Giáo án Anh 8 thí điểm HK2 (CV 5512) phát triển năng lực theo các hoạt động (2 cột)

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DẠY KÈM QUY NHƠN LESSON PLAN PHÁT TRIỂN NỘI DUNG

Giáo án Anh 8 thí điểm HK2 (CV 5512) phát triển năng lực theo các hoạt động (Mục tiêu, Nội dung, Sản phẩm, Tổ chức thực hiện) (2 cột) Năm học 2020-2021 WORD VERSION | 2021 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594

week: 20 Preparing date: Period: 55 Teaching date: UNIT 7: POLLUTION Lesson 1: Getting started I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the dialogue about a factory in Mi's home village for details and then do some related exercises.

- use lexical items related to the topic ‘Pollution’ to talk about types of pollution 2. Qualities: Skills: Speaking, listening, reading, writing.

Attitude: - Positive about pollution.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure Ss and T’s activities Content ACTIVITY 1: Warm-Up (5’) Shark attack A project on pollution AIMS: -To attract Ss’s attention to the (-/ -------/ --/ ----------) lesson -To lead into the new lesson CONTENTS: Vocabulary about marine lives PRODUCTS: Sts’ attention on the topic ORGANIZATION: - Teacher gives instruction ? Guess one by one letters.

- Teacher gets feedback.

ACTIVITY 2:Getting started: (10')

AIMS: Help students listen, read and do some exercises about the conversation CONTENTS : - Listen to the convesation - learn new words about pollution and its causes PRODUCTS: - sts’ knowledge of pollution - words and structures ORGANIZATION: Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary

- poison - dump - aquatic - illustrate - thermal pollution - radioactive pollution - visual pollution - billboard

(n/v): chất độc, làm nhiễm độc (v): vứt, bỏ (adj): dưới nước hạt chuỗi (n): (n): ô nhiễm nhiệt (n):

ô nhiễm phóng xạ

(n): (n):

ô nhiễm ánh sáng biển quảng cáo ngoài trời - Repeat in chorus and individually - Copy all the words Key: A.radioactive pollution B. noise pollution D. thermal * Checking vocab: Matching C. visual pollution pollution (Activity 2 P7) E. water pollution F. land/ soil pollution G. light pollution H. air pollution - Answer the questions individually.

Listen and read * Set the scenes: * Suggested answers Ask Ss to open their books and look - Nick and Mi. at the picture. Ask them some - They are near a factory. questions: Who can you see in the picture?

Where do you think they are?

What can you see in the picture?

What do you think the people in the - I/We can see a factory dumping exhaust picture are talking about? fume and poison into the lake.

Ss answer the questions as a class.

- They are talking about pollution.

- Play the recording twice. ? Listen and read then check your - Listen and read answer for the last question.

- Accept all possible answers from Ss without any correction.

ACTIVITY 3: PRACTICE (15’) AIMS: help Sts widen their knowledge of pollution and vocab CONTENTS : Exercises p7 PRODUCTS: Keys to Exercises p 6-7 ORGANIZATION: 2. aquatic 3. dump 3.1. Find the words / phrases (1a Key: 1. dead 4. poison 5. polluted 6. to come up with P7) ? Share answers with your partner.

- Teacher gets feedback - Have Ss look at the Watch out! This expression means you are very surprised box and quickly read the at something you see. information. Ask them if they know what I can’t believe my eyes means. Key: 1. They are in Mi’s home village.

2. It’s almost black.

3.2. Answer the questions (1b. P7) - Have Ss read the questions to make 3. She’s surprised because she sees the fish sure they understand them. Ss read are dead. the conversation again to answer the 4. It’s dumping poison into the lake. questions. Ss exchange their answers 5. He’s sneezing so much because the air is with a classmate. Call on some Ss to not clean. write their answers on the board.

Check their answers.

3.3. Tick T, F or NI (1c P7) ? Read the sentences quickly ? Firstly to decide if the sentences Key: are true, false or there is no 1. F ( It’s polluted by the factory). information without reading the 2. T dialogue.

3. NI - Then have some Ss write their 4. T answers on the board.

5. T

? Read the conversation again to check - Confirm the correct answers.

3.5. Complete the sentences (3 P7) ? Work individually to do the task then compare their answers with a partner.

T may teach some words which T thinks Ss do not know such as communication.

Key: 1. thermal pollution pollution 3. radioactive pollution pollution 5. Water pollution pollution 7. Noise pollution

2. Air 4. light 6. Land/ soil 8. visual pollution

Group work ?Work in groups of five or six.

- In five minutes, Ss write down the - discuss and write the pollution types their pollution types their neighbourhood neighbourhood faces and rank them in order of seriousness. faces and rank them in order of seriousness. They also have to give reasons for their order.

- Call group representatives to present their group’s order and - present reasons. ? Vote for the group with the best reasons.

(If time does not allow, do not have Ss do this activity. Instead just ask Ss to quickly review the pollution types.)

ACTIVITY 4: Further practice (2') AIMS: Review types of pollution CONTENTS : Class activity Review the lesson New words and structures PRODUCTS: - Answer individually A list of types of pollution ORGANIZATION: Teacher asks, sts answer ? Make a list of types of pollution?

Teacher summarizes the lesson and

gives homeword - Take note Homework: Learn by heart all the new words.

Do Ex B1,2 , 3P4 (Workbook) Prepare: Closer Look 1 - Collect pictures, songs, clipstalking about pollution. week:20 Period:56

-------------------------------o0o-----------------------------Preparing date: Teaching date: UNIT 7: POLLUTION Lesson 2: A Closer Look 1

I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Learn more words about pollution - Use words and phrases showing cause/effect relationships to describe the causes and effects of pollution - Pronounce the words ending in –ic and –al correctly in isolation and in context 2. Qualities: Skills: Speaking, listening,use of English.

Attitude: - Positive about pollution.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure Ss and T’s activities ACTIVITY 1: WARM-UP (5’) Calling out AIMS:help sts change the state from relaxation to concentration

Content

CONTENTS : Types of pollution PRODUCTS: Different forms of some words as well as some words/ phrases to talk about the causes and effects of pollution.

ORGANIZATION: Ask Ss to call out the types of pollution they learnt in the previous lesson.

-> You are going to learn different forms of some words as well as some words/ phrases to talk about the causes and effects of pollution.

ACTIVITY 2: Vocabulary (15') AIMS: teach new words CONTENTS : Vocabulary of A closer Look 1 Cause-effect conjunctions PRODUCTS: Key to Task 2 TB P8 orn: 2.1. Teaching vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board 2.2. Complete the table (1 P8) Have Ss look at the table in the book. Make sure that they understand what to do. ? Complete the exercise individually - Check their answers.

Examples: 1. thermal pollution 3. radioactive pollution 5. Water pollution pollution 7. Noise pollution

2. Air pollution 4. light pollution 6. Land/ soil 8. visual pollution

làm bẩn contaminate (v): cause (n/ nguyên nhân, v): gây ra effect (n: làm ảnh hưởng - Repeat in chorus and individually - Copy all the words

Key: 1. poison 3. pollutant 5. death

2. contaminate 4. polluted 6. damaged

2.3. Complete the sentences (2 P8) ? Read each sentence silently to have a general understanding and decide which Key: word form should be put in each blank.

1. Poisonous 2. Pollutants - For example, the word to be filled in the 3. Dead 4. Contaminated blank in sentence 1 is an adjective. ? Do the 5. Damage 6. Pollute exercise and then compare - Call on one or two Ss to give out the

answers before confirming the correct ones 2.4. Study the language box ? Look at the language box.

- Tell Ss that the words and phrases in the box express cause and effect relationships.

Ss have learnt so, because and because of.

Quickly go through the rest of words/phrases as follows:

- because/since and due to/because of are used to talk about the causes of something.

- Because and since are synonyms and they come before a clause.

- Other words and phrases in the box express the effects of something.

So comes before a clause.

To cause, to lead to and to result in are synonyms and come before a noun phrase.

To make sb/sth do sth is another way to express the effects. After somebody/something is an infinitive verb without to.

Have Ss read the example sentences and CAUSE EFFECT underline the clause or noun phrase. because/ since + so + clause The water is polluted, clause E.g: Because/ Since so the fish are dead. the water is polluted, the fish are dead. due to/ because of + to cause sth/ to lead to sth/ to result in sth sth The fish are dead due The polluted water to/ because of the causes/ results in the polluted water. dead of fish. to make sb/ sth do sth The polluted water make the fish die.

2.5. Activity 3a Ask Ss to read to each pair of sentences and 1. People throw litter on the ground. …C… decide which sentence is a clause and which Many animals eat the litter and become sick. is an effect. Ss compare their answers with a …E… partner before giving the answers to the 2. Ships spill oil in oceans and rivers. …C… teacher. Confirm the correct answers.

Many aquatic animals and plants die. …E… 3. Households dump waste into the river. …C… It is polluted. …E… 4. Their children have birth defects. …E… The parents were exposed to radiation…C… .

5. We can’t see the stars at night. …E…

There is too much light pollution. …C… 2. Oil spills from ships in oceans and rivers lead 2.6. Activity 3b ? Combine the sentences in each pair into a to the death of many aquatic animals and plants. new sentence that shows a cause/ effect 3. Households dump waste into the river so it relationship is polluted.

4. Since the parents were exposed to radiation, their children have birth defects.

5. We can’t see the stars at night due to the light pollution.

ACTIVITY 3: Pronunciation (15'') AIMS: Help sts know the meaning and how read words ending with in-ic-al CONTENTS : Rules of stress in words ending with in-ic-al PRODUCTS: Key to Task 5 P9 ORGANIZATION: 3.1. Stress in words ending in –ic and –al Ask Ss to look at the rules in the box and the examples. Go through the rules with Adding the suffix –ic changes the stress of a them. For a more able class, have Ss give word. Stress the syllable immediately before the suffix. some examples.

Example: ‘atom -> a’tomic Adding the suffix –al to a word does not change its stress.

Example: ‘music’ -> ‘musical Note: If a word can take both suffixes: one ending in –ic and the other ending in –al, both words have the stress on the same syllable.

Example: E’conomy -> eco’nomic -> eco’nomical 3.2. Listen and mark the stress (5 P9) Play the recording for Ss to stress the words. Key: Ask some Ss to say where the stress in each 1. ar’tistic 6. ‘physical word is. Confirm the correct answers. Play 2. ath’letic 7. he’roic the recording again for Ss to repeat the 3. his’toric 8. po’etic

words. Call on some Ss to read out the 4. his’torical words.

5. ‘logical 3.3. Activity 6 p9 Have Ss do the activity individually. Play the recording for Ss to check their answers.

Then elicit the correct stress patterns from Ss. Play the recording again Ss to repeat the sentences. Ask some Ss to read out the sentences.

9. bo’tanic 10. Bo’tanical

1. According to scientific research, tiny species may help clean radioactive pollution.

2. Water quality has become a national problem.

3. Many people have received medical treatment because of the disease.

4. Chemical waste can cause water pollution.

5. The reduction in air pollution was dramatic last year.

Key: 1. scien’tific 2. ‘national 3. ‘medical 4. ‘chemical 5. dra’matic

3.4. Activity 4 P8 - Divide the class into 12 groups. Two groups work with the same pair of pictures in 2, 3 or 4. ? In three minutes, groups of Ss write down as many sentences based on the given picture pair as possible on a sheet of paper.

- When time is up, the group with the most sentences is the winner.

Suggested answers: 2. The soil is polluted, so plants can’t grow.

3. We won’t have fresh water to drink because of water pollution.

4. We plant trees, so we can have fresh air.

ACTIVITY 4: Further practice (2') AIMS: Help sts find more word ending with in-ic-al Review the lesson Give homework CONTENTS : A list of words ending with in-ic-al by sts PRODUCTS: Sts can read and inderstand the words given ORGANIZATION: - Answer teacher's questions. ? Make a list of words ending in -ic and -al - Teacher reviews the lesson - Say out the words - Homework: ? Learn by heart all the new words.

- take note ? Do Ex A1, 2,3 P3 (wortkbook)

? Prepare: Unit 1: Closer Look 2 - Collect pictures, songs, clipstalking about pollutio -------------------------------o0o-----------------------------week: 20 Preparing date: Period: 57 Teaching date: UNIT 7: POLLUTION Lesson 3: A Closer Look 2 I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: - Use conditional sentences type 1 and type 2 correctly and appropriately to describe pollution 2. Qualities: Skills: Use of English.

Attitude: - Positive about pollution.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure Ss and T’s activities ACTIVITY 1: WARM-UP (5’) Recall AIMS: Review Conditional Sentences type 1 CONTENTS : Conditional sentences type 1 PRODUCTS: Sts can recall the knowledge the have learnt before.

ORGANIZATION: Elicit the form and use of the conditional sentence type 1 from Ss. Ask Ss to give some example sentences.

Content

Conditional sentences type 1 The conditional sentence type 1 describes a thing which is true or is likely to happen in the present or future.

If + subject + V (present simple), subject + will/can... + V (bare infinitive) ACTIVITY 2: Grammar 1 (15') AIMS: Help sts know deeply how and when to use Conditional Sentences type 2 CONTENTS : Conditional sentences type 2 PRODUCTS: Sts’understanding of Conditional Sentences type 1 and 2 ORGANIZATION: - Teacher elicits the form, use of the conditional sentences type 2 from students. ? Give examples

Conditional sentences type 2 The conditional sentence type 2 describes a thing which is not true or is unlikely to happen in the present or future.

If + subject + V (past simple), subject + would/could/might + V (bare infinitive) Example: If it wasn’t noisy in here, I could hear you clearly. (But it’s very noisy in here) The conditional sentence type 2 can be used to give advice.

Example: If I were you, I would see the doctor immediately.

Note: We can use both was and were with I/he/she/it in the if-clause.

ACTIVITY 3: Practice (15'') AIMS: Help sts know how and when to use Conditional Sentences type 2 CONTENTS : Exercises PRODUCTS: Key to Exercises p9-10 ORGANIZATION: 3.1. Activity 1P9 Key: Ss do this exercise individually then 1. recycle; will help compare their answers with a partner.

2. won’t dump; fines Have Ss read out their answers. Confirm 3. travel; will be the correct ones.

4. will save; don’t waste

5. use; will have 3.2. Activity 2 P10 ? Read the pairs of sentences.

- Ask two Ss to write the new conditional sentences type 1 on the board while other Ss write own sentences.

- Give feedback on these sentences and ask other Ss to correct them if necessary.

3.3. Activity 3 P10 Ss do this exercise individually, and then compare their answers with a classmate.

Check Ss’answers.

3.4. Activity 4 P10 Ss do this exercise individually. Invite two Ss to the board to write their answers. Go through the answers with the class. Have other Ss correct the answers if necessary.

3.5. Activity 5 P10 ? Quickly read the example.

- Ask Ss to comment on the example. - the meaning of the orginal sentences was made opposite in the new conditional sentence. (i.e. positive into negative form for the first sentence and negative into positive for the second sentence). ? Do this exercise individually and then compare the answers with a classmate.

Ask one or two Ss to write their sentences on the board.

Key: 1. Student will be more aware of protecting the environment if teachers teach environmental issues at school.

2. When light pollution happens, animals will change their behavior patterns.

3. The levels of radioactive pollution will decrease if we switch from nuclear power to renewable energy sources.

4. If the water temperature increases, some creatures will be unable to reproduce.

5. People will get more diseases if the water is contaminated.

Key:

1. b

2. c

3. d

4. e

5. a

Key: 1. were; would…do 2. exercised; would be 3. had; would build 4. tidied; wouldn’t be 5. was/were; would grow Key: 2. If there weren’t many billboards in our city, people could enjoy the view.

3. If there wasn’t/weren’t so much light in the city at night, we could see the stars clearly.

4. If we didn’t turn on the heater all the time, we wouldn’t have to pay three million dong for electricity a month.

5. If the karaoke bar didn’t make so much noise almost every night, the residents wouldn’t complain to its owner.

6. She wouldn’t have a headache after work every day if she didn’t work in a noisy office.

Chain game ? Work in groups of five or six ? Keep the chain going for as long as possible using type 1 or 2 conditional sentences.

- If a group hesitates for more than 10 seconds they are out.

- walk around the class listening to groups and monitoring the game. Groups that are still going when the five minutes is up are the winners. Note that the aim is to practice the language in a fun, verbal way so be sure to keep the atmosphere light.

Example A: If each person plant a tree, there will be a lot of trees.

B: If there are a lot of trees, the air will be cleaner.

A: If the air is cleaner, fewer people will be ill.

ACTIVITY 4:Further practice (2') AIMS: Review the lesson CONTENTS : Some conditional sentences type 1 and 2 PRODUCTS: Sts can use both Conditional Sentences type 1 and 2 ORGANIZATION: Teacher aks and sts answer ? How do we use conditional sentences - Answers to teacher's questions. type 1 and 2?

Give homework Take note Homework ? Learn by heart all the new words and structures ? Do B4, B5, B6 P5 (Work book) ? Prepare: Unit 7: Communication - Collect pictures, songs, clipstalking about pollution -------------------------------o0o------------------------------

Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

……………………………………………………..

Date of planning: 06/01/2019 Date of teaching: /01/2019 Period: 58

Unit 7: POLLUTION Lesson 4: Communication

I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: - Use conditional sentences type 1 and type 2 correctly and appropriately to describe pollution 2. Qualities: Skills: 4 skills Attitude: - Positive about pollution.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure Sts’ and T’s activities Contents ACTIVITY 1: WARM-UP (5’) AIMS: -To attract Ss’s attention to the lesson -To lead into the new lesson CONTENTS: Vocabulary about pollution PRODUCTS: Sts’ attention on the topic ORGANIZATION: - Sts tell about two types of pollution they * Chatting: know.

- Tell about the types of pollution you - Lead in the new lesson. know.

(Ex: water pollution, air pollution…)

- Today, we are going to have the

opportunity to explore noise pollution that not many people recognise as a pollution.

ACTIVITY 2: Presentation (15’) AIMS: - help sts learn more words about pollution CONTENTS: Vocabulary about pollution PRODUCTS: Vocabulary Concepts of pollution cause and effect ORGANIZATION: - Go through the Extra vocab.

- Help Sts understand the meanings of the words in Extra vocab (using pictures, realia, definition, example.) + permanent: lasting forever + earplugs: are put into our ears to keep out noise or water. + affect: the verb form of ‘effect’ + hearing loss: ‘When you have hearing loss, you can’t hear things clearly.’ + blood pressure: is often measured when you have high blood pressure.

ACTIVITY 3:Practice (10’) AIMS: -practice the main topic CONTENTS: Discussion on pollution, use Cause – Effect sentences PRODUCTS: Sts’ own opinion on the topic Vocabulary about pollution Key to task 1,2,3,4 P11 ORGANIZATION: * Activity 3: - Sts read the questions in the questionnaire to make sure they understand everything and answer individually.

Extra vocab: - permanent (adj): vĩnh viễn - earplug (n): cái nút tai - affect (v): làm ảnh hưởng - hearing loss (n): mất thính lực - blood pressure (n): huyết áp

1. Look at the pictures and put the parts of the fairy tale in order: (1,2,3P.11)

* Activity 4: - Sts work in pairs to compare their answers (may have different answers). T asks some pairs to report on their differences.

- Play the recording for Sts check their answers, then check with the whole class.

* Key: 1. B 2. C 3. A 4. B

5. C 6. A 7. A 8. C

2. Discuss other ways to prevent noise pollution: (4-P.11) * Sugessted answers: - Should use headphones when listening to music.

- Should wear earplugs when going to concerts or other loud events

ACTIVITY 4: Project (10’) AIMS: -improve sts’ speaking skill and sts’ confident CONTENTS: Discussion on pollution PRODUCTS: Sts’ attention and own opinion ORGANIZATION: * Activity 6: * PROJECT: - Sts find out the question in the “What would you do if…..???” questionnaire which proposes ways to 1. collages: lively, clear, practical prevent noise pollution.

2. Languages: easy to understand - Sts work in groups to discuss more ways to reduce noise pollution, then present their answers.

- Sts vote for the best ways. * Activity 7: - Sts work in groups to make a collage to answer the question ‘What would you do to reduce pollution in our country if you were the Minister of Natural Resources and Environment?’(use photographs, pictures or drawings.)

3. Speaking: fluency, accuracy, good pronunciation.

Sts have to: + discuss the things they would do. + collect the pictures from different sources or draw. + stick the pictures on a big piece of paper. + prepare a presentation. + give a presentation to the class.

- Remind Sts that they should use conditional sentences type 2 to give the presentation.

Teacher let the sts have speech Homework: - Do exercises of part C in the workbook - Prepare for unit 7- Lesson 5

Ideas from sts Sts take note

…………………………………………………o0o…………………………………

Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

Date of planning: 06/01/2019 Date of teaching: /01/2019 Period: 59 Unit 7: POLLUTION Lesson 5: : Skills 1 I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: + read for general and specific information about water pollution. + talk about the causes and effects of water pollution as well as ways to reduce it.

- Vocab: pollution words……….

- Skill: speaking and reading.

2. Qualities: Skills: Use of English.

Attitude: - Positive about pollution.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure Teacher’s and students’ activities contents

ACTIVITY 1: WARM-UP (5’) AIMS: Review vocab about pollution CONTENTS : Water pollution PRODUCTS: Sts can recall the knowledge the have learnt before.

Cause and effect of water pollution ORGANIZATION: * Chatting: * Activity 1: Chatting - Do you know about the water pollution?

- Ask sts some questions about water - Give some examples? pollution.

- Lead in the lesson.

ACTIVITY 2: Pre-reading AIMS: Help sts promote reading skill CONTENTS : Questions and answers about the 2 pictures in the textbook PRODUCTS: Sts can say the differences between the 2 pictures ORGANIZATION: * Activity 2: Present the pictures: - Sts work in pairs: one looks at picture AP.12 and one looks at picture B-P.15 - Sts ask each other Yes-No questions to find out the differences between two pictures.

Ex: A (p.A): Are there five ducks in your picture?

B: (p.B): Yes, there are. Are the ducks black in your picture?

A: No, they aren’t. They are white…….

- Some Sts report on the differences * Activity 2: Present the pictures: - Sts work in pairs: one looks at picture A-

A- READING: 1. Ask each other questions to find out the differences between two pictures: (1-P.12) * Suggested differences:

P.12 and one looks at picture B-P.15 - Sts ask each other Yes-No questions to find out the differences between two pictures.

Ex: A (p.A): Are there five ducks in your picture?

B: (p.B): Yes, there are. Are the ducks black in your picture?

A: No, they aren’t. They are white…….

- Some Sts report on the differences.

ACTIVITY 3: PRACTICE (15’) AIMS: Help sts promote reading skill CONTENTS : Reading and understanding passage about pollution PRODUCTS: Key to Task 2 P12 ORGANIZATION: While-reading * Activity 3: - Sts read the passage quickly and answer the questions (the first two Qs ask for general information and the rest focus on details.)

- Sts can underline parts of the text that help them with the answers.

- Sts compare their answers with a partner.

2. Read the text and answer the questions: (2-P.12) * Key: 1. The second paragraph tells about the causes of water pollution.

2. The third paragraph tells about the effects of water pollution.

3. It’s the water beneath the Earth’s surface.

4. They are industrial waste, sewage, pesticides, and herbicides.

5. They are pollutants from storm water and the atmosphere.

6. They use herbicides to kill weeds.

ACTIVITY 4: PRODUCTION (5’) AIMS: 3. Complete the notes about the effects of Help sts promote reading skill water pollution: (3-P.12) CONTENTS : * Key: Reading comprehension, discussion 1. cholera 4. dead PRODUCTS: 2. die 5. aquatic plants

Sts can underline the key words and work individually ORGANIZATION: Post -Reading * Activity 4: - Sts read the sentences quickly to underline the key words and work individually (pick the suitable words to fill each blank).

- Sts share their answers with a partner.

- T checks the answers.

3. polluted water B- SPEAKING: 4. Discuss the solutions to water pollution: (4-P.12) - Suggest two sub-headings: + Point source pollution + Non-point source pollution

- Some solutions: + S1: Give heavy fines to companies that are found doing this. * Activity 5: + S2: Educate companies about the - Sts work in groups to discuss the environment. sollutions to water pollution. + S3: Give tax breaks to companies that find - Help Sts focus their ideas and think of the ‘clean’ ways to dispose of their waste. solutions for each cause.

- Sts make notes of the answers on a piece 5. Complete the diagram of water of paper. pollution: - One group quickly presents their (5-P.12) SOLUTIONS solutions and others add some ideas.

Water : * Activity 6: - Sts work in groups again to complete the diagram (may draw the diagram on a big piece of paper.)

- After finishing, T may call some pairs to practice in front of the class.

CAUSES: EFFECTS: - Human

s…..

* Activity 7: - Some groups give presentations about water pollution.

- Other groups listen and give comments.

The class may vote for the best presentation.

Take note Homework: - Learn by heart all the new words.

- Prepare for next lesson ( find the meaning of the new words in the next lesson ) - Do exercises of part D in the workbook

- Point source pollutants…….

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Date of planning: 06/01/2019 Date of teaching: /01/2019 Period: 60 Unit 7: POLLUTION Lesson 6: Skills 2 I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: + listen to get specific information about thermal pollution. + write about causes and effects of one pollution type.

- Vocab: pollution words……….

2. Qualities: Skills: listening and writing.

Attitude: - Positive about pollution.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure Sts’ and T’s activities Contents ACTIVITY 1: WARM-UP (5’) AIMS: Review vocab about pollution Improve listening skill CONTENTS : Thermal pollution PRODUCTS: Sts can recall the knowledge the have learnt before.

Vocab and knowledge of thermal pollution ORGANIZATION: * Activity 1: Describe the pictures: - Sts work in pairs, describing the pictures and the relationship between them.

- Call on one St to give their answers.

- Play the recording for Sts to check their answers.

A- LISTENING: 1. Describe the pictures:(1-P.13) * Key: - The first picture shows an algal bloom in coastal seawater.

- The second picture shows the cooling towers from a power station.

- They are both related to thermal pollution.

