Giáo án Tiếng Anh 8 thí điểm HK2 (CV 5512) phát triển năng lực, phẩm chất theo các hoạt động, 4 bước

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Giáo án Tiếng Anh 8 thí điểm HK2 (CV 5512) phát triển năng lực, phẩm chất theo các hoạt động, 4 bước (Transfering the learning task, Performing the task, Discussion, Conclusion) (2 cột) Năm học 2020-2021 WORD VERSION | 2021 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

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Giâo an soan thco cv 5512

UNIT 7: POLLUTION LESSON 1: GETTING STARTED

A. OBJECTIVES: 1. Knowledge: By the end of the lesson, Ss will be able to : interact speaking about A project on pollution + Vocabulary: use the lexical items related to the topic ‘Pollution” + Skills.

- Students develop listening, speaking, reading and writing skills. Roling-play, spoken interaction about the topic in getting started 2. Competence.

- Students have serious attitude in learning.

- Ss are interested in learning English.

3. Quality - Language: get acquainted with the topic Pollution - Problem solving: find out the correct answer about the text B. TEACHING AIDS T : Textbook, lesson p la n ,, a projector, a laptop Ss : Learn the old lesson, prepare Unit 8: Getting started C. PROCEDURE 1. W ARM UP : ( 5 ’) - Organization: 8A:......................

8B:............................. 8C:.................................

a. Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere before starting the new lesson. b. C o n ten t: Talk about Pollution c. Expected result: Ss can express their idea. d. Performance: Write the title ‘Pollution” on the board. ? Ask Ss to call out things which cause pollution, e.g., cars, factories, cow s,...

2. PRESENTATION : ( 10’) a. Goal: Provide Ss necessary vocabularies b. C o n te n t: Ss read the vocabularies and match the words to make common expressions. c. Expected result: Ss can master the vocabularies d. Performance: T E A C H E R S & ST U D E N T S’ A C T IV IT IE S + Present new words.

Step 1: T ra n sfe rin g the learn in g task - Teacher use different techniques to teach vocab (situation, realia) - Follow the seven steps of teaching vocab.

Step 2: P erfo rm in g the task: - Repeat in chorus and individually - Copy all the words Step 3: D iscussion -Some students repeat the vocabulary in front o f class Step 4: C onclusion - T makes sure that all student copy the new words and the meaning of them * C hecking vocab: Recall Step 1: T ra n sfe rin g the learn in g task * Set the scenes: ? Look at the title of the conversation and the picture.

- Ask them some questions: W ho 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 picture are talking about?

Play the recording and have Ss follow along Step 2: P erfo rm in g the task: SS: work individually Step 3: D iscussion - Ss answer the questions as a class.

Step 4: C onclusion Teacher gets feedback

CONTENT 1. P re- teach vocab: - poison (n/v): chất độc, làm ô nhiềm - dump (v): vứt, bò - Aquatic (a):dirới nuớc - Illustrate (n) hạt chuồi - Thermal pollution (n) sự ô nhiềm nhiệt - Radioactive pollution (n): ô nhiềm phóng xạ - Visual pollution (n) ô nhiềm thị giác - Billboard (n): biển quáng cáo ngoài trời

2. P resen t th e dialogue - Answer the questions individually. * Suggested answers - Nick and Mi. - They are near a factory.

- I/We can see a factory dumping exhaust fume and poison into the lake.

- They are talking about pollution.

3. PRACTICE (15’) a.Goal: understand and do exercises correctly b.

Content: Listen and circle, Read and tick: Individual, Answer the questions: Teacher - W hole class c. Expected result: - Co-operation: interact with the teacher find out the answers - Communication: answer positively - Language: use English to answer d. Performance EX1: la & lb Step 1: Transferring the learning task: - Find a word or an expression from the conversation which you use when you.....

- Add any other expressions which have the same meaning.

- Run through the questions Step 2: Perform ing the task: Ss find a word / an expression and read the conversation again to answer the questions.

Share answers with your partner.

Step 3: Discussion Call on some Ss to write their answers on the board.

Step 4: Conclusion Teacher gets feedback and check their answers lc . Tick T, F or NI... ( P7) Step 1: Transferring the learning task: - T asks Ss to read the sentences quickly - Firstly to decide if the sentences are true, false or there is no information without reading the dialogue.

