Giáo án Anh 7 thí điểm (HK2) PTNL theo các hoạt động (Mục tiêu, Nội dung, Tổ chức, Dự kiến kết quả)

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Giáo án Anh 7 thí điểm (HK2) phát triển năng lực theo các hoạt động (Mục tiêu, Nội dung, Tổ chức thực hiện, Dự kiến kết quả hoạt động của HS) (2020-2021) WORD VERSION | 2021 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

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Period 55 UNIT 7: TRAFFIC Lesson 1: Getting started

I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Know some words, phrases related to traffic topic.

- Know the usage of “How” to ask about means of transport.

1. Knowledge: a. Vocabulary: know some words, phrases related to traffic topic b. Grammar: The usage of “How” to ask about means of transport 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more responsible for using means of transport and more aware of taking part in traffic .

II. TEACHING AIDS 1. Materials: Textbooks, pictures, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: During the lesson 2. New lesson:

Teacher’s and students’ activities.

Contents

1. Warm up Aim: To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills

Organization

Expected outcome

T asks some Ss to answer the questions

* Questions

and talk some words about means of

- How/ by what means do you go to

transport.

school every day ?

On foot? By bicycle? By bus? On your

Ss answer the questions and talk some

parents’ motorbike…

1

words about means of transport.

- What means of transport do you know?

T asks Ss to match the means of transport

(plane, bike/ bicycle, bus, boat, ship,

under the right pictures (Ex 2)

Train, motorbike, car)

Ss match the means of transport under the right pictures T introduces the lesson

2. Presentation Aim: Ss can listen and read about topic “traffic ”; ask and answer about distance and give suggestions Content: do the following tasks and practise skills Organization

Expected outcome

T lets Ss listen and read the conversation Ss listen and read the conversation

1. Lisen and read

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 do something.

T gives structures with “How…?” to ask about means of transort.

* Structures - How far is it from …….to…..?

Ss copy and give examples

It is about ………

Eg: A: How far it it from your house to school?

B: It’s about one kilometer.

- How do/ does + S + V …..?

2

Eg: A: How do 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!

3. Practice Aim: Ss can understand the conversation and answer the questions and make sentences with phrases related to traffic topic.

Content: do the following tasks and practise skills Organization

Expected outcome

T asks Ss to work independently to

Ex a. Choose the correct answer.

choose the correct answer to the

1. B

2. A

3. B

4. C

questions.

Ss give the results T checks their answers, and gives explaination if necessary.

Exb. Answer the following questions.

T asks Ss to work in pairs.

1. She played with her brother/ stayed at

T lets them check the answers in pairs or

home.

groups, then gives the keys.

2. It’s about 2 kilometers.

T calls some pairs to read the questions

3. She usually goes to school with her

and give answers.

dad.

4. Because sometimes there are traffic jams 5. She goes to school by bike.

Ex3. Match a verb on the left with a

T asks Ss to match a verb on the left with

means of transport on the right. There

a means of transport on the right.

may be more than one correct answer.

Ss read the answers.

1. ride a bike

3

T corrects

2. drive a car 3. fly by plane 4. sail on/ in a boat 5. get on/ get off a bus/ a train/ a bike/ a motorbike.

T asks Ss to make sentences with these

Eg: My father taught me how to ride a

phrases.

bike.

Ss make sentences T lets Ss stand up and go round the class and then report their result to the class

4. Further practice Aim: Ss can interact with other about the traffic Content: do the following tasks and practise skills Organization

Expected outcome

T asks Ss to practise in pairs asking and

* Find someone in your class who

answering the questions

never.

Ss practise in pairs

- How often do you walk to school/ go to

T observes and remarks

school by bus…?

- Do you (often walk to school/ go to school by bus?

3. 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

4

5

Period 56 UNIT 7: TRAFFIC Lesson 2: A closer look 1

I. OBJECTIVES: 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.

1. Knowledge: 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/ 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety.

II. TEACHING AIDS 1. Materials: Textbooks, plan, extra-boards…

2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: T calls some Ss write the new words on the board 2. New lesson:

Teacher’s and students’ activities.

Contents 1.Warm up

Aim: To warm up the class and lead in the lesson Content: do the following tasks and practise skills Organization

Expected outcome

T asks Ss some questions

* Questions

Ss answer the questions

- How do you go to school?

- Do you know how I go to work?

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- Can you tell me some means of transport you know?

- What means of transport is faster/ safer?

- What means do 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

2. Presentation Aim: Pronounce sounds /e/, /ei/ correctly in isolation and in context.

Content: do the following tasks and practise skills Organization

Expected outcome

T explains and gives examples of the

I. Pronunciation

sounds /e/, /ei/. Let Ss practise the

/e/ /ei/

sounds together.

Ex4. Listen and repeat. Pay attention to

T asks Ss to observe the T’s mouth and

sounds /e/, /ei/

listen to the teacher for these two

/e/: left, ahead, present, helicopter, centre,

sounds carefully.

never, seatbelt

T plays the recording and let Ss listen

/ei/: plane, way, station, train, indicate,

and repeat as many times as required.

mistake, pavement, break.

T corrects their pronunciation.

Ex5. Listen to these sentences carefully.

T plays the recording 2 or 3 times.

Single-underline the words with sound /e/,

T helps Ss distinguish the sounds /e/ ,

and double-underline the words with sound

/ei/ and recognize all the words with the /ei/ two sounds, then underlined them as signed.

7

Ss refer back to the page 8.

T asks Ss to find all the words having

/e/:

/ei/:

1. ever

break, way

2. very

railway, station

3. 0

always, obey

4. left, when

UK

5. next

They, waiting, train

sounds /e/, /ei/

Ex6. Read a loud 3. Practice Aim: Help student know some words about road signs.

Content: do the following tasks and practise skills Organization

Expected outcome

II- Vocabulary - Ss work in pairs to talk about the

ROAD SIGNS

meaning of the road signs, then write out

1. trafic lights.

their answers.

2. no parking 3. no right turn

-Ss work individually to label the road

4. hospital ahead

signs in 1 with the words/ phrases.

5. parking 6. cycle lane 7. school ahead 8. no cycling

T explains : Look out! There are usually three kinds of signs: Informative.

Look out!

Prohibitive , and warning.

- A sign within a red triangle will warn you of something.

- Signs with red circle are mostly prohibitive- that means you can’t do something.

- Signs in blue are usually to give

8

information.

4. Further practice Aim: Ss can practise about the signs you see on the way to school Content: do the following tasks and practise skills Organization

Expected outcome

Let Ss work in pairs and talk about the traffic signs they see on the way to school

* Discuss which of the signs you see on

(or else). T goes around and gives

the way to school.

assitance if necessary, and check their

Example:

answers.

A: Which of the signs can you see on 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 ahead”

T lets practise about the signs you see on

sign.

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” ……

3. Guides for homework - Learn road signs by heart.

- Prepare for: A closer look 2.

9

Period 57 UNIT 7: TRAFFIC Lesson 3: A closer look 2

I. OBJECTIVES: 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.

1. Knowledge: . a. Vocabulary: related to the topic: “traffic” b. Grammar: use “it” for distances, use “ used to” to talk about past habit or state 2. Competences:

Groupwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector III. PROCEDURE 1. Checking: T calls some Ss write the road signs on the board 2. New lesson:

Teacher’s and students’ activities.

Contents 1. Warm up

Aim: To warm up the class.

Content: do the following tasks and practise skills Organization

Expected outcome

T asks Ss some questions

* Questions

Ss answer the questions

- How far is it from your house to school?

- How do you go to school?

- How far is it from your house to the

10

market?

- How do you go to the market?

T introduces the lesson

-…

2. Presentation

Aim: Help Ss know how to ask and answer for distances and use “ used to ” to talk about past habit or state Content: do the following tasks and practise skills Organization

Expected outcome

T explains: We can use it in the position

I. Ask and answer the distance

of the subject to indicate distance, then

* Form:

gives example

How far is it from …..to ….?

Ss copy and give examples

It is ……..from ….to ….

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 ” and

Example: There used to be many trees on

give example.

the street, but now there are only shops.

Ss copy and give examples

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.

3. Practice

Aim: Help students practise about distances and use “ used to ” to talk about past habit or state.

Content: do the following tasks and practise skills Organization

Expected outcome

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T lets Ss work by themseves and write

1. Write sentences with it. Use these

down the sentences.

cues.

T observes and help when and where

1. It is about 700 metres from my house

necessary. After that ask some Ss to read

to Youth Club

their sentences. T corrects Ss’ mistakes.

2. It is about 5 km from my home village to the nearest town.

3. It is about 120 km from Ho Chi Minh to Vung Tau. 4. It is about 384,400 km from the Earth to the Moon.

T asks Ss to work in pairs. They ask and

5. It is not very far from HaNoi to Noi

answer questions about distances in their

Bai Airport.

neighbourhood, following the example.

2. Practice speaking

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.

T asks Ss to complete the sentences with used to or use to and the verbs in the box Ss work individually

3. Complete the sentences with used to

T corrects and remarks

or use to and the verbs in the box below. * Keys 1. used to ride 2. used to be 3. used to go

T lets Ss work individually to rewrite the

4. Did…use to play

sentences in their notebooks.

5. did…..not use to feel

While Ss do their task, T goes round to

4. Rewrite the sentences using used to.

monitor the whole class. When Ss finish

1. My mum used to live in a small village

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their task, call some to read out their

when she was a girl.

sentences. Let others give comments, T

2. There did not use to be (as) many

corrects mistakes if necessary.

vehicles on the road.

3. We used to cycle to school two years ago.

4. Now there are more traffic accidents that there used to be.

5. My uncle used to be a bus driver some year ago, but now he has a desk job 4. Further practice

Aim: Ss can interact to each other using “used to” Content: do the following tasks and practise skills Organization

Expected outcome

* Groupwork

* Activites which children often play in

- Divide the class into two groups

the country

- Ask each group to find out activities

Eg:

which children often play.

+ Play marbles

- Time: 3 minutes

+ play football in the street

- The group with the most correct answers

…

will win.

- T remarks * Ask and answer using: used to Example: T asks Ss to go around the class to ask and Did you use to play marbles? answer the questions.

Yes, I did

Ss practise

…………

T corrects and remarks 3. Guides for home work - Do exercise part A, B workbook.

- Learn the structure by heart and make senteces - Prepare: Communication.

- Prepare: flags of some countries (The UK, Australia, India, Thailand, Malaysia)

13

14

Period 58 UNIT 7: TRAFFIC Lesson 4: Communication

I. OBJECTIVES: 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.

1. Knowledge: a. Vocabulary: roof, illegal, Laws, Reverse, Right-handed b. Grammar: review 2. Competences:

Groupwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: Make a short conversation using the structures which they have learnt 2. New lesson:

Teacher’s and students’ activities.

Contents 1. Warm up

Aim: Help students know name of the countries through the flags.

Content: do the following tasks and practise skills Organization

Expected outcome

- T asks Ss to work in groups and look at the 1. Look at the flags of some countries. flags of some countries and give the names

Give the names of these countries.

of the five countries.

1. The UK 2. Australia 3. India

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4. Thailand 5. Malaysia

2. Presentation Aim: Help students know some vocabulary words.

Content: do the following tasks and practise skills Organization

Expected outcome

- Pre- teach vocabulary.

I- Extra vocabulary.

- First, have Ss read the new vocabulary

roof:

nóc, mái nhà

word after the teacher saying that they will

illegal:

bất hợp pháp, trái luật

appear in the task that follow. Explain their

Laws:

luật, phép tắc

meaning.

Reverse:

đảo, nghịch, lùi xe

Right-handed: thuận tay phải

3. Practice Aim: Help students about driving laws in these countries on left.

Content: do the following tasks and practise skills Organization

Expected outcome II. Exercise

T plays the recording.

2. Listen and check your answers.

Ss listen carefully and check their answer to

Complete the blanks. Share your answer

1. Then T gives the correct answers

with a partner.

T plays the recording again. Let Ss complete Reasons this happened: the table by themselves, then share their

1. some countries used the same system as

answer with a partner. T goes round the

UK.

class to give support if necessary.

2. many people are right-handed ( so on the left-hand side, it is easier for them to use a sword or something when they are on horseback – in the past)

- Have you ever heard about strange laws in other countries?

3. Find the fasle driving law?

- Ss work in pairs, discussing to find one

16

false driving law.

- “In France, you can only reverse your car

-T may ask the question: Which one do you

on Sundays”. This sentence is false!

think seems most unreasonable?

4. Discuss the laws and put them in order from the trangest (1) to the least strange - Ss work in groups and discuss the laws in 3 (5) and put them in order from the strangest (N0) to the least strange (N05).T may ask Ss The groups may have different results to explain why.

Eg: 1. 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.

2. The less strange law is “In Spain, people wearing glasses have to carry a spare pair in the car”. This law is so strict and unreasonable.

3. 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.

4. Next, it’s illegal for women to drive Saudi Arabia. The law is a little unnormal.

5. 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.

4. Further practice

Aim: Help students know some driving laws or strange rules in Viet Nam and other countries.

Content: do the following tasks and practise skills

17

Organization

Expected outcome

T asks Ss to work in groups and discuss

Eg:

about some driving laws or strange rules in

I think there are no strange traffic rules in

Viet Nam.

Viet Nam because every law is discussed

Ss work in groups and discuss about some

very carefully before issuing and is amended

driving laws or strange rules in Viet Nam

after every five years

T corrects and remarks

3. Guides for home work - Do exercise part C workbook - Learn the vocabulary words by heart.

- Prepare: Skills 1.

18

Period 59 UNIT 7: TRAFFIC Lesson 5: Skills 1

I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Read for specific information about traffic rules/ laws.

- Talk about obeying traffic rules/ laws, and how to use the road safely.

1. Knowledge: a. Vocabulary: Pedestrian, pavement, footpath, obey, passenger b. Grammar: It’s adj + to do st 2. Competences:

groupwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: T call some Ss read and write the new words on the board 2. New lesson:

Teacher’s and students’ activities.

Contents

1. Warm up Aim: To warm up the class and lead in the lesson Content: do the following tasks and practise skills Organization

Expected outcome

- T prepares the cards and ask them to

Ex 2. Now match these words to make

match on the board. (Ex2)

common expressions.

Ss match.

1. g

2. d

3. b

4. c

T asks Ss to match

5. a

6. h

7. f

8.e

T introduces the lesson

19

2. Presentation Aim: Help students know rules road safety.

Content: do the following tasks and practise skills Organization

Expected outcome

I. Reading 1. Structure It’s adj + to do st - T tells Ss to look at the picture part 1

Example:

and say why it is dangerous.

+ It is dangerous to ride a motorbike on

Ss look at the picture and say why it is

the pavement.

dangerous.

+ It is dangerous to cross the road. + It is dangerous to walk on the road.

- T asks students to work in groups.Tell them to answer the question.

2. Make a list things shouldn’t do on

When you are a road user, what should

the road

you not do ?

- not pay attention

Then they make a list to compare with

- not look around

other groups.

- not go in red light,..

Ss work in groups (four groups)

- not talk and laugh loudly, - not look back …

- T tells Ss to read the passage two or three times. Set a strist time limit to

3. Read the following text.

ensure Ss read quickly for specific

* New words

information.

- Pedestrian: người đi bộ

-Explain the new words and clarify

- pavement: vỉa hè

anything difficult. T may ask questions to

- footpath: đường dành cho người đi bộ

see if Ss understand the passage.

- obey: tuân theo - helmet:mũ bảo hiểm - passenger: hành khách.

20

- Ask Ss to read the passage again, than

*Answer these question.

they work with a partner to answer the

1. We should cross the street at the zebra

questions.

crossing.

2. He/ She must always fasten the seabelt.

3. No, He/ She shouldn’t. Because it is dangerous.( He/ She may cause an accident.)

4. We must give a signal.

5. Because the other road users can see them clearly and avoid crashing into them.

3. Practice Aim:Help students talk how to use the road safety.

Content: do the following tasks and practise skills Organization

Expected outcome

- T asks Ss to do the class survey. Answer the question:

II. Speaking

How do you go to school every day?

Ex5. Class survey. Make a list of means

Ss do the class survey

of transport that is used the most and

- Make a list of the means of transport

used the least.

that is used the most, and use the least.

- After that call some Ss to report to the class.

Ex6. Read the following sentences. In -Allow some time for Ss to read

groups, discuss who is using the road

individually. Then they work in groups to

safely, and who is acting dangerously.

discuss who is using the raod safely, and

Give reasons.

who is acting dangerously, and give

1. safely

reasons.

2. dangerously ( because he is likely to

21

have an accident) 3. safely 4. dangerously ( it is difficult for him to see the road properly, and to ride) 5. dangerously ( a car or motorbike may crash into him) 6. dangerously ( She may have an accident if something happeneds unexpectedly.)

4. Further practice Aim: Ss can interact in real situation.

Content: do the following tasks and practise skills Organization

Expected outcome

T asks Ss to practise in pairs asking and

Eg:

answering about real situation

How do you go to school everyday?

Ss work in pairs

What will you do if someone doesn’t obey

T corrects and remarks

rules about road safety?

3. Guides for homework - Read for specific information about traffic rules/ laws.

- Do exercise part D workbook - Prepare: Skills 2.

.

22

23

Period 60 UNIT 7: TRAFFIC Lesson 6: Skills 2

I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Listen to get information about traffic problems in big city.

- Write a paragraph about traffic problems in a city/ an area.

1. Knowledge: a. Vocabulary: Population, Suffer from, Rush hour, Increase, Narrow Respect, obey b. Grammar: review 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: T call some Ss talk about obeying traffic rules/ laws and how to use the road safety 2. New lesson:

Teacher’s and students’ activities.

Contents 1. Warm up

Aim: Look at the pictures and discuss about the dangerous on the road.

Content: do the following tasks and practise skills Organization

Expected outcome

T asks Ss to talk about traffic problems where they live Ss talk about traffic problems where they

* Describe the picture part 1.

24

live.

Ex2. Look at the following headline and

- Show pictures of traffic problems in big

check your answers.

cities

- In Brazil

- Ask them to discuss about anything that

- long traffic jam ( very long line of

is dangerous on the road.

vehicles).

T introduces the lesson 2. Presentation Aim: Help students listen to get information about traffic problems in big city and choose the best answer.

Content: do the following tasks and practise skills Organization

Expected outcome

- Ss work in groups. They study the

I- Listening.

picture and answer the two questions.

* Newword

- Tell Ss to look at the newspaper

Population

headline and check their answers.

Suffer from Rush hour Increase

T plays the recording one or two times.

Narrow

T asks Ss to listen carefully and circle the Respect correct answers.

Obey

T gives the keys.

Ex3. Now listen to the passage and choose the correct answer.

1. B

2. C

3. A

4. C

3. Practice Aim: Help students write a paragraph about traffic problems in a city.

Content: do the following tasks and practise skills Organization

Expected outcome

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-What do you think about traffic

II- Writing

problems in big cities in Viet Nam are Ex4. Tick the traffic problems in big -T has Ss look at the pictures, read the

cities in Viet Nam.

sentences and tick the problems

Picture: 1,2,3,4,6

Then Ss write full sentences. Call some

Writing:

Ss to write on the board. Others give

- There are too many vehicles ( on the

comments.

road).

T gives corrections.

- Many roads are narrow and bumpy - There are traffic accidents every day.

- Many young children ride their bikes dangerously.

Ex5. Write a paragraph about the traffic problems where you live, or in a town, or

T tells Ss to study the sentences they

a city you know well.

have written, then practise writing the paragraph.

Introduction:

T tells Ss to use proper connector: first/

Problem1:

firstly, second/ secondly, ……and pay

Problem 2:

attention to spelling and punctuation.

Problem 3:

T collects some Ss’ writing papers and

Conclusion:

mark them, then give comments to the

Eg: The most common traffic problem in

class.

my city is traffic jams.

Firstly, the main

cause of this traffic

problem is the increase of the population.

So there are too many people using the road.

Secondly, the roads are narrow and bumpy roads. So there are traffic accidents everyday. Thirdly,many young people ride their bikes dangerously. As a result,this

26

problem is getting worse. In conclusion, we have to respect for traffic rules.

4. Further practice Aim: Ss can talk about traffic problems in a city Content: do the following tasks and practise skills Organization

Expected outcome

T guides Ss to talk traffic problems in a

Eg:

city

Hello, everybody, I am going to tell you

Ss talk traffic problems in a city

about the traffic problems in a city.

T observes and remarks

The most common traffic problem in my city is traffic jams.

Firstly, the main cause of this traffic problem is the increase of the population.

So there are too many people using the road.

3. Guides for homework - Rewrite a paragraph about traffic problems in a city/an area.

- Do exercise workbook - Prepare: Looking back & Project

27

Period 61 UNIT 7: TRAFFIC Lesson 7: Looking back and project

I. OBJECTIVES: By the end of the lesson, Ss can: - Talk about signs and means of transport - Use “it ”to talk about distance - Use “used to” to talk about past habit 1. Knowledge: a. Vocabulary: review b. Grammar: review: used to 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety.

II. TEACHING AIDS 1. Materials: Textbooks, plan, song: Transportation song 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: Talk about the traffic problem in your country.

2. New lesson:

Teacher’s and students’ activities.