ACTIVITY 2: Pre-listening (10’) 2. Listen and fill in the missing words: (2-P.13)

AIMS: Improve listening skill CONTENTS : Thermal pollution * Key: PRODUCTS: 1. hotter Sts can recall the knowledge the have population learnt before.

2. cooler Vocab and knowledge of thermal pollution 3. cool ORGANIZATION: 4. warm rivers 5. Warmer water A- LISTENING: 1. Describe the pictures:(1-P.13) * Key: - The first picture shows an algal bloom in

6. fish 7. Harmful 8. colour 9. poison 10. cool down

coastal seawater.

- The second picture shows the cooling towers from a power station.

- They are both related to thermal pollution. a. Listening: * Activity 2: - Sts quickly read the diagram and identify the form of the word/ phrase to be filled in each blank.

- Play the recording and ask Sts for their answers. Some Sts write their answers on the board.

- Play the recording again for Sts to check their answers.

ACTIVITY 3: PRACTICE (15’) AIMS: Improve listening skill CONTENTS : Causes and effects of air pollution and some other types of pollution PRODUCTS: Sts can recall the knowledge the have learnt before.

Vocab and knowledge of types of pollution ORGANIZATION: While-listening - Sts read the story carefully and work in pairs to discuss what may be missing - Play the recording again and ask Sts to find the missing words as they listen.

- T checks their answers with the whole class.

- WRITING: 3. Discuss the causes and effects of one type of pollution in your area: (3P.13) Air pollution Definition: Air pollution occurs when the air contains gases, dust, fumes or odour(mùi hôi) in harmful amounts Cause: industrial watse, exhaust from car and plane...

Effect: causing diseases, death to humans, damage to other living organisms such as animals and food crops, or the natural or built environment.

ACTIVITY 4: PRODUCTION (5’) AIMS: Improve writing skill and review vacab CONTENTS : Causes and effects of water pollution and some other types of pollution PRODUCTS: Sts can recall the knowledge the have learnt before.

Vocab and knowledge of types of pollution ORGANIZATION: Post- listening b. Writing: * Activity 4: - Sts work in pairs and decide which pollution type in their area they are going to discuss and make notes of the causes and effects.

Soil pollution happens when human activities destroy the earth’s surface.

Cause: pesticides, herbicides(thuốc diệt cỏ), chemical industrial watse, deforestation...

Effect: soil pollution, the upper layer of soil is damaged (lớp đất mặt bị hư), effect on wild-life... * Activity 5: - Sts stay with their partner. One writes about the causes and the other writes about effects based on their notes. Remind Sts to use markers like firstly, secondly…

- Sts work individually to write a first draft

* Activity 6: - Sts share their work with each other and combine it to make a complete article.

- Have pairs swap and read each other’s articles. Ask for volunteer pairs to read

4. Write about the causes and the effects of the pollution type you have just discussed in 3:(4-P.13) Water pollution There are several types of pollution.

However, water pollution is the most serious in our area.

It is caused by several factors. Firstly, famalies dump sewage into the river. In the past it was a very beautiful river, but now the water is almost black. Secondly, there are two new factories in our area, and they are dumping chemical waste into the lake and river. Thirdly, , pesticides are another source of pollution. Farmers in our area usually use these to kill insects.

Water pollution badly affects our area.

We do not have enough fresh water to water the plants and crops. People cannot raise fish in the river and the lake because the water there is so polluted. In addition, there are no more wild ducks near the river today since they cannot find fish for food. Another negative effect is that sometimes in the afternoon there is a bad smell from the

their articles out to the class and have Sts comment on them (may collect for marking).

Teacher let the sts discuss themselves and take note the main ideas on the board Teacher gives homework Homework: - Learn by heart all the new words.

- Do exercises of part E in the workbook

polluted river, so people do not like walking along it anymore.

People in uor area are all aware of this problem, and we thinking of some ways to solve it.

Types of pollution Solutions

Take note …………………………………………o0o………………………………………

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Date of planning: 12/01/2019 Date of teaching: /01/2019 Period: 61 Unit 7: POLLUTION Lesson 7: Looking back & Project I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: + revise all the target knowledge in unit 7. + do a project “What would you do if…?”.

- Vocab: pollution words……….

2. Qualities: Skills: 4 skills Attitude: - Positive about pollution.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector

2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

Sts’ and T’s activities Contents ACTIVITY 1: WARM-UP (5’) AIMS: Review vocab about pollution CONTENTS : Vocabulary about pollution PRODUCTS: Sts can recall the knowledge the have learnt before.

Cause and effect of water pollution ORGANIZATION: Sts write the right words. * Jumbled words: 1. itcqaua = aquatic 2. spooni = poison 3. hremlta = thermal 4. raohcle= cholera 5. nmneearpt = permanent ACTIVITY 2 : KNOWLEDGE FORMATION (20’) AIMS: Review vocab about pollution CONTENTS : Types of pollution PRODUCTS: Sts can recall the knowledge the have learnt before.

ORGANIZATION: Presentation - Sts work individually, then compare their answers with a partner.

- Check Sts’ answers.

A- VOCABULARY: 1. Complete the sentences with the correct form of the words: (1-P.14) * Key: 1. pollution 4. Poisonous 2. contaminated 5. pollutants 3. death - Sts work individually, then some Sts 2. Write types of pollution: (2-P.14) write their answers on the board. * Key: - Confirm the correct answers.

- radioactive pollution - water

pollution - noise pollution pollution - visual pollution pollution - thermal pollution

- land/soil - light - air pollution

ACTIVITY 3: PRACTICE (15’) AIMS: Review vocab about pollution Practice using conditional sentences type 1 and 2 CONTENTS : Compound Sentences Conditional sentences PRODUCTS: Sts can use Cause-effect conjunctions and conditional sentences Key to Task 1,2,3,4 P14 ORGANIZATION: - Sts write the sentences using the words in brackets, then compare their answers with a partner.

- Some Sts write their answers on the board T and other Sts give comments.

3. Rewrite the sentences: (3-P.14) * Key:

1. The residents of the street cannot sleep because of the loud noise from the music club.

2. Vy had a stomachache since she ate a big dinner.

3. The road in front of my house was flooded due to the heavy rain.

4. His mother is unhappy because his * Activity 5: room is untidy.

- Sts talk about conditional sentences type 5. Too much carbon dioxide (CO2) in the atmosphere causes global warming.

2(the use and form.)

B- GRAMMAR: * Review conditional sentences type 1: - Sts give some examples. * Conditional sentences type 2: - The use: + We use conditional sentences type 2to talk about things that are not true to - Sts work individually, then share their happen in the present or future.

Eg: answers with a clssmate.

- Check their answers.

If it wasn’t noisy in here, I could hear you clearly. (But it’s very noisy in here) - Sts complete the sentences individually + The conditional sentences type 2can be using their own ideas. Remind them to used to give advice. identify whether the sentence is a Eg: conditional sentence type 1 of type 2.

If I were you, I would see the doctor.

- Sts share their answers (accept all the - Form: sentences if they make sense).

If clause, main clause. (simple past)(would/could/might + V) * Note: We can use both was and were with I/he/she/it in the if-clause 4. Put the verbs in brackets into the correct form: (4-P.14) 1. won’t be; don’t take 4. do; will see 2. continue; will be 5. would…travel; didn’t have 3. were; would wear 6. wouldn’t be; didn’t take care ACTIVITY 4: PRODUCTION (5’) AIMS: Further practice of Conditional sentences CONTENTS : Practices PRODUCTS: Key to Practice 5,6 p14 ORGANIZATION: - Sts work in groups to discuss what they 5. Complete the sentences, using your would do or say in each situation. own ideas: (5-P.14) - Sts read the example first. Each group 1. If I were an environmentalist,……….. may discuss 1 or two situations.

2. If our school had a big garden,………

3. If the lake wasn’t polluted,………….

4. If we have a day off tomorrow,……..

- Some groups give their presentations to 5. If you want to do something for the the class. planet,…..

- The whole class can vote for the best.

6. Discuss what you would do or say in each situation: (6-P.15) 1. Your neighbors littered near your house.

2. Your friend wore headphones every

day to listen to music.

3. Your brother dump his clothes and school things on the floor.

4. Your sister had a bath every day. * Ex: A: If my neighbors littered near my house, I would write them a letter explaining that it was making the neighborhood dirty.

B: Oh, I would put a large sign up saying ‘No littering’.

C: I think I would knock on their door and explain that it was polluting the area. * Project: “What would you do if…..???”

1. collages: lively, clear, practical 2. Languages: easy to understand 3. Speaking: fluency, accuracy, good pronunciation. * Finished!

- Discuss what difficulties remain and what areas have mastered.

Teacher reviews the lesson Teacher gives homework Homework: - Learn vocab & grammar – Unit 7 - Prepare for Unit 8 (Getting started)

week:22 Period:62

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UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 1: Getting started I./. Objectives

1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the dialogue about Phong's summer camp in Singapore for details and then do some related exercises.

- use lexical items related to English speaking countries 2. Qualities: Skills: Speaking, listening, reading, writing.

Attitude: - Positive about English speaking countries.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure Ss and T’s activities Content ACTIVITY 1: WARM-UP AIMS: ‘English speaking countries’ -To attract Ss’s attention to the lesson E.g: Singapore - Singapore City -To lead into the new lesson CONTENTS: Vocabulary about English speaking countries PRODUCTS: Sts’ attention on the topic ORGANIZATION: - Write the title ‘English speaking countries’ on the board. ? Call out names of English speaking countries and their main cities. ? Share any interesting facts you know about these places.

- Now start the lesson.

ACTIVITY 2: Getting- started (10') AIMS: Help students listen, read and do some exercises about the conversation

CONTENTS : - Listen to the conversation - learn new words about countries and languages PRODUCTS: - sts’ knowledge of languages - words and structures ORGANIZATION: 2.1. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: What and where 2.2. Listen and read * Set the scenes: ? Look at the title of the conversation and the picture.

- Ask them some questions: • Where are the children?

• What do you think they are doing?

- Ss answer the questions as a class.

Play the recording and have Ss follow along.

ACTIVITY 3: Doing(20'') AIMS: help Sts widen their knowledge of languages, and vocab CONTENTS : Exercises p17 PRODUCTS: Keys to Exercises p17 ORGANIZATION: 3.1. Find a word / an expression (1a P17) ? Find a word or an expression from the conversation which you use when you: 1. think something is wonderful 2. .....

- absolutely (adv): tuyệt đối, chắc chắn - official (adj): chính thống, chính thức - accent (n): giọng điệu - native speaker (n): người bản xứ Repeat in chorus and individually Copy all the words

- Answer the questions individually. * Suggested answers - They are at the summer camp.

- Students' answer

Key: 1. awesome 2. absolutely 3. It's hard to say 4. perhaps

? Share answers with your partner.

- Teacher gets feedback ? Add any other expressions which have the same meaning.

3.2. Answer the questions (1b. P17) ? Run through the questions. ? Ss read the conversation again to answer the questions.

- Ss exchange their answers with a classmate.

- Call on some Ss to write their answers on the board. Check their answers.

Key: 1. He’s at an international summer camp (in Singapore).

2. They come from different countries/from all over the world.

3. He has made new friends, visited places, (and taken part in different Ss and T’s activities.)

4. Because he uses English ever day with people from fidderent Ss and T’s activities.)

5. Two boys from Australia and a girl from the USA. 6. After July 15th.

Key: 3.3. Complete the sentences (2 P17) 1. summer camp ? Underline these words/ phrases in 2. native English speaking countries the conversation.

3. native speakers - Make sure they understand their 4. the USA meanings.

5. accents ? Work independently to complete 6. official language the sentences. ? Share your answers in pairs.

- Confirm the correct answers.

Note: Your first language is often known as your mother tongue, and your second language may refer to a language used as an official language in your country, like English in Malaysia, Singapore, India, or it could simply mean the foreign language you learnt at school as part of the curriculum.

3.4. Write the name of the countries (3 P17) Key: Have Ss work in pairs/ groups to 1. the USA 2. The United Kingdom

4. Australia match the flags with the countries. T 3. Singapore 5. Canada 6. New Zeland checks.

Note: The UK, or the United Kingdom = Great Britain + Northern Ireland Great Britain/ Britain = England + Scotland + Wales The USA = the United States of America. It is also known as the US, or the United States, or even just the States.

In Canada, there are two official languages: English and French.

Game: where are they?

Work in groups ? Form groups of five or six.

- The first group to find all the countries wins.

- If possible, prepare a black and white world map on A3 paper or quickly draw a world map on the board.

- Ask one student from the winning group to go to the board and mark the six countries so that other groups can see and check.

ACTIVITY 4: Production (5') AIMS: - Answer individually Review the lesson CONTENTS : New words and structures - Take note Some English speaking countries and special features PRODUCTS: Languages and knowledges of learning languages ORGANIZATION: ? Sum up the main content of the lesson.

Homework: ? Learn by heart all the new words.

? Do Ex B3, 4 P13 (Workbook) ? Prepare: Closer Look 1 - Collect pictures, songs, clips talking about English speaking countries.

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Week:22 Preparing date: Period:63 Teaching date: UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 2: A closer look 1 I./. Objectives 1. Knowledge:Different forms of some words as well as some words/ phrases to talk about languages and learning languages.

2. Qualities: Skills: Speaking, listening, writing.

Attitude: - Positive about English speaking countries.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure I. OBJECTIVES: By the end of the lesson, ss will be able to: - learn more words about English speaking countries.

- remember the rules of stress in words ending in -ese and -ee II. LANGUAGE FOCUS: - lexical items related to English speaking countries.

III. RESOURCES: - Materials: Ss’ books, workbook, tape and radio - Method: T- WC, group work, individual work IV. PROCEDURES: Ss and T’s activities Content ACTIVITY 1: WARM-UP (5’) AIMS:help sts change the state from relaxation to concentration CONTENTS : Languages of some familiar countries in Malaysia – Malaysian the area Singapore – English PRODUCTS: China – Chinese (Hongkong – English) Different forms of some words as well Japan – Japanese as some words/ phrases to talk about Vietnam - Vietnamese languages and learning languages ORGANIZATION: ? Work individually to write the names for the people. ? Share with a partner.

- Play the recording for Ss to check their answers. Ss listen and repeat.

ACTIVITY 2: Vocabulary (10') AIMS: teach new words CONTENTS : Vocabulary of A closer Look 1 Correct stress patterns PRODUCTS: Key to Task 2,3,4 TB P18 orn: ORGANIZATION 2. 1. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board

Key: 1. the Americans 2. the English 3. the Scottish/ the Scots 4. the Welsh 5. the Irish 6. the Canadians 7. the Australians 8. the New Zealanders - Point out the change of stress from ‘Canada to Ca’nadian - iconic (adj): (thuộc) tượng, hình

tượng (n): quang cảnh, cảnh - spectacle tượng - koala (n): gấu túi - loch (n): (Ê cốt) hồ (n): con nuôi, dưỡng tử - adoptee - refugee (n): người tị nạn - addressee (n): người nhận thư - unique (adj): độc đáo, riêng biệt - Repeat in chorus and individually - Copy all the words 2.2. Word formation (2 P18) ? Work in pairs to change the words into a noun (N), an adjective (A) or a verb (V).

- Check the answers as a class.

- If time allows, have two Ss write their answers on the board and then confirm the correct answers. ? Read all the words aloud.

2.3. Complete the sentences (3P18) ? Read each sentence and decide what the part of speech is for each word to be filled in the blank.

- For example, the word for the blank in sentence 1 is a noun. They then complete the sentences.

- Confirm the correct answers as a class.

1. N = history 2. V = symbolise/ symbolize 3. A = legendary 4. N = icon 5. A = spectacular 6. N = festival 7. A =scenic 8. V = attract

Key: 1. icon 2. symbolsies 3. scenic 4. unique 5. attracts

Key: 1. castle 2.4. Matching (4P18) 2. Icoch ? Look at the pictures.

3. parade ? What can you see in each of them?

4. monument ? Work individually to match the 5. state words/ phrases to the pictures.

6. cattle station - Check the answers as a class by asking Ss in which countries, from the list in 1, they might see these things.

? Give an example of these things.

ACTIVITY 3: Pronunciation(20'') AIMS: Help sts know the meaning and how to read different word forms CONTENTS : Rules of stress in words in –ese and –ee PRODUCTS: Key to Task 5 P19 ORGANIZATION: Stress in words ending in –ese and – ee 3.1. Listen and repeat (5 P18) ? Mark the stress in the words firstly and say the words aloud before they listen to the recording. ? Ss listen and repeat.

- Then have Ss say the words individually. * Remember: For words ending in ese and or -ee the stress is often placed on the final syllable.

3.2. Mark the stress in the underlined words - Put the underlined words on the board. ? Mark the stress in the words first.

- Ask for a show of hands from the class of they think the stress is correct or not. ? Listen, check and say the sentences.

-ese Cato’nese Taiwa’nese Japa’nese Portu’guese

Key: 1. Chi’nese 2. refu’gee 3. trai’nee 4. Japa’nese 5. guaran’tee - Answer individually

ACTIVITY 4: Production(5') AIMS: - Answer individually Help sts find more word ending with in –ese and –ee CONTENTS : A list of words ending with in –ese and - Take note –ee by sts

-ee employ’ee adop’tee addre’ssee interview’ee

PRODUCTS: Sts can read and inderstand the words given ORGANIZATION: ? Make a list of words ending in –ese and –ee Further practice (2') ? Recall the rule of stress in words ending in -ese and -ee Homework: ? Learn by heart all the new words. ? Do Ex A1,2 P 11; B1, 2 P13 ? Prepare: Closer Look 2 - Collect pictures, songs, clips talking about English speaking countries.

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Week:23 Preparing date: Period:64 Teaching date: UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 3: A closer look 2 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Review present tenses: present simple, present continuous and present perfect - Learn about the present simple for the future.

2. Qualities: Skills: Use of English.

Attitude: - Positive about English speaking countries.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure Ss and T’s activities ACTIVITY 1: WARM-UP AIMS: Review Present Simple, Present Continuous, Present Perfect CONTENTS : Present Simple, Present Continuous, Present Perfect: Usages and formula PRODUCTS: Sts can recall the knowledge the have learnt before.

ORGANIZATION: Recall - Remind Ss about the use of the present simple, present continuous and present perfect. ? Work in three groups. Find out their distinct time signals.

Content

1. Present simple S + V(inf, s, es)............. * Adverbs of time: every day/week/ year/ morning/ Sunday, on Mondays.... * Adverbs of frequency: once/ twice/ three times a week. always, usually, sometime, often, never.....

2. Present continuous S + ia/am/are + V-ing............... * Adverbs of time: now, right now, at present, at the moment, today...... * Verbs after: It is + time.....

Look!, Listen!

3. Present perfect S + have/ has + PP................. * Adverbs of time: since, for, never, ever, recently, lately, so far, yet, already, just..... * Verbs after: It's the first/ second.... time....

It's the only + N.....

Superlative

ACTIVITY 2: Vocabulary (7') AIMS: Help sts know deeply how and when to use the correct verb form CONTENTS : Present Simple Present Continuous Present Prefect PRODUCTS: Sts’understanding ORGANIZATION: 1. vocabulary: - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: R.O.R

- parade - pose

cuộc diễu hành đứng/ ngồi (để làm mẫu nghệ thuật) - serve (v): phục vụ - sc edule (n): lộ trình, thời khóa biểu - promote (v): thăng cấp, làm tăng tiến - increase (v): tăng lên - Repeat in chorus and individually - Copy all the words

ACTIVITY 3: GRAMMAR AIMS: Help sts know deeply how and when to use Present Simple, Present Continuous, Present Perfect CONTENTS : Present Simple, Present Continuous, Present Perfect PRODUCTS: Sts’understanding of Present Simple, Present Continuous, Present Perfect ORGANIZATION: 1. Grammar 1 Review: Present tenses (12') 1. Complete the sentences (1 Key: P19)

(n): (v):

? Work individually to complete the sentences with the correct forms of the verbs.

- Allow Ss to share ideas in pairs or small groups. Encourage Ss to explain how they decided on the tense in each sentence. Correct as a class.

2. Correct mistakes (2 P19) ? Work individually first.

- Then let them share and discuss in pairs or small groups. Check, and have Ss explain why a certain tense is used.

Key: In the passage Correct 2 visit have visited 3. increase is increasing 5. has celebrated celebrates 7. are dancing dance

3. Grammar 2: Present simple for the future (15'') 1. Use ? Study the REMEMBER. ? What do we use the present simple for?

- We use the present simple with a future meaning when we talk about schedules, programs. e.t.c (for example: puplic transport, cinema, television, schools...)

? Read the examples in the REMEMBER. 2. Activity 3a P19 ? Read the monthly schedule for the extra Ss and T’s activities at Vancouver Christian School.

- Then have them underline the verbs in the sentences.

3. Activity 3b P19 - Allow Ss time to discuss and find the answers to the questions.

If Ss are having difficulty answering question ? Is a schedule usually for present or future Ss and T’s activities?

4. Activity 4 P19 Have Ss do this exercise independently. T checks the

1. has served 3. symbolises 5. has celebrated

2. is increasing 4. form 6. Is

1 The Debating Competition takes place in the Main Hall on April 3rd 2 The bus for the excursion to the chocolate factory leaves at 8.00 a.m in April 14th.

1.The future

1. starts – finishes 4. hosts 5. lasts

2. The present simple

2. takes place

3. holds

answers as a class.

5. Activity 5 P19 ? Work in groups to make notes E.g: of some Ss and T’s activities our - The English speaking contest is held on next school has organised for next Monday morning.

- All the students take part in "Trong Com" week.

Encourage them to be performance on Tuesday and Sartuday. imaginative. ? Then write down the sentences.

- Remind Ss that in this case, the present simple is used to talk about practical information: place, time, day, date, so this should be the focus of their sentences.

ACTIVITY 4: Further practice AIMS: Review and Further Practices - Answer individually CONTENTS : Some sample sentences PRODUCTS: Sts can use and differ the Tenses ORGANIZATION: Further practice: ? Recall the uses of the four tenses.

Homework: ? Learn by heart all the new words and structures.

- Take note ? Do Ex B5, 6 P13 - 14 (Workbook) ? Prepare: Communication - Collect pictures, songs, clips talking about English speaking countries.

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…………………………………………………….. week:23 Preparing date: Period:65 Teaching date: UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 4: Communication I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic ‘English speaking countries’ to introduce about some English speaking countries 2. Qualities: Skills: Speaking, listening, reading, writing.

Attitude: - Positive about English speaking countries.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure Ss and T’s activities Content ACTIVITY 1: WARM-UP AIMS: -To attract Ss’s attention to the Answer the questions lesson -To lead into the new lesson CONTENTS: Vocabulary about ways of learning languages PRODUCTS: Sts’ attention on the topic ORGANIZATION: Brainstorming territory (n):lãnh thổ - Teacher elicits the topic from North Pole: Bắc cực students Arctic Circle: Vòng bắc cực ? Can you name some English Garment(n):quần áo

speaking countries that you know? ? What do you know about them?

- Introduce the new lesson * Teaching vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board

Koala(n):gấu túi Emu(n):đà điểu sa mạc

ACTIVITY 2 : Presentation (15’) AIMS: - help sts learn more words about - Answer the questions individually first then ways of learning languages share compare CONTENTS: Vocabulary about pollution PRODUCTS: Vocabulary Concepts of pollution cause and effect ORGANIZATION: Activity: Do the quiz and choose the correct answers Key : - Have ss do the quiz 1C 2A 3C 4B 5B individually as quick as possible 6B 7C 8A 9B 10 A - Set a limit time is 5 minutes - Ask ss to share their answers with their partners - Check the class by asking for a show of hands for each question.

ACTIVITY 3: Practice (10’) AIMS: -practice the main topic CONTENTS: - Work in pair Discussion on languages and ways

of learning them, using differents Tenses PRODUCTS: Sts’ own opinion on the topic Vocabulary about languages Key to task 1,2,3,4 P21 ORGANIZATION: 3.2.Write the names of the countries next to their facts - Have ss to work in pairs - T calls on some ss to read aloud their answers then confirms the correct answers

3.3. Game. How much you kow about a country? a.

- Put ss into groups of 4 ss then explain that they have a chance to put together what they know about a country, including all the information they have got so far from the lesson - Ask ss to write the information in short notes first without mentioning the name of the country b.

-Ask each group to stand up in front of the class. Each member of the group will give one fact about the country. When they have finished, the rest of the class can guess what country it is.

When every group has done their presentation, the class can vote for the most informative and

Key: 1. The USA 2. New Zealand 3. The UK 4. Canada 5. Australia

Work in groups of 4 ss -Write the information in short notes first without mentioning the name of the country

Give the facts about the country -Guess what country it is -Vote for the most informative and interesting one Answer

interesting one ACTIVITY 4 : Production (5’) AIMS: Review CONTENTS : Varieties of English all over the world - Take note PRODUCTS: Facts ORGANIZATION: Further practice - Summarize the lesson Homework: ? Prepare Skill 1 - Collect some pairs of words which varies from Britain English to American English.

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UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 5: Skills 1 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Read for specific information about family customs and traditions - Talk about interesting facts of a country 2. Qualities: Skills: Speaking, reading.

Attitude: - Positive about English speaking countries.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector

2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure Ss and T’s activities ACTIVITY 1: WARM-UP (5’) AIMS: Review vocab about languages CONTENTS : Pairs of words which varies from Britain English to American English.

PRODUCTS: Sts can recall the knowledge the have learnt before.