Step 2: Perform ing the task - Ss work in dividually to do the task Step 3: Discussion - Then have some Ss write their answers on the board.

Step 4: Conclusion - Read the conversation again to check Confirm the correct answers.

la.K ey: l.d e a d 2. aquatic 3. dump 4. poison 5. polluted 6. to come up with This expression means you are very surprised at something you see.

lb.K ey: 1. They are in M i’s home village.

2. It’s almost black.

3. She’s surprised because she sees the fish are dead.

4. It’s dumping poison into the lake.

5. H e’s sneezing so much because the air is not clean.

lc.K ey: 1. F ( It’s polluted by the factory).

2. T 3. NI 4. T 5. T

A.Radioactive pollution Ex 2: There are different types of B. Noise pollution pollution. W rite eaxh type under a C. Visual pollution picture D. Thermal pollution Step 1: Transferring the learning task: T may teach some words which T thinks E. W ater pollution F. Soil/land pollution Ss do not know such as contamination.

G. Radioactive pollution Step 2: Perform ing the task Ss do this activity individually and then H.Light pollution compare their answers with a classmate.

Step 3: Discussion Call on some Ss to stand up and give their answers.

Step 4: Conclusion Confirm the correct answers.

Ex 3: Complete the sentences with the 3.Key: 1.thermal pollution types of pollution Step 1: Transferring the learning task: 2.

A ir pollution Have Ss read through the sentences to get 3.radioactive pollution a general understanding.

4. light pollution Step 2: Perform ing the task 5. W ater pollution - W ork individually to do the task then 6. Land/ soil pollution compare their answers with a partner.

7. Noise pollution Step 3: Discussion 8. visual pollution Call on some Ss to stand up and give their answers.

Step 4: Conclusion Confirm the correct answers.

4. PRODUCTION (15’) a. Goal: can do exercise use English words relating to the topic b.Content - Co-operation: interact with partners find out the answers - Language: use English words relating to the topic c.

Expected result: Students know how to do the exercise d. Performance: 4.W ork in groups... (P7) Step 1: Transferring the learning task: - T asks Ss to work in groups of five or six Step 2: Perform ing the task.

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

Step 3: Discussion - Call group representatives to present their group’s order and reasons.

Step 4: Conclusion - 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.)

HOM EW ORK (2’) - Learn by heart all the new words.

- Do Ex B l,2 , 3 P4 (W orkbook) - Prepare: Closer Look 1 UNIT 7: POLLUTION LESSON 2: A CLOSER LOO K 1 A. OBJECTIVES. 1. Knowledge: By the end of the lesson ss will be able to have knowledge about + Vocabulary: Pollution + Pronunciation: stress in words ending in -ic and -al 2. Competences: + Develop communicative competence, discovery, cooperation competence and thinking competence. + Use the lexical items related to Pollution + Raising their awareness of broadening their knowledge of Pollution + Pronounce stress in words ending in -ic and -al exactly.

3. Quality: Students can understand more about Pollution.

B. TEACHING AIDS. T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare Unit 7: A closer look 1.

C. PROCEDUCE 1. W ARM UP: ( 5 ) - Organization 8C:................................ 8D :.............................. a. Goal: Review the Pollution b. C o n te n t: Ss can tell about the Pollution c. Expected result: Ss can tell the types of Pollution d. Performance TEACHER S &SS* ACTIVITIES CONTENTS Ask Ss to call out the types of pollution Answer the questions they learnt in the previous lesson.

Call the types of pollution Tell them that in this lesson they are going to learn different forms o f some words as well as some w ords/ phrases to talk about the causes and effects of pollution.

2. PRESENTATION : PRE TEACH VOCABULARY (10’)

a. Goal: Provide Ss necessary vocabulary related to the Pollution b. C o n te n t: Remind Ss of the words they learnt in Getting Started and point out the difference among the types of pollution c. Expected result: understand using and meaning o f the vocabularies d. Performance: TEACHER S & SS’ ACTIVITIES CONTENTS Poison (n): chât độc, thuôc độc Step 1: Transferring the learning task - T uses picture and elicits words from Ss Contaminate (v) làm bẩn, làm ô nhiềm Step 2: Perform ing the task Pollution (n) sự ô nhiễm - SS Listen carefully and repeat the Polluted (a) ô nhiềm words.