Contents

1. Warm up Aim: To warm up the class and lead in the lesson Content: do the following tasks and practise skills Organization

T lets Ss review means of transport by

Expected outcome

*Song: Transportation song

singing a song Ss sing a song about means of transport.

28

T introduces the lesson

2. Vocabulary Aim: Help students review some vocabularies about traffic signs and means of transport.

Content: do the following tasks and practise skills Organization

Expected outcome

-T gives some signs and asks students to

I- Vocabulary

write the meaning of each sign.

1. What do these signs mean?

T corrects their mistakes and lets them read

1. Traffic lights

the words correctly.

2. School ahead 3. Hospital ahead 4. Cycle lane 5. Parking 6. No parking

Then let Ss work in groups and put the signs

7. left turn only

into the correct boxes.

8. No cycling Prohibition signs: 6,8 Warning signs: 1,2, 7

- Call two students go to the board to write

Information signs: 3,4,5

the names of means of the transport.The winner is a person who have more correct

2. Write the names of means of transport in

words.

the word web below. - Suggestion: bicycle, motorbike, car, bus, taxi, train, plane, boat, ship…

3. Grammar Aim:Help students review the structure “used to ”and distances.

Content: do the following tasks and practise skills Organization

- Have Ss work in pairs or in groups and

Expected outcome

II- Grammar

29

write their answers in their notebooks.

3. Change the sentences according to the

T checks their answers.

prompts in brackets.

1. Did you use to go to school on 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.

- Ss work individually first to write the

5. They didn’t use go to on holiday together.

sentences. Then they work in pairs to swap

4. Write sentences using these cues.

their sentences.

1. It is over 100 km from my home-town to

T gives correction and calls some Ss to read HCM city. the sentences aloud.

2. It is about 25 km to my grandparents’s house.

3. I used to ride a small bike in the yard before my flat.

4. There used to be a bus station in the city centre, but it was/ has been moved to the suburbs.

5. Children must learn about road safety before they are allowed to ride a bike on the road.

4. Communication

Aim: Help students review the way to ask and answer about signs and distances.

Content: do the following tasks and practise skills - Organization

Expected outcome

Ss read the questions and answers once or

III- Communication

twice ( they can read alound), then match

Ex 5. Match the questions 1-6 with the

them.

answers a-f

Ss work in pairs and role- play the questions

1. b

and answers, then write all sentences in their

2. a

30

notebooks.

3. e 4. d 5. f 6. c

Finally ask Ss to complete the selfassessment. Identify any difficulties and weak areas and provide further practice if need be.

PROJECT (At home) 3. Guides for homework - Retell the signs and means of transport.

- Make some traffic signs of your own out of paper, cardboard or other materials.

- Prepare: Unit 8- Getting started

31

Period 62 UNIT 8: FILMS Lesson 1: Getting started

I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Listen and read about topic: “What film shall we see?”.

- Use the lexical items related to the topic “ Films” 1. Knowledge: a. Vocabulary: related to the topic “ Films” b. Grammar: Present simple tense 2. Competences:

Groupwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of spending time watching films and choosing the favorite films for themselfes.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: During the lesson 2. New lesson:

Teacher’s and students’ activities.

Contents

1. Warm up Aim: To warm up the class and introduce the lesson Content: do the following tasks and practise skills Organization

Expected outcome

- Write the title on the board “Films”.

Elicit any information Ss know about

*Questions

films by asking about types of film they

What do you do in your freetime?

know, the latest films they have seen,

Do you like watching film?

their favourite films and film stars.

What film do you like best?

32

What the picture might show or what the

What kind of film is it?

conversation might be about.

What is it about?

- Introduce the lesson.

…

2. Presentation

Aim: Help students listen and read about topic “What film shall we see ?”and answer the questions.

Content: do the following tasks and practise skills Organization

Expected outcome

- T asks Ss questions about the picture: + Where are Phong and his sister Mai?

1. Listen and read

+What might be happening to them? +What are they doing? + What are they talking about?

- Can you guess what kind of films Phong and Mai would like to see.

Have you ever gone to see a film with your brothers/ sisters? When and where?

What film did you see then? How did you feel then?

-T plays the recording.

a. Read the conversation again and and

Ss listen and repeat.

answer the questions.

a. First , have Ss work independently.

1. b

2. a

3.a

4. c

5. b

Then allow them to share answers before discussing as a class.

b. Find the questions in the conversation that ask about Coconut Crazy. Then listen, check and repeat the question.

b. First, Ask Ss not to look at the book

a. What kind of film is it?

and try to remember what questions Mai

b. Who does it star?

asks Dương about the film they are going c. What is it about? to see.Then let Ss open their books and

d. What do critics say about it?

check their answers.

33

3. Practice Aim: Help students know some items related to the topic “Films” Content: do the following tasks and practise skills Organization

Expected outcome

-T asks Ss quickly match the types of

2. Match the types of films with their

film with their definitions. Then plays the definitions. Then listen, check and repeat. recording for Ss to check their answers.

1. d

2. f

3. a

4. c

+ Do you often see a horror film…?

5. b

6. e

7. h

8.g

3. Think of a film. Fill in the blank below.

3. Have Ss work independently, filling in the table with the information of the film

Type of film……………….

they have seen recently. Remind them to

Actors/ stars……………….

use the words and phrases they have

The plot……………………

learnt in 2 and from the conversation in

Reviews……………………

1.

4. Further practice Aim: Ss can interview each other and try to guess the film Content: do the following tasks and practise skills Organization

Expected outcome

First, model this activity with a more

* Interview each other and try to guess

able Ss. Then asks Ss to work in pairs.

the film.

T may go around to help poor Ss.

Example:

T calls some pairs to practise in front of

A: What kind of film is it?

the class.

B: It’s an action film A: Who does it satr?

34

B: It stars Daniel Craig.

A: What is it about?

B: It’s about a spy called 007.

A: Is it Skyfall?

3. Guides for homework - Read the getting started again - Talk about a famous film - Prepare: Unit 8- A closer look 1

35

36

Period 63 UNIT 8: FILMS Lesson 2: A closer look 1

I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic “Films”.

- Know the meaning and how to use –ed and –ing adjectives.

- Pronounce correctly the –ed ending in verbs.

1. Knowledge: a. Vocabulary: hilarious, moving, boring, gripping, shocking, scary, violent, entertaining. b. Grammar: how to use –ed and –ing adjectives c. Pronunciation: Pronounce correctly the –ed ending in verbs 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of spending time watching films and choosing the favorite films for themselfes.

II. TEACHING AIDS 1. Materials Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: During the lesson 2. New lesson:

Teacher’s and students’ activities.

Contents

1. Warm up Aim: To warm up the class and lead in the lesson Content: do the following tasks and practise skills Organization

T asks some questions.

Expected outcome

*Questions

37

Ss answer the questions

+ What kind of film is it ? +Who does it star ? + What is it about ? …

2. Presentation

Aim: Help students know the adjectives which are often used to describe films and how to use –ed and –ing adjectives Content: do the following tasks and practise skills Organization

Expected outcome

- Explain the words

1. Vocabulary

- Read the words

Ex1. The following are adjectives

- Ask them to complete the sentences

which are often used to describe films.

using the adjectives.

Can you add some more?

1. hilarious: vui nhộn, hài ước 2. moving:cảm động 3. boring 4. gripping: hấp dẫn, thú vị 5. shocking 6. scary: làm sợ hãi, rùng rợn

-Explain the form adjectives by adding-

7. violent

ed and –ing adjectives.

8. entertaining 2. Structure: - ed and –ing adjectives + We use –ed adjectives to describe someone’s feeling.

Eg:The film was long ,and I was bored + We use – ing adjectives to describe things or people ( that cause the feelings) Eg:The film was long and boring.

3. Practice

Aim: Ss can do more exercises about –ed and –ing adjectives and Help students pronounce correctly the –ed ending in verbs.

38

Content: do the following tasks and practise skills Organization

Expected outcome

- Have Ss compare the table

Ex2. Complete the table with the –ed

individually. Then has some Ss write

and –ing forms of the adjectives.

their answers on the board before

1. interested

checking with the whole class.

2. embarrassing 3. exciting 4. disappointed 5. exhausted 6. surprising 7. confused 8. frightening Ex3. Choose the correct adjectives.

- Ask Ss to do the exercise individually

1. moving

and then check with the whole class.

2. frightened

When checking, ask Ss to refer to the

3. disappointed

Remember Box to make the meanings

4. amazed

of the adjectives clearer to them.

5. terrified

T models the sounds /t/ /d/, and /id/ in

3. Pronunciation

different words with the ending –ed.

Ex5. Listen and repeat the verbs. Pay

-Plays the recording and asks Ss to

attention to the sounds /t/, /d/, and /id/

listen and repeat the words, paying

at the end of each verb.

attention to the sounds /t/, /d/, and /id/ at

/t/

/d/

/id/

the end of each word.

watched

waited

played

-T may play the recording as many

danced

needed

bored

times as necessary. Then, ask Ss to put

walked

hated

closed

the words in the correct columns while they listen. Ss compare their answers in pairs. T checks.

- Remember: Ask Ss to look at the rules

39

in the remember Box. Tell them the rules of pronunciation.

Ex6. Ask and answer questions about

-First, model this activity with a more

the pictures. Then listen to the

Ss. Then asks Ss to work in pairs.

recording.

T may go around to help

Example: cry a lot/ laugh a lot

-T calls some pairs to practice in front

A: He cried a lot, didn’t he?

of the class.

B: No, he didn’t. He laughed a lot.

-T checks pronunciation.

4. Further practice Aim: Ss can interact each other using –ed adjectives and –ing adjectives to describe these things and experiences in your life.

Content: do the following tasks and practise skills Organization - First , model this activity with some

Expected outcome * Tell your partner how you felt, using

more Ss. Then, asks Ss to work in pairs. –ed adjectives.

T may go around to help weaker Ss.

Example: I felt terrified before my last

Calls some pairs to practise in front of

Maths test.

the class. * Now use –ing adjectives to describe these things and experiences in your life.

Example: The last film I saw was called Norwegian Wood. It was really moving.

3. Guides for homework - Pronounce correctly the –ed ending in verbs.

- Do exercise A in workbook - Prepare: Unit 8- A closer look 2.

40

41

Period 64 UNIT 8: FILMS Lesson 3: A closer look 2

I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Use although, despite, and in spite of to express contrast between two prices of information in the same sentence.

- Use however and nevertheless to express contrast between two sentences.

1. Knowledge: a. Vocabulary: related to the topic: films. b. Grammar: how to use however and nevertheless, although, despite, and in spite of.

2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of spending time watching films and choosing the favorite films for themselfes.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector III. PROCEDURE 1. Checking: T calls some Ss write the new words on the board.

2. New lesson:

Teacher’s and students’ activities.

Contents

1. Warm up Aim: To warm up the class.

Content: do the following tasks and practise skills Organization

Expected outcome Presentation and discuss

Sing a song in English.

2. Presentation

42

Aim:Help students use although, despite , and in spite of to express contrast between two piece of information in the same sentences.

Content: do the following tasks and practise skills Organization

Expected outcome

-T asks Ss to study the Grammar Box.

1. Although, despite/ and in spite of

Draws Ss’ attention to the meaning and use of although, despite, and in spite of by

Eg:

analysing the examples in the grammar

Although he is so young, he performs

Box.

excellently.

-T asks some more able Ss to give some more examples.

2. However and nevertheless -T asks Ss to study the Grammar Box. T: Draws Ss’ attention to the meaning and use

Eg:

of however and nevertheless by analysing

He is so young, however he performs

the instruction and examples in the

excellently

Grammar Box. Then ask some more able Ss to give some more examples.

3. Practice Aim: Ss can use although, despite , and in spite of, however and nevertheless to do exercises Content: do the following tasks and practise skills Organization

Expected outcome

- For 1,2and 3, tell Ss what they should do.

Ex1. Complete the sentences. Use

T asks Ss to do the grammar exercises

although

individually. Remind them to look back to

+ a clause from the box.

the Grammar Box and use a dictionary if

1…..although few people came to see it

necessary. Then have Ss compare answers

2. Although they spent a lot of money on

in pairs before checking with the whole

the film

class.

3. Although the acting is exellent.

43

4. ….although it was a comedy 5. …although it is set in modern times.

Ex2. Complete the sentences, using although, despite/ in spite of.

Sometimes, two answers are possible.

1. Although 2. despite/ in spite of 3. although 4. Despite/ In spite of 5. Although Ex3. Rewrite these sentences using the words in the brackets. Change other words in the sentence if necessary.

1. I don’t think…..although he is…

2. Although many…, …

3. Despite having to work…,…..

4. Although he has….,…..

5. In spite of (having) a happy ending,…

Ex4. Complete the sentences…

1. However/ Nevertheless 2. Despite/ In spite of -T tells Ss what they should do. Ask Ss to

3. However/ Nevertheless

do the grammar exercise individually.

4. Although

Remind them to look back to the Grammar

5. Although

Box and use a dictionary if necessary. Then Ss compare answers in pairs before checking with the whole class.

4. Further practice Aim: Ss can make sentences using however and nevertheless, although, despite , and in spite of Content: do the following tasks and practise skills

44

Organization

Expected outcome

T asks Ss to do the exercise individually,

* Write sentences to use however and

using their own ideas to write sentences.

nevertheless, although, despite , and in

Then have them work in team, comparing

spite of,

their sentences.

Teamwork + Divide the class into two teams + Each member in each team go to the board and write a sentence use however and nevertheless, although, despite , and in spite of + Time: 3 minutes + The team which has more right sentences will win

3. Guides for homework - Do exercise B in workbook - Prepare: Unit 8- Communication

45

Period 65 UNIT 8: FILMS Lesson 4: Communication

I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Do a survey on favourite actors/ films…then report their results to those group members 1. Knowledge: a. Vocabulary: survey, go ahead, violence b. Grammar: review 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of spending time watching films and choosing the favorite films for themselfes.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: T calls some Ss write the form of Although, despite and in spite of , however and nevertheless and give examples.

2. New lesson:

Teacher’s and students’ activities.

Contents 1. Warm up

Aim: To warm up the class Content: do the following tasks and practise skills Organization

Expected outcome

T asks Ss to answer some questions

*Questions

Ss answer the question in speaking.

- What kind of films you like to see? Who are your favourite actors/ actresses?

46

- Today, we are going to do an

…

interview with your classmate about films. Please think of the questions you may ask your friends in your interview with them.

2. Presentation Aim: Help students know some newwords.

Content: do the following tasks and practise skills Organization

Expected outcome

- Translate the meanings of the words in extra vocabulary.

* Vocabulary survey: cuộc khảo sát go ahead: cứ làm đi, cứ tự nhiên violence: có nhiều cảnh bạo lực * 3. Practice

Aim: Help students liten and complete and then practice in groups to have a survey.

Content: do the following tasks and practise skills - Organization

Expected outcome

T asks Ss to look at the picture and read 1. Listen to the conversation and fill the conversation and guess what the

in the blanks with the words you

missing words from the blanks may be.

hear.

-T plays the recording and lets Ss check their guesses.

-T plays the recording again for Ss to

1. survey

check the answers.

2. actor 3. Tom Cruise 4. actrwess 5. Angelina Jolie

-T asks Ss to work in group of six or eight, asking their group members one

2. Work in groups of six or eight.

47

set of questions.

Each of student chooses one of the

-T reminds them to write the names of

following sets of survey questions.

names of the people they interview and

- Survey on favourite actors

note the answers in the table.

- Survey on the best films.

- Survey on action films - Survey on cartoons

-T has Ss make notes of their survey result, using the suggestions in

3. Make notes of your results.

Student’s book. T may have them

- Most people I have surveyed….

practice reporting the results of their

- About half of the people I have

surveys in pairs or in groups.

surveyed - Almost no one I have surveyed….

T asks Ss to join another group, reporting the results of their survey to

4. Join another group. Report your

the new members.

results to those group members.

T chooses some Ss to report the results of their interviews before the whole class. After each S has finished his/her report, T invites some comment from other Ss. Then T makes comments and corrects Ss’ mistakes.

4. Further practice Aim: Ss can talk about the film which they like Content: do the following tasks and practise skills Organization

Expected outcome

T asks Ss to talk about the film which they like

Eg:

Ss talk about the film which they like

Hello everybody. Today, I am going to

T observes and remarks

tell you about the film which I like. It is ……

3. Guides for home work

48

- Do exercise part C in workbook - Prepare: Unit 8- Skills 1

Period 66 UNIT 8: FILMS Lesson 5: Skills 1

I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Read for specific information about someone’s review of his/her favourite film.

- Talk about a film (its plot, main characters, cast, etc.)

1. Knowledge: a. Vocabulary: sinking , must –see, special effects, visuals, fall in love, social classes b. Grammar: review 2. Competences:

independent working, pair work,

linguistic competence,

cooperative learning and communicative competence 3. Qualities: Ss will be more aware of spending time watching films and choosing the favorite films for themselfes.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: During the lesson 2. New lesson:

Teacher’s and students’ activities.

Contents

1. Warm up Aim:To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills Organization

Expected outcome

49

T asks Ss to look at the picture of the

*Questions

film Titanic and asks some questions:

+ Have you ever seen this film ? + Do you know who actor and actress in the picture are ?

Ss answer the questions

+ Do you like him/her?

Why / Why not ?

T introduces the lesson

2. Presentation Aim: Help students read about Nick’s review of the film Titanic on his blog and answer the questions.

Content: do the following tasks and practise skills Organization

Expected outcome

T asks Ss to scan the passage to find where the words sinking, must-see,

I. Reading

special effects, and visuals are in the

1. New words.

passage. T may help Ss work out the

- sinking : Sự chìm, sự đánh chìm

meanings of these words out of the

- must –see: bộ phim hấp dẫn cần xem

context.

- special effects: kỹ xảo đặc biệt - visuals: thị giác, nhìn

- T may set a longer time limit for Ss to

- fall in love:

read the text again and answer the

- social classes:

questions. Ask Ss to note where they found the information that helped them to answer the questions.

Ss can compare answers before discussing them as a class.

2. Answer the questions.

1. It is a romantic film.

2. It stars Leonardo DiCaprio and Kate Winslet.

50

3. It is about the sinking of the ship Titanic on its first voyage.

4. The main characters are Jack Dawson and Rose Dewitt Buckater. Jack saves Rose from killing herself by jumping from the ship. Although they are from different social class and Rose is already engaged, the two fall in love.

5. The ending of Titanic is very sad.

6. They say it is a must-see in the 20th century.

3. Practice Aim: Help students talk about film (its plot, main characters, cast) Content: do the following tasks and practise skills Organization

Expected outcome

- First, ask Ss to read every film poster.

- T may help them with the new

II. Speaking

vocabulary. Then ask Ss to work in pairs, talking about the films they would/ wouldn’t like to see.

- T may go round to help.

- Calls some pairs to practise in front of the class.

- First, ask Ss to work in pairs, asking

* Ask and answer questions about the

and answering about the films from the

films you would like to see

posters.

Example:

-T may go round to help.

A: What is your favorite film?

- Calls some pairs to practise in front of

B: I want to see War of the Worlds.

the class.

A: What kind of film is it?

B: It’s a science fiction

51

A: What is it about?

A: It’s about….

4. Further practice Aim: Ss can interview other student about films Content: do the following tasks and practise skills Organization - First, remind Ss of the words phrases

Expected outcome Example questions:

about films. Ss may refer to the words

-

and phrases they can use to talk about

Can you describe your new film in three words?

films.

-

Did you enjoy making the film?

Ss work in groups;

-

Why should we watch this

T goes around to provide support if

film?

necessary.

3. Guides for homework - Do exercise part D in workbook - Prepare: Unit 8: Skills 2

52

Period 67 UNIT 8: FILMS Lesson 6: Skills 2

I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Listen for special information about someone’s favourite film star.

- Write a review of a film.

1. Knowledge: a. Vocabulary: Related to the topic: Films b. Grammar: review 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of spending time watching films and choosing the favorite films for themselfes.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: During the lesson 2. New lesson:

Teacher’s and students’ activities.

Contents 1. Warm up

Aim: To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills Organization

Expected outcome * Questions

- Ask Ss to tell about their favourite actors/ actresses.

+Who is your favourite actor/actress?

- Ask them:

+What does he/she look like?

53

+What are his/her sucessful films? +What awards/ prises has he/she won? + What do critics say about him/her?

2. Presentation Aim: Help students listen about Nick’s father’s favourite film star and correct the following statement and answer the questions.

Content: do the following tasks and practise skills Organization

Expected outcome

- Ask Ss to read the instruction carefully

I. Listening

and remind them to remember key words

1. Listen and correct.

in the statements.

1. Tom Hanks is Nick’s father’s favourite

-Play the recording and ask Ss to correct

film star.

the statements. Then asks two or three Ss

2. Tom Hanks isn’t a handsome actor.

to write their answers on the board.

3. Tom Hanks has won two Oscars.

- Play the recording again for Ss to check the answers.

2. Listen again. Answer the questions T asks Ss to read the rubric and study the

below.

questions carefully.

1. He has won the Oscar for Best Actor

Ss may work in pairs to discuss the

twice.

answers from the information they have

2. They say he is one of the best actors in

heard in 1.

Hollywood.

T plays the recording again and have Ss

3. He plays the role of a soldier in Saving

answer the questions as they listen. Ss can Private Ryan. share their answers with their partners.