ORGANIZATION: Chatting - Ask ss to close the book and answer the question ? What do you know about Scotland - Introduce the new lesson * Teaching vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board ACTIVITY 2 : Reading- (15') AIMS: Help sts promote reading skill CONTENTS : Questions and answers about the 2 pictures in the textbook PRODUCTS: Sts can say the differences

Content

- Answer the questions

-piping(n): sự thổi sáo -haunt(v): ám ảnh -unique(adj): độc đáo -scenic(adj): thuộc cảnh vật -fire brigade(n): đội cứu hỏa

between the 2 pictures ORGANIZATION: Pre-Reading * Set the scene: - We are going to read a passage about Scotland 2.1. Discuss the questions. Then read the passage - Allow ss 3 minutes to discuss the questions without looking at the passage - Collect some ss’ ideas - Ask ss to read the passage then check their answers - T calls 2 ss to write the answers on the board then confirms the correct answers - T uses a map to show where is Scotland While-reading 2.2. Matching - Ask ss to read the passage again then ask them scan the places first. Read carefully the information about each place and choose the two features related to it

Guessing Discuss the questions without looking at the passage -Read the passage then check their answers Key : 1. It is in the north of Great Britain 2. Any or all the following: It is famous for its rich and unique culture as well as its amazing natural beaty. Its historic castles, its traditional festivals and its whisky. It is also famous for various inventions

Work individually Key: 1-d,f 2-a,c 3-b,h 4e,g

Key: 1. Yes, it is 2.3. Read the passage again then 2. a ghost answer the questions 3. piping, drumming, dancing - Work individually then compare 4. the telephone, television, penicillin, the rain their answers with a classmate coat before giving the answers to T. 5. In 1824 ACTIVITY 3: Post - Reading (20') AIMS: Help sts promote reading skill CONTENTS : Reading comprehension,

discussion PRODUCTS: Sts can underline the key words and work individually ORGANIZATION:

3.4. Work in pairs talk about the things you like most about Scotland. Givereasons - Ask ss to work in pairs to ask and answer about their choice.

- Ask some pairs to represent

Eg: S1: What do you like about Scotland?

S2: I like the castles S1: Why? S2: Because I want to see a ghost

3.5. Work in groups. Read and discuss these interesting facts about Australia . Prepare a short introduce of Australia then represent - Work in groups of 4 ss - Have ss work in groups of 4 ss and discuss if there is any pieces of information they are not clear about.

- Check as a class to make sure that the information is understood correctly - Ask some groups to represent ACTIVITY 4: Production AIMS: Review CONTENTS : Present Tenses Languages and facts PRODUCTS: Facts ORGANIZATION: Further practice (3') - Sum up the main content of the lesson.

Homework (2') - Do Ex C1.2, D1 P 14, 15 - Take note - Collect pictures, songs, clips

talking about English speaking countries.

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UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 6: Skills 2 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: • Listen for specific information about a day trip to an amazing town • Write a description of a schedule for a visit or a tour 2. Qualities: Skills: listening, writing.

Attitude: - Positive about English speaking countries.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure Ss and T’s activities Content ACTIVITY 1: WARM-UP AIMS: Review usages of Present Tenses CONTENTS : Present Simple Present Continuous Present Perfect PRODUCTS:

Sts can recall the knowledge the have learnt before.

Vocab and knowledge of languages and ways of learning languages ORGANIZATION: - Ask Ss to look at the pictures and read the introduction to the listening.

- Look at the pictures and answer teacher’s Ask them what features from the questions pictures they are interested in, and what they think Wanaka is like.

ACTIVITY 2 : Listening- 15' AIMS: Improve listening skill CONTENTS : Ways to describe schedules PRODUCTS: Sts can recall the knowledge the have learnt before.

Vocab and knowledge of schedules of events ORGANIZATION: Pre-listening: 2.1. Activity 1: - Ask Ss to read the questions. T then plays the recording and Ss write the answers. T can play the recording at least twice. Elicit the answers from Ss and write the correct answers on the board.

2.2. Activity 2: - Give Ss some time to read the questions. Check if they know the meaning of the words ‘illusion’ (something that appears to be there but is not) and ‘3-D hologram’ (threedimensional image). Ss then listen to the recording again, as many times as needed if time allows, and choose the correct answers. T checks the answers

Key: 1/ 9.30 2/ 12.30 3/ 4.00 4/ 4.15

Key: 1. B

2. C

3. C

4. B

5. A

as a class.

While-listening: 3.1. Activity 3a: - Ask Ss to work in groups of three or four. Read the Ss and T’s activities and decide on the four Ss and T’s activities they would like to do together in their two-day visit to Washington D.C. b. Once they have made their decision, allow them time to schedule their visit and fill in the schedule table.

Group work ACTIVITY 3: Post-listening(20') AIMS: Improve writing skill and review vacab CONTENTS : Causes and effects of water pollution and some other types of pollution PRODUCTS: Sts can recall the knowledge the have learnt before.

Vocab and knowledge of types of pollution ORGANIZATION: 3.2. Activity 4: Write a passage….

- Have each group write a description of their visit. The description should include: the name of the activity, the time they do it, and what it involves. If possible, give each group a big piece of paper to write their answers. Ask the two quickest groups to present their answers. Other groups and T give comments. Give marks to the groups.

Other groups complete their writing as homework and bring it back in the next lesson.

Group work Example: This is the schedule for our group’s two-day visit to Washington D.C. On the first day we plan to go to the White House early at 8 o’clock. This way, we avoid the crowds. Then we get on a Hop-on Hop-off trolley, which rides around the city. We do some shopping and go for a nice lunch. Then we see some of the sights of the city. On the second day, we take the 8.30 shuttle bus to the canoe club to join a canoe trip along the C&O canal. This canal is famous for its beautiful scenery, especially in Autumn. The trip takes about three hours. In the afternoon, we visit the National Children’s Museum. The brochure says that this museum offers a lot of fun Ss and T’s activities where they can learn through playing.

ACTIVITY 4: Production AIMS: Improve speaking skill CONTENTS : Schedules of some events PRODUCTS: Sts can describe the schedules they read and tell about their own schedules ORGANIZATION: Further practice (3') - Sum up the main content of the lesson.

- Take note Homework: (2') ? Do Ex in exercise book ? Prepare: Unit 8: Looking back - Collect pictures, songs, clips talking about English speaking countries.

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UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 7: Looking back+project I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Recycle the language from the previous sections and links with the topics.

- Practice doing some exercises to consolidate and apply what they have learnt in Unit 8.

2. Qualities: Skills: Use of English.

Attitude: - Positive about English speaking countries.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure Ss and T’s activities Content ACTIVITY 1: WARM-UP AIMS: - Teacher- Ss Review vocab about languages CONTENTS : Vocabulary about languages PRODUCTS: Sts can recall the knowledge the have learnt before.

Usages and formulas of Present Tenses ORGANIZATION: - free talk ACTIVITY 2 : Presentation AIMS: Review vocab about languages CONTENTS : Languages of some countries all over the world, especially English speaking countries PRODUCTS: Sts can recall the knowledge the have learnt before.

ORGANIZATION: Looking back Vocabulary - 10' Key: Exercise 1. Match the words with the definitions 1. c 2. e 3. f 4. b 5. d 6. a - Ask ss to do this exercise individually then compare their answers with a partner -Call on some ss to write the answers on the board -Confirm the correct answers

Exercise 2. Choose the best answer….

-Ask ss to work individually then compare with their partner - Ask ss to write the sentences on the board - T confirms the correct answers Grammar- 15' Exercise 3: Decide if the sentences….

-Ask ss to work individually and then share the answers with a classmate.

- Check their answers.

Exercise 4. Complete the sentences, …

- Ask Ss to read the sentences carefully and look for clues that help them decide which tense should be used for each blank. Have Ss complete the exercise independently and then exchange their answers. Ask two Ss to write their answers on the board.

Confirm the correct answers.

Key: 1. C B

2. A 6. A

Key: 1. F 5. F

2. F

3. C

4. B

3. P

Key: 1. faces 2. doesn’t set 3. has won 4. has done 5. is 6. are trying

ACTIVITY 3 Communication – (20') AIMS: Review vocab about languages Practice using Present Tenses CONTENTS : Group work Present Simple Present Continuous Present Prefect PRODUCTS: Sts can talk about schedules using Present Tenses Key to Task 1,2,3,4 P24 ORGANIZATION: Exercise 6. Work in groups. Discuss what you would do ỏ say in each situation - Ask ss to work in groups of 4 ss

5.

4. P

to discuss what they would do or say in each situation.

- Ask ss to read the example - Ask ss to move around the class to listen to their ideas Finished!

Ask Ss to complete the selfassessment. Discuss as a class what difficulties remain and what areas Ss have mastered.

ACTIVITY 4: APPLICATION AIMS: Further practice of Tenses CONTENTS : Practices PRODUCTS: Key to Practice 5,6 p24 ORGANIZATION: Project Divide Ss into groups of four or five Ss do at home and instruct them on what they have to do. Encourage them to think creatively and daringly. Tell them to keep in mind who this poster is for. These can help decide: which attractions you would include in your poster. what information about the attraction you would introduce. which picture you would use for your poster. the design for your poster.

Have Ss present their poster in the next lesson. When all the groups have given their presentations, the whole class can vote for the best.

Key: Further practice (3') 1. Scottish men wear kilts.

Check your knowledge!

2. The USA has the biggest population.

Ss work in groups. They discuss the 3. California is a state in the USA.

statements and decide if they are true.

If they are not, find the true answer.

Check as a class.

Homework: - Do Ex in exercise book - Collect pictures, songs, clips talking about English speaking countries.

4. They live in Australia.

Take note

năm Kiểm tra ngày tháng ……………………………………………………. …………………………………………………… …………………………………………………….. …………………………………………………….. week:24 Preparing date: Period: 70 Teaching date:

UNIT 9: NATURAL DISASTERS Lesson 1: Getting started I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the dialogue about the typhoon in Nam Dinh province for details and then do some related exercises.

- use lexical items related to natural disasters - respond to good 2. Qualities: Skills: Speaking, listening, reading, writing.

Attitude: - Positive about natural disasters.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure Ss and T’s activities

Content

ACTIVITY 1: WARM-UP (5’) AIMS: -To attract Ss’s attention to the lesson -To lead into the new lesson CONTENTS: Vocabulary about natural disasters PRODUCTS: Sts’ attention on the topic ORGANIZATION: Matching * Activity 2aP27 Key: a First, have Ss work Responding to Responding to bad independently. Then allow them to good news news share answers before playing the Wow! Oh dear! recording for them to check. Play That’s great!

That’s awful! the recording for Ss to repeat the That’s a relief!

How terrible! phrases. Remind Ss to pay attention How wonderful!

Oh no! to their intonation as they practice.

That’s awesome!

That’s shocking!

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) AIMS: Help students listen, read and do some exercises about the conversation CONTENTS : - Listen to the conversation - learn new words about natural disaster PRODUCTS: - typhoon (n): bão nhiệt đới - sts’ knowledge of natural disasters - tsunami (n): sóng thần - words and structures - volcanic (n): núi lửa ORGANIZATION: - tornado (n): lốc xoáy

2. Getting- started (10') 2.1. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary

- mudslide - drought - flood - severe /si'vi:r/ - property - debris

(n): (n): (n): (adj)

lũ bùn hạn hán lũ lụt khốc liệt

(n): (n):

tài sản, của cải vôi gạch đổ nát

- Repeat in chorus and individually - Copy all the words

1. C 5. G * Checking vocab: Matching (Activity 3 P27) ? Work in pairs to match the words/phrases to the pictures. ? Then share answers with another. ? Listen and check. Then repeat the words/phrases.

2.2. Listen and read * Introduction: Write the unit title on the board ‘Natural Disasters’. ? Answer the questions about natural disasters that have happened where you live or anywhere else in the world that you know of. ? What was the natural disaster? ? When did it happen? ?Was there any damage to people or property? * Set the scenes: ? Look at the picture.

- Ask Ss questions about the picute: E.g. ? Where are Duong and Nick? ? What are they talking about? ? Which natural disasters can we see in the speech bubbles?

2. D 6. A

3. F 7. H

4. B 8. E

‘Natural Disasters’

- Answer the questions individually.

- They are at school.

- They are talking about Natural Disasters.

- They are tornado, flood and earthquake.

ACTIVITY 3: PRACTICE (15’) AIMS: help Sts widen their knowledge of natural disasters and vocab CONTENTS :

Exercises p27 PRODUCTS: Keys to Exercises p27 ORGANIZATION:

Doing (20'') 3.1. Gap fill (1a P27) ? Read each sentence and locate the information in the conversation, then choose suitable words/phrases to fill each blank. ? Work independently.

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

3.2. Responding to the news (1b P27) - T models - Focus on intonation, stressing the first syllable of ‘terrible’. ? Do the same with other Ss around the class. ? Refer back to the conversation to find the other phrases. ? Practice saying the phrases with correct intonation. ( Play the recording again as a model if necessary).

3.3. Matching 2b P27) ? Work independently then share the answers before T gives comments.

- Point out that some of the response could fit more than one statement.

Ask Ss which of these natural disasters can happen in Viet Nam. Then model this activity with a more able student. Next ask Ss to work in pairs. Go around to provide

Key: 1. tropical 3. damage 5. medical supplies accommodation

2. injured 4. trapped 6. temporary

T: My cat died.

S: That’s terrible!

Key: 1. Oh no!

3. That’s awful!

Key: 1.b 4. c

2.d 5. a

2. That’s relief

3. f 6. E

E.g: A: Which are the most common natural disasters in Thanh Hoa? B: Typhoons and floods.

A: How often do they happen there?

help. Call on some pairs to practice B: typhoons happen there about three or in front of the class. four times a year, and floods about twice a year.

ACTIVITY 4: PRODUCTION (5’) AIMS: Review the lesson CONTENTS : New words and structures Natural disasters in your area PRODUCTS: Vocabulary of natural disaster and social knowledge about natural disasters ORGANIZATION: Further practice (3') ? Sum up the main content of the - Answer individually lesson.

Production(2') Homework: ? Learn by heart all the new words. ? Do Ex B2,3 P20 (Workbook) - Take note ? Prepare: Closer Look 1 - Collect pictures, songs, clips talking about natural disasters.

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week:25 Preparing date: Period: 71 Teaching date:

UNIT 9: NATURAL DISASTERS Lesson 2: A closer look 1 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to:

- learn more words about natural disasters - remember the rules of stress in words ending in -logy and -graphy 2. Qualities: Skills: Speaking, listening, writing.

Attitude: - Positive about natural disasters.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure Ss and T’s activities Content ACTIVITY 1: WARM-UP (5’) AIMS:help sts change the state from relaxation to concentration CONTENTS : Natural disaster in your area PRODUCTS: Science vocabulary ORGANIZATION: Matching - Give out the posters ? Match a word with its meaning - Teacher monitors and gets feedback.

A 1. ecology 2. biology 3. photography 4. apology 5. biography 6. psychology 7. sociology 8. zoology 9. bibliography 10. demography 11. astrology 12. climatology

B a. lời xin lỗi b. khí hậu học c. sinh thái học d. tâm lí học e. động vật học f. thiên văn học g. sinh vật học h. thuật chụp ảnh i. nhân khẩu học j. thư mục k. khí hậu học l. tiểu sử

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) AIMS: teach new words CONTENTS : Vocabulary of A closer Look 1 Word form PRODUCTS: - erupt (v): phun Key to Task 2,3,4 TB P28 - rage (v): diễn ra ác liệt ORGANIZATION - bury (v): chôn vùi, chôn Vocabulary rung - shake (v): 2. 1. Vocabulary - collapse (v): sụp, sụp đổ - Teacher use different techniques đánh, đập - strike (v): to teach vocabulary (situation, - evacuate (v): sơ tán realia) - Repeat in chorus and individually - Follow the seven steps of teaching - Copy all the words vocabulary * Checking vocab: Ordering

- erupt - erupted 2.2. Gap fill (Activity 1 P28) - Write the first verb erupt on the Key: 1. struck 4. buried board and elicits the past tense from Ss, writing erupted on the board. ? Do the same with all the verbs. ? Work independently to do the activity.

- Play the recording for Ss to repeat the sentences.

2. erupted 3. shook 5. raged 6. collapsed

2.3. Matching (2 P28) ? Match the verbs in A to the nouns 1. e 2. b 3. a in B. ? Listen and check then repeat.

2.4. Complete the sentences (3P28) Key: ? Use the phrases in 2 in the correct 1. provide shelter form to complete the sentences 2. put out the forest fire 3. evacuated the village 4. scattered debris 5. take aid ACTIVITY 3: PRACTICE (15’)

4. d

5. c

AIMS: Help sts know the meaning and how to read different word forms CONTENTS : Rules of Stress in words ending in logy and –graphy PRODUCTS: Key to Task 5 P28 ORGANIZATION: Pronunciation Stress in words ending in -logy and –graphy * Remember: For words ending in -logy and -grapgy, place the stress on the third syllable from end.

3.1. Listen and repeat (4 P28) ? Ss listen and repeat. Pay attention to the stress syllables - Then have Ss say the words individually.

3.2. Mark the stress (Activity 5 P28) ? Mark the stress in the words first. ? Listen, check and read aloud.

-logy ecology biology apology psychology technology

Key: 1. so'ciology 2. zo'ology 3. bibli'ography 4. climat'ology 5. as'trology 6. de'mography

3.3. Mark the stressed syllables in the underlined words (Activity 6 P28) ? Read the sentences first. ? Mark the stressed syllables in the underlined words. ? Listen andrepeat the sentences ACTIVITY 4: PRODUCTION (5’) AIMS: Help sts find more word ending ending in -logy and -graphy CONTENTS : A list of words ending ending in -

-graphy photography biography geography

logy and -graphy by sts PRODUCTS: Sts can read and inderstand the words given ORGANIZATION: Further practice (2') ? Recall the rule of stress in words - Answer individually ending in -logy and -graphy Production(3') Homework: ? Learn by heart all the new words. - Take note ? Do Ex A1,2 P 19; B1 P19 ? Prepare: Closer Look 2 - Collect pictures, songs, clips talking about natural disasters.

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UNIT 9: NATURAL DISASTER Lesson 3: A closer look 2 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Review the use of the passive voice - Learn about the past perfect and practice doing some exercises using these two structures 2. Qualities: Skills:Use of English.

Attitude: - Positive about natural disasters.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure Ss and T’s activities

Content

ACTIVITY 1: WARM-UP (5’) AIMS: Review Passive Voice CONTENTS : Present Simple, Past Simple, Simple Future in Passive Voice PRODUCTS: Sts can recall the knowledge the have learnt before.

ORGANIZATION:

Review passive voice - We form the passive voice with the verb to ? Study REMEMBER! be in the appropriate tense and form and the ? How do we form the passive past participle of the main verb. voice?

- Only verbs which can take an object can be used in the passive.

1. Past simple: S + was/were + PP.... ? Which kind of verb can be used in 2. Present simple: S + is/am/are + PP.... the passive?

3. Future: S + will be + PP.... ? Work in three groups to write the is/am/are + going to be + PP.... forms of the passive voice in past simple, present simple and future tense.

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) AIMS: Help sts know deeply how and when to use the passive voice CONTENTS : Passive Voice in Present Simple, Past Simple, Simple Future PRODUCTS: Sts’understanding ORGANIZATION: Grammar 1. The passive voice 2.1. Activity 1 P29 ? Read the conversation in Key: GETTING STARTED. Was anyone injured? ? Underline any sentences in the Only a few minor injuries were reported. passive voice that you can find.

It seems many houses and public buildings were destroyed or flooded, and thousands of

2.2. Ss and T’s activities 2 P29 ? Work independently.

- Then, ask them to share their answers with one or more partners. ? Say the answers aloud.

- Confirm the correct answers.

2.3. Activity 3 P29 Invite two Ss to write the sentences on the board while other Ss write the sentences in their notebooks. ? Model the first sentence for Ss. - Have Ss write the next two sentences and correct them carefully. The rest can be done as homework.

people were left homeless.

They’ve sent rescue workers to free people who were trapped in flooded homes.

Medical supplies, food and rescue equipment have also been sent.

They’ve been taken to a safe where temporary accommodation will be provided for them.

Key: 1. Was scattered 2. Are built 3. Were taken 4. will be predicted 5. Will be delivered/are going to be delivered Key: 1. Food and blankets have been given out to homeless people (by volunteers).

2. Ten people trapped in collapsed buildings have been freed (by the rescue workers) so far.

3. Was the whole village destroyed (by the storm)?

4. If the area is hit by the storm, a lot of damage will be caused.

5. A garden party is going to be organized for raise money for the victims of the flood.

ACTIVITY 3: PRACTICE (15’) AIMS: Help sts know deeply how and when to use Past Perfect Tense CONTENTS : Formula and usage PRODUCTS: Sts’understanding ORGANIZATION:

Grammar 2: The past perfect (15'')

3.1. Activity 4 P29 ? Read part of the conversation from GETTING STARTED. ? Paying attention to the underlined part. ? Refer to the yellow box, explaining the form of the past perfect tense and going through the examples. ? When do we use the past perfect? ? Can you think of any rules? ? Read the example in 4b P29

3.2. Activity 5 P30 ? Work independently.

- Then, ask them to share their answers with one or more partners.

Ask some Ss to say their answers aloud. T gives comments, and makes any correction if avaible.

3.3. Activity 6 P30 ? Work in pairs. Ask and answer the following questions about you.

- T may go around to provide help.

Call some pairs to practice in front

- We use the past perfect to describe: + an action before a stated time in the past + an action that happened before another action in the past (+) Positive Subject + had + past participle Example: I had left when they came.

(-) Negative Subject + had not/hadn’t + past participle Example: I hadn’t left when they came. (?) Questions: had + subject + past participle had + subject + not + past participle hadn’t + subject + past participle Example: Had you left when they came?

Had you not left when they came?

Hadn’t you left when they came?

- Short answers to Yes/No questions: (+) Yes, subject + had.

(-) No, subject + hadn’t Example: Had you left when they came?

Yes, I had. / No, I hadn’t.

Key: 1. had left, erupted 2. arrived, had stopped 3. had spent, arrived 4. got, hadn’t taken 5. found, had bought

E.g: A: What had you learned to do by the time you started primary school?

B: By the time you started primary school, I

of the class.

had learned how to ride a bike.

E.g: On my birthday, I was very pleased 3.4. Activity 7 P30 - Model the game with the whole because I had received a nice present. class first. Divide the whole class into two team ( e.g. left side and right side ). ? Take turns in giving reasons why they were pleased/ upset/happy/angry, etc. Count the correct sentences to find the winning team ACTIVITY 4: PRODUCTION (5’) AIMS: Review and Further Practices CONTENTS : - Answer individually Some sample sentences PRODUCTS: Sts can change a sentence - Take note frommactive to passive Sts can make a sentence in Past Perfect tense ORGANIZATION: Further practice (2') ? Recall the uses of the past perfect tense Homework: ? Learn by heart all the new words and structures. ? Do Ex B3,4,5 P20 (Workbook) ? Prepare: Communication - Collect pictures, songs, clips talking about natural disasters.

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UNIT 9: NATURAL DISATERS Lesson 4: Communication I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to:

- Use the lexical items related to the topic ‘Natural disaters ’ to express their own ideas about natural disasters by answering 2 questions then compare with their partners.

2. Qualities Skills: Speaking, listening, reading, writing.

Attitude: - Positive about natural disasters.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure Ss and T’s activities Content ACTIVITY 1: WARM-UP (5’) AIMS: -To attract Ss’s attention to the lesson -To lead into the new lesson CONTENTS: Vocabulary about ways of learning languages PRODUCTS: Sts’ attention on the topic ORGANIZATION: Chatting - T gives the question: Can we prevent natural disaters with - Answer the questions the help of modern technology?

- Ask ss to discuss the questions in groups of 6 ss - Call on some representatives from some groups to reprent their ideas - Introduce the new lesson ACTIVITY 2 : KNOWLEDGE FORMATION (20’) AIMS: - help sts learn more words about natural

disasters CONTENTS: Vocabulary about natural disasters PRODUCTS: Vocabulary Concepts of disasters ORGANIZATION * Teaching vocabulary(5’) - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board

-deal(v): đối phó -view(n): quan điểm -tsunami(n): sóng thần -strike(v): tấn công -victim(n): nạn nhân -charge(n) : nhiệm vụ , bổn phận ACTIVITY 3: PRACTICE (15’)

AIMS: -practice the main topic CONTENTS: Discussion on natural disasters and ways of preventing them PRODUCTS: Sts’ own opinion on the topic Vocabulary about disasters Key to Communication ORGANIZATION: Communication 1 2.1.Listen to a radio programme on 4teen news. Then fill in the gaps with the words you hear. (12’) - Use the pictures to set the scene - Have ss read the interview and guess what the missing word for each gap in the interview - Collect ss’ ideas -Ask ss to listen to the recording and fill in the missing words - Play the recording twice - Ask ss to compare with their partners - Get feedback - Play once to check the answers

-Listen to the recording and fill in the missing words first then share compare Key : 1. flooeded 2. warming 3.used 4. unprepared 5.reminding - Read the listeners’ view and decide whose opinions you agree and who you disagree with

Communication 2 3.2.Read the listeners’ views on natural disaters again and decide who you agree with and who you disagree with (5’) - Ask ss to decide whose opinions they agree and who they disagree with.

- Ask ss to make notes of the reasons for their decision

3.3. Answer the two questions .

Express your own views and write - Work individually to make notes of them down below(8’) - Have ss make notes of their answers their answers to the two questions in the interview to the two questions in the interview - Remind ss that it doesn’t matter what their answers are and that is more important that they justify their answers 3.4. Work in pairs. Now compare your view with a partner. Do you share the - Work in pairs same views ?(5’) - Ask ss to work in pair to share their answers with a partner -Report on their answers - Encourage each pair to negotiate for the same views.

- Have some ss report on their answers ACTIVITY 4: PRODUCTION (5’) AIMS: Review CONTENTS : Natural disasters all over the world and in your area PRODUCTS: Facts ORGANIZATION: Further practice (3')

- Summarize the lesson Homework: -Guide ss how to Ex B4,5 P 20 - Collect pictures, songs, clips talking about natural disasters.

Take note -------------------------------o0o-----------------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… …………………………………………………….. ……………………………………………………..

week:26 Preparing date: Period:74 Teaching date:

UNIT 9: NATURAL DISASTERS Lesson 5: Skills 1 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Read for specific information about natural disasters in a news report - Talk about natural disater and what to do when it happens 2. Qualities: Skills: Speaking, reading.

Attitude: - Positive about natural disasters.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure

Ss and T’s activities Content ACTIVITY 1: WARM-UP (5’) AIMS: Review vocab about natural disasters CONTENTS : Natural disasters and how to prepare for them.