Death (n): sự chết, cái chết, sự tiêu tan - SS W ork in groups of 2 - 3 so that Ss Damaged ( a ) : hu hại can help each other with difficult cause (n/v): Nguyên vocabulary. nhân,gây ra Step 3: Discussion effect (n: làm ảnh hưởng When finish, listen to the recording to check their answers as well as to practice the pronunciation of the new words.

Step 4: Conclusion -T makes sure that all students copy the new words and understand the meaning of them 3. PRACTICE: (20") a. Goal: - Revise the vocabulary learnt in both Getting Started and Activity 1 of A Closer Look 1.

- Stress in words ending in - ic and -al b. Content: - Ss choose a word / phrase from the box for each description below.

- Ss listen, repeat and read the words c. Expected result: - Ss can identify a word from its description.

- Ss listen, repeat and read the words d. Performance: TEACHER S & SS’ ACTIVITIES CONTENTS Ex 1: Ex 1: Step 1: Transferring the learning (l)P o iso n (2) Contaminate task Have Ss look at the table in the book. (3) Pollution M ake sure that they understand what (4) Polluted to do.

(5) Death Step 2: Performing the task (6) Damaged Ss complete the exercise individually and then compare their answers with a partner Step 3: Discussion

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

Step 4: Conclusion -T checks their answers.

2. Complete the sentences with the words from the table in 1. You do not need to use all the words. The first letter o f each word has been provided.

Step 1: Transferring the learning task -T has Ss read each sentence silently to have a general understanding and decide which word form should be put in each blank.

For example, the word to be filled in the blank in sentence 1 is an adjective.

- Point out that the provided letter is a clue to help them find the word.

Step 2: Performing the task - Ss do the exercise and then compare their answers with a partner.

Step 3: Discussion - T calls on one or two Ss to give out the answers before confirming the correct ones.

Step 4: Conclusion -T checks their answers *Study the language box Step 1: Transferring the learning task - T asks Ss to 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 o f words/phrases as follows: Step 2: Performing the task -Ss listen and take notes Step 3: Discussion - Ss ask T for more detail about the Cause - effect Step 4: Conclusion -T make sure that all Ss get a graps of

2.Key: 1. Poisonous 2. Pollutants 3. Dead 4. Contaminated 5. Damage 6. Pollute

- 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.

CAUSE EFFECT because/ since + so + clause clause The water is E.g: Because/ Since polluted, the water is polluted, so the fish the fish are dead. are dead. due to/ because o f + to cause sth sth/ to lead The fish are dead due to sth/ to to/ because of the result in polluted water.______ sth

this knowledge

3a. Decide which sentence in each pair o f sentences is a cause and which is an effect. W rite C (for cause) or F (for effect) next to each sentence. Note that the words in brackets relate to Activity 3b.

Step 1: Transferring the learning task Ask Ss to read the each pair of sentences and decide which sentence is an effect.

Step 2: Performing the task -Ss work in pair to do the task Step 3: Discussion Ss compare their answers with a partner before giving the answers to the teacher.

Step 4: Conclusion Confirm the correct answers, b. Combine the sentences in each pair into a new sentence that shows a cause/ effect relationship. Use the cause or effect signal word or phrase given in brackets. You will have to add, delete, or change words in most sentences.

Step 1: Transferring the learning task -T asks Ss to read the example. Ask them what changes they can see in the sentence.

T may have Ss look at the language box again to remind them of the structures.

Now Ss have to combine each pair of sentences in 3a into a complete sentence using the word/ phrase in brackets.

The polluted water causes/ results in the déad of fish. to make sb/ stli do sth The polluted w ater make the fish die.

3a. Key; 1.

People throw litter on the ground. ...C ... Many animals eat the litter and become sick. ...E ...

2. Ships spill oil in oceans and rivers. ...C ... 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 rad iatio n ...C ... .

5. We can’t see the stars at night. ...E ... There is too much light pollution. ...C ...

3b. Key: 2. Oil spills from ships in oceans and rivers lead to the death o f many aquatic animals and plants.

3. Households dump waste into the river so it 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.

Step 2: Performing the task -Ss do as requested to complete the task Step 3: Discussion Ss compare their answers with a partner before giving the answers to the teacher.