4. Because it is one of the best comedies

T calls some Ss to write their answers on

in the 1990s.

the board.

3. Practice Aim: Help students write a review of a film.

54

Content: do the following tasks and practise skills Organization

Expected outcome

- Ask Ss to make notes about one of their

III.Writing

favourite films. Remind them that they do

3. Make notes about one of your

not have to write full sentences and they

favourite films.

can use abbreviations. Then, ask Ss to

- Name of the film, type of film, and

share their notes with their partners.

actors or director.

T asks some Ss to read aloud.

- The plot: What happens in the film?

How is the film? ( gripping/ moving/ hilarious) What about the ending?

- Other aspects of the film, the acting, the music, the special effects, the visuals, etc…

- Critics’ reviews, your onerall opinion.

Set up the writing activity.

4. Write a review of your favourite

T reminds Ss that the first and important

film…

thing is always to think about what they

Introduction ( paragraph 1)

are going to write. In this case, Ss do not

Body

have to find out so many ideas of what

Paragraph 2

they have to write because they may have

The plot: What happens in the film? How

made in 3. So T only has to brainstorm Ss

is the film?( gripping/ moving/ hilarious)

for the language necessary for writing.

what about the ending?

- Ask Ss to write the draft first. Then have Paragraph 3: them write their final version in class or at Other aspects of the film: the acting, the home.

music, the special effects, the visuals, etc..

Conclusion ( Paragraph 4) Critics’ reviews, your overall opinion ( Why you recommend the film to everyone)

4. Further practice Aim: Ss can talk about the film which they like

55

Content: do the following tasks and practise skills Organization

Expected outcome

T asks Ss to talk about the film which they Eg: like

Hello everybody. Today, I am going to

Ss talk about the film which they like

tell you about the film which I like. It is

T observes and remarks

……

3. Guides for homework - Write a review of a film again.

- Prepare: Unit 8- Looking back & Project

56

Period 68 UNIT 8: FILMS Lesson 7: Looking back and project

I. OBJECTIVES: By the end of the lesson, Ss will be able to revise the knowledge they have learnt about the topic “films”.

1. Knowledge: a. Vocabulary: Related to the topic: Films b. Grammar: review: however and nevertheless; although, despite, and in spite of.

2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of spending time watching films and choosing the favorite films for themselfes.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector III. PROCEDURE 1. Checking: During the lesson 2. New lesson:

Teacher’s and students’ activities.

Contents 1. Warm up

Aim: To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills Expected outcome

Organization

* Questions - Ask Ss to tell about their favourite actors/ actresses.

+Who is your favourite actor/actress?

- Ask them:

+What does he/she look like? +What are his/her sucessful films?

57

+What awards/ prises has he/she won? + What do critics say about him/her?

2. Vocabulary Aim:Help students review some adjectives about describing films and –ed and –ing adjectives.

Content: do the following tasks and practise skills Organization

Expected outcome

- Ask Ss to think of as many examples of

1. Think of an example of every type of

different types of films as possible. Then

films in the box.

ask some Ss to say out their examples in

Example: Mr. Bean is a comedy.

“Big Ben Down” is an action film

front of the class.

- Ask Ss to read the sentences carefully

2. Read the sentences. What types of

and decide which types of films the

films are people talking about?

people are talking about. Remind that the

Key:

adjectives in the sentences will provide

1. It’s a comedy.

the context for them to choose the correct

2. It’s a horror film

types of films.

1. It’s a documentary.

2. It’s a romantic comedy.

3. It’s a Sci-fi film.

- Ask Ss to do individually. Check the

3. Fill in the blanks with -ed or –ing

results with a partner. T gives feed back

adjectives that are formed from the verbs in brackets.

1. terrified 2. disappointing 3. annoying 4. satisfied 5. shocking 4. Complete the second sentences…

1. They were excited about the film.

2. The film was boring so they left

58

halfway through it.

3. We were moved at the ending of the film.

4. You’ll be surprised at his new film.

5. Lots of people find the way he behaves/ his behaviour confusing.

3. Grammar Aim: Help students do exxerise to review although, inspite of and despite.

Content: do the following tasks and practise skills Organization

Expected outcome

-First, ask Ss to do individually.Then ask

5. Match the first half in A with the

them to check their answers with a partner suitable half in B. before discussing the answers as a class .Remind Ss to keep a record of their original answers so that they can use that

1. d

2. e 3. a

4. b

5. c

information in their Now I can…statement.

4. Communication Aim: Help students complete the dialogue in the correct order and practice saying.

Content: do the following tasks and practise skills Organization

Expected outcome

-First, ask Ss to do the task individually

6. Number the lines of the dialogue in

to number the lines of the dialogue. Then

the correct order.

asks them to check their answers with the whole class. After finishing, ask Ss to practise saying the dialogue with their partners.

1. E

2. I 3. A

6. B 7. G 8. C

5. Project

59

4. D 5. F 9. H

Aim: Help students know how to complete the project at home.

Content: do the following tasks and practise skills Organization

Expected outcome

- Ask Ss to read the film posters and point

1. Look at the film below. Think about

out what information should be included

the following questions

in a film poster. Then ask Ss to work in pairs/ groups to discuss the question in 1.

- What is the purpose of a film poster?

Each Ss may make notes about the ideas

E.g: To give information of a film.

from his/her partner or other group member.

- Ask each s to choose one of their favourite films, and design a poster for it.

2.Choose one of your favourite films and

They may use the ideas from the notes for

design a poster for it.

their task.

- Display Ss’ leaflets on the wall. T choose some of the posters of the film

3. Then organise an exhibition of film

posters and ask Ss to give comments.

posters in your class.

3. Guides for homework - Do exercise in work book ( The rest ones) - Prepare: Unit 9- Festival around the World.

60

61

Period 69 UNIT 9: FESTIVALS AROUND THE WORLD Lesson 1: Getting started

I. OBJECTIVES: By the end of the lesson, Ss can: - Use the lexical items related to the topic “Festivals around the world”.

- Read for specific information about an unusual festival.

1. Knowledge: a. Vocabulary: fascinating, amazing, religious, firework , make a camp b. Grammar: review 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: During the lesson 2. New lesson:

Teacher’s and students’

Contents

activities.

1. Warm up Aim: To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills

62

Organization

Expected outcome 1 F

- Play games: Solve the 2 C O

crossword.

3 S 4 A

2.Mr.Bean’s holiday is the ……..I

C

5 H 6 M O

like best.

T H R

M

C A R

T R E I

I

Y

S

S

E

L A R

I

O U S

V I

N G

7 A C T

3.That film was so…..that I couldn’t sleep after watching it.

L

M E D Y

1.TomHanks is a famous…….star.

I

L L E

I

N G

R

4.Tra Giang is one of the most well – known………in Viet Nam. 5. I couldn’t help laughing when watching that film.It’s…………

6. My brother cried a lot because the film was very……………

7……….films usually have lots of chase and fighting.

8. If a film tells an exciting story about murder or crime,it’s a……

2. Presentation Aim: Help students understand the dialogue and answer the questions.

Content: do the following tasks and practise skills Expected outcome

Expected outcome

- T uses some techniques to

1. 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

63

S

a. Answer the following questions.

- T asks Ss work independently.

1. No, she didn’t because she said “ Oh really?”

Allow them to share answers

to show her surprise.

before discussing as a class.

2. People light candles and display/ let off

T then checks their answers, and

fireworks.

gives explanation if necessary.

3. It’s La Tomatina 4. Because to celebrate the festival people go to the desert, make a camp, and have a party.

5. They should write up reports and hand them in to the teacher.

- T asks Ss read the conversation again to do this exercise. Ask for Ss’ answers as well as the

b. Tick (v) T (true) or F (false).

explanation for their choices.

1. T

2. T

3. F

4. T

3. Practice Aim: Help students know and pronounce correctly the name of festivals and know some festivals with the reasons they are held.

Content: do the following tasks and practise skills Organization

Expected outcome

2. Write the festivals in the box under the -T tells Ss that in the box are some pictures. Then listen and repeat. festivals. Ss do this activity in

1. Water festival

pairs.

2. Cannes Film Festival

T plays the recording for Ss to

3. Ghost Day

listen, check and repeat their

4. Tet

answers. Make sure that Ss

5. Rock in Rio

pronounce correctly the name of

6. Christmas

the festivals.

7. Halloween 8. Easter

64

- T explains to Ss that festivals are 3. Match the festivals below with the reasons held for different reasons.

they are held.

- T asks Ss if they know the

Key:

meaning of these words.

Religious: Halloween, Ghost Day

Seasonal (adj) relate to or

Music /Arts: Rock in Rio, Cannes Film Festival

happening a during a period in the

Seasonal: Tet, Water Festival

year.

Religious: Christmas, Easter

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.

4. Further practice Aim: Help students give their opinion about some festival.

Content: do the following tasks and practise skills Organization

Expected outcome

- T asks Ss to work with

4. Give opinion.

classmate and comparetheir

Example:

answers.

A: I think Rock in Rio and the Cannes Film

T reminds them to follow the

Festival are music or arts festivals.

model conversation in the box.

B: I agree.

A: Which do you think are seasonal festival?

B: I think Christmas and Easter. How about you?

A: I think Halloween and Ghost day.

3. Guides for homework - Learn new words and phrases - Prepare: Unit 9: A closer look 1.

65

66

Period 70 UNIT 9: FESTIVALS AROUND THE WORLD Lesson 2: A closer look 1

I. OBJECTIVES: By the end of the lesson, Ss can: - Use adverbial phrases correctly and appropriately.

- Use the lexical items related to the topic “Festivals around the world”.

- Pronounce two-syllable words with correct stress in isolation and in context.

1. Knowledge: a. Vocabulary: celebratory, parade , carnival, joyful , adopt , pumpkin b. Grammar: adverbial phrases c. Pronunciation: Pronounce two-syllable words 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector III. PROCEDURE 1. Checking: During the lesson 2. New lesson:

Teacher’s and students’ activities.

Contents

1. Warm up Aim: To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills Organization

Expected outcome

- T introduces the lesson by asking students

Eg:

to tell some traditional festivals in Viet nam

Halloween, Ghost Day, Cannes Film

or in the world.

Festival, Tet, Water Festival, Christmas,

67

- Ss tell some traditional festivals.

Easter …

- T asks students about their preparations for Tet. - Ss tell about their preparations for Tet. 2. Presentation Aim: Help students know some new words.

Content: do the following tasks and practise skills Organization

Expected outcome

-T uses some techniques to present some new words.

I- Vocabulary

- Checking the understanding by making

celebratory (aj) mang tính kỷ niệm

sentences with the new words.

parade (n) cuộc diễu hành carnival (n) ngày hội joyful (aj) vui mừng adopt (v) kế tục pumpkin (n) quả bí 3. Practice

Aim: Ss can do 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 Content: do the following tasks and practise skills Organization

Expected outcome

- Ss work individually to complete the table and compare their answers with a partner.T

1a. Complete the table.

plays the recording for Ss to check their

Listen and check your answers.

answers.

Key: 1. celebration 2. festive 3. parade 4. culture 5. performance

- Have Ss read all the sentences and guess

b. Now complete the following sentences

68

the part of speech of the word to be filled in

with the words from the table.

each blank.

Key:

T comments on and confirms the correct

1. festival

answers.

2. celebrate 3. celebrations 4. culture 5. parade 6. performers II. Pronunciation

- T explains the rules about stress in part.

3. Listen and complete the table.

Look out!

* Keys

- T can give some examples to illustrate.

Stress on 1st syllable: gather, picture, artist,

- T asks students to listen to the tape and

lovely, famous

repeat.Then put them on the correct column

Stress on 2nd syllable: relax, enjoy, hotel,

according to their stress pattern.

describe, rename.

- Ss listen and repeat the words.

- T asks Ss read out the words.

- Tasks students to listen and circle the word with a different stress pattern from the

4. Circle the word with a different stress

others.Tcorrects.

pattern from the others. Then listen and check.

Key: 1. balloon 2. complete 3. prepare 4. alone

- Ss do this exercise individually first then

5. tidy

compare their answers with a partner.Then

5. Read the following sentences and mark “

listen and check and repeat.

’ ” the stressed syllable in the underlined words.

69

1. ‘project 2. ‘dancers 3. a‘ttend 4. ‘answer 5. ‘music 4. Further practice Aim: Ss can interact to other student with vocabulary they have learnt.

Content: do the following tasks and practise skills Organization

Expected outcome

T lets students play games to make

2. In groups, choose a festival. Take turns

sentences using vocabulary words which

to say the festival.

they have learnt

Example:

Ss work in groups to do the activity. They

A: I am going to Rio Carnival to watch

choose one activity and take turn to lengthen performers dance. their sentences by adding the activities.

B: I am going to Rio Carnival to watch

T corrects and mistakes

performers dance, and musicians play samba music.

3. Guides for homework - Learn new words and phrases - Prepare A closer look 2.

70

Period 71 UNIT 9: FESTIVALS AROUND THE WORLD Lesson 3: A closer look 2

I. OBJECTIVES: By the end of the lesson, Ss can review H/ Wh questions and use adverbial phrases.

1. Knowledge: a. Vocabulary: related to the topic: festivals around the world b. Grammar: H/ Wh questions and use adverbial phrases c. Pronunciation: Pronounce two-syllable words 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector III. PROCEDURE 1. Checking: During the lesson 2. New lesson:

Teacher’s and students’ activities.

Contents 1. Warm up

Aim: To warm up the class and lead in the lesson Content: do the following tasks and practise skills Organization

Expected outcome

Chatting: T chats with Ss about festivals in the

Chatting:

pictures.

What is the festival?

- Ask Ss to look at the pictures and think of

When is it?

the information they want to get about the

Where is it?

71

festival.

How often does it take place?

Why do people attend?

How do people celebrate?

2. Presentation Aim: Help students know how to use adverbial phrases and Wh – questions Content: do the following tasks and practise skills Organization

Expected outcome

-T explains adverbial phrases and gives

1. Adverbial phrases

examples:

+Adverbial phrases made with nouns: Eg: every year, every day, last year…. +Adverbial phrases made with prepositions: Eg: in 2013, in a small town, with beautiful plants. +Adverbial phrases made with to- infinitive: Eg: to enjoy the party, to have more friends.

2. Type/ question: When time Where place How often frequency T asks Ss to give type of wh -question

Why reason How manner

Ss copy and give example

What thing Whose belong to a person/ thing Which whole sentences (limited options) 3. Practice

Aim: Ss review Wh – questions and do exercise Content: do the following tasks and practise skills Organization

Expected outcome

72

Ex 2. Now look at the webpage. Complete -T tells Ss that they are going to read

the table about the festival.

information about the Cannes Film Festival

Key:

and complete the table.

What?

A film festival

-T corrects.

Who?

By film star,

Where?

In a city in France

When?

May

How often?

Every year

How?

In a very serious way

Why?

To win the Palme Do’r

Ex 3: Ask and answer the question about the festival they know -T asks students to ask and answer the questions about a festival you know in Viet Nam using what,where, when, how...

Eg:

Ss do this activity in pairs. Check Ss’

What is the festival?

answers and have them role play the

Where is it held?

conversation.

When does it take place?

Who can attend the festival?

Why do people attend?

How do people celebrate?

Ex 6. Now make questions for the underlined parts.

- Ss work independently, writing down the

Key:

questions. T can call on some Ss to write

1.Where did you buy this T- shirt?

their answers on the boards.

2. How often do you go to the music

Other Ss give comments and T give

festival?

corrections

3. Why did your friends save money?

4. When did you go to the Flower Festival in Da Lat?

73

4. Further practice Aim: Ss can interact to other students about festival using H/Wh-questions and adverbial phrases Content: do the following tasks and practise skills Organization

Expected outcome

- Ss work in groups.

* Games.

One student thinks of any festival he/she

Example:

likes.

A: Where is the festival held?

Other Ss ask questions about the festival to

B: In the USA and some other countries in

find out what festival it is. Remember to use

the world.

H/Wh-questions and adverbial phrases.

C: When do people celebrate it? …………

3. Guides for homework - Practice asking and answering about the festival.

- Do exercise part A, B workbook - Prepare: Communication.

74

75

Period 72 UNIT 9: FESTIVALS AROUND THE WORLD Lesson 4: Communication

I. OBJECTIVES: By the end of the lesson, Ss will be able to ask and answer questions about festivals.

1. Knowledge: a. Vocabulary: related to the topic: festivals around the world b. Grammar: H/ Wh questions and use adverbial phrases 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: Ask to write the Wh-questions and give example.

2. New lesson: Teacher’s and students’ activities.

Contents

1. Warm up Aim: To warm up the class and lead in the class Content: do the following tasks and practise skills - Organization

Expected outcome

Sing a song.

Presentation and discuss

-T asks Ss to tell some festivals in their home village.

- Make some questions about festival.

2. Presentation.

Aim: Help students answer some questions about thanksgiving.

76

Content: do the following tasks and practise skills Organization

Expected outcome

- First, teacher uses some techniques to present new words. Then have Ss read the

I- Extra vocabulary.

new vocabulary after the teacher.

thanksgiving:

Check the understanding: Make sentences

stuffing:

with the new words.

feast: (n)

bữa tiệc

gravy: (n)

nước sốt thịt

-T asks Ss look at the picture about

(n) lễ tạ ơn chúa

(n) lông vũ, gối ôm

cranberry: (n) quả nham việt quất

animal and answer the questions.

-Ss discuss.

3. Practice Aim: Help students listen and check their answers and write (T) or (F) for the following sentence.

Content: do the following tasks and practise skills Organization

Expected outcome

- Play the recording. Ss listen carefully

1. Look at the animal below. Discuss

and check their answer to 1. Then T gives

the following questions with a partner.

the correct answers.

Key: a. A turkey b. It’s one of the traditional foods of important festival. c. Thanksgiving.

3. In pairs, write true (T) or false (F)

-T asks students to work in pairs to decide for the following sentence. if the statements are true or false .

Key:

- Ss work in pairs.

1. F ( It’s also held in Canada)

- T gives keys.

2. F ( It’s celebrated on the fourth Thursday of November and in Canada it’s celebrated on the second Monday of October.

77

3. T 4. F ( Children also take part in food preparation.)

5. T 6. F ( Some people like to go for a walk or takes naps) 7. F 4. Further practice Aim: Help students ask and answer about some festival such as: thanksgiving and Hoi Mua , a harvest festival in Phu Yen. Content: do the following tasks and practise skills Organization

Expected outcome

-Explain the requires of the exercise.

-Give the example.

Eg:

-Ss work in pairs. And make up their

A: Do you know about a harvest in

own.After some time, call some pairs to

festival in Phu Yen?

act out the conversation in front of the

B: Yes , I do.

class.

A: When is it celebrated ?

-Other Ss give comments.

B: In March.

- Give feedback on Ss’ conversation 3. Guides for homework - Do exercise part C workbook - Prepare: Skills 1

Period 73 UNIT 9: FESTIVALS AROUND THE WORLD

78

Lesson 5: Skills 1

I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Read for specific information about an unusual festival.

- Talk about two festivals: Cheese –rolling and monkey buffet.

1. Knowledge: a. Vocabulary: related to the topic: festivals around the world b. Grammar: H/ Wh questions and use adverbial phrases 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: Ask to write the Wh-questions and give example.

2. New lesson: Teacher’s and students’ activities.

Contents

1. Warm up Aim: To warm up the class and lead in the lesson Content: do the following tasks and practise skills Organization

Expected outcome

T asks some questions about the festival: La

* Questions

Tomatina.

+ What can you see in the picture?

Ss answer the questions

+ What are they doing ?

- T asks them to put them in the order you

+ What is the festival?

think they happen at the festival.

+ Where is it?

- Ss answer.

+ When does it take place? + What do people do during the festival? +…

79

2. Presentation Aim: Help students know the La Tomatina festival in Spain and answer the questions about the text.

Content: do the following tasks and practise skills Organization

Expected outcome

T presents some new words.

I. Reading

Ss read and copy

1. Vocabulary greasy (aj) vấy mỡ, dính mỡ pole (n) cái cột cannon (n) súng jet (n) vòi phun nước chaos (n) sự lôn xộn goggle (v) gương mắt, trợn tròn mắt

Key: C – D – A – B -T asks Ss to read the text again and answer the questions

2. Answer the following questions.

Ss answer the questions

1. It is celebrated on the last Wednesday

T corrects

every August.

2. He stayed up late 3. They placed a ham on top of greasy pole.

4. They had to wear goggles to protect their eyes.

5. It was a jet from water cannon.

6. It was red with rivers of tomato juice.

3. Practice

Aim: Help students know about two festival: Cheese –rolling and monkey buffet.

Content: do the following tasks and practise skills Organization

Expected outcome

-Ss work in groups and read the newspaper

II. Speaking

headlines.And they discuss what is unusual

4. Work in groups and read the

80

about the festivals.

newspaper headlines.

Have some Ss present their group’s ideas.

-T gives some suggestion questions and tell Ss that the table is includes information

5. Choose one festival to teach your group

About the two festivals in 4.

about. .

Ask them to practice in pairs to ask and

Suggestion questions:

answer about the festival.

1. What do they often do at Season festival?

2. Where do they organize activities?

3. When does the festival take place?

4.Who takes part in this festival?