PRODUCTS: Sts can recall the knowledge the have learnt before.

ORGANIZATION Chatting - Ask ss to close the book and answer - Answer the question the question ? What can we do to prepare for a natural disaster?

- Introduce the new lesson

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) AIMS: Help sts promote reading skill CONTENTS : Questions and answers about the 2 pictures in the textbook PRODUCTS: Sts can answer the questions ORGANIZATION:

Reading- 15' Pre-reading 2.1. Read an article about how to prepare for a natural disaster. Look at the words in the box then find them in the text and underline them.

What do they mean?

- T asks ss to scan the passage and find out where the words : wreak havoc, essential, destructive,

-essential(adj): cần thiết - wreak havoc(v):hủy hoại -destructive(adj): có tính tàn phá -guideline(n): đường hướng - emergency(n): tình trạng khẩn cấp -kit(n): đồ đạc -evacuation(n): sự sơ tán -ash(n): tro

guideline, emergency are in the passage then asks if ss know the meaning of these words. If they don’t, T may help ss work out the meaning of these words from the context While-reading 2.2. Read the article again then answer the questions - Work individually then compare their answers with a classmate before giving the answers - Ask some ss to write the answers on the board then confirm the correct answers

-lava(n): dung nham

- Work individually then compare with partner Key: 1.Because they can wreak havoc across large areas and cause loss of life or damage to property 2.Learn about the risks in your area and read the information about natural disaters on local government sites 3.Enter all the emergency contact numbers in your mobile phone so you can call rescue and emergency workers if necessary 4.Your emergency supply kit should include food, water, medications, personal hygiene items, coppies of personal documents and some money 5.We need to know the evacuation routes and shelters

ACTIVITY 3: PRACTICE (15’) AIMS: Help sts promote reading and speaking Key : skill 1C CONTENTS : Reading comprehension, discussion PRODUCTS: Sts can underline the key words and work individually ORGANIZATION: Post-reading

2B

3A

Speaking 3.3a. Read the news reports then match each one to the correct pictures - Have ss read the news report then match the news report to the correct pictures - Ask some ss to read out their answers before checking with the whole class 3.3b. Work in pairs. Each pair can choose one of the reports in 3. Roleplay telling each other about the news. Use the example below.

First, remind ss of the responses they practised in Getting started, refer them back to this section if necessary .

- Ask ss to work in groups of 4 ss and role play telling each other about one of the news in 3.

- Ask some groups to do role-play in front of the class 3.4. Make a list of things to do before , during and after each of disasters in your areas. You can read the passage in 1 again for ideas - Ask ss what disasters often happen in their areas - Elicit the answers from ss and choose two disasters that happen most .

- Divide the class into 2 groups to discuss and write down what do do before, during and after this diasters b. Discuss what you should do in the event of a natural disasters in your area. Use the information from the table above

- Work in groups of 4 ss and role play telling each other about one of the news in 3.

-Work in groups to discuss and write down what do do before, during and after this diasters

Ask and answer questions about the things they should do in the event of each disaster they had discussed in a

- Have ss work in pairs: one student from each group above. Have ss ask and answer questions about the things they should do in the event of each disaster they had discussed in a - Invite some pairs to demonstrate their conversations in front of the class ACTIVITY 4: PRODUCTION (5’) AIMS: Review CONTENTS : Passive Voice Languages and facts PRODUCTS: Facts ORGANIZATION: Further practice (3') - Sum up the main content of the Answer lesson.

Homework (2') - Do Ex C1.2, D1,2 P 22,23 - Collect pictures, songs, clips talking - Take note about natural disasters.

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week:26 Preparing date: Period:75 Teaching date:

UNIT 9: NATURAL DISASTERS Lesson 6: Skills 2 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: • listen for specific information about a natural disaster in a news report

• write a news reports on a natural disaster 2. Qualities: Skills: Listening, writing.

Attitude: - Positive about natural disasters.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure Ss and T’s activities Content ACTIVITY 1: WARM-UP (5’) AIMS: Review usages of Passive Voice CONTENTS : Formulas PRODUCTS: Sts can recall the knowledge the have learnt before.

Vocab and knowledge of natural disasters and how to prepare for them ORGANIZATION: - Brainstorming: effects of a typhoon - Work in teams: write as many words as possible

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) AIMS: Improve listening skill CONTENTS : Vocabulary of typhoon and other natural disasters PRODUCTS: Sts can recall the knowledge the have learnt before.

Vocab and knowledge of disasters

ORGANIZATION: Pre-listening: 2.1. Activity 1: - Remind Ss about listening for key words in statements. Play the recording and ask Ss to correct the statements.

Then ask two or three Ss to write their answers on the board. Play the recording again for Ss to check the answers.

Key: 1. A typhoon hit Nghe An Province last night.

2. Dozens of people were seriously injured in the storm.

3. There was extensive damage to property in Cua Lo, a coastal town in Nghe An 4. The storm had already weakened when rescue workers arrived in the area.

5. According to the weather bureau, heavy rain will continue over the next few days.

While-Listening 2.2. Activity 2: - First, ask Ss to work in pairs to discuss the missing word for each gap Key: 1. which 2. homeless from the information they have heard 3. Damage 4. flood in 1. Then play the recording again and 5. debris 6. Accommodation allow Ss to fill in the gaps as they listen. Ask Ss to share their answers in pairs before playing the recording a final time to allow pairs to check their answers. If time is limited, T may play only the sentences that include the information Ss need for their answers.

ACTIVITY 3: PRACTICE (15’) AIMS: Improve writing skill and review vocab CONTENTS : Causes and effects of natural disasters PRODUCTS: Sts can recall the knowledge the have learnt before.

Vocab and knowledge of natural disasters ORGANIZATION:

Post-listening 3.1. Activity 1: - Ask Ss to make notes about a natural disaster they or one of their family - pair work members have experienced in the given table. Remind them that they do not have to write full sentences and they can use abbreviations. Then, ask Ss to share their notes with their partners. T may ask some more able Ss to read out their notes to the whole class.

3.2. Activity 4: - Set up the writing activity. Remind Ss that the first and most important thing is always to think about what they are going to write. In this case, Ss can use the chart in 3 as a model for their - Group work report. T may still need to provide some help with the language necessary for writing.

Ask Ss to write a draft report first.

Then have them write their final version in class or at home, depending on time allowed. If they write in class, they can also do it in pairs or groups. T may display all or some of the reports on the wall/board and invite other Ss to give comments. Ss to give comments.

Ss edit and revise their reports as homework.

ACTIVITY 4: PRODUCTION (5’) AIMS: Improve speaking skill CONTENTS : Natural disasters PRODUCTS: Sts can talk about natural disaster in their area, how to prevent and how to prepare

for them ORGANIZATION:

Further practice (3') ? Sum up the main content of the Answer lesson.

Homework(2') - Take note ? Do Ex in exercise book ? Prepare: Unit 9: Looking back - Collect pictures, songs, clips talking about natural disasters.

-------------------------------o0o-----------------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… …………………………………………………….. ………………………………………………….. week:26 Preparing date: Period:76 Teaching date:

UNIT 9: NATURAL DISASTERS Lesson 7: Looking back+project I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Recycle the language from the previous sections and links with the topics.

- Practice doing some exercises to consolidate and apply what they have learnt in Unit 9.

2. Qualities: Skills: Use of English Attitude: - Positive about natural disasters.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks

III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure Ss and T’s activities Content ACTIVITY 1: WARM-UP (5’) 1. Warm up AIMS: Review vocab about languages CONTENTS : Vocabulary about natural disasters PRODUCTS: Sts can recall the knowledge the have learnt before.

Usages and formulas of Passive Voice ORGANIZATION: - Teacher- Ss - free talk ACTIVITY 2 : KNOWLEDGE FORMATION (20’) AIMS: Review vocab about natural disasters CONTENTS : Passive Voice Vocabulary of natural disasters and how to prevent as well as prepare for them PRODUCTS: Sts can recall the knowledge the have learnt before.

ORGANIZATION: Looking back: For 1,2,3 and 4, first have Ss work independently. Then they can check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment.

Key: 1 1. C 2. F 3. D 4. B 5. A 6. E 2 1. evacuated 2. put out 3. take 4. provided 5. scattered 3 1. The tickets will be collected ( by

Mr Smith ) 2. A play was put on ( by the students ) at the end of term.

3. The sentence cannot be written in the passive because its main verb is is not a transitive verb.

4. The message was taken ( by Julie ) 5. The picture was painted by a local artist.

6. The sentence cannot be written in the passive because its main verb arrive is not a transitive verb.

4 1. d 2. f 3. a 4. b 5. c 6. e ACTIVITY 3: PRACTICE (15’) AIMS: Review vocab about natural disasters Practice using Passive Voice, Past Perfect Tense CONTENTS : Passive Voice Past Perfect Tense PRODUCTS: Sts can talk about schedules using Present Tenses Key to Task 5,6 ORGANIZATION Grammar Exercise 5a: First, ask Ss to work Group work individually writing down, or inventing five bad things that happened to them yesterday. Then allow them to share the sentences with a partner.

Exercise 5 b Ask Ss to work in groups.

Remind them to add time clauses and use the past perfect with their sentences.

Then ask each student to take turns to say

out their sentences to the members of their group. T may go around to provide help.

Communication Exercise 6. First, model this activity with a more able student. Then ask Ss to work in pairs, using the expressions from the - Pair work box in GETTING STARTED to respond to the news headlines. T may go around to provide help. Call on some pairs to practice in front of the class.

3. Project 1 Ask Ss to look at the pictures and use the phrases they have learnt in Unit 9 to describe each picture. Then allow them to share answers before checking with the whole class.

Suggested keys: 1.Providing ( food/medical…) supplies 2.Clearing up debris 3.Freeing trapped people 4.Setting up temporary accommodation ( - Ss do at home for the victims of a disaster) 5.Repairing houses/buildings 6.Evacuating the village/town…to a safe place/area 2 Ask Ss to work in groups discussing how to work out a plan to help the victims of a natural disaster for their teams. Remind the project in class.

Otherwise, Ss can complete the project as homework if they need let Ss compare the project in class. Otherwise, Ss can complete the project as homework if they need more time.

3 When Ss have finished their plans, T asks them to display their plans on the wall/boards. Have the groups move

around and read the plans and then vote for the best plan.

ACTIVITY 4: PRODUCTION (5’) AIMS: Further practice of Passive Voice and Past Perfect CONTENTS : Practices PRODUCTS: Further practices ORGANIZATION: Finished!

Finally ask Ss to complete the selfassessment. Identify any difficulties and weak areas and provide further practice 5. Homework - Take note - Do Ex in exercise book - Collect pictures, songs, clips talking about natural disasters.

-------------------------------o0o-----------------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… …………………………………………………….. …………………………………………………….. week:27 Period:76

Preparing date: Teaching date:

REVIEW 3- LANGUAGE I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Recycle the language from the previous sections and links with the topics.

- Practice doing some exercises to consolidate and apply what they have learnt in Unit 79 2. Qualities: Skills: Speaking, listening, reading, writing.

Attitude: - Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present….

IV./.PROCEDURE Teacher’s and students’ activities ACTIVITY 1: WARM-UP (5’) Aims: review unit 7-9.

Contents: - Conditional sentences type 1 - Present Tenses, Past Perfect tense - passive voice - ask sts some old vocabulary Products: - game - grammar Organization: The aim of this review the language Ss have learnt and the skills they have practiced in Units 7, 8 and 9.

T may ask Ss what they have learnt so far in terms of language and skills. Summarise their answers and add some more information if necessary. Encourage Ss to recall and speak out as much as possible.

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: improve skills of working individually and doing teamwork Contents: - old vocabulary - Practices Products: Key to Pronunciation and vocabulary

Content

Organization: Pronunciation: 1. Activity 1 P36 Review the rules of stress in words ending in –ic, -al, -ee, -ese, and –graphy with Ss as a class. Have Ss then mark the stress independently. Play the recording. Ss listen and correct their answers.

Confirm their answers. Ss listen again and repeat, in chorus and individually.

2 . Activity 2 P36 Ask Ss to read the sentences and decide what kind of word is needed for each sentence ( a noun? a verb? an adjective? …). Elicit their answers. Let Ss do the exercise independently. Ss can then share their answers with a partner. Check and write the answers on the board.

3. Activity 3 P36 Ask Ss to do this exercise individually. Check Ss’ answers and write the correct ones on the board.

A. Pronunciation: * Activity 1 Key: Nepa’lese ath’letic eco’nomic ge’ography tech’nology ‘musical bi’ology ‘physical pho’tography refe’ree Japa’nese exami’nee Key: 1. predict Natural 4. culture Polluted

Key: 1. c 2. a 4. a 5. c

2. iconic 5. flooded

3.

6.

3. f 6. e

ACTIVITY 3: PRACTICE (15’) Aims: improve skills of working individually and doing teamwork Contents: - old grammar - Practices Products: - Key to grammar Organization: 4. Activity 4 P36 This exercise revises the use of present tenses, Key: conditionals, and passive voice. Have a brief revision 1. A 2. B 3. C if necessary. Then have Ss do it individually. Ss 4. A 5. C 6. B change their answers and discuss if there is any difference in their answers. Check and explain each answer.

Key: 1. get; will grow 2. was/were; would not have to 5. Activity 5 P36 work Have Ss read and decide which type of conditional is

3. could choose; would go 4. don’t act; will lose 5. was/were; would be 6. used; would be Key: 1. have been sent 2. organized 6. Activity 6 P36 4. is caused Ask Ss to look at the subjects and the verbs to decide 3. is made up if an active or a passive is needed. Have them do the 5. was chosen 6. have replaced exercise in pairs. Check and write the correct on the board.

used in each sentence. Elicit their answers. Then let Ss do this exercise independently. Check and write the correct answers on the board.

Everyday English 7. Activity 7 P36 Key: Ss do the task individually. Then they practice in pairs. After checking their answers, ask one or two pairs to act out the dialogues.

1.b 3.a

2.e 4.c

5.d

ACTIVITY 4: PRODUCTION (5’) Aims: - ask questions for information with the correct intonation Contents: - old vocabulary - Practices - Worksheet Products: - Ask and answer about some grammar and vocabulary they have learnt.

Organization: - Teacher gets students to retell what they have learnt.

Homework: - ? Do Test yourself 3 (1,2,3,4) P25- 26 ? Prepare: Review 3: Lesson 2: Skills ---------------------0o0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… …………………………………………………….. week: 27 Period: 77

Preparing date: Teaching date:

REVIEW 3 (UNITS 7 - 8- 9) LESSON 2: SKILLS I./. Objectives 1. Knowledge:By the end of the lesson, ss will be able to: + Revise the language Ss they have practised in Units 7 - 8. - 9 + Practice doing some exercises in Skills 2. Qualities: Skills: Speaking, listening, reading, writing.

Attitude: - Positive about natural disasters.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher’s and students’ activities ACTIVITY 1: WARM-UP (5’) Aims: review old grammar and vocabulary Contents: - review all grammar, 4 skills - ask sts some old vocabulary Products: - game - grammar Organization: * Chatting ? Talk about one of the natural disasters you know.

Content

- work individually

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: improve skills of working individually and doing teamwork Contents: - old vocabulary - Practices Products: Key to reading, speaking Organization: Activity 1 P37

Key:

Ss read the text the questions independently. Ss 1. B compare their answers with a partner before giving 3. A them to T. Have Ss explain where they got the answers from in the passage.

2.2. Speaking- 10' Activity 2 P37 The focus of this speaking exercise is on fluency. Let Ss work in pairs to choose their topic and think about their questions and answers. Remind them to use expressions they have learnt from the conversations in GETTING STARTED to respond in a natural way to what they hear. They then practice between themselves. Ss in pairs act out their conversations in front of the class.

ACTIVITY 3: PRACTICE (15’) Aims: improve skills of working individually and doing teamwork Contents: - old vocabulary and grammar - Practices Products: - Key to writing and listening Organization: 2.3. Listening - 10' Activity 3 P37 Ask Ss to read the questions carefully first. T then plays the recording. Ss listen and decide if the statements are true or false. Write Ss’ answers on the board. Don’t confirm their answers at this stage. Have Ss listen again and check their own answers. Correct their answers.

2. D 4. B

5. C

Example: - My dad likes to play chess with his neighbours.

- My mum likes making special food and cakes for us. She hates sitting around.

Key: 1. T 4. F

2. T 5. F

3. F 6. T

2.4. Writing - 7' Activity 4P37 - First, have Ss read the schedule of the Fight Sample writing: Pollution Day to understand the context. They then The event takes place on Saturday, choose the activity they would like their friend to 4 April. participate in and write to him/her to introduce it.

The event starts at 8:30 and Remind Ss that they can use the present simple to talk finishes at 12:00.

about practical aspects of an event in the future. For We pick up trash and sort it for example: recycling.

T can call on a student to write his/her letter on the board. Other Ss and T comment on it. Ss then refer back to their own work and see if they want to make any changes. Collect some work to correct at home.

ACTIVITY 4: PRODUCTION (5’) Aims: - ask questions for information with the correct intonation Contents: - old vocabulary - Practices - Worksheet Products: - Ask and answer about some grammar and vocabulary they have learnt.

Organization: ? Sum up the main content of the lesson.

Homework: ? Do Test yourself 3 (5->8 P26-27) ? Review for the test ---------------------0o0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

WEEK: Period:

Preparing date: Teaching date:

REVIEW 3 (LESSON 3)

I./. OBJECTIVE: By the end of the lesson, ss can: + Revise the language Ss they have practised in Units 7-9 + Practice doing some exercises out of Textbook 1. Knowledge: + Revise the language Ss they have practised in Units 7-9 + Practice doing some exercises

2. Qualities: Skills: - Develop ss' skills of doing some exercises to consolidate and apply what they have learnt in Unit 10-12.

Attitute: Ss work hard 3. Competence: - Expressing opinions-self-studying , cooperating , working hard and creatively II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher and Students' activities ACTIVITY 1: WARM-UP (5’) Word webs Aims:- Elicits the topic from students Contents: - conditional sentences type 1: review - conditional sentences type 2 Product: Usage of conditional sentences type 1 - conditional sentences type 2 Organization: Teacher reviews the learnt knowledge

Content

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: help sts recall learnt knowledge Contents: - conditional sentences type 1: review - conditional sentences type 2 - present tenses: review Products: Practice and keys Organization: Task 1. Put the verbs in the brackets in Teacher gives exercises in handout the correct tense Sts do the exercises 1) If I _____ (study), I _____ (pass) the exams.

2) If the sun _____ (shine), we _____ (walk) to the town.

3) If he _____ (have) a temperature, he

Teacher and Students' activities

Content _____ (see) the doctor.

4) If my friends _____ (come), I _____ (be) very happy.

5) If she _____ (earn) a lot of money, she _____ (fly) to New York.

Key: 1. If I study, I will pass the exams.

2. If the sun shines, we will walk to thetown.

3. If he has a temperature, he will see the doctor.

4. If my friends come, I will be very happy.

5. If she earns a lot of money, she will fly to New York.

Task 2. Put the verb into the correct form 1) If I was offered the job, I think I (take)…………..it.

2) I’m sure Tom will lend you some money. I would be very surprised if he (refuse)……

3) Many people would be out of work if that factory (close)……………down.

4) If she sold her car, she (not/get)………….much money for it.

5) They’re expecting us. They would be disappointed if we (not come)…………

6) Would George be angry If I (take)………..his bicycle without asking?

7) Ann give me this ring. She (be)…………….terribly upset if I lost it.

8) If someone (walk)…………..in here with a gun, I’d be very frightened.

9) What would happen if you (not go)…………….to work tomorrow?

10) I’m sure she (understand)……………if you explained the situation to her.

Key: 1. would take 2. refused

Teacher and Students' activities

ACTIVITY 3: PRACTICE (15’) Aims: Review the knowledge and do more exercises Contents: - present simple for future - passive voice: review - past perfect

Content 3. closed 4. wouldn’t get 5. didn’t come 6. took 7. would be 8. walked 9. didn’t go 10. would understand Task 3. Chia động từ trong ngoặc đúng để hoàn thành đoạn văn sau (thì hiện tại đơn hoặc hiện tại tiếp diễn) Dear Editor! I _________ (write) this letter because it _________ (seem) to me that far too many changes ________ (take) place in my country these days, and, as a result, we ______ (lose) our identity. I _______ (live) in a small town but even this town _______ (change) before my eyes. For example, town authorities _____ (build) a burger place where my favourite restaurant used to be. Our culture ______ (belong) to everybody, and I _____ (not understand) why the town leaders _____ (not do) to preserve it. They simply _____ (not care).

In fact, I ____ (think) of starting an action group. I ___ (appear) on a TV show on Friday evening to make people aware of how important this issue is. It’s time for us to start doing something before it _____ (get) too late.

Key: 1. am writing 2. seems 3. are taking 4. are losing 5. is changing 6. are building 7. belongs 8. don’t understand 9. aren’t doing 10. don’t care 11. am thinking 12. am appearing 13. gets

Teacher and Students' activities Products: Sts can use the structure correctly.

Key to exercises in handout Organization: Teacher asks sts do exercises in handouts

Content

Task 1.

1. People believe that this new teaching method is more effective than the old one. => This new teaching method _________.

2. It is expected that some solutions will be made => Some solutions _________.

3. People think that climbing is a dangerous sport => Climbing __________.

4. It is rumored that the towers were built very long ago => The towers ________________.

5. People say that the cat likes catching big mice => The cat _________________.

6. It is said that the soldiers surrendered to the enemy. => The soldiers _____________________.

7. People know that the man put up with his wife too much. => The man _________________.

Key: 1. This new teaching method is believed to be more effective than the old one.

2. Some solutions are expected to be made.

3. Climbing is thought to be a dangerous sport.

4. The towers are rumored to have been built very long ago.

5. The cat is said to like catching big mice.

6. The soldiers are said to have surrendered to the enemy.

7. The man is known to have put up with his wife too much.

Task 2. Chia động từ trong ngoặc ở thì quá khứ đơn hoặc quá khứ hoàn thành 1. After I ______ the letter, I ______ that I _____ the wrong address on it. (post, realize, write) 2. John asked me where I _________ the

Teacher and Students' activities

Content day before. (be) 3. At this time yesterday, we __________ for 6 km. (already walk) 4. When I __________ through the streets of Madrid, I __________ about the magnificent time I _______ there as a student. (walk, think, spend) 5. It was the first time that she ________ me to dinner. (invite) 6. As soon as the maid ________ scrubbing the kitchen floor, she ________ working in the garden. (finish, start) 7. We started to worry about Jimmy because we _______ him all afternoon. (call) 8. They _________ their way out of town before the sun ________. (already make, rise) 9. We ______ for two hours when we finally got to our hotel. (drive) 10. When I _________ home, I saw that the children ____________. (arrive, leave) Key: 1. had posted – realized – had written 2. had been 3. had already been walking 4. was walking – thought – had spent 5. had invited 6. had finished started 7. had been calling 8. had already made – rose 9. had been driving 10. arrived – had already left

ACTIVITY 4: PRODUCTION (5’) Aims: - help sts use the structure correctly - practice telling information Contents: - make sentences - extra exercises in handouts Products: Key to exercises Organization:

Teacher and Students' activities - Let ss do the exercises - Teacher gives answers Homework: - Learn by heart new words - Review Units 7-9 for the coming test

Content

---------------------0@0-------------------Kiểm tra ngày tháng năm ……………………………………………………. ……………………………………………………

---------------------0@0-------------------week: 27 Preparing date: Period:78 Teaching date: TEST 45’ I./. Objectives 1. Knowledge: - T checks Ss’ understanding from Unit 7 to Unit 9 2. Qualities: Skills: Speaking, listening, reading, writing, use of English.

Attitude: - Students know how to learn English in right way.

4. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: Test 45’ 2.Students: III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure 1. MATRIX Topics/ language & skills IListening Topic 7-9 (20 %)

Knowledge Objective

Comprehension Subje ctive

Objective Listen to a radio programme on 4Teen News. Then

Subjective

Application Low

Total

High 4items 2 points 20 %

fill the gaps with the words you hear 4 items 2 points IIGrammar and Vocab Topic 7-9 (30 %)

1. Mark the stressed syllable in each word.

2. Match the words/phrases with the pictures. .

10 items 3 points

IIIReading Topic 7-9

10 items 3point s 30%

Chooose the correct answer A, B or C for the questions 2 items 1 point

(30%)

2. Answer the following questions 2 items 2 points

IVWriting Topic 7-9 (20 %)

Total

4 items 3 points 30%

Change these sentences into the passive voice.

2 items 2 points 10 items 3.0 points 30%

Bao Khe Secondary School Class: ………

8 items 5.0 points 50%

2items 2.0 points 20%

2items 2 points 20%

20 items 10 points 100%

Student’s name : ……………………..

KIỂM TRA 45 PHÚT SỐ 3 - NĂM HỌC Môn: TIẾNG ANH - LỚP 8 Thời gian làm bài: 45 phút Teacher’s Opinion Marks

2. Content: PART I : LISTEN Listen to a radio programme on 4Teen News. Then fill the gaps with the words you hear(2pts). climate change prepare global warming natural disasters Sarah: I thinkthere are more (1) _______________________________ now than there used to be. Whenever I watch the news on TV, I see places that are flooded or affected by drought. I’m certain this is the result of (2) ___________________________ and (3)__________________________________ .

Linh: I don’t think we can (4) ________________________ for natural disasters as nobody knows when or where they are going to strike. It’s Nature’s way of reminding us who is in charge and that we should show more respect to the natural environment.

PART II: GRAMMAR AND VOCAB 1. Mark the stressed syllable in each word. (1,0pt) 1. obese

2. degree

3. ecology

4. geography

2.Match the words/phrases with the pictures. (2pts) A. Water pollution B. Air pollution

C. Forest fire D. The USA

E. The United Kingdom F. Drought

1.

4.

2.

5.

3.

PART IV: READ Read the passage and dothe tasks that follow.

ALASKA Alaska is perhaps the most amazing state in the USA. It has coaslines facing both the Arctic Ocean and Pacific Ocean. This state has an incredible three million lakes.

That’s four lakes per person living there.