Step 4: Conclusion - Confirm the correct answers.

E x 5. Listen and m ark the stress in each wordy then repeat it.

Step 1: Transferring the learning task Play the recording for Ss to tress the words.

Ask some to say where the tress in each word is.

Step 2: Performing the task -Ss do as requested to complete the task Step 3: Discussion - One Ss stands up and gives answer, other student listen and give comments Step 4: Conclusion - T confirms the correct answers.

- T plays the recording again for Ss to repeat the words.

- T calls on some Ss to read out the words 6. Underline the words ending in -ic and circle the words ending in -a l in the following sentences. M ark the stress in each word. Listen and check your answers, then repeat the sentences.

Step 1: Transferring the learning task: -T has Ss do the activity individually then play the recording for Ss to check their answers.

Step 2: Performing the task - Ss work individually to do the task Step 3: Discussion - One Ss stands up and gives answer, other student listen and give comments Step 4: Conclusion

5.Key: 1. a r’tistic 6. ‘physical 2. ath letic 7. h e’roic 3. h isto ric 8. po’etic 4. historical 9. b o ’tanic 5. ‘logical 10. B otanical

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

- T then elicits the correct stress patterns from Ss. -T plays the recording again for Ss to repeat the sentences.

4. PRODUCTION: (10’ ) a. Goal: Help Ss to memorize the learnt vocabularies b. Content : Ss guess what words or phrase is by work in groups c. Expected result: Ss can memorize the learnt words and the way o f using. d. Performance: TEACHER S &SS' ACTIVITIES CONTENTS Ex 4: W ork in groups. Look at the pairs of 4.Key: pictures. Give as m any sentences as 2. The soil is polluted, so plants can’t possible to show cause/effect relatioships grow.

3. We w on’t have fresh w ater to drink Step 1: Transferring the learning task Have Ss look at the pictures in because of water pollution.

1. Ask Ss which picture shows the cause and 4. We plant trees, so we can have frest which shows the effect. air.

Then ask them to read the example sentences and pay attention to the cause/ effect words or phrases.

This activity can also ba carried out as a game. 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.

Step 2: Performing the task Ss work in groups to write sentences showing cause/ effect relationships.

Step 3: Discussion When time is up, the group with the most sentences is the winner.

They stick their sheet of paper on the board and read the sentences aloud.

Step 4: Conclusion O ther groups and T givens com m ents. Other groups can add any sentences they have.. ♦HOM EW ORK - T asks Ss to do homework - Use lexical items related to Pollution, how to mark stress ending 44 ic” and 44 al” - Learn by heart the new words and structures.

- Do exercises in workbook.

- Find some words ending with 44 ic” and 44 al” - Prepare: Unit 7- A closer look 2 W eek: P lanning:

Period: 63

Teaching UNIT 7: POLLUTION LESSON 3: A CLOSER LOO K 2

A.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 - practice skills: readings and writing skill 2. Cometence: - Communication, self study, self-check 3. Quality: Students can use conditional sentences to do exercises B.TEACHING AIDS: 1. T eacher’s: teacher book 2. Students’: Textbooks, notebooks.

C. PROCEDURE 1. W ARM - UP (5’) a. Goal: help ss to recall conditional type 1 b. Content: Ss give the use, the form and the signal o f conditional type 1 c. Expected result: Ss can remember the use, the form and the signal of conditional type 1 cl. Performance: T: asks ss to work in pairs to answer the questions: Ask Ss to give some example sentences. => Lead to new lesson.

2. PRESENTATION (10’) a.Goal: introduce new words b.

Content: s can pronouce new words c. Expected result: ss can understand and use new words cl. Performance:_____________________________________________________________ T AND SS’ ACTIVITIES CONTENTS * Pre- teach vocabulary: translation/ situation I. Vocabulary Step 1: Transfering the learning task -recycle (v) tái chế - T: writes new words on the board.

- dump (v) đồ (rác) Step 2: Perform ing the task - save (v) tiết kiệm - Ss: listen and repeat in individual first then - waste (v) bo đi, thái đi the whole class.

- tidy (v): dọn dẹp, sắp xếp gọn gàng Step 3: Discussion - Call 3- 4 Ss to read the words again.

- Ss copy the new words in their notebooks.