5.Why is it held ?

-T asks students to look at the table and talk

6.How is it held?

about the festival which they like.

6.Talk about the festival : cheese –rolling and mokey buffet.

Eg: Cheese – rolling is a seasonal festival; People race downhill to catch cheese.It is one of the most famous seasonal festivals in our country, which takes place in England in spring every year…

4. Further practice

Aim: Ss can talk about the festival they know Content: do the following tasks and practise skills Organization

Expected outcome

T asks students to talk about the festival

Eg:

which they know.

Hello, I am going to talk about the festival

Ss talk about the festival which they know

which I know. It is …

T observes and remarks

81

3. Guides for Home work - Do exercise part D workbook - Prepare: Skills 2

Period 74 UNIT 9: FESTIVALS AROUND THE WORLD Lesson 6: Skills 2

I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Listen to get specific information about a music festival.

- Write about a festival which they attended.

1. Knowledge: a. Vocabulary: related to the topic: festivals around the world b. Grammar: H/ Wh questions and use adverbial phrases 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: Talk about festival: cheese –rolling or monkey buffet 2. New lesson:

Teacher’s and students’ activities.

Contents 1. Warm up

Aim:To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills Organization

- Look at the picture below.

Expected outcome

Suggestions:

82

What kind of festival do you think it is?

It is a music festival.

Share your ideas with a partner.

2. Presentation Aim: Help students listen about a music festival and tick T or F and answer the questions.

Content: do the following tasks and practise skills Organization

Expected outcome

-Ss read the statements in exercise 2 and

I. Listening

guess if they are true or false. Write the

2. Listen to Nick talk about a music festival

guesses on the board.

he attended. Tick (V) T (true) or F (false).

Correct the false sentences.

-Play the recording one or two times. Ask Ss 1. F ( one of the most famous festivals) to listen carefully and check their guesses.

2. T 3. F ( They stayed in a tent)

-T plays the recording again.

4. F ( He’s Nick’s father’s favorite singer)

Ss answer the questions.

3. Now listen and answer the questions.

Have Ss compare their answers in apairs

1. It takes place every June.

before giving T the answers.

2. They are music bands.

3. He interested the audience with the hit song.

4. They also went to the Bohemian Woods.

5. They enjoyed a mixed of good music from around the world.

3. Practice

Aim:Help students write a festival which they attended.

Content: do the following tasks and practise skills Organization

Expected outcome

Think of a festival they attended and make

II.

notes about it.

4. Think about a festival you attended.

Ss answer Suggestions.

Make notes about it below.

83

Writing

Writing:

Writing:

- What was the festival?

- Who celebrated it?

- answer suggestions.

- Where was it held?

It was a cock fighting festival.

- When was it held?

It was held in the common house’s yard in

- How was it held?

my village.

- Why was it held?

It was held on January 15th ( Lunar New Year) ……..

- Ss write a paragraph individually based on

5. Write a paragraph about the festival you

the notes they have made.

attended use the notes above.

T can ask one or two Ss to write the

Ss can start like this.

paragraph on the board. Other Ss and

Last week I attended a festival. It was called

teacher comment on the paragraphs.

“ Harvest festival” It was held by farmers in my village.

4. Further practice Aim: Ss can talk about a festival which they attended Content: do the following tasks and practise skills Organization

Expected outcome Presentation and discuss

T asks Ss to talk about a festival which they attended Ss talk about a festival which they attended T corrects and remarks

3. Guides for homework - Do exercise workbook - Prepare: Looking back & Project

84

85

Period 75 UNIT 9: FESTIVALS AROUND THE WORLD Lesson 7: Looking back and project

I. OBJECTIVES: By the end of the lesson, Ss can cover the whole unit: Grammar, vocabularies and structures.

1. Knowledge: a. Vocabulary: review b. Grammar: review 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector III. PROCEDURE 1. Checking: Talk about festival which they attended 2. New lesson:

Ss’ and T’s activities

Contents 1. Warm up.

Aim: To warm up the class Content: do the following tasks and practise skills Expected outcome

Organization - Write the vocabularies about festival

Presentation and discuss

(T divides the class into two teams and calls on some representatives to go to the board to write)

86

2. Vocabulary Aim: Help students review some vocabularies by doing exercises Content: do the following tasks and practise skills Organization

Expected outcome

- Ss do this activity individually then

1. Rearrange the letters to make reasons for

compare their answer with a partner. T asks

holding festival. Then match them to the

Ss to go to the black board to write the

pictures of the festivals.

answers.

1. religious ( Christmas) 2. music ( Glastonbury) 3. superstitious ( Day of the Dead) 4. seasonal ( Thanksgiving) 2. Complete the sentences with the correct

- Ss do this activity individually then

form of the words in brackets.

compare their answer with a partner

Key: 1. cultural 2. parade 3. celebratory 4. festive 5. performance 6. celebration 3. Grammar

Aim: Help students review H/Wh- question word and adverbial phrases Content: do the following tasks and practise skills Expected outcome

Organization

- Ss do this exercise individually. Check

3. Complete each question with a suitable

their answers. Accept all the answers if they

H/Wh- question word. More than one

make sense.

question word may be accepted.

Key: 1. What 2. Where

87

3. How 4. Which 5. Where/ When / How / Why 6. When - Ss make up their own sentences with the

4. Make your own sentences with the

adverbial phrases in the box.

adverbial phrases from the box.

Have two Ss write their sentences on the

Eg: My father went to Ho Chi Minh city last

board. T goes around and observes and take

week.

notes of Ss’ mistakes.

Other Ss comment on the sentences on the board.

4. Communication Aim: Help students practice about their favorite festival Content: do the following tasks and practise skills Organization

Expected outcome

- Ss work in pairs to role-play. They ask and Presentation and discuss answer about their favorite festival. Ask some pairs to act out the role-play.

Other Ss comment and vote for the best conversation.

3. Guides for homework - Complete the project in groups - Prepare: Review 3

88

Period 76: REVIEW 3

I. OBJECTIVES: By the end of the lesson, Ss will be able to review the 4 skills related to the topics that they have learnt among unit 7, 8, 9.

1. Knowledge: a. Vocabulary: review b. Grammar: review 2. Competences:

Teamwork and independent working, pair work,

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of studing English.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector III. PROCEDURE 1. Checking: During the lesson 2. New lesson:

Students’ and Teacher’s activities

Contents

1. Warm up: Aim: Review the titles which they have learnt Content: do the following tasks and practise skills Organization

Expected outcome

Vocab

Pronunciation

Brainstorming ? What have you learnt in unit 7, 8, 9

Unit 7

in terms of language?

Grammar

Vocab 89

Pronunciation Unit 8

linguistic

…..

2. Pronunciation Aim: Help students review the Sounds: / t / and / d /, /id/; / e / and / ei /.

Content: do the following tasks and practise skills Organization

Expected outcome 1. Sounds: / t / and / d /, /id/ - Đuôi “ed” được phát âm là /t/ khi nó đứng

- T asks students to retell the Sounds: / sau một phụ âm vô thanh: /p/, k/, /f/, /s/, /ȓȓ/, t / and / d /, /id/; / e / and / ei /. /tȓȓ/.

- Ss listen and remember and then do exercises

Eg: stopped /stǢpt/ - Đuôi “ed” được phát âm là /d/ khi nó đứng sau một nguyên âm hoặc 1 phụ âm hữu thanh: /b/, /g/, /v/, /z/, /ʒ/, /dʒ/, /ð/, /m/, /n/, /ŋ/, /l/, /r/.

Eg: cried /kraǺd/ - Đuôi “ed” được phát âm là /ǺǺd/ khi nó đứng sau âm /t/ hoặc /d/.

Eg: waited /’weǺtǺd/ ) 2. Sounds: / e / and / ei /. * Diphthong /eǺǺ/ (Nguyên âm đôi /eǺǺ/) - "a" , "ea", "ei" ,"ey" được phát âm là /eǺ/ Eg; Pay / /peǺ/ - "ai" được phát âm là /eǺ/ khi đứng trước

90

một phụ âm trừ "r" Eg: rain

/reǺn/

- "ay" thường được phát âm là /eǺ/ trong những từ có tận cùng bằng "ay" Eg: clay //kleǺ/ * Short vowel /e/ (Nguyên âm ngắn /e/) - "a" được phát âm là /e/ Eg: many / /'menǺ/

Activity 1 1. B 2. C

3. C

4. A

5. B

- Ss do this exercise individually then share their answers with a partner before giving T the answers. Write the correct answers on the board. Have some Ss read out the words.

Activity 2 Suggested answers:

- Organise this as a game. Ss do this in - O’bey: receive, polite, perform pairs. Which pair adds the most words ‘Dancer: beauty, copy, teacher will go to the board and write their answers. Other pairs may want to add more words. Write other words on the board.

3. Vocabulary Aim: Help students review some vocabularies Content: do the following tasks and practise skills Organization

Expected outcome

91

-

- Ss do this individually and then

Activity 3

share their answers with a partner.

1. Ahead only

Check Ss’ answers.

2. No crossing 3. No U-turn 4. Right turn only 5. Railway crossing

- Ask Ss what kind of word can be

Activity 4

filled in each blank (i.e. noun, verb, 1. celebrations etc). Elicite answers. Ss do this 2. cultural exercise individually. Two Ss write 3. performances their anwers on the board. Confirm the 4. parades 5. festive

correct answers.

Activity 5 - This can be done as a small 1. documentary competion game. The student who 3. boring

2. hilarious

solves the crossword the fastest is the 5. moved winner

6. animation

4. thriller

4. Grammar Aim: Help students review H/Wh- question, used to and connectors Content: do the following tasks and practise skills Organization

Expected outcome

- Elicit the kinds of H/Wh question. Ss Activity 6 do this exercise individually. Chech

1. c

2. f

Ss answers and write the correct

5. d

6. e

3. a

4. b

answers on the board.

- Ss do this individually and compare Activity 7 their answers with a partner. Call 1. It’s about 1,877 kilometres from Ha Noi some Ss to go to the board to write to Can Tho. their sentences. Other Ss comment. 2. How far is it from Hue to Da Nang?

Confirm the correct sentences.

3. There didn’t use to be many traffic jams when I was young.

92

4. In spite of being tired/their tiredness, they wanted to watch the film./ They wanted to watch the film in spite of being tired/their tiredness.

5. Although the festival took place in a remote area, a lot of people attended it./ A lot of peole attended the festival although it took place in a remote area.

Ss do this in pairs. Afer checking their Activity 8 answers, ask one or two pairs to act

____6___ Yeah. ..

out the conversation.

___7___ Haha. … ___1___ Mai, let’s ….. ___4___ That’s fine. …. ___5___ It’s only two kilometres…. ___2___ Great idea, Mi. …. ___8___ OK. That’s a good idea. ... ___3___ How about the Cinemax? ….

3. Guides for homework - Retell the vocabularies and the H/Wh- question and used to and connectors.

- Prepare for Review- Skills

Period 77: REVIEW 3 (cont)

I. OBJECTIVES: By the end of the lesson, Ss will be able to review the 4 skills related to the topics that they have learnt among unit 7, 8, 9.

1. Knowledge: a. Vocabulary: review

93

b. Grammar: review 2. Competences:

Teamwork and independent working, pair work,

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of studying English.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector III. PROCEDURE 1. Checking: During the lesson 2. New lesson:

Students and Teacher’s activities

Contents

1. Warm up Aim: To warm up the class Content: do the following tasks and practise skills Organization

Expected outcome

? Let ss look at the picture and ask:

Pair/group work and discuss

What is this? (It’s a cup.)

Who can receive this cup? (People who win the Oscars.)

2. Reading Aim: Help students know how to read and answer the questions Content: do the following tasks and practise skills Organization

Expected outcome

- Give ss some tip to do this kind of reading text: Read the headings first.

Then read the paragraph quickly.

Find the main point of each paragraph by finding topic sentence.

- Ss read the text quickly and match Activity 1 the headings with the paragraphs. Ss A. 2

94

B. 3

C.1

linguistic

compare their answers with a partner before

giving

answers.

the

Confirm

teacher the

the

correct

answers.

Activity 2

- Ss do these exercises individually, 1. They were first organised in 1929. check their answers with a partner 2. They are named after the Oscar statuette. before giving the answers to T. Two 3. He is the preson who designed/ He Ss go to the board and write their designed the Oscar statuette answers if time allows.

4. Emil Jannings received the first Oscar statuette 5. It is the prize for/ given to the best film.

3. Speaking Aim: Help students know how to ask and answer about Oscar Content: do the following tasks and practise skills Organization

Expected outcome

- Ss work in groups and discussed

Pair/group work and discuss

the questions. Ss report their group’s answers to the class. Summarise Ss’ideas.

4. Listening Aim: Help students listen the conversation and do exercises Content: do the following tasks and practise skills Organization

Expected outcome

- Play the recording for the first time. Activity 4 Ss

listen

and

decide

if

the 1. F (Because Mrs Hoa said: It’s the first

statemennts are true or false. Elicit time you’ve come to my house, isn’t it?) the answers from Ss and write them 2. F (Because the photos are on the wall) on the board. Don’t confirm the 3. T

4. T

correct answers at this stage.

Activity 5

95

5. T

- Ss listen to the recording again and

Ms

answer the questions. Ss compare

Hoa

their answers before giving T their

1.tried Dutch foods and

answers. Write their answers on the

drinks

board.

2. watched traditional

Now play the recording again to

Dutch dancing

check the answers to exercise 4 and

3. watched parades

5.

4. listened to folk music 5. was interested in the festival 5. Writing Aim: Help student know how to write an e-mail Content: do the following tasks and practise skills

Organization

Expected outcome

- Ss read Mai’s email to understand

Pair/group work and discuss

the context. Ss write their email individually. Ask one S to write the email on the board. Other Ss and T comment on the email on board.

Collect some emails to correct at home.

3. Guides for homework - Retell the way to do all skills.

- Review unit 7, 8, 9 - Prepare for: The Mid-Term Test

Period 80 UNIT 10: SOURCES OF ENERGY Lesson 1: Getting started

96

Nick

٧ ٧

٧ ٧

٧ ٧

٧

I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Have some information about energy SOURCES. - Talk about the different types of energy sources 1. Knowledge: a. Vocabulary: Types of energy sources b. Grammar: Future continuous tense and simple future passive form.

2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of saving energy and be more responsiple for protecting the environment.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: During the lesson 2. New lesson:

Teacher’s and students’ activities

Content 1. Warm up

Aim: To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills Organization

Expected outcome

- Have Ss play games related to the topic: Netwwords. +What types of enery do you know?

-Have Ss read the words three times in chorus.

Energy

+Which types of energy do you think that it is renewable or non-renewable?

2. Presentation

97

Aim: Help students know some vocabularies, have some information about energy sources.

Content: do the following tasks and practise skills Organization

Expected outcome

-Ask some questions. +Who are they ?

1. Listen and read

+Where are they ?

*Vocabulary.

+What are they talking about ?

Negative effect =carbon footprint.

-Elicit some new words from the

Energy, source =>source of energy

pictures and situations.

Renewable >< non – renewable

-Read many times in chorus.

To last (forever)

-Check vocab:Slap the board.

To use up

-Call some individuals.

To produce

3. Practice Aim: Help students listen and read the words or phrases and answer the questions and Help students distinguish renewable sources and non – renewable sources.

Content: do the following tasks and practise skills Organization

Expected outcome

-Have Ss do Ex 1-a

a.Answer the questions.

-Guide Ss how to do Ex1

1,It’s about the negative effects we have on

-Call some Ss to give the answer

the environment.

-Provice the answers.

2, “Non-renewable energy” means that it will run out if we use it up.

3, Sunlight is a renewable energy because we can’t use it all up or it will last forever .

4, Mai thinks she has a small carbon footprint because she recycles the products she uses and she goes everywhere by bike.

5, The products that we use are bad for the

98

environment or the energy that we use produces carbon dioxide might create a big carbon footprint . b.Complete.

SOURCES OF ENERGY Renewable sources

Non-renewable sources

-Then , do Ex1-b

wind Wav solar

( Group – work)

coal

Gas

oil

e

-Look at the table, listen and repeat the words or phrases.

- Call some students read aloud the words or phrases.

- Correct the pronunciation

-Ask Ss to put the words in to the correct groups in the table.

Renewable sources

Non-renewable sources

Wind , coal , hydro ,

Natural gas , biogas ,

nuclear ……

solar ……

(individually) -Check.

-T provide the keys.

4. Further practice Aim:Help students talk about the different types of energy sources:renewable and non - renewable sources.

Content: do the following tasks and practise skills Organization

Expected outcome

- Divide the class in to 6 groups.

Ask and answer the questions

- Have Ss make up the dialogues then

A: What type of energy source is wind ?

role – play.

B: It’s a renewable source of energy .

- The groups take turn to present their

A: What type of energy source is coal ?

dialogue

B: It’s a non-renewable source of energy .

99

- T Listen and feedback.

A: ……………………………………..

3. Guides for homework - Learn by heart all the new words and phrases.

- Prepare: A closer look 1.

Period 81 UNIT 10: SOURCES OF ENERGY Lesson 2: A closer look 1

I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Talk about types of energy sources.

- Know how to stress in the three-syllable words.

1. Knowledge: a. Vocabulary: Advantages & Disadvantages of energy . b. Grammar: Future continuous tense and simple future passive form. c. Pronunciation: How to tress in the three-syllable words 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of saving energy and be more responsiple for protecting the environment.

II. TEACHING AIDS

100

1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: During the lesson 2. New lesson:

Teacher’s and students’ activities

Content 1.Warm up

Aim: To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills Organization

Expected outcome

-Have Ss play game “spider – web of

* play games

words”

Benefits of

- Read three times in chorus

- Lead to the new lesson

Effects of

Renewable energy

Non-renewable

source

energy source

safe , clean , cheap

Dangerous ,

…………………………

harmful , expensive …..

2. Presentation Aim:Help students know some vocabularies about describing the types of energy.

Content: do the following tasks and practise skills Organization

Expected outcome I. Vocabulary Put the words below into the table to describe the types of energy .

-Have Ss do Ex1 on the text book.

- Guide how to do.

- Ask Ss to do in five minutes

Sources of

Advantages

Disadvantages

Abundant

Not available

energy Wind

- Provice the keys.

,unlimited Water/hydr Clean , safe

Expensive , not

o

available

101

Solar

Renewable

-Have Ss work in pairs to do ex2 - Cross – check

Expensive

plentiful, Biogas

- T feedback

Renewable

Abundant

,plentiful,

cheap

clean -Have Ss do Ex3 on the text book.

Nuclear

Renewable ,

- Guide how to do

Expensive ,

clean , safe

-Ask Ss to do

Coal, oil ,

-Provide the keys

Abundant

natural gas

-Ask Ss to write down on the notebooks.

Harmful, exhausted ,

2.Compare your answers with your partner.

For example: A: I think biogas is renewable.

B:Me,too.I also think it is abundant and cheap. ……………………………………………… ….

3. look at the pictures and complete these sentences , using the words in1.

1. solar – clean / safe 2. 2.non-renewable 3.wind – clean 4.expensive – dangerous 3. Practice

Aim: Help students know how to stress in the three- syllable words.

Content: do the following tasks and practise skills Organization

Expected outcome

T guides Ss how to stress the nouns

II. Pronunciation

and the adjectives with three syllables

* How to stress in three-syllable Nouns and Adjectives .

Rule1 : Ooo When Sylablel2 &3 are short vowels.

102

T gives examples

Eg : excellent , difficult , president ,

T explains the rules

plentiful , energy accident , dangerous

- Have Ss practice in chorus

Rule2 : oOo When Syllable 2 is a long vowel or a dipthong and Syllable3 is a short vowel

T asks Ss to do Ex 4 & 5 to distinguish or dipthong /ou/ . ( popular) the two ways of stressing threeEg : disaster , potato , enormous , syllable words

expensive , convenient , advantage .. * Practice .

4. Listen and repeat .

Ooo

T has Ss practice Ss cross-check

oOo

-

dangerous

-

expensive

-

plentiful

-

abundant

-

limited

-

convenient

-

easily

-

enormous

-

energy

-

advantage

5. Read the following sentences Coal will be replaced by another renewable resource.

T calls some individuals

1. Wind power is convenient and abundant .

2. Natural gas is limited and it is harmful to the environment .

3.Solar energy is plentiful and it can be replaced easily .Nuclear power is expensive and dangerous .

4. Further Practice

Aim: Ss can interact to each other about real situation in life Content: do the following tasks and practise skills Organization

Expected outcome

T ask Ss to interact to each other about

Eg:

real situation in life

A: I think biogas is renewable.

Ss ask and answer

B: Me,too. I also think it is abundant and

T corrects and remarks

cheap.

103

……

3. Guides for homework - Learn by heart all the new words.

- Prepare for next lesson: A closer look 2

104

Period 82 UNIT 10: SOURCES OF ENERGY Lesson 3: A closer look 2

I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Talk about ENERGY SOURCES. - Know the uses of the future continuous tense and the simple future passive.