Many cities cannot be reach by road, sea or, river. The only way to get in and out is by air, on foot, or by dogsled. That’s why Alaska has the busiest sea airport in the world, Lake Hood Seaplane Base. Nearly two hundred floatplanes take off and land on the water of this airport every day. It’s really a fun scene to watch.

Alaska is called the Land of the Midnight Sun because in summer, the sun does not set for nearly three months. But in winter the sun stays almost unseen.

All Alaskans take special pride in their beautiful and unique state.

1. Chooose the correct answer A, B or C for the questions.(1,0pt) 1/ Which statement below is NOT correct?

A. In A Laska, the number of lake is bigger than that of people.

B. there is one lake for each person living there.

C. Alaska has an incredibly high number of lakes.

2/ In Alaska we can always see the sun_______________.

A. every month of the year.

B. in winter

C. in summer

2. Answer the following questions.(2pts) 1/ What is Alaska? ……………………………………………………………………

2/ Why do people call Alaska ‘ Land of the Midnight Sun’? ………………………………………………………………………………

PART IV: WRITE Change these sentences into the passive voice. (2,0pts) 1/ Mr. Smith will collect the tickets.

The tickets……………………………………………………………………

2/ A local artist painted the picture. ……………………..……………………………………………………..……

The end 3. Key: ĐÁP ÁN BÀI KT 45’ SỐ 3- NĂM HỌC PART I:0,5 p for each correct sentence.

1/natural disasters 2/climate change 3/global warming4/prepare PART II: 1.0,25 p for each correct sentences 1. o'bese 2. de'gree 3. e'cology 4. ge'ography 2. 0,3 p for each correct sentence.

1/ D 2/ F 3/ B 4/ E5/C 6/A PART III 1. 0,2 p for each correct sentence.

1/ B 2/ C 2.1 p for each correct sentence.

1. Alaska isa state in the USA. 2. Because the sun can be seen for three months in summer.

PART IV: 1 p for each correct sentence.

1. The tickets will be collected by Mr. Smith.

2. The picture was painted by a local artist.

4.Production: Prepare Unit 10 -------------------------------o0o----------

Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… …………………………………………………….. …………………………………………………….. week:28 Period:79

Preparing date: Teaching date:

UNIT 10: COMMUNICATION Lesson 1: Getting started I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the conversation between Phuc and Nick for details and then do some related exercises.

- use lexical items related to communication 2. Qualities: Skills: Speaking, listening, reading, writing.

Attitude: - Positive about communication.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: Teacher and Students' activities Contents ACTIVITY 1: Warm up (5’) Brainstorming Aims:help students have an overview about the topic communication.

Contents: - The lexical items related to the topic “communication” Products: - Games related to the topic. * Suggested answers: Organization: Mobile phone’s function - a means of voice communication or letter 1.Warmer (5'): Brainstorming

Teacher and Students' activities Contents - Bring a mobile phone into the class. message transmission.

Elicit the phone’s function from Ss and - watching a picture displayed write them on the board.

- taking photographs - Then discuss with Ss which functions - texting are helpful for communicating, and - getting access to the Internet which functions are not. Ask Ss to explain their choice.

ACTIVITY 2. Knowledge Formation (17’) Getting-started: Aims: provide sts necessary words and structure for understanding and learning the conversation.

Contents: - new words from the conversation Products: - New words - Exercises Organization: New words - battery (n): bộ pin, ắc quy 2.1. Vocabulary - Teacher uses different techniques to - show up (v): xuất hiện, xuất đầu lộ teach vocabulary (situation, realia) diện - Follow the seven steps of teaching - oversleep (v): ngủ quên vocabulary - conference (n): hội nghị - snail mail (n): thư gửi bằng đường bưu điện - telepathy (n): ngoại cảm, thần giao cách cảm * Checking vocab: R.O.R - instantly (adv): ngay lập tức - flat (adj): bằng phảng, xẹp, hết - Repeat in chorus and individually - Copy all the words

2.2. Listen and read * Introduction: ? Look at the pictures but cover the text.

- Brainstorm questions with Ss and write them on the board.

- What do you think Phuc and Nick are talking about on the phone?

- Where are Mai and Phuc in the first

- Answer the questions individually. * Suggested answers: - They are talking about going to the cinema.

- They are at Galaxy Nguyen Trai.

- They are waiting for someone.

Teacher and Students' activities picture?

- What are they doing there?

- Where is Nick in the second picture?

What is he doing there?

- What is it in the third picture? what does it mean?

- What is a possible connection between pictures 1, 2 and 3?

- Accept all possible answers from Ss. Remember not to give correction at this stage. ? Listen and read the conversation then check your answers.

ACTIVITY 3: Practice (10’) Aims: help sts have some concepts about the topic communication.

Contents: - vocabulary related communication.

Products: - key to Practice 3 - game Organization Doing: 3.1a. Find words or phrases (1a P39) ? Work individually then in pairs to find the words/phrases.

If time allows, encourage Ss to explain the words/phrases in the context of the story. For example, Ss may say “Phuc is saying ‘We were waiting for ages’ and this means he and Mai had to wait for Nick for a very long time.”

3.1. b. True or false Have Ss work individually then in pairs to compare answers with each other.

Correct the task as a class and encourage Ss to explain for both T and F options.

Contents - He's at Galaxy Nguyen Du. - It's the simple of the battery of a mobile phone.

It's flat.

- Students' answer.

Key: 1. Wait for ages 2. Show up 3. Get through 4. “My battery was flat.”

5. “Are you kidding?”

6. “We can try again” Key: 1. T 2. T 3. F (Nick was waiting outside the wrong cinema.)

4. T 5. T 6. T

Key: They couldn’t see the film together because Nick went to the wrong cinema. They didn’t communicate clearly the name and address of the 3.1. c. Questions Ask Ss to work in group of three or four cinema beforehand. Then they were not able to and discuss the questions. For a more contact each other because the battery of Nick’s

Teacher and Students' activities Contents able class, ask the groups to play the mobile was flat. roles of Phuc, Mai, and Nick. What would they do if they were them?

Key: 1. having a video conference 2. Emailing 3. video chatting 4. Meeting face-to-face 5. using social media.

6. using telepathy 7. sending letters (snail mail) 3.2. Matching Ss work in pairs to complete this task.

After they have finished, go through each item as a whole class. Ask Ss to further explain the meaning of the words/phrases in the box, and/or how they work. Allow Ss to use Vietnamese if necessary.

If there is time, ask Ss to work in pairs Key: to tell each other if they have ever used 1. using social media these ways of communication.

2. Meet face-to-face 3. emailing; sending letters/snail mail 4. Using telepathy 3.3. Gap fill Draw Ss’s attention to the 5. video chatting words/phrases from the word box in 2 6. Have a video conference again. Tell them to do this task by first underlining the cues in each item. Also remind Ss to consider the part of speech of the missing words (where E.g.: applicable). Explain the Look out! box. - phone - send massage - chat Game ? Work in groups.

- meet face to face - Set a time limit and ask Ss to write .......... down as many different ways they have communicated so far today as they can.

The person with the most ideas is the winner.

Alternatively, this can be a competition between groups where they collect information from each member and collate it to find the winning group with the most communication ways.

ACTIVITY 4: Further practice (5’) Aims: review and learn by heart at class some new words and structure.

Teacher and Students' activities Contents Contents: - vocabulary related communication Products: - review new words Organization: Further practice: ? Sum up the main content of the lesson.

Homework: ? Learn by heart all the new words. ? Do Ex B1, 2,3 P30 (Workbook) ? Prepare: Closer Look 1 - Collect pictures, songs, clips talking about communication ---------------------0o0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… week:28 Period: 80

Preparing date: Teaching date:

UNIT 10: COMMUNICATION Lesson 2: A closer look 1 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - learn more words about communication - remember the rules of stress in words ending in -ity and -itive 2. Qualities: Skills: Speaking, listening, writing.

Attitude: - Positive about communication.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: II. New lesson.

Teacher and Students' activities ACTIVITY 1: WARM-UP (5’) Word webs Aims: - Elicits the topic from students Contents: - The lexical items related to the topic “communication” Product: - activity 1 page 40 Organization: Matching (activity 1 P40) Ss work individually first then in pairs. Encourage them to describe how the communication happens in each picture.

For a more able class, ask Ss to describe how each way of communication is different from the others.

Content

Key: 1. using music 2. Using signs 3. Leaving a note 4. painting a picture 5. Communicating non-verbally with animals 6. using codes 7. Sending flowers 8. Using body language

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: help sts learn the words about communication and usage of those.

Contents: new words in A closer Look 1 Products: Keys of A Closer Look 1 (n): ngôn ngữ không dùng Organization: - non-verbal lời nói 2. 1. Vocabulary - Teacher uses different techniques - code (n): mật mã to teach vocabulary (situation, - multimedia (n): đa phương tiện realia) - landline phone (n): điện thoại bàn - Follow the seven steps of teaching - message board (n): diễn đàn trên mạng vocabulary * Checking vocab: What and where - Repeat in chorus and individually - Copy all the words

Teacher and Students' activities 2.2. Match the words with the definitions (Activity 2 P40) - show Ss an example of how these communication channels work especially a chat room and a message board. ? Work individually or in pairs to complete the exercise. Similar to exercise 1 . after giving corrections, T can share with Ss some of their own experiences of susing these technologies.

2.3. Complete the diagram (3 P40) ? Wor in groups where Ss discuss and write down their ideas.

- Encourage Ss to think of all communication forms they have learnt, or the ones they know, and put them in the correct categories.

Content Key: 1. d

2. e

Forms of communication: 1. Verbal: - meeting F2F ......

2. Non-verbal: - using signs ........

3. Multimedia: - texting .......

Group work 2.4. Debate (4 P40) ? work in two teams to compete with each other.

- Each team is assigned one form of communication. The rest of the class will be the audience. ? Try every way possible to convince the audience their communication form is better. Then the audience will decide which team is the winner.

ACTIVITY 3: PRACTICE (15’) Aims: Concept of tone in asking for information Contents: - vocabulary and grammar in Closer

3. b

4. c

5. a

Teacher and Students' activities look 1.

Products: Sts can read in correct intonation Organization: 3. Pronunciation (20'') Stress in words ending in -ity and –itive ? Cover pronunciation box.

- Write the words ‘opportunity’ and ‘positive’ on the board. ? Read them aloud and try to identify which syllable is stressed.

- Find two more words ending with the suffixes –ity and –itive. Ask Ss to say them aloud.

- Then elicit the pronunciation rule with the class. * Remember: For words ending – ity and –itive, place the stress on the syllable before the suffix.

3.1. Mark the stress (5 P41) Ss work individually then in pairs to compare their answers. Tell Ss to mark the word stress.

- Then have Ss say the words individually.

Content

Example: Oppor’tunity She got the opportunity to see Frozen. ‘positive His answer is positive!Great!

Key: 1. com’petitive 2. in’finitive re’petitive 4. ‘positive 6. possi’bility 7. curi’osity natio’nality

Key: 3.2. Gap fill (Activity 6 P41) Ss work individually then compare 1. nationality the answers with the partners. Play 4. possibility the recording for Ss to check. Allow them plenty of time to practice these sentences with correct stress.

ACTIVITY 4: PRODUCTION (5’) Aims: help sts use topic “communication”words and ask for information.

Contents: - The lexical items related to the topic “communication” in textbook - questions from students

2. repetitive 5. ability

3.

5. a’bility 8.

3. competitive

Teacher and Students' activities Content Products: Sts have a clear concept of intonation of question for information Organization: - Lets sts summarize the content of the lesson ? Recall the rule of stress in words ending in -ity and -itive Homework: ? Learn by heart all the new words. ? Do Ex A1,2,3 P 29 ? Prepare: Closer Look 2 - Collect pictures, songs, clips talking about communication ---------------------0o0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… week: 28 Preparing date: Period: 81 Teaching date:

UNIT 10: COMMUNICATION Lesson 3: A closer look 2 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Review the future continuous tense - Learn about Verb+ to-infinitive 2. Qualities: Skills: Use of English.

Attitude: - Positive about communication.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE:

Teacher’s and students’ activities ACTIVITY 1: WARM-UP (5’) Aims: review old lesson Contents: - Brainstorming Products: - find the ways of communication - brainstorming Organization: Brainstorming - Two teams write the ways of communication in 3 minutes - The team with more correct words is the winner ACTIVITY 2. Knowledge Formation (20’) Aims: Help sts know about the future continuous tense Contents: - Definite The future continuous tense - verb + to infinitive Products: Sts can use the future continuous tense exactly Key to Grammar Organization: Grammar 1: A. The future continuous tense (15') 2.1. Exercise 1 / 41 -Remind Ss of the story in GETTING STARTED: how Phuc, Mai and Nick planned to see a film together, but Nick went to the wrong cinema and they were not able to contact each other. Ask Ss what Phuc and Nick decided on the phone about how they would try it again this Sunday afternoon.

-Play the recording and ask Ss to answer the two questions.

-Draw Ss’s attention to the Review box 2.2. Exercise 2/ 41 -Draw Ss’ attention to the Look out! box - Ask ss to work independently.

- Then, ask them to share their answers with one or more partners.

-Say the answers aloud.

Content

Ways of communication

-Remind Ss of the story in GETTING STARTED: Key: 1. He will be having his Vietnamese class.

2. They will be watching a film at the cinema

-Work independently.

Key: 1. Will he still be sleeping; will be studying 2. will be having

- Confirm the correct answers.

3. will be eating 4. Will she be staying; will be writing 5. will be playing

6. will be learning 2.3. Exercise 3/41 -Have Ss work in groups to decide which year to put in the gaps. Then go through each sentence with Ss, - Work in groups asking each group to call out their choice.

ACTIVITY 3. Knowledge Formation 2(10’) Grammar 2: Aims:learn about Verb+ to-infinitive and their usage Contents: - Definite Verb+ to-infinitive Products: Key to Grammar Organization: Grammar 2: Verb+ to-infinitive (17'') 3.4. Exercise 4/42 -Read part of the conversation from GETTING Some common verbs followed by toSTARTED and write down all the verbs that are infinitive followed by to-infinitive • Verb of thinking: choose, decide, Tell Ss to look at the Watch out! box. plan • Verbs of feeling: love, hate, prefer • Other verbs: try, want, need 1. c 3.5. Exercise 5 Page 42 -Ss work individually them in pairs to compare their answers -Ask some Ss to say their answers aloud.

-T gives comments and makes any correction if available.

3.6. Exercise 6 Page 30 -Draw their attention to the time expression (year 2050) and ask them which verb tense should be used.

-Ask Ss work in pairs and share their ideas with other pairs to make a “Dream List”.

- Remind them to use full sentences.

2. b

- work in pairs

3. a

4. c

5.a

ACTIVITY 4: Further practice: Aims:review the future continuous tense AND Verb+ to-infinitive Contents: Usage of the future continuous tense AND Verb+ to-infinitive Products: - sts can put suitable the future continuous tense AND Verb+ to-infinitive in correct places Organization: ? Recall the uses of the past perfect tense 5. Production: - Learn by heart all the new words and structures.

- Do Ex B1-6-page 30/31(Workbook) - Collect pictures, songs, clips talking about communication ---------------------0o0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… …………………………………………………….. week:29 Period:82

Preparing date: Teaching date:

UNIT 10: COMMUNICATION Lesson 4: Communication I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic ‘Communication’ and some abbreviations for online chatting 2. Qualities: Skills: Speaking, listening, reading, writing.

Attitude: - Positive about communication.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks

III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: Teacher’s and students’ activities Content ACTIVITY 1: WARM-UP (5’) Aims: make sts change the state from relaxation to concentration Contents: - Tell students in this lesson they will have the opportunity to learn about communication and some abbreviations for online chatting.

Products: - the word affordable and breathtaking Organization: Chatting * Questions: - Have you ever failed to communicate? (students’ answers) - If yes, tell us some reasons?

- Introduce the new lesson ACTIVITY 2: KNOWLEDGE FORMATION (20’) Aims: Help Sts promote listening skill and vocab Contents: - Talk about how to build a perfect conversation - new vocabulary Products: - 4 skills - Vocabulary - Grammar Organization: I-Vocabulary.

-language barrier(n): rào cản ngôn ngữ * Teaching vocabulary (6’) - Teacher uses different techniques to teach -cultural difference(n): sự khác biệt vocabulary (situation, realia) văn hóa - Follow the seven steps of teaching vocabulary -shrug(v): nhún vai * Checking vocab: Slap the board -glance(v): liếc nhìn - breakdown(n): sự hỏng COMMUNICATION BREAK DOWN -shorthand(n): sự tốc ký -fist(n): nắm tay ACTIVITY 3: PRACTICE (15’) Aims:

To promote reading and writing skills Contents: - vocabulary related to the topic - grammar Products: Key to communication 1 Organization: Communication 1: Exercise 1/ Page 43. (7’) - Make sure ss to understand the requirement then run through the sentences.

- Tdoes the first item with Ss. Then Ss work in pair to complete this task.

-Once they have finished, encourage them to add in some more reasons and examples.

Exercise 2/ Page 43 (8’) - Elicit from Ss what body language is. Explain that understand body language can help people avoid communication breakdown. T may give an example and ask Ss to guess what T is trying to say.

-Ask Ss to cover the text and just to look at the pictures. In pairs Ss work out the messages from the pictures. Then Ss can uncover the text and do the matching.

-Confirm the correct answers.

- Ask ss to add more examples and demonstrate these for the class to guess their meaning.

Exercise 3 / Page 43 (8’) - Remind ss some of the language for online communication learnt in Unit 1 - Explain that using abbreviations for online chatting and texting is not always easy to understand. Ss then work individually to complete this task.

- Ask ss to share compare - Ask some ss to write the full sentences on the board - Confirm the correct answers

- Work in pairs Key: 1. A 2. B 5. A 6. B

3. C

4. C

- Work in pairs to work out the messages from the pictures. Then Ss can uncover the text and do the matching.

Key: 1. c 2. a 3. e 4. b 5. d

- Work individually to to complete this task.

Key: 1.Where are you? We are at Lotte on the second floor.

2.I’ll be 5 minutes late. See you soon.

3.Do you want to see a movie this weekend?

4.Please call me right back. Thanks - Have ss make notes of their answers to the two 5.Hi! What are you doing tonight? questions in the interview 6.Did you see it? Laugh out loud!

- Remind ss that it doesn’t matter what their answers are and that is more important that they justify their answers - Work in groups

Exercise 4/ Page 43(8’) - Ask ss to work in groups to make their group’s Ideas by discussing a technology solution that will help people avoid the communication breakdown mentioned in 1 -The groups then make a short presentation of their ideas to share with the class to make a big Ideas Bank.

ACTIVITY 4: Further practice (10’) Aims: To promote speaking skill To learn how to save energy Contents: Products: Organization: - Lets sts summarize the content of the lesson Homework: -Guide ss how to Ex C1,2,3/ 31/32 - Collect pictures, songs, clips talking about communication

week:29 Period:83

Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

---------------------0o0-------------------Preparing date: Teaching date: FEEDBACK ON THE TEST 3

I./. Objectives 1. Knowledge: - To correct the test number 3. Give comments to encourage the students to study hard. Discuss the ways to improve the test score 2. Qualities: Skills: Speaking, listening, reading, writing, use of English.

Attitude: - Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: test 45’

2.Students: III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure 1. Remark on the tests: -The number of the tests: +Excellent tests: +Good test +Average: +Under average: -The number of the tests: +Excellent tests: +Good test +Average: +Under average: -In general, all Ss have achieved the basic knowledge.

-There are many excellent and good tests.

- Some Ss' skill of doing general test is not good.

-The teacher shows some best and worst tests to correct before class: KEY TO MID-TERM TEST PART I:0,5 p for each correct sentence.

1/natural disasters 2/climate change 3/global warming4/prepare PART II: 1.0,25 p for each correct sentence 1. o'bese 2. de'gree 3. e'cology 4. ge'ography 2. 0,3 p for each correct sentence.

1/ D 2/ F 3/ B 4/ E5/C 6/A PART III 1. 0,2 p for each correct sentence.

1/ B 2/ C 2.1 p for each correct sentence.

1. Alaska isa state in the USA. 2. Because the sun can be seen for three months in summer.

PART IV: 1 p for each correct sentence.

1. The tickets will be collected by Mr. Smith.

2. The picture was painted by a local artist 2.The ways to overcome: -The teacher should help Ss more by concentrating on practice skills such as: listening and reading skills.

-Especially, teacher should check their homework and orally more often.

3.Production: - Review all knowledge from the three units.

- Prepare unit 10. week:29 Period:84

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UNIT 10. COMMUNICATION Lesson 5: Skills 1 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Read for general and specific information about communication in the future - Talk about communication now and in the future 2. Qualities: Skills: Speaking, reading, Attitude: - Positive about communication.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE

Teacher’s and students’ activities ACTIVITY 1: WARM-UP Aims: make sts change the state from relaxation to concentration Contents: Tell students in this lesson they will have the opportunity to learn about communication now and in the future Products: - game Organization: Brain storming.

- Ask ssto answer the questions - Introduce the new lesson ACTIVITY 2: KNOWLEDGE FORMATION (20’)

Content

What will we use to communicate in the future?

Aims: promote reading skills Contents: Passage Extra vocabulary with students. it.

Products: Key to SKILL 1 Vocabulary Organization: * Teaching vocabulary (6’) - Teacher uses different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board

-

stick(v): dính decade(n): thập niên holography(n): chụp ảnh giao thoa tiny(adj): bé nhỏ three- dimensional images(n): hình ảnh không gian 3 chiều interact(v): tương tác cyber world(n): thế giới ảo

Reading 2.1. Look at the letters the children from Viet Nam and Sweden sent to each other in a penfriend project. Why do you think they chose this way to communicate with each other ?

-Ask Ss to look at the photos. Explain that these are - Answer the questions the letters Ss from two schools in Viet Nam and Sweden sent to each other in a penfriend project.

-Ask Ss to brainstorm the reasons why they think these Ss chose this way to communicate with each other.

-Then ask Ss what they think is happening in the two other photos in the text.

2.2. Read the text Look at the highlight words and match them with their meanings.

Ss read the text quickly for the first time. Ask them to - Work individually pay attention to the highlighted words and do the matching task.

1. in real time 2. interact - Work individually then compare their answers with 3. three-dimensional images a classmate before giving the answers world 5. network - Ask some ss to write the answers on the board then confirm the correct answers

4. cyber

- Work individually then in pairs 2.3. Answer the following questions Key: - Ask ss to answers individually first then compare

the answers in pairs. Once they have agreed on the 1.They have to write and read real answers they can practice asking and answering the letters. One student likes to send sweets questions with each other with the letters as well.

- Call some pairs to ask and answer aloud 2.They are telepathy and holography.

Telepathy uses a device in our head to communicate by thought over the network. Holography gives threedimensional images, and we will be able to interact with each other in real time.

3.She prefers to use real, face-to-face communication because she thinks this makes life more interesting.

ACTIVITY 3: PRACTICE (15’) Aims: Improve speaking and reading skills Contents: - Key to reading Products: This part helps Ss understand more about communication Organization: Speaking - 15' Exercise 4. In small groups, decide whether you agree with the author of this text. Why/ Why not?

Share your ideas with the class First ask Ss where in the text the author’s opinion is - Work in groups of 4 ss expressed. Then they work in groups of 4 ss to tell each other if they agree with the author’s opinion or not and explain why.

-Then call on some pairs/ groups to share what they have discussed.

3.5. Class survey. What ways of communication do you use for the following purposes now and what will they be in the year 2030?

- Take a survey - Work in groups of 6 ss - Work in groups of 6 ss -The group leader will then report to the class either the ways of communication that are most mentioned or the ways of communication that the group likes best.

ACTIVITY 4: Further practice Aims: widen the topic to earn more knowledge about

communication Contents: Products: - old vocab - old grammar Organization: - Sum up the main content of the lesson.

Homework: (2) - Learn by heart all the new words.

- Do Ex C1. D1,2 P 31-33 - Collect pictures, songs, clips talking about communication ---------------------0o0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… week:30 Period:85

Preparing date: Teaching date:

UNIT 10: COMMUNICATION Lesson 6: Skills 2 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: • listen for general and specific information about netiquette • write an email using netiquette 2. Qualities: Skills: listening, writing.

Attitude: - Positive about communication.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE

Teacher’s and students’ activities Content ACTIVITY 1: WARM-UP Aims: chatting to make sts change the state from relaxation to concentration Contents: All about how to build a conversation Products: Sts know new words to talk about vocabulary related the topic.

Organization: - free talk ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: - promote listening skill - help sts learn extra vocabulary Contents: Audio about communication Products: Key to Task 2, 3 Organization: Listening 2.1. Activity 1: Ask Ss to look at the message board. Ask them who posted the message and who they think the message is - Do as requested for. Ask them to try to identify what problems in terms of communication politeness they think the message has.

Key: 1. The word is a combination of 2.2. Activity 2: ‘net’ and ‘etiquette’. It’s a set Write on the board ‘netiquette’ and ask what they of rules for behaving think it means. Explain they are going to listen to a property online. researcher talking about the way we communication online. Explain CAPS LOCK in the box if necessary.

2. Don’t say and do unpleasant Have Ss look at the questions first. Encourage things, just like in real life.

3. It’s how we communicate them to give some answers. Then play the with each other online. recording. Ss work individually then in pairs to compare their answers.

Key: 2.3. Activity 3: Before playing the recording again, first ask Ss to look at the grid and try to complete it with as much information from the recording as they can remember.

Elicit the answers from Ss. If their answers are correct, move to the next activity. Otherwise, play the recording again.

1. Use CAPSLOCK in emails, posts, and comments

S h o ul d

2. Check your email for mistakes or errors 3. Use a lot of shorthand

v

4. Respect v discussion rules and use polite language 2.4. Activity 4: Ss work in pairs to complete this task.

You may call two or three pairs to write their versions of the message on the board and the class votes for the best one.

ACTIVITY 3: PRACTICE (15’) Aims: - promote writing skill - help sts learn extra vocabulary Contents: Vocabulary and structures to talk about communication Products: Key to Writing Organization: Writing 3.1. Activity 5: - Draw Ss’s attention to the REMEMBER! box. If possible, illustrate each of the bullet points mentioned Key: 1. c by an example you find from the Internet.