Step 4: Conclusion * Checking: rub out and remember

3.PRACTICE (20’) 3.1 Practice 1 a.Goal: using the conditional sentence type 1 to do exercises b.

Content: Do exercises 1,2 in textbook c. Expected result: can do exercises well d. Performance:__________________________ ______________ T AND S S ’ ACTIVITIES CONTENTS Ex 1. Put the verbs in brackets into the II. Grammar correct form 1. Conditional sentences type 1 : Step 1: Transferring the learning task: review - Let Ss do Ex 1individually. l.K ey: - Asks Ss to share ideas with in pairs or 1. recycle; will help 2. w on’t dump; fines small groups. travel; will be - T encourages Ss to explain how decided on 3.

4. will save; don’t waste the tense in each sentences. use; will have Step 2: Perform ing the task: - Ss share ideas with in pairs or small groups.

Step 3: Discussion - T calls some students to read their sentences.

Step 4: Conclusion 2. Key: T corrects as a class.

Ex 2. Combine each pair of sentences to 1. Student will be more aware of protecting the environment if make a conditional sentences teachers teach environmental issues Step 1: Transferring the learning task: at school.

- T asks Ss to read the pairs of sentences.

2. When light pollution happens, - Ask two Ss to write the new conditional sentences type 1 on the board while other Ss animals will change their behavior patterns. write own sentences.

3. The levels of radioactive pollution Step 2: Perform ing the task will decrease if we switch from - Ss do as requested to do the task nuclear power to renewable energy Step 3: Discussion sources.

Ss compare their answer with their 4. If the water temperature increases, partner some creatures will be unable to Step 4: Conclusion reproduce.

- Give feedback on these sentences and ask 5. People will get more diseases if other Ss to correct them if necessary. the water is contaminated.

3.2 Practice 2 a.Goal: using conditional sentences type 2 to do exercises b.

Content: Do exercises 3,4,5 in textbook c. Expected result: can do exercises well d. Performance:__________________________ ___________ T AND SS’ ACTIVITIES CONTENTS 3.Key: 3.M atch an If-clause in A... (P10) Step 1: Transferring the learning task: l.b 2. c 3. d 4. e

5. a

- T asks Ss do this exercise individually Step 2: Perform ing the task - Ss work individually to do the task Step 3: Discussion - Ss compare their answers with a classmate.

Step 4: Conclusion - Check S s’answers.

Ex 4. Key: 4. Put the verbs in brackets... (P10) 1. were; w ould...do Step 1: Transferring the learning task: 2. exercised; would be 3. had; would build - T asks Ss do this exercise individually 4. tidied; wouldn’t be Step 2: Perform ing the task 5. was/were; would grow - Ss work individually to do the task Step 3: Discussion - T invites two Ss to the board to write their answers.

- Go through the answers with the class.

Step 4: Conclusion 5. Key: -T has other Ss correct the answers if 2. If there w eren’t many billboards necessary. in our city, people could enjoy the 5. Write a conditional sentences... (P10) view.

Step 1: Transferring the learning task: 3. If there w asn’t/w eren’t so much - T asks Ss quickly read the example.

-T Ask Ss to comment on the example. - the light in the city at night, we could meaning of the orginal sentences was made see the stars clearly. opposite in the new conditional sentence, 4. If we didn’t turn on the heater all (i.e. positive into negative form for the first the time, we w ouldn’t have to pay sentence and negative into positive for the three million dong for electricity a month. second sentence).

5. If the karaoke bar didn’t make Step 2: Perform ing the task - Do this exercise individually and then so much noise almost every night, the residents w ouldn’t complain to compare the answers with a classmate. its owner.

Step 3: Discussion 6. She w ouldn’t have a headache -Ask one or two Ss to write their sentences after work every day if she didn’t on the board. work in a noisy office.

Step 4: Conclusion -T has other Ss correct the answers if necessary._______________________________ 4. PRODUCTION a. Goal: explore Conditonal sentences type 1 and type 2 b. Content : Play game c. Expected result: How much you know how to conditonal sentences type 1 and type 2 cl. Performance:____________________ ______________________________________ T AND SS’ ACTIV ITIES CONTENTS 6. Chain game.... (P10) Exam ple - W ork in groups of five or six A: If each person plant a tree, there will be a

- 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.___________

lot o f 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

* HOM EW ORK - Learn by heart all the new words and structures - Do B4, B5, B6 P5 (Work book) - Prepare: Lesson 4: Communication W eek: Planning: Period:64 Teaching : UNIT 7: POLLUTION LESSON 4: COM M UNICATION I. OBJECTIVES. 1. Knowledge: By the end o f the lesson, students will be able to: - Talk about noise pollution, a common pollution type that not many people recognise as a pollution.