1. Knowledge: a. Vocabulary: Energy sources b. Grammar: The future continuous tense and the simple future passive 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of saving energy and be more responsiple for protecting the environment.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector III. PROCEDURE 1. Checking: During the lesson 2. New lesson:

Teacher’s and students’ activities

Content

1.Warm up Aim: To warm up the class and introduce the lesson Content: do the following tasks and practise skills Organization

Expected outcome * Questions:

T has Ss answer some questions

Review simple future tense.

1.What will it be tomorrow ?

105

T leads to the new lessons

2.Where will you go for this summer vacation?

3.When will you have a party for your next birthday?

4. How will the world change if we use up all the non - renewable energy sources.

2. Presentation

Aim: Help students know the way to use of the future continuous tense.

Content: do the following tasks and practise skills Organization -

Expected outcome

Give examples 1. The future continuous tense.

-

Explain other uses of tense.

- At 8.00 tomorrow morning, I will be learning Math at school.

- This time next summer , we will be visiting Paris

(+) S

+

will be

+

V-ing

(-) S

+

will not be

+

V-ing

(?) Will + S

+

be

+

V-ing ?

1. Complete the sentences using the T has Ss work in pairs to do Ex 1,3 ( work individually) T calls someone to present their

future continuous form of the verbs in brackets.

1. will be putting

answers.

2. will be taking

Ss cross –correct

3. will be installing

T provides the keys

4. will be spending 5. will be using

- Ask Ss to write down on their

3. Complete the conversation with the

notebooks.

verbs in brackets ( simple future or

106

future continuous tense ).

1. will watch 2. will we put 3. will be having 4. will travel 5. will walk or cycle 6. will be cycling 7. will be going

3. Practice Aim: Help students know about the uses of the simple future passive.

Content: do the following tasks and practise skills Organization - Give the form

Expected outcome * The future simple passive form. * Form

- Give examples

(+) S

+

will be + Vpp

( by O ) .

(-) S

+

will be + Vpp

( by O ) .

(?) will + S

+ be + Vpp ( by O ) ?

- Explain other uses of the passive voice.

* For Examples .

-Solar panels will be put on the roof of the houses.

- The exercises will be finished tomorrow.

-Have Ss work in pairs to do Ex 5,7 5. Complete the magazine article with the ( work individually)

passive form of the verbs in the table .

1. be provided 2. be used 3. be placed

-Call someone to present their answers.

4. be stored

- Cross –correct

5. be solved

- Provide the keys

107

- Ask Ss to write down on their notebooks 4. Futher practice Aim: Ss can talk and write what will be done in the future Content: do the following tasks and practise skills Organization

Expected outcome

T asks Ss to talk and write what will be

Talk and write what will be done in the

done in the future

future .

Ss talk and write what will be done in

* Suggestions

the future T corrects and remarks

1. A hydro power station will be built in the region to increase the electricity.

2. Solar panels will be put / installed on the roof of the buildings .

3. A network of wind turbines will be installed to generate electricity .

4. Bicycles will be used to travel.

3. Guides for homework - Learn by heart all the new words.

- Prepare for next lesson: Communication ( find the meaning of the new words in the next lesson ) - Do B3,4,5,6 ( workbook)

108

Period 83 UNIT 10: SOURCES OF ENERGY Lesson 4: Communication

I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Talk about their carbon footprint as well as the ways how to save energy in life.

1. Knowledge: a. Vocabulary: ways to save energy in life b. Grammar: The future continuous tense and the simple future passive 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of saving energy and be more responsiple for protecting the environment.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: Write the structure: the uses of the future continuous tense and the uses of the simple future passive 2. New lesson:

Teacher’s and students’

Content

activities 1. Warm up Aim: To warm up the class and lead in the new lesson Content: do the following tasks and practise skills Organization

Expected outcome

T has Ss answer the

* Questions:

questions

1.What did you do to save energy ?

Ss: Sets the sense .

2.What do you usually do to save energy ?

T leads to the new lesson

3.What will you do to save energy ?

109

Ss: Answer

Answers: I…………………………….

I…………………….

I……………………………. (students answers)

2. Presentation Aim: Help students complete the table using the questions Content: do the following tasks and practise skills Organization

Expected outcome

-Ask students to complete the table.

Q

Alway Ofte Som

Never

-Ask Ss to mark each other’s Questions

s

(=4)

answers in pairs.

Do you

( =1) (=

- After adding up the marks

………?

2)

,ask Ss to write the score in the total score box.

n

e Time s (= 3)

1.take showers...

2. walk or ride..

3. use public transport…

4. use a handfan 5. use low energy

3. Practice Aim: Help students explain how well your partner saves energy.

Content: do the following tasks and practise skills Organization

Expected outcome

110

-Ask Ss to work in groups of 2. Practice six.

A.What is your total score ?

1 student is the moniter

B:My total score is 30

5 students are the

A: Your footprint is quite small.

participants.

Remember to care about, and respect,the world

-Call some groups to

around us.

represent their works.

-Feedback.

-Give the answers.

4. Further practice Aim: Help students talk about carbon footprint.

Content: do the following tasks and practise skills Organization

Expected outcome

T has Ss work in pairs

* Report your partner’s carbon footprint to your groups / class . Use the following prompts .

T calls some Ss/ pairs to

For example :

represent their report before

My partner’s carbon footprint is big . He is

the class

considerate because uses lots of baths . He could try harder to use showers instead of baths . By

Ss feedback

reducing the baths , he can help to save energy in the future .

3. Guides for homework - Do part: Speaking (workbook) - Write a report about your own carbon footprint .

Period 84 UNIT 10: SOURCES OF ENERGY Lesson 5: Skills 1

111

I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Get some more information about ENERGY SOURCES. - Talk about the advantages and disadvantages of energy sources .

1. Knowledge: a. Vocabulary: Advantages and disadvantages of energy sources b. Grammar: How to make a speech about advantages and disadvantages of energy 2. Competences:

Teamwork and independent working, pair -work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of saving energy and be more responsiple for protecting the environment.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: Write the structure: the uses of the future continuous tense and the uses of the simple future passive 2. New lesson:

Teacher’s and students’ activities

Content

1.Warm up Aim: To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills Organization

Expected outcome * Network. (old lesson)

- Have Ss play game ‘ spider wed’ -Read 3 times in chorus

wind

sun

-Set the sense

Name of energy sources

-Lead to the new lesson

nuclear 112

water

2. Presentation Aim: Get some mome information about energy sources Content: do the following tasks and practise skills

Organization

Expected outcome

* Discussion:

1. Discuss the following questions .

- Have Ss work in groups to discuss the

1, What are the main sources of energy

following questions.

in Viet Nam ?……coal , oil, hydro power, …

- Listen and feedback

2, What types of energy sources will be used in the future ?……………………… ( ….solar energy , wind energy …..)

2. Read the text below and check

3. Read the text a. Match the verbs with the nouns.

3-Guide Ss the way how to do Ex3-a

1– c . create energy

- Give examples

2– a . drive machinery

- Ask Ss to work individually

3- e . generate electricity

- Call some Ss to the black- board

4– b . turn turbines

-Provide the correct answers

5–d . heat houses . b. Answer the questions .

1.Two. They are renewable and nonrenewable .

4- Guide Ss the way how to do Ex3-b - Give examples - Ask Ss to practice in pairs - Cross- check

2.Hydro power is limited because dams cannot be built in certain areas ,and nuclear energy is dangerous .

3.Because the wind can turn turbines to

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- Call some Ss to the black-board

make electricity . Solar energy can be

-Provide the correct answers

changed into electricity or cab be used 4.to heat or cool our houses .

5.We use hydro power most .

- Ask Ss to write down on their notebooks

he think Viet Nam will use the wind and the sun as alternative sources of energy in the future .

3. Practice Aim: Talk about their advantages and disadvantages about energy sources Content: do the following tasks and practise skills Organization

Expected outcome

- Have Ss work in pairs

4.Ask and answer questions about the advantages and disadvantages of each type

- Call some pairs to role- play before the class - Cross-check

of energy source.

Example: A: What type of energy is oil ?

B: It is non-renewable source of energy ,

- T gives feedback

because it cannot easily be replaced .

A: What are its advantages and disadvantages ?

B: It can be used to drive machinery , but it also pollutes the environment .

4. Further Practice Aim: Ss can talk about the advantages and disadvantages of each type of energy source Content: do the following tasks and practise skills Organization

Expected outcome

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Divide the class into 4 groups

Talk about the advantages and

- Have Ss make a peech about the

disadvantages of each type of energy

advantages and disadvantages of

source.

each type of energy source.

-T observe

Example:

- Call some groups to represent their

Hydro power is a renewable source of

work

energy because it comes from water . It is

-Feedback

cheap and plentiful . Unfortunately , dams can only be built in certain areas .

3. Guides for homework - Learn by heart all the new words.

- Prepare for the next lesson: Skills 2 - Do part: Reading ( workbook)

Period 85 UNIT 10: SOURCES OF ENERGY Lesson 6: Skills 2

I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Listen and get information from listening.

- Write a passage about energy and the ways how to save energy in life.

1. Knowledge: a. Vocabulary: Advantages and disadvantages of energy sources b. Grammar: How to make a speech about advantages and disadvantages of energy 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of saving energy and be more responsiple for protecting the environment.

II. TEACHING AIDS

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1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: Talk the advantages and disavantages of energy sourses 2. New lesson:

Teacher’s and students’ activities

Content

1. Warm up Aim: To warm up introduce the lesson Content: do the following tasks and practise skills Organization

Expected outcome Pair/group work and discuss

- Have Ss play game ‘ spider-wed of phrases’ - Read 3 times in chorus

2. Presentation Aim: Help students listen and get information about energy.

Content: do the following tasks and practise skills Expected outcome

Organization

-Discuss some questions.

1. Listening

-Set the sence

Look at the pictures . Discuss the followings .

-Lead to the new lesson

1. What do you think is unusual about this means of transport ?

2. Have you seen any transport like this ?

3. What should we do to save energy in our life ?

2. Have Ss guess the answers

2.Listen to the passage and tick true or

before listening.

false to the statements .

- Cross - check

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- Play the tapes.

- Call someone to give their

1. T

answers.

2. T

-Play the tape again.

3. T

-Provide the keys.

4. F 5. T 3. Listen to the passage again and complete the sentences .

3.-Ask Ss to work individually.

- Cross – check - Call some Ss to the black – board.

- Provide the correct answers.

1. mountainous 2. Cooking and heating 3. air pollution 4. on the increase 5. wind and the sun

3. Practice Aim: Help students write a passage about energy and the ways how to save energy in life.

Content: do the following tasks and practise skills Organization

Expected outcome

- Have Ss work in groups to discuss

Writing

what we should do to save energy

4.Complete the article . Use the phrases below .

-T observes and feedback

1-E ,

2 -D , 3 -A ,

4-B , 5-C

- Ask Ss to write down the answers on their notebooks

- Divide the class into 6 groups

5.Discuss the following ways to save energy .

- Have Ss practice in group

Decide on the 5 most important , then write

117

- T observes

them in the box

T calls some groups to represent

What should you do to save energy?

their work.

1.Reduce our electricity.

Ss: Feedback

2.Use public transport.

3.Reduce the use of fossil fuel.

4.Increase the tax on petrol.

5.Use low energy light bulbs.

6. Write a short passage about What should you do to save energy?

Start like this: Every day, we use too much energy at home.We should………………………… ……………………………………………. …………………………………………….. …………………………………………….

4. Further practice Aim: Ss can talk about what should you do to save energy Content: do the following tasks and practise skills Organization

Expected outcome

T asks Ss to talk about what should

Eg:

you do to save energy

Hello, I am going to tell you about what

Ss talk about what should you do to

should you do to save energy. Every day,we

save energy

use too much energy at home.We should turn

T corrects and remarks

off the lights.

3. Guides for homework - Prepare for next lesson: Looking back & Project - Do part: Writing ( workbook)

118

Period 86 UNIT 10: SOURCES OF ENERGY Lesson 7: Looking back and project

I. OBJECTIVES: By the end of the lesson, Ss will be able to revise what they have learnt about ENERGY SOURCES in the previous lessons as well as make their own products slogans about how to save energy.

1. Knowledge: a. Vocabulary: Sources of energy & ways to save energy in life b. Grammar: The future continuous tense and the future simple passive form.

2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of saving energy and be more responsiple for protecting the environment.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector III. PROCEDURE 1. Checking: Talk the ways how to save energy in life.

2. New lesson:

Teacher’s and students’

Content

activities 1. Warm up Aim: To warm up the class Content: do the following tasks and practise skills Organization

Expected outcome

119

Pair/group work and discuss T asks Ss to sing an English song Ss sing an English song

2. Vocabulary Aim: Review some vocabularies.

Content: do the following tasks and practise skills Organization

Expected outcome

-Have Ss put the words in to the correct groups to recall some

I. Vocabulary. ( Review)

new words.

1 . Put the words into the correct groups .

-T calls someone to represent their answers.

T provide the keys

Sources of

Advantages

Disadvantages

Biogas

Clean

Polluted

Solar energy

Cheap

Expensive

Gas

Plentiful

Limited

energy

Nuclear energy Available

Exhausted/ dangerous

Water power

unlimited

Harmful

3. Grammar Aim: Help students review the future continuous tense and the future simple passive form.

Content: do the following tasks and practise skills Organization

Expected outcome 2. Complete the sentences using the verbs in

1.Review briefly the usages and

brackets in the future continuous.

forms of the future continuous

1. will be wearing

tense and the simple future

2. will be lying

passive voice form.

- Give examples.

3. will be working 4. will be studying 5. will be building

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3. Change the following sentences into the 2 – Have Ss do Ex(pair work &

passive voice.

group work)

1. A lot of money will be spent on heating next

- Cross – check.

year .

- Call some one to present their

2. Biogas will be used for fuel in homes and

answers.

for transport.

- Provide the keys.

3. Renewable energy like wind and solar energy will be used to solve the problems of pollution.

- Ask Ss write down their

4. The use of electricity will be reduced to save

answers on their notebooks

energy.

5. A hydro power station will be built in this area next year.

4. Complete the dialogue, using the future continuous form of the verbs .

1, will be earning

2, will be doing

3, will be doing

4, will be hosting

5, will be doing 4. Communication Aim: Help students talk about how to save energy.

Content: do the following tasks and practise skills Organization

Expected outcome

- Have Ss look at the pictures

5. Look at the pictures and answer the question

and say out.

below .

What should you do to save energy ?

-

We should turn off the fire when the kettle is boiling .

- Call some ones to present.

-

We should turn off the faucet when the tub is full of water .

- Feedback and correct mistakes

-

We should close the refrigerator’s door

121

if necessary.

when we do not use it .

-

We should turn off the fan when we do not use it.

-

We should turn off the lights when there is no one in the room .

-

We should turn off the gas-stoves when we do not cook .

5. Project

Aim: Help students write simple slogans Content: do the following tasks and practise skills Organization

Expected outcome

-Have Ss discuss the slogans.

IV: Project.( Poster / sub-boards)

- Observe and feedback.

1. Look at the slogans and answer the questions

-Divide the class into 6 groups.

- Have Ss work in groups to draw slogans about how to save

below.

-

How are they used ?

- Why are they important ?

energy.

- Call some groups to present their products.

- T observes - Feedback.

2. Write a simple slogans in your groups about how to save energy.

(Exhibition their slogans) ( may bedo at home)

3. Guides for homework - Retell the ways how to save energy in life and the future continuous tense and the future simple passive form.

- Learn by heart all the new words.

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Period 87 UNIT 11: TRAVELLING IN THE FUTURE Lesson 1: Getting started

I. OBJECTIVES: By the end of the lesson, Ss can: - Use lexical items ralated to future means of transport and movement.

- Understand the difference between facts and opinions 1. Knowledge: a. Vocabulary: Flying car, Jet pack, teleporter , Driverless car, Crash, Avoid, Helicopter, Imaginative b. Grammar: Use will for future prediction 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of and be more responsiple for protecting the environment.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector III. PROCEDURE 1. Checking: 15-minute test Code 1: I. Choose the best opion to complete each sentence. Circle A,B , C or D. 1.This time next month, they……a new hydro power station on the river.

A.are going to build B.will be building

C.are building D.will be build

2.Our class…………ways to save energy at home this time next Saturday morning.

A.is discussing

B.is going to discussC.will be discussing D.will discuss

3.The village…………..solar panels this time next year.

A.will be installing B.will install C.has been installing

D.will installed

4.Lan used to go to school………………….

A. with bike

B. by foot

C. in car

D. by bus

5.This time in 2030 , many countries…………..nuclear power.

A.are using

B.are going to use

C.will be using

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D.have been using

6. They go to work…………………. train.

A. in

B. to

C. at

D. by

II.Change the following sentences in to the future passive.

1.They will build a new house here.

-> A new house……………………………………………….

2.Jane will buy a new computer.

->A new computer…………………………………………….

Code 2: I. Choose the best opion to complete each sentence.Circle A,B , C or D. 1. ………….. is La Tomatina celebrated? – Every August.

A. When

B. Why

C. Where

D. Which

2. The film was so boring…………, we saw it from beginning to end.

A. Therefore

B. However

C. Although

D. Despite

3. She’s sure that they will find the film……………..

A. entertaining

B. entertain

C. entertainment

D. entertained

4.I …………… go on foot when I was in primary school.

A.have to

B.used to

C.can

D.may

5. They …………………….. English this time tomorrow A. learn

B. will learn

C. will be learned

D. will be learning

6. Solar energy ……………….. by many countries in the world in the future.

A. use

B. will use

C. will be using

D. will be used

II.Change the following sentences in to the future passive.

1.My brother will buy a new car.

-> A new car………………………………………………….

2.Peter will buy some bananas.

->………………………………………………………………

Code 3: I. Choose the best opion to complete each sentence.Circle A,B , C or D. 1. That picture is …………………………

A. us

B. ours

C. our

D. we

2. ………………..is a renewable source.

A. Coal

B. Oil

C. Wind

3.Everybody attends the festival ……………. fun.

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D. Gas

A.with

B.for

C.in

D.of

4.Solar energy ………… by many countries in the world in the future.

A.use

B.will use

C.will be using

D.will be used

5.A friend of ……………… is coming to stay with me next month.

A.me

B.my

C.I

D.mine

6.The village…………..solar panels this time next year.

A.will be installing B.will install C.has been installing

D.will installed

II.Change the following sentences in to the future passive.

1.They will build a new school here.

-> A new school……………………………………………….

2.We will buy some pens at the market.

-> Some pens…………………………………………………..

KEYS: I. Choose the best opion to complete each sentence.Circle A,B , C or D. Code 1: 1B

2.C

3.A

4.D

5.C

6.D

Code 2: 1A

2.B

3.A

4.B

5.D

6.D

Code 3: 1B

2.C

3.B

4.D

5.D

6.A

II.Change the following sentences in to the future passive.

Code 1 1. A new house will be built here.

2.A new computer will be bought by Jane.

Code 2 1. A new car will be bought by my brother.

2.Some bananas will be bought by Peter.

Code 3 1. A new school will be built here.

2. Some pens will be bought by us at the market.

2. New lesson: Teacher’s and students’ activities

Contents 1.Warm up

Aim: To warm up the class and review the words.

125

Content: do the following tasks and practise skills Organization

Expected outcome

- To start the lesson, ask Ss as a class to Example: “motorbikes” brainstorm on the board one or two means - have motors powered by engines. of transport that are now commonly used - use petrol in Viet Nam.

- used for road traiffic -

advantages,

practical,

personal

transport -

disadvantages:

not

safe

cause

pollution 2. Presentation Aim: Use lexical items raleted to future means of transport and movement, the use “will” for future prediction.

Content: do the following tasks and practise skills Organization

Expected outcome

- Elicit the new words.

1. Listen and read.

Write ‘flying car’ on the board.Ask Ss

* New words

what they think how a ‘flying car’might

Flying car (n): ô tô bay

be different from an ordinary car(eg:

Jet pack (n) : động cơ phản lực mini

appearance, energy, advantages,

Teleporter (n): dịch chuyển tức thời

disadvantages, etc…)

Driverless car (n): ô tô không người

Write ‘jet pack’ and ‘teleporter’ on the

lái

board.Ask Ss to guess what they are?

Crash (v) (n): đâm, va chạm Avoid (v): tránh Helicopter (n) : máy bay trực thăng

-Let Ss predict how people travel in the

Imaginative(n) : giàu trí tưởng tượng

future, then write some of the students’ answers on the board.

- Let ss draw the usage of “will” in this situation.

126

* Model sentences: Eg: People will own driverless cars in Have Ss cover the text

the future.

T asks them to look at the piture only.

Will + V: for future prediction.

Introduce the names of the students (Veronica, Mai, and Phuc).Ask them: - What can you see in the picture?

- What are Veronica, Mai, and Phuc doing? What makes you think so?

- What do you think is on the screen? Is there a connection between what is on the screen with what Mai is thinking about?

- What topic are they talking about? a.Ss work individually to answer the questions.

Ss compare answers in pairs and then discuss as a class.

T writes correct answers on the board.

Ss work in pairs to ask and answer the a. Answer the following questions. question. After that call some pairs to ask and answer for the class to listen. b.Ss work in pairs to ask and answer the question.After that call some pairs to ask Key and answer for the class to listen.For a 1. a

2. b

3. c

more advanced class, questions 2 &3 can a be used as a team – based class

b. Key: 1. If there are too many flying cars,

127

4.

there will be traffic jams in the sky.