5. a 3.2. Activity 6: - First Ss work in groups to discuss what information

2. f 6. d

S h o ul d n ’t

It looks like you are shouting at people

It shows respect for your reader.

This may confuse your reader.

People may not know who you are, but you’re judged by the quality of your writing.

3. e

4. B

they would include in the email. They may look at the email in 5 for ideas. Then Ss work individually on this task. Ask them to pay attention to the netiquette - Group work they have learnt. When Ss have finished, they swap - Write the email the writing their partner to check before handing it in to T. For a more able class, T may ask Ss to try the following tasks as homework (Ss may look at 4 for more ideas ): Write a short post on your class message board to ask how many words the final essay should be.

ACTIVITY 4: Further practice Aims: - promote reading skill - help sts learn extra vocabulary Contents: Vocabulary and structures to talk about communication Products: Organization: - Lets sts summarize the content of the lesson Homework: ? Do Ex in exercise book ? Prepare: Unit 10: Looking back - Collect pictures, songs, clips talking about communication ---------------------0o0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… …………………………………………………….. week: 30 Period: 86

Preparing date: Teaching date:

UNIT 10: COMMUNICATION Lesson 7: Looking back + project I./. Objectives

1. Knowledge: - Encourage Ss not to refer back to the unit. Ask them to keep a record of their answers to each exercise so that they can use that information to complete the selfassessment box at the end of the unit.

By the end of the lesson, Ss will be able to: - Recycle the language from the previous sections and links with the topics.

- Practice doing some exercises to consolidate and apply what they have learnt in Unit 10 2. Qualities: Skills: use of English.

Attitude: - Positive about communication.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher’s and students’ activities

ACTIVITY 1: WARM-UP (5’) Aims: chatting to make sts change the state from relaxation to concentration Contents: Question about communication Products: New and old vocabulary Game on the board Organization: - free talk

ACTIVITY 2: KNOWLEDGE FORMATION (20’) Aims: improve skills of working individually and doing teamwork Contents: Extra vocabulary Practices Products: Key to task look back and project Old grammar Organization: 2. Looking back:

Content

I. Vocabulary 1. Ask Ss to complete the sentences by using the support from the pictures, the letter cues, and the meaning of the sentences. They work individually first and then compare with a partner.

2 Challenge Ss to try this task without looking back at COMMUNICATION. Have two or three Ss write their answers on the board.

3. Ss work in pairs for this task. Remind Ss that these are non-verbal ways of communication. Then call on some pairs to report their talk.

Key: 1. body language 3. face-to-face 4. cultural different 6. Netiquette

2. Multimedia 5. Telepathy

Key: 1. thx 4 ur gift 2. BTW, wot r u doin this wkd?

3. cultural differences 4. LOL! 5. C U 2nite.

ACTIVITY 3: PRACTICE (15’) Aims: improve skills of working individually and doing teamwork Contents: Extra vocabulary Practices Grammar Products: Ask and answer about communication Organization: II. Grammar 4 Ss work individually then in pairs to compare their Key: answers.

1. will not be sleeping playing be doing 4. will be waiting using; will be using raining

2. will be 3. will he 5. will not be 6. will be

Group work

5 Ss work individually then in pairs to compare their answers. If time allows encourage Ss to think of other Key: verbs that are followed by gerunds and by to- 1. talking infinitives and make sentences using them.

3. to show 5. chatting III. Communication 6 Ss discuss this task in pairs. Remind them that they can choose to talk about forms of communication people will be using or will not be using in the year 2100 and they should give the reasons why they think

2. to use 4. communicating 6. to have

so.

For a more able class, this can be done as a debate if some forms of communication are selected beforehand for Ss to discuss.

Ask Ss to complete the self-assessment box. identify any difficulties or weak areas and provide further practice.

ACTIVITY 4: PRODUCTION (5’) Aims: - ask questions for information with the correct intonation - listen for specific and detailed information about energy Contents: Extra vocabulary Practices Worksheet Products: Ask and answer about the energy Organization: Project “Action. Take one! Action. Take two!”

Remind Ss of: - The reasons for communication breakdown in COMMUNICATION - Different ways of communicating in GETTING STARTED and A CLOSER LOOK 1 Put them into groups and ask them to think of a sketch or a role-play of a communication breakdown.

Give them time to brainstorm some ideas. Move around the class, giving help where necessary.

Alternatively, T can prepare the following scenarios if Ss are short of ideas or time. Print each sketch on a - Ss do at home piece of paper and fold it up. Each group will pick one piece of paper and prepare their performance.

More than one group can have the same sketch, because they will interpret it differently. Ss may

prepare the sketch out of class if more time is needed.

On the performance day, more than one group may act out a similar play but look for their different interpretation of the communication breakdown as well as their solution. Make sure everyone gives each group lots of encouragement and praise for their acting attempts.

Futher practice: Finished!

Finally ask Ss to complete the self-assessment.

Identify any difficulties and weak areas and provide further practice.

Homework: - Do Ex in exercise book - Collect pictures, songs, clips talking about communication

week: 30 Period: 87

---------------------0o0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

Preparing date: Teaching date:

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 1: Getting started I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the conversation about science and technology for details and then do some related exercises.

- form the opposite words by adding prefix un- or im- use the lexical items related to science and technology 2. Qualities: Skills: Speaking, listening, reading, writing.

Attitude: - Positive about science and technology.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector

2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: Teacher and Students' activities Contents ACTIVITY 1: Warm up (5’) Chatting Aims:help students have an overview about the topic science and technology.

Contents: - The lexical items related to the topic “science and technology” Products: - Games related to the topic.

Organization: 1.Warmer (5'): Chatting Put the heading ‘Science and ‘Science and Technology’ Technology’ on the board. ? Suggest any words or phrases related to this topic.

- Accept all ideas, organize them in a word web if possible ACTIVITY 2. Knowledge Formation (17’) Getting-started: Aims: provide sts necessary words and structure for understanding and learning the conversation.

Contents: - new words from the conversation Products: - New words - Exercises Organization: New words - science (n): khoa học 2.1. Vocabulary - Teacher uses different techniques to - technology (v): công nghệ teach vocabulary (situation, realia) - development (v): sự phát triển - Follow the seven steps of teaching - spaceship (n): tàu vũ trụ vocabulary - traffic jam (n): sự tắc nghẽn giao thông - benefit (n/v): lợi ích, hưởng lợi - enormous (adv): to lớn

Teacher and Students' activities

Contents

* Checking vocab: Ordering

- Repeat in chorus and individually - Copy all the words

2.2. Listen and read * Introduction: ? Look at the pictures but cover the text.

- Brainstorm questions with Ss and write them on the board.

What can you see in the pictures?

Do you know these characters?

Where are they now?

What are they talking about?...

- Accept all possible answers from Ss. Remember not to give correction at this stage. * Open prediction: You are going to listen and read the conversation on about the developments in science and technology. ? Before listening, guess what can robots do in the future? ? Listen and read the conversation then check your answers.

ACTIVITY 3: Practice (10’) Aims: help sts have some concepts about the topic science and technology.

Contents: - vocabulary related science and technology.

Products: - exercises - games Organization Doing: 3.1a. Find words (1aP49) ? Read the conversation again and do the exercise in pairs.

- Elicit the correct answers and write

- Answer the questions individually. * Suggested answers: - Some robots working.

- Yes, they are Duong, Nick, Chau, and Dr. Nelson.

- They may be at school.

- They may talk about Science and Technology.

* They can work in factories and clean our home.

Key: 1. c

2. b

3. d

4. e

5. a

6. f

Teacher and Students' activities them on the board.

- Have Ss substitute the B words into the conversation to check that they match. Finally, explain the meaning of any complex words in Vietnamese if necessary.

3.1. b. Answer the questions Ss work individually to answer the questions. Ss compare answers with a partner and then discuss as a class.

Have Ss say where they found the answers in the conversation.

Contents

1. They are at the Science Club 2. It is the roles of science and technology in the 21st century 3. Science and technology are changing everything.

4. He told Nick that only robots would work in factories and clean our homes in the future.

5. He/she said that there would be no more schools: they’d just stay at home and clean on the Internet.

Key: 1. The economy (economy development) 2. The workplace (robot in factories) 3. The home (robots cleaning our homes) 4. Travel (traffic jams) 5. Education (school via the Internet)

3.1. c. Discussion ? What fields are mentioned in the conversation which are affected by Key: 1. field 2. space 3. the key 4. economic science and technology? development 5. flying cars Look out!

- Science: knowledge about the world, especially based on examining, testing, and providing facts 3.1.d. Gap fill Have Ss do this exercise in pairs. Ask - Technology: things and ways of doing things that some Ss to present their answers. are based on knowledge about science and computers.

Confirm the correct answers.

Help ss distinguish the two words.

- in the box are some more words and phrases related to science and technology Key: 1. science subjects 2. technology 3. researchers 4. machines 5. Scientific progress 3.2. Complete the sentence ? Run through all the words in the box.

- necessary -> unnecessary ? What are the words about? ? Complete the sentences using the - happy -> unhappy words in the box.

- polite -> impolite - Check their work by calling on - add prefix un- or imsome Ss to read out their sentences. Key:

Teacher and Students' activities Allow Ss to write the translations 1. unknown next to the words.

3. impossible Unpolluted 3.3. The prefix un- and im? Look at the example. ? How can we form the opposite of the words?

- Then let them do the task by 1. likes science themselves. After that, they swap subjects at their answers with a partner. Correct school Ss’ answers as a class. Then let them 4. knows a repeat the words in chorus.

Vietnamese scientist

Contents 2. unrealistic 4. unimportant

2. wants to travel into space in the future 5. will go into sciences when finishing school

3. wants to become a scientist 6. admires a scientist or

Find someone who ? Work in groups. ? Ask your groupmates Yes/No questions, using do or will ACTIVITY 4: Further practice (5’) Aims: - review and learn by heart at class some new words and structure.

Contents: - vocabulary related science and technology Products: - review new words - exercises Organization: Further practice: ? Sum up the main content of the lesson. ? List some scientists of Viet Nam

- Answer individually Reference an inventor: Some scientists of Viet Nam: Võ Hồng Anh Lê Văn Thiêm Trần Đại Nghĩa Hà Đình Đức Hoàng Tụy Phan Lương Cầm

Homework: ? Learn by heart all the new words. ? Do Ex B1, 2,3 P30 (Workbook) ? Prepare: Closer Look 1 - Collect pictures, songs, clips talking about science and technology.

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5.

Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… week:31 Period: 88

Preparing date: Teaching date:

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 2: A closer look 1 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Pronounce words with the prefix un- and im- correctly in isolation and in context - Learn some more words related to science and technology 2. Qualities: Skills: Speaking, listening, Attitude: - Positive about science and technology.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: II. New lesson.

Teacher and Students' activities ACTIVITY 1: WARM-UP (5’) Word webs Aims: - Elicits the topic from students Contents: - The lexical items related to the topic “science and technology” Product: - activities - introduction Organization: Introduction Explain to Ss that there are three

Content

to learnt -> learner

Teacher and Students' activities Content common ways of forming nouns to invent -> inventor indicating people, but don’t say science -> scientist what they are. Write the following on the board: ? Elicit from Ss how these words are changed to mean a person who does these things. * We add -er, -or or -ist to a verb or a noun to form ? Give some more examples. a noun indicating people. ? Read the Look out! box. And say out the rule.

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: help sts learn the words about science and technology and usage of those.

Contents: new words in A closer Look 1 Products: Keys of A Closer Look 1 Organization: - unforeseen (adj): không biết trước, bất ngờ 2.1. Vocabulary - Teacher uses different techniques - immature (adj): non nớt, chưa chín chắn to teach vocabulary (situation, - impure (adj): không trong sáng, không realia) sạch - Follow the seven steps of teaching - unwise (adj): không khôn ngoan, khờ vocabulary * Checking vocab: R.O.R - Repeat in chorus and individually - Copy all the words

2.2. Activity 1 P50 ? Complete the following sentences with nouns indicating people Do this activity the first time around as a quiz. Divide the class into two teams. ? Read out item one and ask Team A to answer.

- If they get it wrong, the option goes to Team B to answer. Keep a score on the board to increase the fun element. Now have Ss work

Key: 1. adviser/advisor 2. chemist 3. designer 4. programmer 5. Biologist

Teacher and Students' activities individually to do the task in their books. ? Write the answers on the board.

Correct their answers as a class.

2.3. Activity 3 P50 ? Work in pairs and discuss what the word in for each picture.

- T checks as a class. For more able Ss, have pairs write the descriptions of these people in the same style as activity 1. Then put pairs together to read out their descriptions and challenge each other to guess the person, like in the quiz 1.

2.4. Activity 3 P50 ? Read the sentences and guess the part of speech of the word to be filled in each blank.

- Have Ss call out their guesses.

Ss work individually. Ask some Ss to write their answers on the board.

Check their answers as a class.

ACTIVITY 3: PRACTICE (15’) Aims: Concept of tone in asking for information Contents: - vocabulary and grammar in Closer look 1.

Products: Sts can read in correct intonation Organization: 3. Pronunciation (20'') 3.1. Stress in words starting with un- and im. Explain to Ss that the prefixes unand im- are used to make adjectives (and adverbs) negative. Explain to them that when these prefixes are added, the stress of the new word does not normally change. Give

Content Key: 1. chemist 3. engineer 5. doctor 7. explorer

Key: 1. developments 3. exploration 5. economic

2. software developer 4. physicist 6. conservationist 8. Archaeologist

2. scientists 4. medical

When we add the prefix un- or im- meaning ‘not’ ) to a root word, the stress of the word does not normally change.

Example: ‘friendly -> un’friendly ‘probable -> im’probable Note: When we add the prefix un- or im- to a onesyllable word, the stress falls on the root word.

Example: fair -> un’fair

Teacher and Students' activities some examples.

3.2. Activity 4 P51 - Play the recording for Ss to repeat the words. Play the recording as many times as necessary. Correct Ss’s pronunciation, especially the stress. Then have Ss mark the stress on the words by drawing circle above the stressed syllable.

3.3. Activity 5 P51 Have Ss read out the word first.

Then they work in groups to put the words in the right columns. Call on some Ss to write the answers on the board. Confirm the correct answers.

3.4. Activity 6 P51 Have Ss work individually to write down the words. Play the recording two or three times for Ss to check.

ACTIVITY 4: PRODUCTION (5’) Aims: - help sts use topic “science and technology”words and ask for information.

Contents: - The lexical items related to the topic “science and technology” in textbook - questions from students Products: Sts have a clear concept of intonation of question for information Organization: ? Recall the rule of stress in words starting with un- and imHomework: ? Learn by heart all the new words. ? Do Ex B2, 3 P37 ? Prepare: A closer look 2 - Collect pictures, songs, clips

Content Pure -> im’pure

Key: 0O oOo ooO oOoc unfore’seen un’limited un’wise un’lucky im’pure un’healthy imma’ture im’possible un’hurt im’patient impo’lite un’natural Key: 1. impure 4. unlimited

2. unhealthy 5. impatient

3. impossible

Teacher and Students' activities Content talking about science and technology.

---------------------0o0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… week:31 Preparing date: Period:89 Teaching date:

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 3: A closer look 2 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: -Use the future simple and future continuous to talk about science and technology in the future -Use the direct speech and indirect speech to report what people say or tell 2. Qualities: Skills: Use of English.

Attitude: - Positive about science and technology.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: Teacher’s and students’ activities ACTIVITY 1: WARM-UP (5’) Aims: review old lesson Contents: - Brainstorming Products: - brainstorming Organization: Brainstorming - Free talk

Content

Introduction Ss have already learned the future simple will do and the future continuous will be doing. Tell Ss that this is a review section. T may help Ss recall the form and uses of these two tenses. Also remind them of the uses of present simple and going to to express future actions.

ACTIVITY 2. Knowledge Formation (20’) Aims: Help sts know about the future tense Contents: - Definite The future tense Products: Sts can use the future tense exactly Key to Grammar Organization: Grammar 1: Future tense: review 2.1. Have Ss work individually. Check their answers as a class. T may ask why a certain tense is used to Key: check that Ss understand the rules.

1. will have 2. will be doing 3. will she be 4. won’t pass 5. decide; will support 2.2. Tell Ss to study the example first. Then they work in pairs to do the activity. Encourage them to talk as much as possible. Remember that there is no ‘right’ or ‘wrong’ as long as their sentences are grammatically correct. Move around the class and - Pair work listen to Ss. If there is a point which everyone is confused about, bring the class back together and do a quick review of it.

ACTIVITY 3. Knowledge Formation 2(10’) Grammar 2: Aims:learn about Reported speechand their usage Contents: - Definite Reported speech Products: Key to Grammar Organization: Grammar 2: Reported speech In direct speech, we give the exact words somebody

- Listen to the teacher and take notes said, and we use quotation marks.

In reported speech, we give the meaning of what someone said, but with some changes and without quotation marks.

Example: Nam: “I want to become a robot designer.”

Nam said he wanted to become a robot designer.

When the reporting verb (e.g., say or tell) is in the past, the verb in reported speech changes as follows: 2.3. Tell Ss to refer back to the conversation in GETTING STARTED and find the examples of reported speech. Focus them on the use of the verbs. - Answer individually 2.4. Ss work in pairs. Ask them to write down the sentences in their notebooks. Call on some Ss to read out what they have done. For a class which needs - Pair work more support, have two Ss to write their answers on Key: the board. Correct their mistakes.

1. Nick said that he came from a small town in England.

2. My friend said that Brazil would win the World Cup. 3. Olive told Chau that she was leaving Viet Nam the next day/the following day.

4. David told Catherine that he was unable to read her writing.

5. Minh said that he had overslept that morning.

Key: 1. He said (that) he hadn’t said anything at the meeting the week before/the previous week.

2. She told me that letter had been 2.5. Ss do this task individually. While they are opened. working, some Ss may write their sentences on the 3. Tom said that in 50 years’ time we board. Correct their sentences as a class. would probably be living on Mars.

4. Mi said she hoped they would build a city out at sea.

5. Son told us that his wish was to become a young inventor.

2.6. This speaking activity could be daunting for - Pair work some Ss, so allow the pairs to plan what they are going to say before they come to the front of the class. This should help Ss to speak with fluency and accuracy, and as naturally as possible.

Encourage them to give true sentences about themselves. Ideally, all ss should have a chance to talk before the class.

ACTIVITY 4: Further practice: Aims:review the future tense and reported speech Contents: Usage of the future tense and reported speech Products: - sts can put suitable the future tense and reported speech in correct places Organization: ? Recall the uses of the future tense and reported speech 5. Production: - Learn by heart all the new words and structures.

- Do Ex in Workbook - Collect pictures, songs, clips talking about science and technology.

---------------------0o0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… …………………………………………………….. week:31 Period:90

Preparing date: Teaching date:

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 4: Communication I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic science and technology and practice reported speech 2. Qualities: Skills: Speaking, listening, reading, writing.

Attitude: - Positive about science and technology.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: Teacher’s and students’ activities Content ACTIVITY 1: WARM-UP (5’) Aims: make sts change the state from relaxation to concentration Contents: - Tell students in this lesson they will have the opportunity to learn about science and practice reported speech Products: - the word affordable and breathtaking Organization: Brainstorming - Have ss divide into two group, ask them to go to the Who invented what board and write the name of inventions they know as many as possible and who invented them - Introduce the new lesson ACTIVITY 2: KNOWLEDGE FORMATION (20’) Aims: Help Sts promote listening skill and vocab Contents: - Talk about science and technology - new vocabulary Products: - 4 skills - Vocabulary - Grammar Organization: Quickly review the grammar points that are used - Work individually in this section: the past simple and reported speech.

2.1 This activity can be done as a class competition. Key: Ss work individually. Give them one minute to match

by drawing lines from the inventors to the inventions.

For increased fun, count down the final 10 seconds and then tell everyone to stop. Now have Ss swap books and mark each other’s answers. Elicit the answers from Ss in full sentences, Thomas Edison invented the light bulb. Ask for a show of hands for those who got all eight right, then seven, and so on.

If time allows, T may ask questions about these inventors to find out what Ss know about them: - Are they still alive/dead?

- What are they famous for?

- Do you know anything interesting about them?

- Do you know any interesting about them?

Edison: “Genius is one percent inspiration and ninety-nine percent perspiration.” ...)

ACTIVITY 3: PRACTICE (15’) Aims: To promote reading and writing skills Contents: - vocabulary related to the topic - grammar Products: Key to communication 2 Organization: Communication 2: 3.2 Form groups of three or four Ss to discuss the inventions. Encourage Ss to talk as much as possible; this is a fluency stage, so don’t worry about accuracy at this point. Move around the groups and give assistance where needed. Invite some groups to present their ideas. Other groups can add some ideas if possible.

3.3 Call on two confident Ss to come the front and act out the dialogue between Ha and Alexander Graham Bell. Then put Ss into pairs to report on the conversation.

-Thomas Edison invented the light bulb.

-Sir Alexander Fleming discovered penicillin.

-Alexander Graham Bell invented the telephone.

-The Wright brothers invented the airplane.

-James Watt invented the steam engine.

-Mark Zuckerberg invented Facebook.

-Tim Berners-Lee invented the Internet.

- Group work

- Do as requested Suggested answers: -Alexander Bell said/told me (that) he was born in 1847 in Scotland.

-He said/told me (that) he had always liked...

-He said/told me (that) he had taught...

-He said/told me (that) he had invented...

3.4 Let Ss work in pairs to role-play, using the - Pair work information given. Walk around to observe and give help if needed. If time allows, ask some pairs to roleplay in front of the class. The class then votes for the best performance.

ACTIVITY 4: Further practice (10’) Aims: To promote speaking skill To learn who invented what in science and technology Contents: Products: Organization: - Lets sts summarize the content of the lesson Homework: -Guide ss how to Ex in workbook - Collect pictures, songs, clips talking about science and technology.

Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

---------------------0o0-------------------week:32 Period: 91

Preparing date: Teaching date:

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 5: Skills 1 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: • Read for specific information about the role of science and technology in the future - Talk about the roles of science and technology 2. Qualities: Skills: Speaking, reading, Attitude: - Positive about science and technology.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION:

1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE

Teacher’s and students’ activities Content ACTIVITY 1: WARM-UP Aims: make sts change the state from relaxation to concentration Contents: Tell students in this lesson they will have the opportunity to learn about the role of science and technology in the future Products: - game Organization: Brain storming.

- Write these headings on the board: Health/ Travel/ - group work Homes - Brainstorm with the class some predictions for future developments in these fields. Encourage Ss to use their imagination. Now open the book and do the reading tasks.

- incurable(a): - advanced(a): * Teaching vocabulary (6’) - Teacher uses different techniques to teach - gene (n): vocabulary (situation, realia) - tiny(adj):bé nhỏ - Follow the seven steps of teaching vocabulary - explore(v): * Checking vocab: Slap the board - nutrition pill(n): - unemployment(n): ACTIVITY 2: KNOWLEDGE FORMATION (20’) Aims: promote reading skills Contents: Passage Extra vocabulary with students. it.

Products: Key to SKILL 1 Vocabulary Organization: Key: 2.1 Ask Ss to read the passages quickly for key 1. B 2. A words and then match with the headings.

3. C

Key: 2.2 Have Ss do the task individually. Then Ss can 1. D 3. A 3. E check their answers in pairs. Elicit the answers from 4. B 5. F 6. C Ss. Key: 2.3 Ask Ss to read the passages again and answer the 1. To explore Mars/To find out if there questions. Ss can ask and answer in pairs. T corrects is, or ever has been, life there/To the answers as a class. If time allows, have Ss show explore the possibility of being able to where they found the answers. live there.

2. They help people live longer.

3. 70 or 75 years.

4. Solar panels and solar windows.

5. They can do chores such as cleaning, cooking, washing, and organising things.

ACTIVITY 3: PRACTICE (15’) Aims: Improve speaking and reading skills Contents: - Key to reading Products: This part helps Ss understand more about science and technology Organization: Speaking - 15' Set up the SPEAKING stage by getting Ss to think about the pros and cons of advancements in science and technology. Explain that nothing is ‘black and white’; there are always advantages and - Work in groups of 4 ss disadvantages. For example, say: More and more robots will be invented and used in - Take a survey the future. One of the advantages of this is that robots will be able to do dirty or dangerous jobs that humans - Work in groups of 6 ss don’t want to do. At the same time, there are disadvantages – robots will replace people in some areas so there will be unemployment.

3.4 Ss work in pairs to think about these pros and cons. Encourage Ss to think of as many ideas as possible. Move around to give cues and observe.

Nuclear energy: - convenient, clean, available...

- Pair work

- expensive, unsafe, environmentally, unfriendly...

Nutrition pills: - people can live longer, convenient, ...

- expensive, create an ageing population, create overpopulation...

Smart phones: - convenient, quickly, entertaining...

- Environmentally unfriendly, discourage face-to-face communication, people can betracked at all times...

Space travel: - Exciting, adventurous...

- Expensive, dangerous...

3.5 Divide the class into groups of five or six. Each - Group work group talks about one of the fields in 4. Tell Ss to read the example before they start. Encourage them to use the phrase given in the Look out! box. While Ss are talking, T goes around to give assistance if necessary.

If time allows, have Ss summarise their group’s ideas and present to the class.

ACTIVITY 4: Further practice Aims: widen the topic to earn more knowledge about science and technology Contents: Products: - old vocab - old grammar Organization: - Sum up the main content of the lesson.

Homework: (2) - Do Ex in workbook - Collect pictures, songs, clips talking about science and technology.

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Preparing date: Teaching date:

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 6: Skills 2 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: • listen for general and specific information about how science and technology solve some problems in the future • write to express agreement and disagreement about the roles of science and technology 2. Qualities: Skills: listening, writing.

Attitude: - Positive about science and technology.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher’s and students’ activities ACTIVITY 1: WARM-UP Aims: chatting to make sts change the state from relaxation to concentration Contents: All about how science and technology solve some problems in the future Products: Sts know new words to talk about vocabulary related the topic.