- Vocabulary: extra words related to the topic - Grammar: 2. Competence: Communication 3. Quality: - Knowing the noise pollution - Ss love the subject II. TEACHING AIDS. Teacher: Textbook, workbook, English room Students: Textbook, workbook III. PROCEDURE. 1. WARM UP . (8’) a. Goal: help Ss to understand noise pullution h. Content: Noise pollution c. Expected result: know about noise pollution d. Performance:______________________________________________________________ TEACHER S & SS' ACTIVITIES CONTENTS Ask Ss to tell kinds of pollution.

Tell Ss that in this lesson they will have Brainstorming the oppoturnity to explore noise pollution, a common pollution type that

not many people recognise as a pollution.

2. PR E S E N T A T IO N . (12’) a. Goal: explore noise pollution b. Content: - teach the new word- Do the questionare c. Expected result: know about noise pollution d. Performance:__________________________________ TEACHER S & SS’ ACTIVITIES CONTENTS * Teaching vocabulary 1. Vocabulary - permanent ( a ) : vĩnh cửu, thuờng Step 1: Transfering the learning task xuyên - Teacher use different techniques to teach vocab (situation, realia) - hearing loss (n) mắt thính giác - Follow the seven steps of teaching - earplug (n): nút tai vocab.

- affect (n): sự ánh hường - blood pressure (n): huyết áp Step 2: Performing the task: - Repeat in chorus and individually - Copy all the words Step 3: Discussion -Some students repeat the vocabulary in front o f class Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them * Checking vocab: Slap the board Do the questionaire and choose the Choose the correct answer correct answers 1. B 2. c 3. A Step 1: Transferring the learning task: 4. B - Do the questionaire and choose the correct answers 5 .C 6. A 7. A 8.C - Have ss do the quiz individually as quick as possible - Set a limit time is 5 minutes Step 2: Performing the task: - Ss work individually to do the questionaire and share their answers with their partners Step 3: Discussion Check the class by asking for a show of hands for each question.

Step 4: Conclusion T remarks results of the learning task.

3. P R A C T IC E . (15’) a. Goal: explore Noise pollution b. Content: Compare the answer c. Expected result: know about Noise pollution d. Performance:________________________ TEACHER S & ss* ACTIVITIES CONTENTS

2. Compare your answers with those of a classmate....

Step 1: Transferring the learning task: -T has ss to work in pairs.

- T explains the requirement to the class Step 2: Perform ing the task: - Ss work in pairs to do the task Step 3: Discussion -Ss compare their answers and see if they have any different answers Step 4: Conclusion T ask some pairs to report on their differents.

E x 3.Now listen to a short presentation abour noise pollution...

Choose the correct answer 1. B 2. C 3. A Step 1: Transferring the learning task: T plays the recording for Ss to check their 4.B answers.

5. C 6. A 7. A 8.C Step 2: Perform ing the task: Ss listen to the recording twice.

Step 3: Discussion If there are any incorrect answers, Ss correct them.

Step 4: Conclusion Ask Ss if any o f the answers has surprised them, and if so, why.

4. PRODUCTION. (8 ) a. Goal: explore Noise pollution b. Content : W ork in groups c. Expected result: The way to prevent noise pollution d. Performance:__________________________ ________ TEACHER S & SS* ACTIVITIES CONTENTS 4. W ork in groups. Discuss other ways to EX 4. W ork in groups prevent noise pollution Step 1: Transferring the learning task: - Ask Ss which of the eight questions in the questions ways to prevent noise pollution.

Have Ss work in groups in five minutes to discuss more ways to reduce noise pollution.

Step 2: Perform ing the task: - Ss work in group to do the task Step 3: Discussion - Ss write their answers on a big piece of paper and then prevent their answers.