Some means of transport will not be convenient in bad weather (e.g.jet pack). Future means of transport may use a lot of fuel which will make pollution worse.

2&3: Open answers from Ss. 3. Practice Aim: Understand the difference between facts and opinions.

Content: do the following tasks and practise skills Organization

Expected outcome

- Draw Ss attention to the Remember

2. Facts or opinions.

box.Give more examples if necessary and

Write a fact and an opinion( which

ask Ssto identify which are facts and

could be your personal opinion)

which are opinions.

about flying cars on board. Ask Ss

- Ask Ss to work in pairs to tick the Facts

to decide which statement could be

vs Opinions box.Then ask for their

proved and which is what you feel.

answers as a class.

1. F

- Ask Ss to explain their decisions before

2. O

giving the keys

3. F 4. O 5. O 4. Further practice

Aim: Know more about some future means of transport.

Content: do the following tasks and practise skills Organization

Expected outcome

Ss work individually to come up with the means of transport mentioned in the 3. Can you find any future mean of conversation.

transport

T makes an example by giving a comvination, e.g. an electric car.

128

T tells Ss how to do this task by looking at the example given. Then ask Ss to work individually to make a list of the Eg: flying car combined words.

3. Guides for homework.

- Learn new words and phrases by heart - Prepare: A closer look 1.

129

driverless car

Period 88 UNIT 11: TRAVELLING IN THE FUTURE Lesson 2: A closer look 1

I. OBJECTIVES: By the end of the lesson, Ss can: - Appropriately use rising and falling intonation for Yes-No and Wh-questions.

- Use lexical items ralated to future means of transport and movement.

1. Knowledge: a. Vocabulary: Pedal (v), Float, Heated , Hot air balloon, Tram , Bullet train . b. Grammar: Use will for future prediction 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of and be more responsiple for protecting the environment and the future means of transport and movement II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: During the lesson 15 - MUNITE TEST.(code 1) I . Choose the correct answers.(6 points) 1. The wind, the sun, and the wave are some types of……….sources of energy.

A. changeable

B. alternative

C. cheap

D. costly

2. Remember to……………the lights before going to bed.

A. turn

B. turn on

C. turn off

D. stop

3.Trung usually goes to wrok …………..bus.

A.by

B.on

C.for

D.with

4. We should put…………….on our roof for the heating and hot water.

A. solar energy

B. equipment

C. cracks

D. solar panels

5. Fossil fuels are very common in our society but they...……the environment.

130

A. renew

B. provide

C. waste

D. pollute

6……………….. the way to school ,I can see a “No left turn” sign.

A.In

B.On

C.To

D.At

II. Change the sentences into the passive voice.(4points) 1. People in Britain will spend a lot of money on heating next year.

->A lot of money will……………………………………………………………..

2. Solar energy will replace most of fossil fuels in the future.

-> Most of fossil fuels will………………………………………………………..

15 - MIMUTE TEST.(code 2) I . Choose the correct answers.(6points) 1. Several governments try to………….the use of fossil fuels.

A. reduce

B. increase

C. waste

D. save

2. Alternative sources of energy………….. developed in the near future.

A. is

B. was

C. has been

D. will be

3.It is not…………………to pass the red traffic light.

A. dangerous B. safe

C. safety

D. danger

4. “Why is it called a …… source?” – “Because it can be replaced easily and quickly.”

A. effective

B. specific

C. renewable

D. non-renewable

5. Hydro power is ………………… because dams cannot be built in certain areas.

A. limited

B. unlimited

C. abundant

D. enough

6. At this time next week, we …………….. a wind turbine in our garden.

A. install

B. installed

C. will installed

D. will be installing

II. Change the sentences into the passive voice.(4points) 1. We will minimize the use of electricity to save our energy.

-> The use of electricity will ……………………………………………………….

2. Human will use the sun as the biggest energy source for the future.

-> The sun will ………………………………………………………………………

15-MINUTE TEST. (code 3) I . Choose the correct answers.(6points)

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1.Titanic is a/an ………………..film, which was directed by James Cameron.

A. sci-fi

B. thriller

C. horror

D. romantic

2. Biogas is ……………… and cheap for cooking and heating.

A. plenty

B. abundant

C. serious

D. expensive

3. A hydropower station ……………….. in the North of the country next year.

A. will be built

B. were built

C. was built

D. has been built

4.I don’t really like romantic movies because they are very ………………..

A. moved

B. moving

C. move

D. movement

5.I am going to Rio Carnival to ………………. performers dance.

A. watch B. watching

C. watched

D. to watch

6 ……………………a tricycle when I was a child.

A. used to ride B. use to ride

C. used to riding

D. used ride

II. Change the sentences into the passive voice.(4points) 1. People will use biogas for fuel in homes and for transport.

->Biogas will………………………………………………………………………..

2 .We will reduce our use of electricity to save our energy.

->The use of electricity will………………………………………………………

KEYS: I . Choose the correct answers.(6points) Code 1: 1C

2.C

3.A

4.D

5.D

6.B

Code 2:1A

2.D

3.B

4.C

5.A

6.D

Code 3:1A

2.B

3.A

4.B

5.A

6.A

II. Change the sentences into the passive voice.(4points) Code 1: 1.A lot of money will be spent on heating next year in Britain.

2. Most of fossil fuels will be replaced in the future.

Code 2: 1. The use of electricity will be minimized to save our energy.

2. The sun will be used as the biggest energy source for the future.

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Code 3: 1.Biogas will be used for fuel in homes and for transport.

2.The use of electricity will be reduced to save our energy.

2. New lesson.

Teacher’s and students’ activities

Contents 1. Warm up

Aim: To warm up the class and lead in the new lesson Content: do the following tasks and practise skills Organization

Expected outcome

The class can be started with a game.

Pair/group work and discuss

T writes the verbs: drive, ride, fly, sail, pedal on the board.

Ss volunteer to perform the action looking at the verb and the class guess what action the Ss is doing.

2. Presentation Aim:Use lexical items related to future means of transport and movement.

Content: do the following tasks and practise skills Organization

Expected outcome

T lets Ss work in pairs to do activity 1 then I. New words elicit the new words from the pictures

Pedal (v), (n): đạp (xe), bàn đạp Float (v): nổi Heated (adj): nóng Hot air balloon (n): kinh khí cầu Tram (n): Bullet train (n): tàu hỏa siêu tốc

1.Check Ss answer.

(tàu viên đạn)

After having the keys, Ss work in pairs

1. Cross out the means of transport that

again to say the correct .

doesn’t go with the verb.

Eg:drive a train, drive a car, drive a bus.

Key:a. a motorbike (explain when ride is used and drive is used)

133

b. a car c. a train d. a bus e. a plane 2. Match the students with the transport 2. T asks Ss to underline the most important Key: key words in the thinking bubbles.

a. a ship

T gives an example.

b. a bus

Ss then work individually and compare their c. a hot air balloon answers in pairs.

d. a bicycle e. a plane f. motorbikes 3. In or on? Complete the sentences.

3.Ss work individually then pairs.

T explains the use of in and on in Remember Key: box.

1. in

If time allows,ask Ss to ask and answer how 2. on they often go/ travel to some places ( 3. on school,supermarket, the sea…)

4. in

Write two questions on the board:one Y/N

5. in; on

question and one Wh-question.Tell Ss to say the questions aloud and ask them to notice how the two questions are said in different ways.Ask Ss to find out the rules in Look out!Box.Ask Ss to give some questions and have more practice.

3. Practice Aim: Appropriately use rising and falling intonation for Yes – No and Wh-questions.

Content: do the following tasks and practise skills Organization

Expected outcome

-T plays the recording .

Pronunciation

- Ss work individually and tick in the

4. Listen and tick the correct box

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appropriate box.

1. What will be next?

Ss practise saying the questions individually 2. Do you think you can use it in bad then as a class.

-

Ss

practise

weather? saying

the

questions 3. How much fuel will these means of

individually and decide if they are spoken transport use? with rising or falling voices.

4. Will pollution be much worse?

- T plays the recording for Ss to check their Key: answers, then confirm their correct answers.

1. falling

- Ss work in pairs and ask and answer the 2. rising question in 6.

3. falling 4. rising

3. Guides for homework - Learn new words and phrases - Prepare for: A closer look 2.

Period 89 UNIT 11: TRAVELLING IN THE FUTURE Lesson 3: A closer look 2

I. OBJECTIVES: By the end of the lesson, Ss can: - Use will for future prediction - Use possessive pronouns 1. Knowledge: a. Vocabulary: b. Grammar: will for future prediction, and possessive pronouns 2. Competences:

Teamwork and independent working, pair work,

competence, cooperative learning and communicative competence

135

linguistic

3. Qualities: Ss will be more aware of and be more responsiple for protecting the environment and the future means of transport and movement II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector III. PROCEDURE 1. Checking: Write the new words.

2. New lesson Teacher’s and students’ activities

Contents

1. Warm up Aim: To warm up the class and lead in the new lesson Content: do the following tasks and practise skills Organization

Expected outcome

Set up the situation to lead in to the

Pair/group work and discuss

lesson: T – Sts exchange: T:How do 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.

2. Presentation Aim: Help students use “will”for future prediction then do exercises.

Content: do the following tasks and practise skills Organization

Expected outcome

136

T reminds Ss of Phuc, Veronica, and Mai and the group’s project in

I. Grammar.

Getting Stated

1. Will for future predition

Ask Ss if they are talking about the

Key: We often use will to make a

past , the present , or the future.For

prediction about the future.

more able class elicit from Ss more

Prediction

information about what the group

Affirmative

S + will + V

discuss.

Negative

S

Ss cover the text to listen carefully to pick up any phrases/sentences that

+

will

not

(won’t) + V Interrogative

Will + S + V?

contain will.

2. Rearange the words to make the sentences.

1. Pepple won’t use flying cars until the year 2050.

-Ss work individually then compare

2. Do you think the fuel price will increase

their answers with each other.

next month?

3. The mail won’t arrive until next week.

4. I don’t think he will take the new position.

5. We will use more solar energy in the future 3. Complete the sentences with the correct form of will.

Key: 1. Will I be 2. will be 3. Will I be 4. will be

-Write ‘fortune teller’ on the

5. Will I be

board.Ask Ss why people want to

6. won’t be

visit a fortune teller,and what the

7. will travel

fortune teller is expected to talk

137

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.

3. Practice Aim: Ss can use possessive pronouns and do exercise Content: do the following tasks and practise skills Organization

Expected outcome

T explains that we use possessive 2. Possessive pronouns. pronouns

to

avoid

repeating

information.

Draw Ss’ attention to the table.

This is your pen “your” is a possessive

The personal pronouns I,you,she,he,

adjective and it is put before the noun.

it,we, they,correspond the respective

This pen is yours. “yours” is a possessive

possessive adjectives my, your, his,

pronouns and stands alone.

her, its, our, their, and the respective possessive pronouns mine, yours,his, hers,its, ours, theirs.

Instead of saying: This pen is your pen.

- Go through the example with Ss.Say (Which sounds repetitive) the two sentences have the same

We say: This pen is yours.

meaning.Highlight the changes in the

Instead of saying: This bike is my bike , not

possessive in the two sentences.

his bike.

138

We say: This bike is mine , not his.

-Ss work individually to complete

4.

task4.Then T calls on some Ss to

possessive pronouns

write the answers on the board and

1. This computer is theirs.

give feedback.

2. The black bike is mine

Complete

the

sentences

3. These shoes are his.

4. The cat is Veronica’s 5. The picture is ours

4. Further practice Aim: Ss can talk sentences using the structure they have learnt Content: do the following tasks and practise skills Organization

Expected outcome

Have Ss work in groups of 4 or 5.

Each

group

member

writes

5 * Game:

sentences individually, then the group get together to see how many sentences they have.The group that has the most correct sentences wins.

3. Guides for homework - Learn new words and phrases - Prepare for: Communication.

Period 90 UNIT 11: TRAVELLING IN THE FUTURE Lesson 4: Communication

I. OBJECTIVES: By the end of the lesson, Ss can: - Talk about traffic problems and give solutions.

1. Knowledge:

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with

a. Vocabulary: related to the topic: “travelling in the future” b. Grammar: will for future prediction, and possessive pronouns 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of and be more responsiple for protecting the environment and the future means of transport and movement II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: Write the new words.

2. New lesson Teacher’s and students’ activities

Contents

1. Warm up Aim:To warm up the class and lead in the new lesson Content: do the following tasks and practise skills - Organization

Expected outcome

Start the lesson by telling the class one Pair/group work and discuss bad experience of yours about using a particular means of transport.Write the key words of the story on the board.Ask Ss if they have similar experience.You can also bring in one or two photos about transport problems where you live and discuss them with the class.

-Ss work in pairs to do this tast.T then calls on some pairs to share their list with the class.

2. Presentation Aim: Help students know to use some new words.

Content: do the following tasks and practise skills

140

Organization

Expected outcome

T elicits the new words

1.New words.

T checks technique: What and where

Metro (n): tàu ngầm(đi trong thành phố) Skytrain (n): tàu trên không Gridlocked (n): kẹt cứng, tắc nghẽn giao thông Face (v): đối mặt với

3. Practice Aim:Talk about traffic problems and give solutions.

Content: do the following tasks and practise skills Organization

Expected outcome

Ss read the two texts individually and 2. Underline all the problems you can underline the problems mentioned.

find

T elicits their answers on the board.

- Biggest city without a metro of

T asks if they have similar problems skytrain. where they live.

- The city is getting gridlocked - There are too many cars (10 million in traffic every day) and more cars are coming - Serious pollution - Fewer buses

If time allows, ask Ss to suggest - It takes too long to drive in the city solutions to these problems.

Ss work in groups of 4 or 5 to design a future means of transport that will help people in Wonderland, using the prompt web provided.

4. Further practice Aim: Ss can design a future means of transport that will help people in Wonderland, using the prompt web provided

141

Content: do the following tasks and practise skills Organization

Expected outcome

T explains they should listen carefully 3. Design a future means of transport to other groups in order to give that will help people in Wonderland, evaluation (as a group). (5 is the using the prompt web provided. highest score and 1 is the lowest

What kind of energy will it use?

score).

T collects the evaluation and adds up the scores to find out the best presentation.

Mean of transport

Where can people use it?

3. Guides for homework - Learn vocabularies by heart - Prepare for: Skills 1.

Period 91 UNIT 11: TRAVELLING IN THE FUTURE Lesson 5: Skills 1

I. OBJECTIVES: By the end of the lesson, Ss can: - Read a text about special vehicles - Give facts or opinions 1. Knowledge: a. Vocabulary: related to the topic: “travelling in the future”

142

b. Grammar: will for future prediction, and possessive pronouns 2. Competences:

Teamwork and independent working, pair -work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of and be more responsiple for protecting the environment and the future means of transport and movement II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: During the lesson.

2. New lesson

Teacher’s and students’ activities

Contents 1.Warm up

Aim: To warm up the class and lead in the class Content: do the following tasks and practise skills Organization

Expected outcome

T lets Ss watch the video about transport inventions in the future, and find the

- Names of the inventions.

following information:

- What types of engines will they use?

(Sky whale: eco –engines T introduces the lesson

Supersonic planes: intelligent engines)

2. Presentation Aim:Help students read and answer some questions about the special vehicles.

Content: do the following tasks and practise skills Organization

Expected outcome

T introduces the pictures in textbook and ask I. Reading some the question

1. New words

143

How many people can travel on them ?

Flop (v): thất bại

Where are these vehicles used?

Hover scooter (n): xe trượt trên mặt đất

How can these people control the vehicles?

Monowheel (n): xe đạp một bánh

Ss answer the questions

Segway (n): segway (tên một loại phương tiện giao thông di chuyển bằng sự di chuyển

(These are all personal of transport.One

tay lái)

person can travel on them.They are all used

Handle (n): tay cầm

for ground transport. People control them by using handle bars)

T lets them watch video and find names of the transport inventions.

2. Findthe words in the text Ss watch and find names of the transport

Key:

inventions

1. invention

T introduces the newwords

2. flop

Ss listen and copy

3. Weird 3. Answer the following questions 1. The Segway.

T asks Ss to do exercise 3,4

2. Maybe because a personal hover scooter

Ss work individually.

is expensive, and it may be difficult to park.

T corrects the mistakes 3. The monowheel.

4. The Segway 3. Practice Aim: Ss can give facts or opinions.

Content: do the following tasks and practise skills Organization

Expected outcome

T explains the Study Skill box for opinion II. Speaking 5. Fact/ opinion signal words.

T may bring in some photos or write on the 1. fact

144

board some interestiong topics and ask Ss 2. opinion for their opinions.

3. opinion Ss use opinion signal words where possible. 4. fact 5. opinion 6. fact 4.Further practice Aim: Ss can interact to each other about the difference between a fact and an opinion Content: do the following tasks and practise skills Organization

Expected outcome

T reminds Ss of the difference between a Pair/group work and discuss fact and an opinion that they have learnt in Getting Satrted. Ss work in pairs to complete the task.

Ss work in pairs to prepare their presentation about the vehicle. Renind them to use statements about both facts and opinions.Ss can add their own ideas where possible.Call on some pairs to present it to the class.

3. Guides for homework - Learn new words and phrases by heart - Prepare for: Skills 2.

Period 92 UNIT 11: TRAVELLING IN THE FUTURE

145

Lesson 6: Skills 2

I. OBJECTIVES: By the end of the lesson, Ss can: - Listen for specific information about inventions of future means of transport.

- Write a paragraph about future means of transport.

1. Knowledge: a. Vocabulary: related to the topic: “travelling in the future” b. Grammar: will for future prediction, and possessive pronouns 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence.

3. Qualities: Ss will be more aware of and be more responsiple for protecting the environment and the future means of transport and movement.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: Write the new words 2. New lesson

Teacher’s and students’ activities

Contents 1. Warm up

Aim: To warm up the class.

Content: do the following tasks and practise skills Organization

Expected outcome

T asks Ss some questions

Chatting:

Ss answer the questions

Which transport do you think of the future?

2. Presentation

Aim: Listen for specific information about inventions of future means of transport.

Content: do the following tasks and practise skills Organization - Have Ss guess the answer first.Tell Ss

Expected outcome I- Listening

146

that the questions ask about what they

1. Look at the picture. Which do you

think, and not what is true about the

think are the correct options below.

vehicle.Remind them to use opinion

- Ss’ opinion.

signal words where possible.Do not give corrective feedback.

-Accept all answers from Ss and ask them to explain why they think so - Play the recording and ask Ss to check 2. Now listen and check your answers. their answers in 1.

1. can 2. doesn’t 3. not easy 4. can’t

- Ss work individually to answer the

5. is

questions and compare the answers with 3. Listen again and answer the their partners.

following questions.

1. The vehicle is called TF-X 2. It can travel at 300 kph.

3. It was designed in 2013.

Ss work in pairs to do the task.

4. Tick the benefits of this vehicle that

T gives correct feedback and plays the

are mentioned in the recording.

recording again if necessary.

1. It can avoid traffic.

2. It can avoid bad weather.( not mention) 3. It travels fast.

4. You can invite three of your relatives and three of your friends to travel with you on this vehicle at the same time.( the car has two seats) 5. Learning to drive the car is simple.

147

3. Practice Aim: Write a paragraph about future means transport Content: do the following tasks and practise skills Organization

Expected outcome

- Refer to the text in Reading to support

II- Writing

Ss in this task.

5. Write a short paragraph about a future means of transport in this unit. Include both facts and your opinions about the vehicle.

- name of mean of transport.

- how it looks - how its functions.

- what you think about it.

4. Further practice Aim: Ss can interact to each other and give opinions about mean of transport Content: do the following tasks and practise skills Organization

Expected outcome

T asks Ss to give opinions about mean

Swap your writing with your partner.

of transport

Find which sentences are facts, and

Ss practise in pairs

which ones are opinions. Do you agree

Ss swap their writing with each other.

or disagree with your friend’s opinions?

Ask Ss to identify facts and opinions.

For more able classes, ask Ss to give their own feedback about their friend’s writing.

3. Guides for homework - Learn new words and phrases.

- Do exercises: Part D, E ( Workbook) - Prepare: Looking back and project.

148

Period 93 UNIT 11: TRAVELLING IN THE FUTURE Lesson 7: Looking back and project

I. OBJECTIVES: By the end of the lesson, Ss can: - Review the vocabulary words and grammar they have learnt about transport 1. Knowledge: a. Vocabulary: related to the topic: “Travelling in the future” b. Grammar: will for future prediction, and possessive pronouns 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of and be more responsiple for protecting the environment and the future means of transport and movement II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector III. PROCEDURE 1. Checking: Write the new words 2. New lesson

Teacher’s and students’

Contents

activities 1. Warm up Aim: To warm up the class.

Content: do the following tasks and practise skills Organization

Expected outcome

149

Chatting: Ss talk about their

Pair/group work and discuss

future means of transport.

2. Vocabulary Aim: Help students review some vocabularies about transport.

Content: do the following tasks and practise skills Organization

Expected outcome

T has Ss work individually to

I- Vocabulary.

combine the pictures together to

1. Use the clues in the two pictures to form a

form a phrase

phrase.

Ss do it in speaking.

b. solar-powered taxi

T gives the comment.

c. driverless plane d. space car e. underwater bus.

