to.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player
V. Procedures:

Teacher’s Activities Ss’ Activities Content Not

e
* Presentation:
- Ask Ss to work in groups, - Group-work 1. Work in groups.
study the picture and answer the  Where do you think this
questions. picture was taken?
 Why is it special?

* Practice:
 Listening
- Ask Ss to look at the - Individual 2. Look at the following headline
newspaper headline and check work and check your answers.
their answers. RECORD BREAKING JAM!

Yesterday, brazil’s largest city

had the world’s longest ever traffic
jam. It was 295 kilometers long!
Key:
 In Brazil
 Long traffic jam (very long
line of vehicles)

- Pair-work 3. Now listen to the passage and

- Ask Ss to read the questions choose the correct answer.
and guess the answers. Then Key:
play the recording one or two 1. B
times. 2. C
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 - Ask Ss to listen carefully and 3. A
circle the correct answers. 4. C

 Writing
- Pair-work 4. Tick the traffic problems in big
cities in Viet Nam.
- Have Ss look at the pictures, Suggested answers:
read the phrases and tick the  There are too many vehicles
traffic problems. (on the road).
- Ask Ss to write full sentences.  Many roads are narrow and
Call on some students to write bumpy.
them on the board.  There are traffic accidents
- Ask Ss to give comments. every day.
- Give the correct answers.  Many young people ride their
bikes dangerous.

* Production:
- Tell Ss to study the sentences - Group-work 5. Write a paragraph about the
they have written in 4. Then traffic problems where you live, or
practice writing the paragraph. in a town, or a city you know well.
- Tell Ss to use proper Use the cues above, and the
connectors: first/ firstly, second/ following outline.
secondly… and pay attention to Introduction:
spelling punctuation. Problem 1: …
Problem 2: …
Problem 3: …
Conclusion: (Reason or advice/
suggestion).

*Homework:
- Write the paragraph in your
notebook.
- Prepare the next lesson :
(Looking
back)

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 UNIT 7: TRAFFIC
Lesson 7: Looking Back

I. Objectives:
By the end of this lesson, students can review all what they have learnt in this unit.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Traffic”.
2. Structures: It indicating distance.
Used to.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:

Teacher’s Activities Ss’ Activities Content Not

e
* Presentation:
 Vocabulary
- Tell ss to do this task - Individual 1. What so these signs mean? Write
individually to write the work the meaning below each sign. Then
meaning below each sign. put then into the correct box.
- Correct their mistakes and Key:
help them read the words 1. Traffic lights 5. Parking
correctly. 2. School 6. No parking
ahead 7. Left turn
3. Hospital only
ahead 8. No cycling
4. Cycle lane
- Group-work
- Let Ss work in groups and Prohibition signs: 6, 8
put the signs into the correct Warning signs: 1, 2, 7
boxes. Information signs: 3, 4, 5
* Practice:
- Let Ss work in pairs. Tell - Pair-work 2. Write the name of means of
Ss to write the answers in transport in the word web below.
their notebooks. Then Then draw lines joining the correct
Teacher corrects the verbs to the transport.
mistakes, and adds some if Suggestion:
need be. Bicycle, motorbike, car, bus, taxi,
train, plane, boat, ship…

 Grammar
- Pair-work 3. change the sentences according
- Have Ss work in pairs or in to the prompts in brackets.
groups and write the answers Key:

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 in their notebooks. 1. Did you use to go to school on
- Check their answers. foot?
2. Mr Van didn’t use to ride his
motorbike dangerously.
3. Did the streets use to be
cleaner and more peaceful?
4. I used to go out on Sundays.
5. They didn’t use to go on
holiday together?
- Individual 4. Write sentences using these cues
- Ask Ss to work work Key:
individually first to write the 1. It is over 100 km from my
sentences. - Pair-work hometown to Ho Chi Minh
- Then have Ss work in pairs City.
to swap their sentences. 2. It is about 25 km to my
- Teacher gives correction grandparents’ house.
and calls on some Ss to read 3. I used to ride a small bike in
the sentences aloud. the yard outside my flat.
4. There used to be a bus station
in the city center but it was/
has been moved to the
suburbs.
5. Children must learn about
road safely before they are
allowed to ride on the road.

* Production:
 Communication
- Ask Ss to read the - Pair-work 5. Match the questions 1 – 6 with
questions and answer once or the answers a – f.
twice, then match them. Key:
- Let Ss work in pairs and 1. b 2. a 3. e
role-play the questions and 4. d 5. f 6. c
answers, then write all the
sentences in their notebooks.
*Homework:
- Do “project” on page 15.
- Prepare next lesson :
(Unit 8: Films - Lesson 1: Getting
Started)

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