Step 4: Conclusion

- T has Ss vote for the best ways. ♦HOMEW ORK: (2 minutes) - Learn by heart all the new words and structures.

- Do exercises: ... in the work book.

- Prepare: Unit 7: Skills 1 W eek: Planning: Period: 65 Teaching : UNIT 7. POLLUTION LESSON 5: SKILLS 1 A. OBJECTIVES. 1. Knowledge: - Talk about the causes and effects of water pollution as well as ways to reduce it.

- Read for general and specific information about water pollution.

2. Competence: + Develop communicative competence, discovery, cooperation compentence and thinhking compentence.

3. Quality: Students know to the causes and effects of one pollution type. They know how to protect the environment B. TEACHING AIDS - T : Textbook, lesson plan, a projector, a laptop - Ss : Learn the old lesson, prepare Unit 7: skills 1 C. PROCEDURE 1. W ARM l)P : ( 5 ’) - Organization (1’) 8A :......................... 8B:................................ 8C:.............................. a. Goal: Review pollution vocabulary b. C o n te n t: Ss can tell water pollution c. Expected result: Ss can give a PRESENTATION on water pollution d. Performance - T. asks Ss to talk about water pollution - Ss discuss and tell waterpollution.

- T gets feedback 2. PRESENTATION - Reading (13’) a. Goal: Provide Ss necessary vocabulary related to the water pollution and get the main ideas from the text b. C o n te n t: Remind Ss of the words they learnt in Getting Started c. Expected result: understand using and meaning o f the vocabularies d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS EX1: W ork in pairs. One o f you looks at Vocabulary: the picture A and the other questions to + groundwater: nuớc ngầm find out the differences between you + Pesticide (n): thuốc trừ sâu picture + Herbicide (n) thuốc diệt CO Step 1: Transferring the learning task: + “point sourse” pollution: nguồn gây + Have Ss do this activity in pairs. One ô nhiễm student looks at the picture A on page 12 + “ non- point sourse” pollution:

while the other looks at picture B on page 15.

They ask each other Yes/ No questions to find out the differences between the two pictures. T may model asking and answering questions with a strong student.

For example: + T (picture A): Are there five ducks in your picture? + S (picture B): Yes, there are. Are the ducks black in your picture? + T: No, they aren’t. T hey’re white.

phòng không điêm nguôn ô nhiềm Picture A - The ducks are white.

- T hey’re going to the lake.

- There aren’t any factories near the lake.

- The lake water is clean.

Picture B - The ducks are black.

- T hey’re going from the lake.

- There are some factories near the lake.

- The lake water is dirty/ black.

Ask Ss what the pictures tell them (water pollution). Lead to the second activity.

Step 2: Perform ing the task: Ss do this activity in pairs and complete the task Step 3: Discussion Call on one student to report on the differences.

Other Ss can add some more.

Step 4: Conclusion T checks Ss’ answers 3. PRACTICE ( W hile - reading) (13’) a. Goal: get new words and get the main ideas from the text b. C o n te n t: answer the questionsand comple the note c. Expected result: Ss can understand about water pollution. d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS EX 2. Mi and Nick have decided to give Key: a PRESENTATION on water pollution 1. The second paragraph tells about the to the class. Read what they’ve prepared causes of water pollution.

2. The third paragraph tells about the and answer the questions.

Step 1: Transferring the learning task: effects of water pollution. + Ask Ss to read the passage quickly and 3. It’s the w ater beneath the Earth’s answer the questions. surface.. + Tell Ss that the first two questions ask 4. They are industrial waste, sewage, for general information while the rest pesticides, and herbicides. focus on details. Ss can underline past of 5. They are pollutants from storm water the text that help them with the answers. and the atmosphere.

6. They use herbicides to kill weeds.

Step 2: Performing the task: Ss do the exercise individually and compare their answers before giving the answers to T Step 3: Discussion

T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

3. Read the text again and complete the Key: 1. cholera 2. die notes about the effects o f water 3. polluted water 4. dead pollution. Fill each blank with no more 5. aquatic pants than tree words.

Step 1: Transferring the learning task: - Remind Ss quickly of the way to do this type of exercise.

- Ss read the sentences quickly to underline the key words.

- For example, in sentence 1, the key words are drinking water, untreated and outbreak.

- Then they locate the key words in the passage and pick the suitable words to fill each blank.