Organization: - Chatting ? Your idea about homes, education, and travel in the future - Introduce the new lesson ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: - promote listening skill - help sts learn extra vocabulary Contents:

Content

Audio about communication • Vocab: Products: - drawback (n) :hạn chế Key to Listening - yield(n) : sản lượng Organization: - advance(n): tiến bộ Listening - negative(adj): có tính tiêu cực - Set the scene: Nick. Duong and Chau are talking about science and technology - Work individually Key: b. The benefits and drawbacks that E1/ Page 55. Listen to the conversation and choose advances in science and technology the best summary may bring to people’s lives.

- Have Ss read the three options. Then play the recording and elicit the answer from Ss. Key: 1. problems 2. high yields 4. overcrowding 5. bring E2/ Page 55. Listen to the conversation and circle 6. unemployment the words and phrases as you hear - Run through the words/ phrases Key: -Play the recording again, once, or twice. Ask Ss to 1. High yields in farming will (help listen carefully and tick the words/phrases according feed the growing population on earth). to what they hear in the passage.

2. (We may be able to live) on other planets.

E3/ Page 55. Listen again and answer the questions 3. He says he likes the idea of having - Run through the questions lessons at home with a robot, and on the -Play the recording again. Tell Ss to take notes/ write Internet. down the key words as they listen. Then they answer 4. Yes, she does. the questions in writing or verbally.

5. He thinks there will be many new -Correct their answers as a class. problems ACTIVITY 3: PRACTICE (15’) Aims: - promote writing skill - help sts learn extra vocabulary Contents: Vocabulary and structures to talk about science and technology Products: Key to Writing Organization: Writing - Introduce the note about how to write to express agreement or disagreement ? How many parts are there? What are they? What do - Answer the questions we write in each part?

E4/ Page 55. Look at the sample paragraph and fill in the outline.

-Have Ss read the sample paragraph. Explain that the first sentence in the sample is the topic sentence which tells the reader whether the author agrees or disagrees with the statement. The following sentences express the reasons. The last sentence is the concluding sentence, which summarise the main points in the paragraph.

- Ask ss to work in pairs to fill in the outline.

-Check as a class.

E5. Make notes. Write a paragraph on the topic -Have Ss read the argument put forward. Then work in pairs to make notes the model in 4. They must decide if they agree or disagree, give three supporting point.

- Ask ss to write a paragraph . Make sure that they use proper connectors first/firstly, second/secondly, and pay attention to spelling and punctuation.

-T may ask some ss to represent their writing and ask the others to give comment ACTIVITY 4: Further practice Aims: - promote reading skill - help sts learn extra vocabulary Contents: Vocabulary and structures to talk about science and technology Products: Organization: ? Sum up the main content of the lesson.

Homework: ? Do Ex in exercise book ? Prepare: Unit 11: Looking back - Collect pictures, songs, clips talking about science and technology.

- Read the paragraph - Work in pair to fill in the outline Idea 1: Expensive Idea2: Make worker jobless Idea 3: Make people lazy and inactive

- Write a paragraph

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…………………………………………………….. week:32 Period:93

Preparing date: Teaching date:

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 7: Looking back + project I./. Objectives 1. Knowledge: - Encourage Ss not to refer back to the unit. Ask them to keep a record of their answers to each exercise so that they can use that information to complete the selfassessment box at the end of the unit.

By the end of the lesson, Ss will be able to: - Recycle the language from the previous sections and links with the topics.

- Practice doing some exercises to consolidate and apply what they have learnt in Unit 11 2. Qualities: Skills: Speaking, listening, reading, writing, use of English.

Attitude: - Positive about science and technology.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher’s and students’ activities

Content

ACTIVITY 1: WARM-UP (5’) Aims: chatting to make sts change the state from relaxation to concentration Contents: Questions Games Products: New and old vocabulary Game on the board Organization: (Games: Calling names) ? What are the benefits that science and technology - Take part in the game in two teams

bring to our lives?

ACTIVITY 2: KNOWLEDGE FORMATION (20’) Aims: improve skills of working individually and doing teamwork Contents: Extra vocabulary Practices Products: Key to task look back and project Old grammar Organization: 2. Looking back: I. Vocabulary - Work individually A. Vocabulary E1. Page 56. Write the correct form of the words Key: in brackets 1. scientific - Ask ss to work individually then ask some ss to 2. environment write on the board 3. developments - T confirms the correct words 4. discoveries 5. unnatural E2/ page 56. Complete the word web - Organize the game for two teams. In 4 minutes, ss in each team must go to the board to write word to complete the word web. The team with more correct words is the winner

- Work in teams Key: -Farming - Home life -Entertainment - Medicine - Space exploration - Communication

E3. Fill each gap with a word from the box to complete the passage Key: -Let ss read the passage and complete this exercise 1. inventions individually 3. science - Call on some ss to write on the board 5. benefits - T confirms the correct words ACTIVITY 3: PRACTICE (15’) Aims: improve skills of working individually and doing teamwork Contents: Extra vocabulary Practices Grammar Products:

2. laboratory 4. inventing 6. productive

Ask and answer about science and technology Organization: II. Grammar - Recall ss about the rules to change a direct sentence into an indirect sentence E4/ Page 56. Change the sentences into reported speech -Have ss work individually then cross check - Ask some ss to read aloud their sentences - Correct their answers

E5/ Page 56. Rewrite these sentences in indirect speech - Have ss do the task in their notebook.

- Ask some ss to read aloud their sentences - Correct their answers

III. Communication E6 / Page 57. Write prediction for each of the following fields -Have them work individually. Tell them to be imaginative. Make sure they write a prediction for at least three of the fields - Have ss read out one of their predictions to the class.

Others can ask them questions about their predictions 3. Project - Work in groups. Give ss enough time to read thepassage then developed their ideas - Call some ss to represent. The class vote for the best useful inventions ACTIVITY 4: PRODUCTION (5’) Aims: - ask questions for information with the correct intonation - listen for specific and detailed information about

Key: 1. He said that they were doing an experiment 2. She told me that I had to sign the paper again 3. Tam said that they had watched a television documentary on the future of nuclear power 4. Scientists said that in 50 years’ time we might be living on the moon Key: 1. Kien said “I missed / have missed the train” 2. Duong said “I can run very fast” 3. “I will hand in the report tomorrow” Mia told me 4. She said “I am reading a science fiction book about life on Venus” 5., “I will be a layer when I grow up” he told me

-

Work individually

science and technology Contents: Extra vocabulary Practices Worksheet Products: Ask and answer about the science and technology Organization: Futher practice: ? Sum up the main content of the lesson.

Homework: ? Do Ex in exercise book ? Prepare: test 45’ - Collect pictures, songs, clips talking about science and technology.

week:33 Period:94

---------------------0o0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

Preparing date: Teaching date:

TEST 45’ I./. Objectives 1. Knowledge: - T checks Ss’ understanding from Unit 10 to Unit 11 2. Qualities: Skills: Speaking, listening, reading, writing, use of English.

Attitude: - Positive about science and technology.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure 1. MATRIX

Topics/ language & skills

Knowledge Objective

IListening Topic 7-9 (20 %)

IIGrammar and Vocab Topic 7-9 (30 %)

IIIReading Topic 7-9 (25%)

Comprehension Subje ctive

Objective

Subjective

Listen to this interview between a 4Teen magazine reporter and Dr Duong Minh Vu about a netiquette to check your answer 4 items 2 points 1. Mark the stressed syllable in each word.

2. Match the words/phrases with the pictures. .

10 items 3 points

Application Low

Total

High

4items 2 points 20 %

10 items 3point s 30%

Choose the 2. Answer correct the following answer A, questions B or C for 3 items the 1,5 points questions 2 items 1 point

5 items 2,5 points 25%

IVWriting Topic 7-9 (25 %)

Total

10 items 3.0 points 30%

8 items 5.0 points 50%

1. Change these sentences into reported speech.

2.Rearrang e the words/ phrases given to make complete the sentences 5 items 2,5 points 2items 2.0 points 20%

5items 2,5 points 20%

23 items 10 points 100%

2. Content: Bao Khe Secondary School Class: 8………

Student’s name: …………………….

KIỂM TRA 45 PHÚT SỐ 4 - NĂM HỌC Môn: TIẾNG ANH - LỚP 8 Thời gian làm bài: 45 phút Marks Teacher’s Opinion

PART I: LISTEN . Listen to this interview between a 4Teen magazine reporter and Dr Duong Minh Vu about a netiquette to check your answer (√) (1,0pt) True False 1. Netiquette is a set of rules for behaving properly online.

2. We should use CAS LOCK in emails, post, and comment.

3. Don’t say and do unpleasant things online, just like in real life.

4. Check your message for spelling mistakes before you send it.

PART II: GRAMMAR AND VOCAB 1Mark the stressed syllable in each word. (1,0pt) 1. unhurt

2. impure

3. curiosity

4. infinitive

2.Match the words/phrases with the pictures. (2pts) A. Meeting face - to - face B. Using social media

C. Explorer D. conservationist

1.

4.

2.

5.

E. Using telepathy F. Archaeologist

3.

PART IV: READ Read the passage and do the tasks that follow A mobile phone, also known as a cell phone, is one that we can use to make telephone calls to anyone from a great distance via a radio link. Apart from telephony, modern smart mobile phones also support a number of other services including text messaging, internet access, gaming, photography, and many business applications.

The first cell phone weighed about 2 kilograms and was demonstrated in 1973 by Dr. Martin cooper and John F. Mitchell of Motorola. Ten years later, in 1983, the first model of cell phone went on sale to the public. By 2011, over six billion people, 87% of the world’s population, used mobile networks.

In spite of the many advantages a cell phone has, it also brings about several problems that users should be aware of. Mobile phone radiation is believed to be harmful to human health. Some recent studies have found an association between cell phone and certain kinds brain disease. Another serious problem can be privacy and tracking. Once users

have the phone on, they can be interrupted in many ways, and they can also be tracked by location data.

I. Choose the correct answer A, B or C for the questions.(1,0pt) 1/ Which statement below is NOT correct?

A. We can use a mobile phone to make telephone calls to anyone from a great distance via a radio link.

B. The first cell phone weighed about 2 kilograms.

C. 87% of the world’s population, used mobile networks by 2012.

2/ Besides advantages, a cell phone brings _______________.

A. problems.

B. benefits C. usefulness II. Answer the following questions. (1,5pt) 1/ When was the first cell phone demonstrated? ………………………………………………………………………………

2/ How many percent of the world’s population did use mobile networks by 2011? ………………………………………………………………………

3/ Should students be allowed use cell phone at school? Why/ why not? ……………………………………………………………………..…

PART IV: WRITE I. Change these sentences into reported speech. (1,5pt) 1/ “I will hand my assignment to the teacher tomorrow.”

Huy said that…………………………………………………...

2/ “I’m unable to read your writing”.

Nga told me that ………….……………………………………

3/ “I like to do physics experiments”.

She said that………………………………………………………

II. Rearrange the words/ phrases given to make complete the sentences. (1,0pt) 1/ is/ the colour/ of/ Orange / the sun. ……………………..………………………………………………………

2/ and/ Science/ are/ the keys/ technology/ every field. / to development ……………………..……………………………………………………………

The end 3. Key: ĐÁP ÁN BÀI KT 45’ SỐ 4- NĂM HỌC PART I:0,5 p for each correct sentence.

PART II: 1.0,25 p for each correct sentence 2. 0,3 p for each correct sentence.

PART III 1. 0,2 p for each correct sentence.

2.1 p for each correct sentence.

PART IV: 1 p for each correct sentence.

4. Production: Prepare Unit 12 -------------------------------o0o---------week:33 Period:95

Preparing date: Teaching date:

UNIT 12: LIFE ON OTHER PLANETS Lesson 1: Getting started I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the conversation about the series "Star into Darkness" for details and then do some related exercises.

- use the lexical items related to life on other planets.

2. Qualities: Skills: Speaking, listening, reading, writing.

Attitude: - Positive about life on other planets.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: Teacher and Students' activities Contents ACTIVITY 1: Warm up (5’) Chatting Aims:help students have an overview about the topic “life on other planets”.

Contents: - The lexical items related to the topic “life on other planets” Products: - Games related to the topic.

Organization: 1.Warmer (5'):Brainstorming - On the board, write the words transportation, communication, housing, * Suggested answers:

Teacher and Students' activities Contents and energy.

1. Transportation: flying car, spaceship.... ? Work in groups of four Ss to list the 2. Communication: telepathy, video chatting, future technologies they expected to see codes.... in these fields.

3. Housing: wireless TV, robots....

- Set a time limit and the game stops 4. Energy: solar energy, nuclear energy.... when the time is up. The team with more items wins. ? Where and how fast think we can travel with new technology.

- Ask them if we could travel to other planets with those means of transport that they have listed.

ACTIVITY 2. Knowledge Formation (17’) Getting-started: Aims: provide sts necessary words and structure for understanding and learning the conversation.

Contents: - new words from the conversation Products: - New words - Exercises Organization: New words - trek (n/v): hành trình, du hành 2.1. Vocabulary - Teacher uses different techniques to - series (n): chuỗi, phim nhiều tập teach vocabulary (situation, realia) - crew (n): thủy thủ đoàn - Follow the seven steps of teaching - terrorist (n): kẻ khủng bố - aliens (n): người ngoài hành tinh vocabulary - galaxy (n): dải ngân hà - space buggy (n) xe vũ trụ - weightless (adj) không trọng lượng - Repeat in chorus and individually * Checking vocab: What and where - Copy all the words

2.2. Listen and read * Introduction: ? Look at the pictures and the heading What could happen to Earth? but cover the text.

- Brainstorm questions with Ss and write them on the board.

- Answer the questions individually. * Suggested answers: - They are outside.

- They are going to school.

Teacher and Students' activities Contents Where are Duong and Nhi? - They may talk about the Earth in the future.

What are they doing?

What might they be talking about? ? Listen to the conversation without reading the text to see if their predictions were correct.

- Follow up with the same questions. Accept all possible answers from Ss. Remember not to give correction at this stage.

ACTIVITY 3: Practice (10’) Aims: help sts have some concepts about the topic life on other planets.

Contents: - vocabulary related life on other planets.

Products: - exercises - games Organization Doing: 3.1a. True or false (1aP59) ? Run through all the statements. ? Listen to the conversation then tick T or Key: 1. F 2. T 3. F 4. T 5. F F. Key: 1. James Kirk is the caption of the spaceship.

3.1. b. Answer the questions 2. They went to Nibiru planet.

Ss work individually to answer the 3. It happens in 2259. questions. Ss compare answers with a 4. It’s the name of the spaceship that the partner and then discuss as a class. Have crew travels on.

Ss say where they found the answers in 5. He wants to destroy Earth. the conversation.

Key: 1. That’s funny, Trang also asked me what I 3.1. c. Find the sentences thought would happen to Earth in the Ask Ss to look at the conversation again future. and underline the sentences in reported speech. Have Ss read aloud the 2. I said I didn’t know but that Earth might be run by aliens! sentences.

Key: 1. aliens 3.2. Label the picture ? Run through all the words in the box.

4. weightless ? work in pairs to match the words with 7. solar system

2. space buggy 3. UFO 5. galaxy 6. spaceship 8. planet

Teacher and Students' activities Contents the pictures.

-Then check their answers. Explain that UFO is an acronym, which stands for unidentified flying object. Afterwards, have Ss repeat the words chorally.

Correct their pronunciation if necessary.

Check their understanding if necessary.

Key: 1. aliens 2. UFO 3. space buggy 4. planet; planet 5. Weightless 3.3. Gap fill Have Ss work independently to fill the 6. solar system 7. galaxy 8. spaceship words/phrases in the blanks, then check with a partner. Elicit Ss’ answers.

Summary the conversation ? Work in groups. ? Summary the conversation ACTIVITY 4: Further practice (5’) Aims: - review and learn by heart at class some new words and structure.

Contents: - vocabulary related life on other planets Products: - review new words - exercises Organization: - Answer individually Further practice: ? Sum up the main content of the lesson.

Homework: ? Learn by heart all the new words. ? Do Ex B1,2 P44 - 45 (Workbook) ? Prepare: Closer Look 1 - Collect pictures, songs, clips talking about life on other plants.

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Preparing date: Teaching date:

UNIT 12: LIFE ON OTHER PLANETS Lesson 2: A closer look 1 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Read the text about some planets in the solar system for details.

- Learn some more words related to life on other planets.

- Stress in words ending in -ful and -less 2. Qualities: Skills: Speaking, listening, writing.

Attitude: - Positive about life on other planets.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: II. New lesson.

Teacher and Students' activities ACTIVITY 1: WARM-UP (5’) Brainstorming Aims: - Elicits the topic from students Contents: - The lexical items related to the topic “life on other planets” Product: - activities - introduction Organization: Brainstorming ? Work in two teams to brainstorm as many names of the planets in the solar system. ? Read all the words individually and chorally.

Content

Planets of the solar system - Neptune - Saturn - Mars - Jupiter - Venus - Mercury - Earth

Teacher and Students' activities ? Copy all the words

Content - Moon

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: help sts learn the words about life on other planets and usage of those.

Contents: new words in A closer Look 1 Products: Keys of A Closer Look 1 Organization: - messenger (n): người đưa tin Vocabulary - Teacher uses different techniques - agriculture (n): nông nghiệp to teach vocabulary (situation, - plentiful (adj): phong phú realia) - Repeat in chorus and individually - Follow the seven steps of teaching - Copy all the words vocabulary * Checking vocab: R.O.R Key: - God of sea - God of agriculture 2.1. Activity 2 P60 * Set the scene: You are going to - God of war read a text about planets in solar - God of thunder and lighting - God of love and beauty system. ? Close your book and predict the names of roman Gods mentioned in the text. ? Read and check Key: 1. Neptune 2. Saturn 3. Mars 4. Jupiter 5. Venus 2.2. Activity 3 P60 ? Work individually to fill in the blanks without reading the passage again. ? Compare the answers in pairs. ? Read the passage again to confirm their answers.

Suggested answers: weightless waterless resourceful/ resourceless airless beautiful, wonderful 2.4. Activity 3 P60 a. Add suffixes -ful or -less to the words.

- T can explain that to form adjectives, we can add suffixes –ful or –less to a noun or a verb

Teacher and Students' activities Content ? Ss work individually. Ask some Ss to write their answers on the Examples: board.

- Earth looks more beautiful from space.

- Check their answers as a class.

- Venus is a dry and waterless planet. b. Make sentences for the new words ? Work in pairs to write a sentence about the topic of space for each word. ? Swap your sentences with another pair’s to peer check.

- Afterwards, have some Ss read out loud their sentences and correct Ss’ work if necessary.

ACTIVITY 3: PRACTICE (15’) Aims: Concept of tone in asking for information Contents: - vocabulary and grammar in Closer look 1.

Products: Sts can read in correct intonation Organization: 3. Pronunciation (20'') 3.1. Stress in words starting with ful and -less ? What happen when we add –ful or –less to nouns or verbs to form adjective.

3.2. Activity 5 P60 Explain to Ss that when we add suffixes –ful or –less to a word, the stress of the word remains unchanged. Play the recording and ask Ss to listen and stress the words. Check Ss’ answers as a class.

- When we add –ful or –less to nouns or verbs to form adjectives, the stress of the words remains unchanged.

Example: ‘water -> ‘waterless ‘hope -> hopeless/ ‘hopeful For’get -> for’getful ‘thoughtless ‘meaningful ‘helpless ‘meaningless ‘helpful ‘thoughtful ‘useless ‘plentiful ‘useful

Teacher and Students' activities Content 3.3. Activity 6 P60 First, have Ss work individually to 1. Her speech on the environment was mark the stress in each word. Then ‘meaningful. ask Ss to compare their answers 2. My teacher is so ‘helpful when we don’t with a partner. Have them practice understand something. reading the sentences. Play the 3. I was ‘helpless to stop the dog biting me. recording and ask Ss to listen, 4. This dictionary is so ‘useful. check their answers and repeat the 5. There is ‘plentiful water for life on earth. sentences. If time allows, call on some Ss to read out the sentences, paying attention to the stress in each italicized word.

ACTIVITY 4: PRODUCTION (5’) Aims: - help sts use topic “life on other plants”words and ask for information.

Contents: - The lexical items related to the topic “life on other plants” in textbook - questions from students Products: Sts have a clear concept of intonation of question for information Organization: ? Recall the rule of stress in words starting with un- and imHomework: ? Learn by heart all the new words.

Do ExA1, 2, 3 P43 ? Prepare: A closer look 2 - Collect pictures, songs, clips talking about life on other plants.

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UNIT 12: LIFE ON OTHER PLANETS Lesson 3: A closer look 2 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Use may and might correctly - Report questions 2. Qualities: Skills: Use of English Attitude: - Positive about life on other planets.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: Teacher’s and students’ activities ACTIVITY 1: WARM-UP (5’) Aims: review old lesson Contents: - grid Products: - grid Organization: Grid - Give out the poster. ? Read the sentences and decide if they are prediction or ask for or give permission.

- Monitor and get feedback.

ACTIVITY 2. Knowledge Formation (20’) Aims: Help sts know about May and might Contents:

Content

Predi (Ask for) ction permissi on 1. He may be in the office.

2. Tom may lend you the money.

3. May I use your phone?

4. Lectures may use projectors if they wish.

5. There might be water on Mars.

- Definite May and might Products: Sts can use May and might exactly Key to Grammar Organization: Grammar 1: May and might: review - Draw Ss’ attention to the REMEMBER! Box. ? How do we use may and might Tell Ss to study the example first. Then they work in pairs to do the activity. Encourage them to talk as much as possible. Remember that there is no ‘right’ or ‘wrong’ as long as their sentences are grammatically correct. Move around the class and listen to Ss. If there is a point which everyone is confused about, bring the class back together and do a quick review of it.

- We use may and might to say that say that something is possible at present or in the future.

E.g.: He may/might be in the office.

- Normally, either can be used. Although, using may slightly increases the chance that sth will happen.

E.g.: Tom may lend you the money. (This is unlikely) Tom might lend you the money. (I think this is very unlikely) - May is sometimes used in formal English.

Activity 1 P60 Key: ? Work individually to fill in the gaps. - Have them 1. may/might 2.may/might compare the answers with a partner and explain their 3. may/might 4. may answers. Check the answers as a class and ask for 5. may/might 6. may Ss’ explanations 7. may/might 8. May ACTIVITY 3. Knowledge Formation 2(10’) Grammar 2: Aims:learn about Reported speechand their usage Contents: - Definite Reported speech Products: Key to Grammar Organization: Grammar 2: Reported speech: Questions - We use the verb ask when reporting questions. In reported questions we use the statement word order and the question mark is omitted.

- Remember that pronouns, possessive adjectives, verb tenses, and time expressions change in reported questions just an in reported statements. Look back at Unit 11 for a review of how they change.

1. To report a Wh-question, we use Subject + asked (somebody) + question word + clause.

Example: “What were you doing at the time?”

She asked (me) what I was doing/ I had been doing at the time.

2. To reported a Yes/No question, we use Subject + asked (somebody) +

if/whether + clause.

Example: “Did the alien talk to you?”

She asked me if/whether the alien talked/had talked to me.

3.1. Activity 2 Have Ss work in pairs and do the exercise. Ask some Ss to read out their answer and correct the answers as a class.

3.2. Activity 3 Let Ss work individually and check their answers with a classmate. Then check the answers as a class.

3.3. Activity 4 ? Work individually to write questions in reported speech.

- Have one student write the answers on the board and get feedback from other Ss. Afterwards, check the answers as a class.

- Have Ss explain the changes they have made. Have them do the rest for homework.

4.4. Activity 5 ? Work in groups of three for 5 to 10 minutes. ? Play Nick’s role to report orally the questions he was asked.

- Get another student in the group to report what Nick answered.

- Ask the whole class to listen carefully and give feedback. Correct this group’s work if necessary.

Ask other groups to do the same if there is enough time.

ACTIVITY 4: Further practice: Aims:review May and might and reported speech Contents: Usage of May and might and reported speech Products:

Key: 1. what 2. had seen; had landed 3. what 4. had been going 5. had looked;6. had been; had looked like 7. had seen 8. had hidden Key: 1. ask 2. if 3. before 4. different Key: 1. The interviewer asked if he went for a walk every day.

2. He asked how Nick had left when he had seen the alien.

3. He asked what the alien had looked like.

4. He asked why Nick hadn’t taken a photo of the alien.

5. The interviewer asked how long the UFO had stayed there.

6. The interviewer asked if Nick had seen any UFOs since then.

- sts can put suitable May and might and reported speech in correct places Organization: ? Recall the uses of May and might and reported speech 5. Production: - Learn by heart all the new words and structures.

- Do Ex B4-7 P45-46 (Workbook) ? Prepare: Unit 12: Communication - Collect pictures, songs, clips talking about life on other planets.

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Preparing date: Teaching date: CORRECT THE TEST

I./. Objectives 1. Knowledge: - To correct the test number 4. Give comments to encourage the students to study hard. Discuss the ways to improve the test score.

2. Qualities: Skills: Speaking, listening, reading, writing, use of English.

Attitude: - Positive about science and technology.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: - Testing papers 2.Students: III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure 1. Remark on the tests: -The number of the tests: +Excellent tests: +Good test

+Average: +Under average: -The number of the tests: +Excellent tests: +Good test +Average: +Under average: -In general, all Ss have achieved the basic knowledge.

-There are many excellent and good tests.

- Some Ss' skill of doing general test is not good.

-The teacher shows some best and worst tests to correct before class: ĐÁP ÁN BÀI KT 45’ SỐ 4- NĂM HỌC 1. Key: Môn: TIẾNG ANH - LỚP 8 2.The ways to overcome: -The teacher should help Ss more by concentrating on practice skills such as: listening and reading skills.

-Especially, teacher should check their homework and orally more often.

3. Production - Review all knowledge from the three units.

- Prepare unit 12. week:34 Preparing date: Period:102 Teaching date:

UNIT 13: LIFE ON OTHER PLANETS Lesson 4: Communication I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Use may and might correctly - Report questions - Ss will be able to talk about life on other planets.