Ss first work individually, then

2. Complete this table.

work in groups to fill the table.

Transport possibilities in the future.

T gives the comment.

Verb

Energy

Characteristics

used bicycle

Car

Ride,

Wind-

Automated,

pedal

powered high-speed

drive

Water-

Flying,

powered driverless train

drive

airplane

Solar-

Underwater,

powerd

supersonic

Fly,

Solar-

driveless

drive

powered

3. Grammar Aim: Ss can review the future tense and suitable possessive pronouns.

Content: do the following tasks and practise skills Organization

Expected outcome II-Grammar

150

-Ss work individually then compare their answers with each

3. Change the personal pronouns in brackets

other.

into suitable possessive pronouns.

T gives the key.

1. mine 2. yours

-Ss write the text and swap with

3. theirs

each other for per comment.

4. hers

4. Look at the information about skycycling tubes. Then write a description of this means of transport using will and won’t.

Skycycling tubes will be easy to drive….

5. Complete the dialogues using will (+) or won’t (-).

1. (I don’t know).Perhaps we won’t travel in -Ss work individually then

driveless cars in the future.

compare their answers with each

2. Will we have high speed trains in the next

other.

five years?

Yes, maybe we will 3. I think we will have electric taxis very soon.

Oh, I think we won’t have them until the year 2030.

4. Project Aim: Help students know the way to do the project.

Content: do the following tasks and practise skills Organization

Expected outcome

+ PROJECT

Our own future transport.

Encourage Ss to draw picturesor

In groups, brainstorm ideas for your future

use videos to illustrate their

means of transport. Think about the following:

ideas. They may use posters or

+ Where does it travel? Does it fly, float, drive

prepare a presentation using

or something else?

151

computer if possible.

+ How does it travel? Do you pedal it?..... ……………………………………………

3. Guides for home work - Learn new words and phrases by heart.

- Prepare for: Unit 12: Getting Started

152

Period 82 UNIT 12: AN OVERCROWDED WORLD Lesson 1: Getting started

I. OBJECTIVES: By the end of the lesson, Ss can: - Use the words to describe overcrowded places, words about the effects of overcrowding.

1. Knowledge: a. Vocabulary: Overcrowded , Slum, Peaceful, Crime, Commit crime, Diverse, Spacious b. Grammar: Present simple tense 2. Competences: Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of and be more responsiple for protecting our country and world.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector III. PROCEDURE 1. Checking: Write the new words 2. New lesson Ss and T’s activities

Contents 1. Warm up

Aim: To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills Organization

Expected outcome

Write the word ‘population’ on the

Eg:

board.Make sure Ss know the meaning

There are 5 million people in Ha Noi.

of this word by either giving the

->Ha Noi has a population of 5 million.

equivalent Vietnamese word or

153

writing.

Ask Ss if they know the population of any area in the country or in the world.Once the Ss have done it, add the prefix “over” and elicit the meaning of this newly – formed word from Ss>Introduce the lesson.

2. Presentation Aim: Listen and answer the questions about the conversation.

Content: do the following tasks and practise skills Organization

Expected outcome

-

Set the scene:Ask Ss to look at the

Listen and read

title of the text and the pictures and ask them prediction question about what they are going to read.The questions may be: + What is the conversation about ? +What do you think Brazil is like ? +Do you think Phuong kile Brazil? +What can you find about Rio/Brazil in this conversation?

-

Ss guess the answers.

* New words

-

Elicit the new words.

Overcrowded (adj): đông nghịt Slum (n): Khu nhà ổ chuột Peaceful (adj): thanh bình Crime (n): tội phạm Commit crime: phạm tội Diverse (adj): đa dạng, khác

T plays the recording.

Spacious (adj): rộng rãi

Ss listen and read. Ask Ss if their predictions are correct.

154

1a.Ss work independently.

T asks them to read the sentences and decide if they are true or false.

a. Tick true or false 1. T

Ss correct the false sentences.

2. T

T writes the correct answers on the 3. F 4. T

board. b. T asks Ss to read the explanations in

5. F

the exercise and try to find the words without checking the text.Then ask Ss to refer to the dialogue again for the correct words.Correct the answers as a

b. Find the words or phrase to match the following.

1. deverse

class.

2. wealthy 3. major 4. slums 5. crime 3. Practice Aim: Listen and match the words with the pictures and describe a person or a place Content: do the following tasks and practise skills Organization

Expected outcome

2.Make sure Ss know the meaning of

2. Match the words in the box with the

the words in the box.Then Ss work

picture.

independently to label the

1. a

2. c

pictures.Have them compare their

4. e

5. d

3. b

answers with a partner.

Play the recording and have Ss repeat the words.T gives correction if necessary.

3. Use some words in 2 to describe a 3. Ss complete the exercise

person or a place you know.

independently.

155

T calls some Ss to share their sentences I visit my native village every year. I love the peaceful atmosphere there with the class. ………………………………………

T can choose some good sentences and write them on the board for other Ss to learn from.

Encourage Ss to make as many sentences as possible.

4. Further practice Aim: Make a list of the problems about an overcrowded area.

Content: do the following tasks and practise skills Expected outcome

Organization In groups, ask Ss to think of the

* Think of the problems and make a list of

problems and make a list of them.

them

If Ss have difficulty, suggest that they look for problems in their daily life at their own classes, schools, homes, areas or any other places they know for the answers.

Call each group to report their list to the class. T may help write the problems on the board.Ask the class if they agree or not.Encourage them to give an explanation to their answers.

Then move on to the next group and do the same.

3. Guides for homework - Learn new words and phrases by heart.

- Prepare for: A closer look 1

156

Period 95 UNIT 12: AN OVERCROWDED WORLD Lesson 2: A CLOSER LOOK 1

I. OBJECTIVES: By the end of the lesson, Ss can: - Use the lexical items related to the topic of an overcrowded world.

- Know and mark the stress on two – and three – syllable words and pronounce them correctly.

1. Knowledge: a. Vocabulary: Dense , shortage, nutrition, malnutrition, spread b. Grammar: Present simple tense c. Pronunciation: mark the stress on two – and three – syllable words 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of and be more responsiple for protecting our country and world.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: During the lesson 2. New lesson

Ss and T’s activities

Contents 1. Warm up

Aim: To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills Organization Brainstorming:

Expected outcome Pair/group work and discuss

T asks Ss if they can remember any new words they learn in Getting Started.

157

Categorize them as positive (peaceful, wealthy…)

and

negative

(poor,

slums…).

Move on to this lesson which focuses on some problem as a result of overpopulation.

2. Presentation Aim: Know and mark the stress on two-and three –syllable words and pronounce.

Content: do the following tasks and practise skills Organization

Expected outcome

5.Ss listen and mark the stressed

1. Listen and mark the stressed

syllables. T corrects the answers. Have

syllables.

Ss listen again and repeat the words.

s’pacious

Po’llution

‘poverty

‘stressful

‘hungry

Nu’trition

In’crease

Su’pport

‘violence

Di’sease

‘healthcare

(v) ‘shortage

2. Listen and repeat.

As a

As a verb

noun 6.Have Ss listen and repeat the words. ‘record

‘record

‘picture

‘picture

‘answer

‘answer

pa’rade

pa’rade

Su’pport

Su’pport

3. Practice Aim: Know and use the lexical items related to the topic of an overcrowded.

Content: do the following tasks and practise skills

158

Organization

Expected outcome •

T elicit the new words.

• New words Dense (adj): dày đặc, đông đúc shortage (n): sự thiếu hụt nutrition (n): dinh dưỡng malnutrition (n): suy dinh dưỡng spread (v): lan tràn, phát tán

1. Ss listen to the recording and number

1. Listen and number the words in the

the words. Ss listen again and repeat the order you hear them. words.

T checks the the understanding of the words bay asking questions like: ‘Do

1. crime

you think our school has enough space

2. malnutrition

?’ ‘What causes disease ?’

3. poverty 4. shortage 5. disease 6. space 7. dense 8. healthcare

2. Ss work individually.T checks the answer as a class. Encourage Ss to explain why they choose that word for the sentence.

2. Complete the sentences with some of the words from 1 1. healthcare 2. crime 3. Disease 4. Malnutrition 5. poverty

3.T can give an example of cause and effects.Write the example on the board and ask Ss which one is the effect.

3. Match a cause with its effect Eg: He drove fast a. He had an accident. √

Ss work independently or in pairs.When

b. He felt hungry.

159

they have finished , let them exchange their answers with a partner/another

1.b

2. a

3. f

4. d

5. c

6.e

pair.T then gives correct answer.T may ask Ss to explain why.

4. Further practice Aim: Ss can write ideas about some problems and discuss for agreement/disagreement Content: do the following tasks and practise skills Organization

Expected outcome

In groups, Ss discuss to fine out which

4. Write and share ideas with the class.

problems each place may have.T

a. Lack of entertainment, few

collects Ss’ answers and write them on

opportunities for employment, not

the board.

enough services.

Then the whole class look at the

b. Poverty, slums, disease, pollution,

problems and discuss for

unemployment, poor healthcare.

agreement/disagreement.

c. Noise/ air pollution, crime, overcrowded, shortage of accommodation.

3. Guides for homework - Learn new words and phrases - Prepare for: A closer look 2.

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Period 96 UNIT 12: AN OVERCROWDED WORLD Lesson 3: A CLOSER LOOK 2

I. OBJECTIVES: By the end of the lesson, Ss can: - Use comparatives of quantifiers.

- Make tag questions.

1. Knowledge: a. Vocabulary: review b. Grammar: use comparatives of quantifiers, make tag questions 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of and be more responsiple for protecting our country and world.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector III. PROCEDURE 1. Checking: During the lesson 2. New lesson

Ss and T’s activities

Contents 1.Warm up

Aim:To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills Organization

Expected outcome

T reminds Ss of items they learnt in

Chatting:

the previous lessons

+ words of quantifiers(many, a little…) + countable and uncountable nouns. + Imperatives with “more”, “less ”, and “fewer”

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1. Presentation Aim: Help Ss know to use comparatives of quantifiers and do exercises Content: do the following tasks and practise skills Organization

Expected outcome

1.Have Ss read the sentences and the I- Comparisons of quantifiers. rules in the table.

1. Read the sentences.

T asks Ss to add more words to the

- more + N/Ns + than…

table for each type of comparison.

- less + N + than…

- fewer + Ns + than….

2. Ss complete the reading independently.

2. Look at the information for the two

T encourages Ss to observe and

cities below, and compare their data.

recognize that both tables include the

Eg: In Brumba, there are more people per

same kinds of information.

square kilometre than in Crystal. ………………………………………

3.Ss complete exercise 3 by referring

3. Read the comparisons of the two cities,

to the tables.

and decide if they are true. If they are not, correct them.

1. Correct 2. Incorrect. In Brumba, more people live in slums.

3. Incorrect. People in Crystal earn more per day.

4. Correct.

4.Have Ss do this exercise

5. Correct.

independently.

4. Complete the sentences with more, less

T checks the answers as a class.

or fewer.

1. fewer 2. more 3. more 4. fewer

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5. less 2. Practice Aim: Help Ss know how to make tag questions and do exercise Content: do the following tasks and practise skills Organization -

Expected outcome

Writes 3 questions on the board:

Draw Ss’ attention to how these three

II- Tag- questions.

questions are formed:the first two types

+ How can the government improve the

Ss have already learnt and the new

life of people in the slums?

one tag questions.

+ Do you live in an overcrowded place?

Have Ss read the conversation.

+ They have moved to the city to look for a job, haven’t they?

5.Ss do this exercise independently.

Then they share their answers with a

5. Check if the tags are correct. If they

partner.T checks and writes the

are not, correct them.

correct tags on the board.

1. Incorrect….do you? – don’t you?

2. Incorrect…aren’t they?- don’t they?

3. Correct 4. Correct

6.Ss do this exercise independently.T

5. Incorrect…can’t they?- can they?

checks the answers as a class.

6. Choose one of the question tags in the box to complete each blank in the interview.

1. don’t they 2. isn’t it?

3. can’t we?

4. is it?

3. Further practice Aim: Ss can do more about using comparatives of quantifiers, making tag Content: do the following tasks and practise skills questions.

163

Organization

Expected outcome Pair/group work and discuss

T asks Ss to make sentences with comparatives of quantifiers, and tag questions Ss make sentences with comparatives of quantifiers, and tag questions T corrects and remarks

3. Guides for homework - Learn the grammar rules - Prepare for: Communication.

164

Period 97 UNIT 12: AN OVERCROWDED WORLD Lesson 4: Communication

I. OBJECTIVES: By the end of the lesson, Ss can use more/less/fewer to make comparison about two areas.

1. Knowledge: a. Vocabulary: The lexical items related to the topic “An overcrowded world” b. Grammar: use comparatives of quantifiers.

2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of and be more responsible for protecting our country and world.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: * Checking 15’ Code 1: I.Complete the sentences by using the words in the box.

Healthcare

overcrowded

disease

more

fewer

1.I don’t want to live in an…………..area.There is not enough space for us to play.

2.Good……… helps people to stay healthy, and to live longer.

3.The city suffers…………….pollution than the countryside.

4.February has………….days than january.

5……….speads more quickly in overcrowded areas.

II.Give the tag questions of the these sentences.

1.They like ice cream very much,……………….?

2.You brother doesn’t like watching TV,……………….?

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3.She is reading a book in her room,…………………?

4.You went to the movies yesterday evening,……………….?

5.He can’t speak English very well,……………………?

Code 2: I.Complete the sentences by using the words in the box.

Healthcare

overcrowded

disease

more

fewer

1. they don’t want to live in an…………..area.There is not enough space for us to play.

2.Good……… helps people to stay healthy, and to live longer.

3.The countryside has …………….problems than a big city.

4.January has………….days than February.

5……….speads more quickly in overcrowded areas.

II.Give the tag questions of the these sentences.

1.You like ice cream very much,……………….?

2.You brother doesn’t like playing sport,……………….?

3.She is reading a book in her room,…………………?

4.You went to the movies yesterday evening,……………….?

5.He can speak English very well,……………………?

Keys: Code 1: I.Complete the sentences by using the words in the box.

1. overcrowded

2. Healthcare 3.more

4. Fewer

5. disease

II.Give the tag questions of the these sentences.

1.don’t they? 2.does he?

3.isn’t she

4.didn’t you? 5.can he

Code 2: I.Complete the sentences by using the words in the box.

1. overcrowded

2.Healthcare

3.fewer

4.more

5.disease

II.Give the tag questions of the these sentences.

1.don’t you?

2.doesn’t he

3.is she

4.didn’t you 5.can’t he.

2. New lesson

Teacher’s and students’ activities

Contents

166

1. Warm up Aim: To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills Organization

Expected outcome

Ss look at the picture and discuss what

Pair/group work and discuss

places they are and how they are different.

-Ss work individually then compare in pairs.

- Write the answer on the board.

2. Presentation Aim: Know some vocabularies and use more/less/fewer to make comparison about two areas.

Content: do the following tasks and practise skills Organization

Expected outcome

-Elicit some new wwords from pictures and 1. Extra vocabulary situations.

- Densely populated: - Physiccian:

-Read aloud many times in chorus

- Density:

- Checking vocab:matching game.

- Slavery:

-Call some individuals.

- hunger (n): 2. Matching

-Ss complete the exercise indepently.

Suggested answer:

-T asks them to explain their choice.

Group 1:high living standard, clean water, densely populated, good education, crime.

Group2:poor healthcare, crime,…

3. Practice Aim: Ss can complete the table and make comparison about two areas.

Content: do the following tasks and practise skills Organization

Expected outcome

-Have Ss read the two passages and

3. Complete the table

167

complete the table given by teacher.

facts

Mauritania Hong

- T checks wwith whole class.

Kong Area

- Ss complete the exercise indepently.

population

- T asks them to explain their choice.

Density Economy Healthcare Problems Result Unusual Facts.

4. Further practice Aim: Ss can comparison about some countries Content: do the following tasks and practise skills Organization -

-

Expected outcome

Have Ss read the two passages and

Example:

complete the table given by teacher

The population of Mauritania is very

T checks with whole class.

small, only over three million people.

Hong Kong is must larger. It has more than seven million people…..

-

Encourage Ss to talk about the differences( The table above can help)

Call some pairs to share their ideas with the class.

3. Guides for homework - Learn the grammar rules - Prepare for: Skills 1.

168

169

Period 98 UNIT 12: AN OVERCROWDED WORLD Lesson 5: Skills 1

I. OBJECTIVES: By the end of the lesson, Ss can: - Know the way to read and answer the questions, the heading for the paragraph - - Talk about advantages and disadvantantages 1. Knowledge: a. Vocabulary: Review b. Grammar: Review 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of and be more responsiple for protecting our country and world.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: 15’ Code 1: I. Complete the sentences by using the words in the box.

Healthcare

overcrowded

disease

more

fewer

1. I don’t want to live in an…………….…..area. There is not enough space for us to play.

2. Good………………… helps people to stay healthy, and to live longer.

3.The city suffers…………………..……….pollution than the countryside.

4. February has…………………..…….days than january.

5…………………..….speads more quickly in overcrowded areas.

II. Give the tag questions of the these sentences.

1. They like ice cream very much,……………….?

2. You brother doesn’t like watching TV,……………….?

3. She is reading a book in her room,…………………?

170

4. You went to the movies yesterday evening,……………….?

5. He can’t speak English very well,……………………?

Code 2: I. Complete the sentences by using the words in the box.

Healthcare

crime

disease

more

fewer

1. Some people commit …………………….when they have no money and no food.

2. What’s ‘………………', mum? - It’s a system to take care of people’s health.

3.The countryside has …………………..…….problems than a big city.

4. January has………………….…….days than February.

5……………………….….speads more quickly in overcrowded areas.

II. Give the tag questions of the these sentences.

1. You like ice cream very much,……………….?

2. You brother doesn’t like playing sport,……………….?

3. She is reading a book in her room,…………………?

4. You went to the movies yesterday evening,……………….?

5. He can speak English very well,……………………?

Code 3 I. Complete the sentences by using the words in the box.

Healthcare

fewer

overcrowded

peaceful

1. ……………..is not a problem in the slums only, isn’t it?

2. So many people are moving to cities, making them……………….

3. Poor people die because they do not have good …………………

4. The photo is fantastic. The countryside looks so …………….

5. February has…………………..…….days than january.

II. Give the tag questions of the these sentences.

1. You are a teacher, ……………………..?

2. She likes living in the city, …………………….?

3. He didn’t do his homework, …………………………?

4. Hoa is learning English at the moment, …………………………?

5. You have finished your homework,……………………?

Keys: Code 1: I. Complete the sentences by using the words in the box.

171

crime

1. crime

2. Healthcare 3. more

4. Fewer

5. disease

II. Give the tag questions of the these sentences.

1. don’t they?2. does he?

3. isn’t she

4. didn’t you? 5. can he

Code 2: I. Complete the sentences by using the words in the box.

1. overcrowded

2. Healthcare

3. fewer

4. more

5. disease

II. Give the tag questions of the these sentences.

1. don’t you? 2. doesn’t he

3. is she

4. didn’t you 5.can’t he.

Code 3 I. Complete the sentences by using the words in the box.

1. crime

2. Overcrowded

4. peaceful

5. Fewer

3. Healthcare

II. Give the tag questions of the these sentences.

1. aren’t you 2. doesn’t she 3. did he 4. isn’t she 5. haven’t you 2. New lesson

Teacher’s and students’ activities

Contents 1. Warm up

Aim: To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills Organization -

Expected outcome

Ask Ss to look at the list of cities and

Pair/group work and discuss

see if they have appeared in their list on the board.Ss discuss the question in pairs and then as a class.

2. Presentation Aim: Read and for specific information the population explosion.

Content: do the following tasks and practise skills

172

Organization

Expected outcome

-From the list of the cities given, Ss

1. Discussion

discuss which one has the largest population and share their ideas with a partner.

-Ss quickly read the passage for specific

2. Check the answer.

information and put the cities in the order of their population size.

- teacher checks as a class.

Key: 1.Tokyo 2.Shanghai 3.Jakarta 4.Manila 5.London

3. Practice Aim: Ss can read and do exercise Content: do the following tasks and practise skills Organization

-Ss read each part of the passage and

Expected outcome

3. Read the passages again. Choose the

choose the correct heading for it.Ask Ss to correct heading for each paragraph underline the words which help them make their decision.

1- B: population explosion

-Ss compare in pairs.

2- D: Which are the biggest?

- T checks the answers.

3- C: problem for the poor 4- A: Issues for everyone

-Ss read the exercise again and do the

4. Read the passage again and choose

exercise indepently, ask Ss to look for the

the best answer A, B, C

key words which can help.

1. The world’s population is C.

173

2. Tokio has B people.

3. Problems in big cities affect C. 4. Some problem that poor peaple face in cities include C 5. When air pollution is bad, people B

-Ask Ss to go through the list of different places and note down the problems they can think of for each places.

-Teacher goes around and helps Ss with any new words they need.

4. Further practice Aim: Talk about the about the disadvantantages of being in an overcrowded place.

Content: do the following tasks and practise skills Organization

Expected outcome

-Ask a representative from each group to

* Discuss the disadvantages

report their findings to the class.

- 1. An overcrowded school. + Don’t have enough class. + Don’t have clean water.

2. An over crowded bus + dangerous + densely 3. An overcrowded block of flats + homeless + shortage of water - One disadvantage of an overcrowded school is don’t have enough class.

- Another is don’t have clean water.

3. Guides for homework - Learn the grammar rules - Prepare for: Skills 2.

174

Period 99 UNIT 12: AN OVERCROWDED WORLD Lesson 6: Skills 2

I. OBJECTIVES: By the end of the lesson students will be able to: - Listen for specific information in a film review.

- Write a short passage about the population growth of an area.

1. Knowledge: a. Vocabulary: The lexical items related to the topic “ An overcrowed world” b. Grammar: Review 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of and be more responsiple for protecting our country and world.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: Write the vocabulary words 2. New lesson

Teacher’s and students’ activities

Contents

1. Warm up Aim:To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills Organization Chatting.

Expected outcome Pair/group work and discuss

175

-Talk about the affects of an overcrowded world?

2. Presentation Aim:Listen to get specific information about An overcrowded world.

Content: do the following tasks and practise skills Organization

Expected outcome

Ss work individually, getting as much 1. Look at the poster. What do you information from the poster as possible.

think the film is about?

Ss share with their partners.

The information may include: - Have you seen this film?

- What is it about?

- Who is the main character?

- Where do you think the story happen?

-T plays the recording twice.

2. Listen and check.

-T asks Ss to listen and do the task.

- Ss do the exercise individually.

-Ss listen again and check their answers. - Ss compare their answer in pairs.

-T corrects their answers.

-T asks Ss to read the questions first to 3. Comprehension questions see what information they need to 1. The film is base on a book called answer the questions.

Q&A.

-T plays the recording as many times as 2. The main character of the film is a boy necessary.

from an Indian slum.

-Ss do the exercise individually.

3. He wins a lot of money on an Indian

-Ss compare their answer in pairs.

game show.

-T checks as a class.

4. Because he is a boy from the slums.

5. The film looks beautiful, is full of emotion and is gripping.

3. Practice Aim: Write a short passage about the population growth of an area.

Content: do the following tasks and practise skills Organization

Expected outcome

176

- T asks Ss to read the passage about II. Writing Dharavi slum.

4. Reading.

T asks them to underline words/phrases - one of the largest slums to describe Dharavi slums or to show the - In 1950, the population was around changes in its population.

100,000 people. Since then….

-Ss write their paragraph individually based on the suggestions in the book.

-T collects some writing to correct at home.

5. Writing

-If there is not enough time to write the

- Write a short paragraph describing the

paragraph in class, T can assign it for

changes in population in Ho Chi Minh

homework.

City.

Ho Chi Minh City is one of the largest cities in Viet Nam. According to the figures from the population investigation committee, the population of HCM City in 1979 was three million four hundred and twenty thousand people. But in 2009, its population was around seven million one hundred and twenty-three thousand people. It was - Collect some Ss’ writing papers and

much bigger than that in 1979. It grew

mark them, then give comments to the

double after 30 years…..The population

class.

of HCM City has grown and grown. It is an population explosion.

4. Further practice Aim: Ss can describe the changes in population in Ho Chi Minh City.

Content: do the following tasks and practise skills

177

Organization

Expected outcome

T asks Ss to describe the changes in Eg: population in Ho Chi Minh City

Hello, I am going to tell you about

Ss describe the changes in population in describing the changes in population in Ho Chi Minh City

Ho Chi Minh City.

T corrects and remarks

…

3. Guides for home work - Learn the grammar rules - Prepare for: Looking back and project.

178

Period 100 UNIT 12: AN OVERCROWDED WORLD Lesson 7: Looking back and project

I. OBJECTIVES: By the end of the lesson, students can: - Review all what they have learnt in this unit.

- Use what they have learnt during the unit to help ss answer the questions.

- Use “more, less, fewer” to talk about effects.

1. Knowledge: a. Vocabulary: The lexical items related to the topic “ An overcrowed world” b. Grammar: “more, less, fewer” 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of and be more responsiple for protecting our country and world.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector III. PROCEDURE 1. Checking: Write the vocabulary words 2. New lesson Teacher’s and students’ activities

Contents 1. Warm up

Aim:To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills Organization T asks Ss to sing an English song

Expected outcome Pair/group work and discuss

Ss sing an English song

2. Vocabulary

179

Aim: Help Ss review some vocabularies and do exercise Content: do the following tasks and practise skills Organization -

Expected outcome

Ss work individually to do

1. Match the words with their

exercises.

definitions

Asks Ss to compare their answer

1-E

with their partner

2-B

-T gives the answers

3-C

-

4-D - Asks Ss to do the exercise individually. 5-A - Check the answers with their partners.

- Ss write some interesting sentences on

2. Write the sentences for each of the

the board.

following words

- Teacher checks and gives feedback.

Healthcare is necessity for all people. …………………………………… ……………………………………..

3. Grammar Aim: Help Ss review more. Less, fewer; tag questions and do exercise Content: do the following tasks and practise skills Organization -T

asks

Ss

Expected outcome to

do

the

exercise

individually. Check the answers with 3. Fill in the gaps their partners.

1. don’t we – a

-T checks with the whole class

2. don’t you – e 3. won’t there – c 4. shouldn’t we – d

-Ss write the text and wrap with each

5. don’t they – b

other for peer comments.

4.Complete the sentences

-Ss work individually then compare the

1.More

answers with each other.

2. More

Encourage Ss to draw pictures to

3. more

180

illustrate their ideas.

4. less

Ss may use posters.

4. Communication Aim: Help students know situation and talk about their possible effects.

Content: do the following tasks and practise skills Organization

Expected outcome

-T asks Ss to read the example situation. 5.Work in groups: I’ve got more T writes “I will” and “I can” on the Ex: board to renind Ss that they can use them to talk about possible effects

Situation: A cousin is moving in to share

Ss: work on situations 1 and 2 your room for two months. independently.For

less

advanced Effects: - It will lose my privacy.

Ss,allow them to work in pairs or

- It can have more fun.

groups.

- It will have less space of my

-T calls some Ss to report their ideas.

own.

3. Guides for homework - Do the project:The world we live in - Learn the grammar rules - Prepare for: Review 4

181

Period 103: Review 4

I. OBJECTIVES: By the end of the lesson, Ss can: - Review the language they have learnt include: pronunciation, vocabulary and grammar they have learnt from unit 12 by doing exercises.

1. Knowledge: a. Vocabulary: The vocabulary for types of energy sources, means of transport in the future and overpopulation b. Grammar: The future continuous, the future simple passive and future simple for predictions.

- Comparatives of quantifiers with more and less/ fewer.

- Tag questions - How to give facts and opinions 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of and be more responsiple for protecting our country and world.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector III. PROCEDURE 1. Checking: During the lesson 2. New lesson Teacher’s and students’ activities

Contents

1. Warm up Aim:To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills Organization -

Sing a song

Expected outcome Pair/group work and discuss 2. Pronunciation

182

Aim: Help students know the rules for rising/falling intonation in a question.

Content: do the following tasks and practise skills Organization

Expected outcome

-Remind Ss of the rules for rising/

1. What’s a monowheel?(falling)

falling intonation in a question.

2. Single – wheel?(riding)

- Play the recording.

3. How do you ride it ?(falling)

- Ss listen and mark the intonation.

4. Is it easy ti fall ?(riding)

- Ss listen again and repeat.

5. shouldn’t you ?(falling) 6. Why do you like it ?( falling) 7. Can’t you imagine?(riding) 3. Vocabulary

Aim:Help students know some vocabularies.

Content: do the following tasks and practise skills - Organization

Expected outcome

Ask Ss to look at the sentences and

Ex2:Complete the sentences.

decide what kind of word is needed for

*Keys

each sentence (a noun, a verb, an

1. solution

adjective…..)

2. overcrowded/crowded

- Have Ss look for clues.

3. driverless

Eg: In sentence 1, “a” shows that we

4. invention

need a noun.

5. healthier

-

Let Ss do the exercise independently.

Ex3:Choose the best answer.

Ss share their answers with a partner.T

1. A

checks and writes the answers on the

2. B

board.

3. A 4. B 5. A 4. Grammar

Aim:Review the future continuous, the future simple passive and future simple for predictions.

Content: do the following tasks and practise skills

183

- Organization

Expected outcome

Ask Ss to review the structure and do

Ex4: Put the correct verbs in the

exercise.

blanket.

- Check and clearly explain each

1.will fly

answer.

2.will be used 3.will be demolished 4.will have 5.will invent.

Ex5: Arrange 1.c 2.g 3.a 4.i 5.e 6.f 7.h 8.d 9.j 10.b

3. Guides for home work - Review unit 10, 11, 12 - Prepare for: Review 4 (Skills)

184

Period 104: Review 4

I. OBJECTIVES: By the end of the lesson, Ss can know how to do the reading, listening, speaking and writing.

1. Knowledge: a. Vocabulary: review b. Grammar: review 2. Competences:

Teamwork and independent working, pair work,

linguistic

competence, cooperative learning and communicative competence 3. Qualities: Ss will be more aware of and be more responsiple for protecting our country and world.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector, loudspeaker III. PROCEDURE 1. Checking: During the lesson 2. New lesson

Teacher’s and students’ activities

Contents

1. Warm up Aim:To warm up the class and introduce the lesson.

Content: do the following tasks and practise skills Organization

Expected outcome

T lets Ss sing an English song

Pair/group work and discuss

Ss sing an English song

2. Reading Aim: Help students know how to read and answer the questions.

Content: do the following tasks and practise skills - Organization

Expected outcome

Ask Ss to discuss and answer the questions.

* Keys

-Ask them to read passage and answer the

1. A

185

questions independently.

2. B

-Have Ss explain where they find the clues

3. B

to the answers.

-T checks.

3. Speaking Aim: Help students know how to answer the Yes-No questions.

Content: do the following tasks and practise skills - Organization

Expected outcome

Ask Ss to choose the words in the list and

Pair/group work and discuss

practice in pairs.

4. Listening Aim: Help students listen and answer the questions.

Content: do the following tasks and practise skills Expected outcome

Expected outcome

-Ask Ss choose the correct answer for this

* Keys

vocabulary revision.

A

- Make sure that Ss understand the meaning of the word “footprint” by asking the to give some examples.

5. Writing Aim: Help students write about means of transport.

Content: do the following tasks and practise skills - Organization Have learnt to talk about some imaginative

Expected outcome Pair/group work and discuss

means of transport in unit 11.

-Ask them to refer back to this unit for vocabulary as the organisation of a narrative wring 3. Guides for homework - Retell the way to do the reading, listening and writing.

- Prepare for the test.

186

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Period 103: REVISION FOR THE SECOND-TERM TEST

I. OBJECTIVES: 1. Knowledge: By the end of the lesson, students can: Review the language they have studied and the skills they have practiced a. Vocabulary: Review b. Grammar: the future continuous tense, the future simple passive form, will for future predition, possessive pronouns, comparisons of quantifiers, tag- questions.

2. Competences: independent working, linguistic competence, cooperative learning and communicative competence.

3. Qualities: Students will be more responsible for and more aware of studying harder.

II. TEACHING AIDS 1. Materials: Textbooks, plan 2. Equipment: computer accessed to the Internet, projector III. PROCEDURE 1. Checking: During the lesson 2. New lesson:

Teacher’s and students’ activities

The main contents

1. Warm up Aim: To warm up the class Content: do the following tasks and practise skills Organization

Expected outcome

- Ask students to name some kinds of

Home robots

robots.

doctor robots,

- What can robots do in the future?

teaching robots, space robots, worker robots.

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2. Grammar Aim: Help Ss review structures they have learnt Content: do the following tasks and practise skills Organization T asks Ss to retell the structure: The

Expected outcome 1. The future continuous tense.

future continuous tense Ss retell the structure: The future

(+) S

+

will be

+

V-ing

continuous tense and give examples

(-) S

+

will not be

+

V-ing

T corrects and remarks

(?) Will +

S

+

be

V-ing ?

+

Eg: - At 8.00 tomorrow morning, I will be learning Math at school.

- This time next summer , we will be visiting Paris

2. The future simple passive form.

T asks Ss to retell the structure: The

* Form

future simple passive form

(+) S

+ will be

+ Vpp

( by O ) .

Ss retell the structure: The future

(-) S

+ will be

+ Vpp

( by O ) .

simple passive form and give examples

(?) will + S + be + Vpp ( by O ) ?

T corrects and remarks

* For examples .

- Solar panels will be put on the roof of the houses.

- The exercises will be finished tomorrow.

3. Will for future predition T asks Ss to retell the structure: will for future and might for future prediction

Key: We often use will to make a prediction about the future.

Ss retell the structure: will for future

Prediction

and might for future prediction

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T corrects and remarks

Affirmative

S + will + V

Negative

S

+

will

not

(won’t) + V Interrogative

Will + S + V?

T asks Ss to retell the Possessive

4. Possessive pronouns.

pronouns

This is your pen “your” is a possessive

Ss retell the Possessive pronouns

adjective and it is put before the noun.

and give examples

This pen is yours. “yours” is a possessive pronouns and stands alone.

Instead of saying: This pen is your pen(Which sounds repetitive) We say This pen is yours.

Instead of saying:This bike is my bike, not his bike, we say This bike is mine , not his.

5- Comparisons of quantifiers.

- more + N/Ns + than…

T asks Ss to retell the structure:

- less + N + than…

Comparisons of quantifiers and tag -

- fewer + Ns + than….

questions

6- Tag- questions

Ss retell the structure: Comparisons of quantifiers and tag – questions and give examples T corrects and remarks

3. Writing Aim: Help Ss review some writing topics Content: do the following tasks and practise skills Organization

Expected outcome

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T retells some writing topics and

Topic 1:

guides how to write

Writing about how to save energy

Ss copy

Topic 2: Writing a paragraph about facts and opinions Topic 3: Writing paragraph describing polution growth in an area.

4. Speaking Aim: Help Ss review some sentences to prepare for the oral test Content: do the following tasks and practise skills

Organization T asks Ss to prepare: Introduce about

Expected outcome

yourself.

Ss Introduce about yourself.

Topic:

T remarks

1.Talking about traffic problems in your

T gives some questions for each unit

town.

Ss listen and remember.

2.Talking about your favourite films.

3.Describing a festival in your country.

T gives some topics for students to talk

4.Giving some ways to save energy.

and guides how to talk

5.Talking about travelling in the future.

Ss copy

3. Guides for homework - The future continuous tense, the future simple passive form, will for future predition, possessive pronouns, comparisons of quantifiers, tag- questions - Prepare for the second term test.

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PERIOD 104: The SECOND term test

(Theo đề thi của trường)

Class Period 105: CORRECTING The second

7a1:

term test

7b1:

Teaching date

(Theo đáp án đề thi của trường) I-Objectives : By the end of the lesson Ss will be able to : - Know what mistakes the have got from the test and how to improve their English.

- Practice speaking skill with a partner to do the test again.

- Love their marks ..

II. Preparation

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T: Paper test.

Ss: Paper test.

Period 70: REVIEW

I. OBJECTIVES: 1. Knowledge: By the end of the lesson, Ss will be able to review the 4 skills related to the topics that they have learnt among unit 7,8,9. a. Vocabulary: review vocabulary ralated to topic: traffic, film, festival around the world b. Grammar: review: connectors, distances, - ed and –ing adjectives, Adverbial phrases , wh – questions, used to 2. Skills: Complete the sentences using the words in the box, choose the best answer, rewrite the sentences 3. Attitude: Ss will be more aware of and be more responsiple for protecting the environment and the future means of transport and movement 4. Competence development: independent working, pair work, linguistic competence, cooperative learning and communicative competence II. TEACHING AIDS 1. Teacher: Textbooks, computer accessed to the Internet, projector 2. Students: Textbooks.

III. PROCEDURE 1. Checking: During the lesson 2. New lesson Teacher’s and students’ activities

Contents 1. Warm up

Aim: To warm up the class.

Content: do the following tasks and practise skills Organization T asks Ss to sing an English song

Expected outcome Pair/group work and discuss

Ss sing an English song

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2. Vocabulary Aim: Help students review some vocabularies ralated to topic: traffic, film, festival around the world.

Content: do the following tasks and practise skills Organization

Expected outcome I-Vocabulary.

T asks Ss to do exercise 2,4 page 4,5 in

Topic: Unit 7: Traffic

exercise’s book. T uses computer to correct.

(Ex 2,4/ page 4, 5)

Ss do exercise individually.

T asks Ss to do exercise 5 part B in unit 8 in

Topic: Unit 8: Film

exercise’s book. T uses computer to correct.

(Ex 5 part B in unit 8)

Ss do exercise individually.

T asks Ss to do exercise 1,2 part B in unit 9 in exercise’s book. T uses computer to correct.

Topic: festival around the world

Ss do exercise individually.

(Ex 1, 2 part B in unit 9) 3. Grammar

Aim: Ss can review: connectors, distances, - ed and –ing adjectives, Adverbial phrases , wh – questions, used to and do exercises Content: do the following tasks and practise skills Organization

Expected outcome

T asks Ss to give the usage of the connectors II. Grammar Ss do it.

* Connectors

T gives the comment.

1. Although, despite/ and in spite of

T asks Ss to do exercise 7 part B: unit 8 in exercise’s book individually, check their

Eg:

answers with a partner before giving the

Although he is so young, he performs

answers to

excellently.

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Ss go to the board and write their answers if

2. However and nevertheless

time allows.

T corrects on the computer

Eg: He is so young, however he performs excellently Exercise 7/13 in exercise’s book

T asks Ss to retell the use of the Ed and ing adjectives

* Ed and ing adjectives

Ss retell the use of the Ed and ing adjectives

- ed and –ing adjectives

and give examples

+ We use –ed adjectives to describe

T asks Ss to do exercise

someone’s feeling.

Eg:The film was long ,and I was bored + We use – ing adjectives to describe things or people ( that cause the feelings) Eg:The film was long and boring.

Exercise 6/ part B unit 8 in exercise’s book

T asks Ss to retell the form of the adverbial

* Adverbial phrases

phrases and do exercise 4/19 page in

+Adverbial phrases made with nouns:

exercise’s book.

Eg: every year, every day, last year….

Ss do exercise 4/19 page in exercise’s book

+Adverbial phrases made with prepositions:

T corrects the mistakes on computer

Eg: in 2013, in a small town, with beautiful plants. +Adverbial phrases made with to- infinitive: Eg: to enjoy the party, to have more friends.

(Exercise 4/19page in exercise’s book)

* Type/ question: When time T asks Ss to retell the form of the type of

Where place

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questions and do exercise 5 /19 page in

How often frequency

exercise’s book.

Why reason

Ss do exercise 5/19 page in exercise’s book

How manner

T corrects the mistakes on computer

What thing Whose belong to a person/ thing Which whole sentences (limited options) (Exercise 5/19page in exercise’s book) *Distances:

T asks Ss to retell the form of the distances.

How far is it from …..to ….?

Ss retell the form of the distances and give

It is ……..from ….to ….

examples

Eg: - How far is it from your house to school?

It is about one kilometer from my house toschool.

II- Used to T asks Ss to retell the form of the form of

Example: There used to be many trees on

used to.

the street, but now there are only shops.

Form:

Ss retell the form of the form of used to and

(+) S + used to + V

give examples

(-) S + didn’t use to + V (?) Did + S + use to

4. Pronunciation Aim: Help students review the Sounds: / t / and / d /, /id/; / e / and / ei /.

Content: do the following tasks and practise skills Organization

Expected outcome

- T asks students to retell the Sounds: / t /

1. Sounds: / t / and / d /, /id/

and / d /, /id/; / e / and / ei /.

- Đuôi “ed” được phát âm là /t/ khi nó đứng

- Ss listen and remember and then do

sau một phụ âm vô thanh: /p/, k/, /f/, /s/, /ȓȓ/,

exercises in exercise’s book in part

/tȓȓ/.

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pronunciation

Eg: stopped /stǢpt/ - Đuôi “ed” được phát âm là /d/ khi nó đứng sau một nguyên âm hoặc 1 phụ âm hữu thanh: /b/, /g/, /v/, /z/, /ʒ/, /dʒ/, /ð/, /m/, /n/, /ŋ/, /l/, /r/.

Eg: cried /kraǺd/ - Đuôi “ed” được phát âm là /ǺǺd/ khi nó đứng sau âm /t/ hoặc /d/.

Eg: waited /’weǺtǺd/ ) 2. Sounds: / e / and / ei /. * Diphthong /eǺǺ/ (Nguyên âm đôi /eǺǺ/) - "a" , "ea", "ei" ,"ey" được phát âm là /eǺ/ Eg; Pay / /peǺ/ - "ai" được phát âm là /eǺ/ khi đứng trước một phụ âm trừ "r" Eg: rain

/reǺn/

- "ay" thường được phát âm là /eǺ/ trong những từ có tận cùng bằng "ay" Eg: clay //kleǺ/ * Short vowel /e/ (Nguyên âm ngắn /e/) - "a" được phát âm là /e/ Eg: many / /'menǺ/

3. Guides for homework - Retell some vocabularies about : traffic, film, festival around the world.

- Review the connectors, distances, - ed and –ing adjectives, Adverbial phrases , wh – questions, used to Guide the way to do part reading and listening.

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