2. Qualities: Skills: Use of English Attitude: - Positive about life on other planets.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks

III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: Teacher’s and students’ activities ACTIVITY 1: WARM-UP (5’) Aims: make sts change the state from relaxation to concentration Contents: - Tell students in this lesson they will have the opportunity to talk about life on other planets and practice reported speech Products: - the word affordable and breathtaking Organization: Introduction Before Ss open their books, ask them which planet they would like to go to if they had a chance. Ask them to give the reasons why. Then tell Ss that they will join a teenagers’ blog to read some discussions on whether they believe in the existence of other life forms in the galaxy.

Check if Ss understand the meanings on the words in Extra vocabulary. If they do not, quickly teach the words by using synonyms or even translation. Tall them that NASA stands for national Aeronautics and Space Administration ACTIVITY 2: KNOWLEDGE FORMATION (20’) Aims: Help Sts promote listening skill and vocab Contents: - talk about life on other planets - new vocabulary Products: - 4 skills - Vocabulary - Grammar Organization: COMMUNICATION 1. Five teenagers are discussing the possibility of other life forms in our galaxy. Read the comments they have posted on an online forum.

Content

Have Ss read the comments. Ask them to do the reading as fast as fast as possible and remember the ideas. Move around the class. Bring everyone together if there are ideas or words that need clarifying.

2. Work in groups to decide if you agree or disagree with each of the opinions and ideas in 1.

Say why or why not.

Ask Ss to work in groups. Tell Ss that they can look at the blog and use the example to discuss the five ideas.

If Ss agree, ask them to add any details from their imagination about the planet. Elicit the reasons why there may be inhabitants there, what those inhabitants may look like, how they can communicate, how they can travel…

If Ss disagree, ask them to justify their choice.

ACTIVITY 3: PRACTICE (15’) Aims: To promote reading and writing skills Contents: - vocabulary related to the topic - grammar Products: Key to communication 2 Organization: Communication 2: 3a. Work in pairs. Imagine you are going into space. Decide together what you will take with you.

You can add any item you think necessary.

Remember to give reasons.

Put Ss in pairs. Make sure that Ss work with a new partner for a change. Ask to use the suggestions in the pictures and the example. encourage Them to add any items they may think necessary. Remind them to give a reason for each choice. Go around to help Ss. Note this is not meant to be serious; Ss can suggest silly or

Suggestions for disagreements: - I disagree with Nhi because the inhabitants there may be able to live in high temperatures. They may have bodies which can resist heat. Or they may have a special machine to cool down the atmosphere of the place where they live.

- I disagree with Duc because the inhabitants there be able to extract liquid from underground to survive.

Their bodies may be adapted to the environment there. They may not need oxygen but hydrogen or nitrogen to breathe.

- I disagrees with Anh. Any planet can be considered powerful.

Any inhabitant is proud of his/ her own planet.

funny things as long as they justify them. b. Report your decisions to another pair or to the class.

ACTIVITY 4: Further practice (10’) Aims: To promote speaking skill To talk about life on other planets Contents: Products: Organization: - Lets sts summarize the content of the lesson Homework: - Learn by heart all the new words and structures.

- Do Workbook ? Prepare: Unit 12: Communication - Collect pictures, songs, clips talking about life on other planets.

Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

---------------------0o0-------------------week:34 Preparing date: Period: 103 Teaching date:

UNIT 12: LIFE ON OTHER PLANETS Lesson 5: Skills 1 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Use may and might, reported speech correctly - Read for general and specific information about life on other planets - Ss will be able to talk about life on other planets.

2. Qualities: Skills: Use of English Attitude: - Positive about life on other planets.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector

2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE

Teacher’s and students’ activities ACTIVITY 1: WARM-UP Aims: make sts change the state from relaxation to concentration Contents: Tell students in this lesson they will have the opportunity to learn about planets Products: - game Organization: Reading 1a. Look at the pictures and discuss the questions.sk Ask Ss to cover the reading passage, look at the pictures of the two planets and answer the questions.

Ask them: What else can you infer from the picture?

ACTIVITY 2: KNOWLEDGE FORMATION (20’) Aims: promote reading skills Contents: Passage Extra vocabulary with students. it.

Products: Key to SKILL 1 Vocabulary Organization: b. Read the text below and check your answers.

Give Ss two minutes to skim the passage and check their answers.

2. Find words in the passage that have similar meaning to these words or phrases.

Have Ss scan the passage to find the words in red and match them with the definitions. Ss should check the meanings of the words from the context. Then check their answers as a class.

3. Match the headings with the paragraphs (1-3).

There is one extra.

Content

1a. A. Earth 2. totally different

Key: 1. poisonous 3. experiences 5. surface 7. accommodate

Key:

B. Mars

2. twice 4. traces 6. Climate

Tell Ss that to finish this part, they should underline key words in the headings. Next, sak Ss to skim the text again, using the key words in the headings to do the matching.

4. Read the text again and answers the questions.

Set a longer time limit for Ss to read the text again and answer the questions. ask Ss to note where they found the information that helped them answer the questions. Ss can compare answers with a partner before discussing them as a class. For a class which needs more support with the previous exercises, let them do this exercise as homework. Remember to check their answers in the next lesson.

ACTIVITY 3: PRACTICE (15’) Aims: Improve speaking and reading skills Contents: - Key to speading Products: This part helps Ss understand more about planets Organization: Speaking 5. Work in pairs. One is a human and the other is a Martian. Use the suggestions below to ask and answer about life on Earth and life on Mars.

First, have Ss read the table of information carefully.

Answer their questions if they have any. Ss work in pairs to ask and answer questions based on the suggested information in the table and the example.

Set a time limit of 5 to 10 minutes. When they finish, ask the student who plays the role of the human from one pair, and the student who plays the role of Martian from another pair to role – play in front of the whole class. Have them ask and answer questions about food and drink. Have another pair do the same, asking and answering about sleep and travel. Then have a third pair to finish with environment and problems.

6. Now swap pairs. The human of one pair works with the Martian of the other pair. Take turns to report what your previous partner said about life on their planet your new partner to see if he/ she

1. C

2. B

3. A

Key: 1. It is also called the Red Planet 2. The lowest temperature is -87 degrees Celsius and the highest may be a bit higher than zero.

3. Because 95% of the atmosphere is carbon dioxide.

4. A day on Mars is a bit longer.

5. It is twice as long as a year on Earth.

Ex: A: So what kind of food do you eat?

B: Well, we eat things like rice, bread, cooked meat. And you?

A: We eat tablets, rocks... What do you drink?

B: We drink water, juice... And you?

Ask the ‘humans’ and ‘Martians’ to from new pair. This time they use reported speech to report their previous partner’s answers: New human: What kind of food did the human say she ate?

New Martian: She said that she ate rice,

said similar things.

break, meat and fruit and vegetables.

New human: Yes, that’s right!

ACTIVITY 4: Further practice Aims: widen the topic to earn more knowledge about life on other planets Contents: Products: - old vocab - old grammar Organization: - Sum up the main content of the lesson.

Homework: (2) - Do Ex in workbook - Collect pictures, songs, clips talking about life on other planets.

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UNIT 11: LIFE ON OTHER PLANETS Lesson 6: Skills 2 I./. Objectives 1. Knowledge:By the end of the lesson, Ss will be able: - Listen for specific information about life on other planets.

- Describe an alien.

2. Qualities: Skills: listening, writing.

Attitude: - Positive about life on other planets.

- Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE

Teacher’s and students’ activities ACTIVITY 1: WARM-UP Aims: chatting to make sts change the state from relaxation to concentration Contents: Listen for specific information about life on other planets Products: Sts know new words to talk about vocabulary related the topic.

Organization: - Introduction Ask a couple of Ss to come to the board and draw their versions of an alien. Ask Ss how they would feel if they saw an alien. Ask Ss if they think aliens are very different from humans, and what differences there may be ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: - promote listening skill - help sts learn extra vocabulary Contents: Audio about aliens Products: Key to Listening Organization: Listening 1. Work in pairs. Describe the pictures and answer the questions.

Ask Ss to work in pairs to describe the pictures and answers the questions.

Content

1. They show the aliens in other planets. I don't think they really exist.

2.No I don't.

3. I will hide.

Key: 1. Jupiter 2. Listen to Tom’s imagined description of what an 3. More powerful alien from another planet may be like. Fill each 5. Thick skin blank with no more than three words from the 7. Happiness 9. Energy recording.

Before Ss listen, ask them to read the information in the table carefully and try to predict the answers. Tell them that to do this they should highlight key words in the questions and decide the part of speech of the words they will need to fill in the blanks, then listen carefully to find the words from the recording. Play Key:

2. Much bigger 4. Lots of hair 6. four eyes 8. Fear 10. rocks

the recording twice. Have two Ss write their answers on the board. Confirm the correct answers.

3. Listen again and tick (v) true (t), false (F) or not given (NG).

Have Ss work individually to underline the key words in the statements. Ask Ss to do the exercise without listening to the recording first. Write their answers on the board without confirming the correct answers.

Play the recording again for Ss to check. T may pause at the sentences that include the information Ss need for the answers.

ACTIVITY 3: PRACTICE (15’) Aims: - promote writing skill - help sts learn extra vocabulary Contents: Vocabulary and structures to talk about aliens Products: Key to Writing Organization: - Writing 4. Work in pairs. Imagine what an alien may be like. Use your imagination to fill in the web below.

Set a time limit for Ss to brainstorm ideas and write their notes. Move around and help Ss if necessary.

Ask Ss to refer back to the speaking in 5, SKILLS 1 and listening in 2 and 3, SKILLS 2 for useful language and ideas.

5. Now use the notes to write a description of your alien.

Now have Ss work individually to write descriptions of their alien. Give Ss a time limit for this. For a class which needs more support, make copies of the audio script, and give each student one. The script can act as a writing model but make it clear that Ss should change the content to match their own ideas.

6. Swap your work with your partner. How different is your description from your partner’s?

Ss swap their writing with a partner. They comment one each other’s work. Ss revise and edit their writing in class if time allows, or else as homework.

ACTIVITY 4: Further practice

1. F 3. T 5. F

2. NG 4. F 6. F

- Answer the questions

Ex: - I think that the alien also may have 2 eyes. His skin may be green and thick and he may have a lot of hair. He may eat rocks. He may wear spacesuit regularly. He may be different to us that he can feel happy and fearful and he may be different from humans in that he can't speak.

Aims: - promote reading skill - help sts learn extra vocabulary Contents: Vocabulary and structures to talk about planets and aliens Products: Organization: ? Sum up the main content of the lesson.

Homework: ? Do Ex in exercise book ? Prepare: Unit 12: Looking back - Collect pictures, songs, clips talking about aliens.

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UNIT 12: LIFE ON OTHER PLANETS Lesson 7: Looking back + project I./. Objectives 1. Knowledge: - Encourage Ss not to refer back to the unit. Ask them to keep a record of their answers to each exercise so that they can use that information to complete the selfassessment box at the end of the unit.

By the end of the lesson, Ss will be able: - Use the words to talk about life on other planets.

- Use the modal verbs: May and might and reported speech skilfully.

2. Qualities: Skills: Speaking, listening, reading, writing, use of English.

Attitude: - Positive about LIFE ON OTHER PLANETS. - Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks

III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher’s and students’ activities

Content

ACTIVITY 1: WARM-UP (5’) Aims: chatting to make sts change the state from relaxation to concentration Contents: Questions Games Products: New and old vocabulary Game on the board Organization: - This is the review section of the unit - Tell Ss to record their results for each exercise in the LOOKING BACK section in order to complete the final Finished! Now I can ... assessment.

ACTIVITY 2: KNOWLEDGE FORMATION (20’) Aims: improve skills of working individually and doing teamwork Contents: Extra vocabulary Practices Products: Key to task look back and project Old grammar Organization: 2. Looking back: I. Vocabulary I) Vocabulary 1. Encourage Ss not to refer back to the unit pages.

Instead, they can use what they have learn during the unit to help them do the exercises.

Key: Vocabulary 1.

1. Rearrange the letters to label the pictures.

1. aliens 3. weightless 5. planet 7. Flying saucer 2.

2. space buggy 4. solar system 6. Spaceship 8. Galaxy

2. Fill each gap with a suitable word from the box. 1. accommodate 1 &2 Ask to work individually, then compare their 3. traces answers with a partner. Ask some Ss to write their 5. climate answers on the board.

2. Surface 4. Experienced 6. NASA

Grammar 3, 4 & 5 Ask Ss to do them individually first. Then have Ss check their answers with a partner before having them discuss as a class. Remind Ss to keep record of their original answers so that they can use that information in their self – assessment.

Key: 1. if 2. had been 3. Who 4. had been 5. how 3. Underline the correct answers.

6. Ate 7. what ACTIVITY 3: PRACTICE (15’) Aims: improve skills of working individually and doing teamwork Contents: Extra vocabulary Practices Grammar Products: Ask and answer about planets and aliens Organization: II. Grammar Key: 4. Put the words. Phrases in the correct order to 1. He asked me how I would react if I make reported questions. saw an alien.

2. The teacher asked me which planet was most suitable for human life.

3. My friend asked me when humans had first landed on the moon.

4. She asked me hat the difference between a planet and a star was.

5. They asked if there was water on Mars.

5. Change the following questions into reported 1. The teacher asked her students what questions. the essential conditions for human life were.

2. Samuel asked the scientist if humans had been able to communicate with people on other planets.

3. Nick asked the journalist if the

Roswell UFO incident had taken place in the U.S in June 1947.

4. Vanessa asked her uncle who the witness in the Roswell UFO incident had been.

5. The son asked his father when humans would be able to travel from one planet to another more easily.

6. Diane asked her mother why people couldn’t move to Mars immediately.

Communication 6. Choose the right sentences (A-E) to put into the dialogue.

Key: First, ask Ss to do the task in pairs. Then check Ss’ 1. B answers as a class. Set a time limit of two minutes for 4. C Ss to re-read and to remember the dialogue as much as they can. When they finish, ask some pairs to rehearse the dialogue.

ACTIVITY 4: PRODUCTION (5’) Aims: - ask questions for information with the correct intonation - listen for specific and detailed information about life on other planets Contents: Extra vocabulary Practices Worksheet Products: Ask and answer about life on other planets Organization: Project: EX: 1. Write the phrases in the box under ...

2. D 5. E

3. A

A. space buggy B. space shuttle C. Vostok spacecraft 1. They are a space buggy, a space shuttle and Vostok spacecraft.

2. - Space buggies are used for exploring the surface of other planets.

- Space shuttles are used for travelling in space.

- The Vostok spacecraft is used for exploring space.

3. Scientist and astrnauts might use them.

2. Work in groups. Choose a space vehicle ...

3. Search for information about the ...

- group work => I like Space Shuttle because I want to fly to other planets in the solar system.

EX: - What is the vehicle/ machine called? => It is called the "Moon buggy" or the Lunar Roving Vehicle (LRV).

- Where and when might it be used? => It was used on the Moon in the last three missions of the American Apollo program (15, 16, and 17) during 1971 and 1972.

4. Present the information to the class. Vote ...

Futher practice: ? Sum up the main content of the lesson.

Homework: ? Do Ex in exercise book Finished! Now I can…

Finally ask Ss to complete the self-assessment.

Identify any difficulties and weak areas and provide further practice.

- Collect pictures, songs, clips talking about life on other planets.

week:36 Period:103

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Preparing date: Teaching date:

REVIEW 4 (LANGUAGE) I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Review the language Ss have studied and the skills they have practiced in Units 10-12 2. Qualities: Skills: Speaking, listening, reading, writing.

Attitude: - Students know how to learn English in right way.

3. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present….

IV./.PROCEDURE Teacher’s and students’ activities ACTIVITY 1: WARM-UP (5’) Aims: chatting to make sts change the state from relaxation to concentration Contents: Questions Products: Practice doing some exercises to consolidate Organization: 1. Grammar Pronunciation 1. Mark the stress for the following words, then listen and repeat

2. Complete the words in these sentences. All the words are taken from the list in 1. Then listen and check.

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: improve skills of working individually and doing teamwork Contents:

Content

uni'denti fied

a'bility

suc'cessf ul

ca'pabilit y

'meanin gful

i'mmobil e

in'formati ve

un'popul ar

un'suita ble

'wireles s

inte'racti ve

'powerles s

'paperle ss

po'sses sive

im'possi ble

'colourles s

1. colourless

2. unidentified

3. interactive

4. capability

5. meaningful

6. impossible

Extra vocabulary Practices Products: Key to Practice Organization: 2. Vocabulary: Ex3. Match each verb in column A with a phrase in - meet face-to-face: gặp trực tiếp - make inventions: tạo phát minh column B - exchange information: trao đổi thông tin - fly into space: bay vào không gian - move round the sun: di chuyển quanh mặt trời - benefit from science and technology: Ex4. Write the correct form of the words in lợi ích từ khoa học và công nghệ brackets to complete the passage 1. scientist

2. chemistry

3. inventor

4. ambitious

5. unhappy

6. invention

ACTIVITY 3: PRACTICE (15’) Aims: improve skills of working individually and doing teamwork Contents: Extra vocabulary Practices Grammar Products: Organization: Grammar Ex5. Use the correct form of the verbs in brackets

3. to read 2. to buy

Ex6. Rewrite the following sentences in reported

4. look

5. will be

7. to read

8. will appear

6. will appear

1. → Lena said that she enjoyed chatting on the phone with her friends.

2. → The teacher said that a communication breakdown might happen due to cultural differences.

3. → Duong asked me what the

speech

inhabitants of Jupiter might look like.

4. → Chau asked me if we would still have traffic jams in 30 years time.

5. → Phuc told me that he had read a book about life on other planets.

1.D 2. F 3. E 4. G 5. A 6. C 7. H 8. B

Ex7. Match the questions in the first column with their answers in the second column ACTIVITY 4: PRODUCTION (5’) Aims: - ask questions for information with the correct intonation Contents: Extra vocabulary Practices Worksheet Products: Exercises Organization: Summarize the main point of the lesson Homework: ? Learn by heart all the new words and structures.? ? Prepare: exam ---------------------0o0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

WEEK: Period:

Preparing date: Teaching date:

REVIEW 4

Lesson 2:Skills

I./. OBJECTIVE: By the end of the lesson, ss can: + Revise the language Ss they have practised in Units 10-12 + Practice doing some exercises in Skills 1. Knowledge: + Revise the language Ss they have practised in Units 10-12 + Practice doing some exercises in Pronunciation and Grammar.

2. Qualities: Skills: - Develop ss' skills of doing some exercises to consolidate and apply what they have learnt in Unit 10-12.

Attitute: Ss work hard 3. Competence: - Expressing opinions-self-studying , cooperating , working hard and creatively II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher and Students' activities ACTIVITY 1: WARM-UP (5’) Word webs Aims:- Elicits the topic from students Contents: Some interesting things in the future Product: all the words related to the topic Organization: Reading P69 1. T 1. Read the following passage and mark 4. F the sentences as true (T) or false (F)

Content

2. F 5. T

3. F 6. T

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: practice reading skill.

Contents: new words in Review 4 Products: Keys of Review 4 Organization: Speaking 2. Choose one of the questions that Speaking interests you the most Prepare to talk about one minute ...

Teacher and Students' activities

Content

ACTIVITY 3: PRACTICE (15’) Aims: Concept of tone in telling information Listening and writing skill Contents: Tips for practising English Products: Sts can read in correct innotation Organization: Listening(P69) 3. Listen to the conversation and choose the correct answer to each question.

ACTIVITY 4: PRODUCTION (5’) Aims: - help sts know the important of English in daily life Contents: - usage of grammar Products: - old vocabulary - review grammar Organization: Writing 4. Write an online message to a friend and tell him/ her about the problems you have had recently with your iPad.

1. C 4. A

2. B 5. C

Ex: Hi Hoang, I got an iPad. It is very interesting but also makes me confused. It is also time-consuming because there is much information I would like to know, and I spend much time on it.

Homework: - Learn by heart new words - Review Units for the coming test ---------------------0@0-------------------WEEK: Period:

3. A

Preparing date: Teaching date:

REVIEW 4 (LESSON 3)

I./. OBJECTIVE: By the end of the lesson, ss can: + Revise the language Ss they have practised in Units 10-12 + Practice doing some exercises out of Textbook

1. Knowledge: + Revise the language Ss they have practised in Units 10-12 + Practice doing some exercises 2. Qualities: Skills: - Develop ss' skills of doing some exercises to consolidate and apply what they have learnt in Unit 10-12.

Attitute: Ss work hard 3. Competence: - Expressing opinions-self-studying , cooperating , working hard and creatively II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher and Students' activities ACTIVITY 1: WARM-UP (5’) Word webs Aims:- Elicits the topic from students Contents: - V + to infinitive - future tense: review Product: Usage of - V + to infinitive - future tense: review Organization: Teacher reviews the learnt knowledge

Content

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: help sts recall learnt knowledge Contents: - V + to infinitive - future tense: review Products: Practice and keys Organization: Teacher gives exercises in handout Task 1. Put the verb into the correct Sts do the exercises form –ing or to .... Sometimes either form is possible.

1. They denied …… the money. (steal) 2. I don't enjoy .... very much. ( drive)

Teacher and Students' activities

Content 3. I don't want .... out tonight.I'm too tired. (go) 4. I can't afford .... out tonight. I don't have enough money. (go) 5. Has it stopped .... yet? (rain) 6. Our team was unlucky to lose the game.

We deserved .... (win) 7. Why do you keep .... me questions?

Can't you leave me alone. (ask) 8. Please stop .... me questions! (ask) 9. I refuse .... any more questions. (answer) 10. One of the boys admitted .... the window. (break) 11. The boy's father promised .... for the window to be rapaired. (pay) 12. If the company continues .... money the factory may be closed. (lose) Key: 1. stealing 2. Driving 3. to go 4. to go 5. Raining 6. to win 7. asking 8. Asking 9. to answer 10. breaking 11. to pay 12. losing Task 2. Hoàn thành những câu sau đây bằng cách chia động từ trong ngoặc ở thì tương lai đơn (will hoặc tobe going to) 1. When we get home, we _____ (have) dinner.

2. I know they ___________ (feel) very happy if they win the match.

3. They’ve already decided on their next summer holiday. They ____________ (do) a tour of Norway.

4. She thinks that the Take That concert __________ (be) really exciting.

5. “What are your plans for this evening?”

I ________ (meet) my friends and then go to a birthday party.

6. If you revise for the exam, I’m sure you______ (get) a good result.

7. The weather forecast is good for the

Teacher and Students' activities

ACTIVITY 3: PRACTICE (15’) Aims: Review the knowledge and do more exercises Contents: - reported speech: statements - may and might: review - reported speech: questions Products: Sts can use the structure correctly.

Key to exercises in handout Organization: Teacher asks sts do exercises in handouts

Content next few days. It _________ (be) very sunny.

8. I can’t come on the march tomorrow. I ______ (look after) my cousins.

9. In the future, I think humans ______ (wipe out) many different species.

10. He is buying some butter and eggs because he _________ (make) a cake later.

Key: 1. will have 2. will feel 3. are going to do 4. will be 5. am going to meet 6. will get 7. is going to be 8. am going to look after 9. will wipe out 10. is going to make

1. Chuyển những câu dưới đây sang câu gián tiếp.

1. “Open the door,” he said to them.

- He told them.............................

2. “Where are you going?” he asked her.

- He asked her where.....................................

3. “Which way did they go?” he asked.

- He asked... ....................................

4. “Bring it back if it doesn’t fit”, I said to her.

- I told... ...........................................

5. “Don’t try to open it now,” she said to us.

- She told... ....................................

6. “Is it going to be a fine day today?” I asked her.

Teacher and Students' activities

Content - I asked her... ................................

7. “He’s not at home”, she said.

- She said that... ..............................

8. “Is the bus station far away?” the girl asked.

- The girl wanted to know... ..........

9. “Don’t stay out late, Ann” Tom said.

- Tom told Ann... ..........................

10. “Please let me borrow your car,” he said to her.

- He asked... ...............................

11. “Jean, have you seen my gloves?”

Thomas asked.

- Thomas asked Jean.....

12. Don’t leave the window open, Mary”, I said.

- I told Mary.... .................................

13. “I’ll have a cup of tea with you,” she said.

- She said that...

14. “I’ll pay him if I can” she said.

- She said that... ...............................

15. “What are you going to do next summer?” she asked.

- She asked us.... ..............................

Key: 1. He told them to open the door.

2. He asked her where she was going.

3. He asked me which way they had gone.

4. I told her to bring it back if it didn’t fit.

5. She told us not to try to open it then.

6. I asked her whether/ if it was going to be a fine day that day.

7. She said that he was not at home.

8. The girl wanted to know whether/ if the bus station was far away.

9. Tom told Ann not to stay out late.

10. He asked her to let him borrow her car.

11. Thomas asked Jean whether/if she had seen his gloves.

12. I told Mary not to leave the window open.

Teacher and Students' activities

ACTIVITY 4: PRODUCTION (5’) Aims: - help sts use the structure correctly - practice telling information Contents: - make sentences - extra exercises in handouts Products:

Content 13. She said that she would have a cup of tea with me.

14. She said that she would pay him if she could.

15. She asked us what we were going to do the following summer.

Task 2. Write these sentences in a diffirent way using might.

1. Perhaps Helen is in her office. She might be in her office 2. Perhaps Helen is busy. .........................

3. Perhaps she is working. .........................

4. Perhaps she wants to be alone. ...........

5. Perhaps she was ill yesterday. ............... .6 Perhaps she went home early. ...............

7. Perhaps she had to go home early. .........

8. Perhaps she was working yesterday. ......

In sentences 9-11 use might not: 9. Perhaps she doesn't want to see me. .......

10. Perhaps she isn't working today. ..........

11. Perhaps she wasn't feeling well yesterday. ............

Key: 2. She might be busy 3. She might be working 4. She might want to be alone 5. She might have been ill yesterday 6. She might have gone home early 7. She might have had to go home early 8. She might have been working yesterday 9. She might not want to see me 10 She might not be working today 11 She might not have been feeling well yesterday

Teacher and Students' activities Key to exercises Organization: - Let ss do the exercises - Teacher gives answers Homework: - Learn by heart new words - Review Units 10-12 for the coming test

Content

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