- For instance, for the blank in sentence 1, a noun should be filled in.

Step 2: Performing the task: Ss: read the text again and complete the notes about the effects of water pollution Step 3: Discussion Have some Ss read aloud their answers.

Step 4: Conclusion Confirm the correct ones..

4. PRODUCTION- Speaking (15’) a. Goal: Help Ss to find the sollution to water pollution b. Content : Ss disscuss the sollution to water pollution c. Expected result: Ss make note o f your answer. d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS EX4. W ork in group and discuss the For example: solutions to water pollution. Make notes Factories dump industrial waste. o f your answers.

Solution 1: Give heavy fines to companies that are found doing this.

Step 1: Transferring the learning task: - Ss work in groups to discuss the solutions Solution 2: Educate companies about the to water pollution. environment.

- T help ss focus their ideas.

Solution 3: Give tax breaks to companies - Then ss can give through each cause in that find “clean” ways to dispose o f their the presentation and think of the solutions waste.

- As it is an open activity, accept all the answers as long as they make sense.

Step 2: Performing the task:

Ss work in groups and make notes of the answers on a piece o f paper.

Step 3: Discussion Invite one group to quickly present their solutions. Other groups add any ideas if necessary.

Step 4: Conclusion Confirm the correct ones..

EX 5. Now complete the diagram of water pollution. Use the information from the text for the causes and effects and your groups’ idias for the solutution.

Step 1: Transferring the learning task: - T explains the requirement to the class - T asks ss to complete the diagram of water pollution Step 2: Performing the task: - Ss work in groups to give a presentation about water pollution Step 3: Discussion Call some Ss to give a presentation about water pollution. Other groups listen and give comments. The class may vote for the best presentation and T can give them marks. If the class size is small and time allows, all the groups can presents.

Step 4: Conclusion T: Feedback and correct the mistake 6. M ake a PRESENTATION about the w ater pollution based on the diagram.

Step 1: Transferring the learning task: - T explains the requirement to the class - Ask students to complete all the exercises Step 2: Performing the task: - Ss work in groups to give a presentation about water pollution Step 3: Discussion Call some Ss to give a presentation about water pollution. Other groups listen and give comments. The class may vote for the best presentation and T can give them marks. If the class size is small and time allows, all the groups can presents.

Step 4: Conclusion T: Feedback and correct the mistake * HOM EW ORK ( 3 minutes) Ask Ss to: - Learn by heart all the new words.

-D o Ex C l.2, D1 P 6,7 - Prepare: Unit 7: Skills 2 - Continue preparing for the project: draw a picture, write something to describre the picture.

Week: Period:

Planning: Teaching: UNIT 7 : POLLUTION LESSON 6: SKILLS 2

A. OBJECTIVES: 1. Knowledge By the end of the lesson, students will be able + Listen to get specific information about thermal pollution. + Write about the causes and effects of one pollution type + Practice 4 skills: W riting, reading, listening and speaking skills.

2. Competence: complete the diagram o f “cause” and “effect”, writing the “cause” and “effect” o f pollution type, studying and controling themselves, communicating, cooperating, using languages 3. Quality: Students know to the causes and effects of one pollution type. They know how to protect the environment B. TEACHING AID: -Teacher: Textbook, workbook, English room -Students: Textbook, workbook .

C. PROCEDURE: 1. W ARM UP: a.Goal: know about thermal pollution b.Content: describing the pictures and the relationship between them c.

Expected result: s can tell the relationship between an algal bloom and the cooling towers d. Performance TEACHER S AND SS ACTIVITIES Step 1: Transfering the learning task: - Ask Ss to work in pair, describing the pictures and the relationship between them.

Ask Ss what they know about thermal pollution Step 2: Perform ing the task: SS work in pair, describing the pictures and the relationship between them.

Step 3: Discussion Call on one of two Ss to give their answers

CONTENT EX 1. Describe what you see in the picture and talk about the relationship between them.

- W ork in pair, describing the pictures and the relationship between them.

Step 4: Conclusion T remarks results of the learning task.

2. PRESENTATION- Listening(lO’): a.Goal: ss understand and use some lexicals connect to “cause” and “effect”, b.Content: ss identify the form o f the word /phrase to be filled in each blank. c.

Expected result: ss can understand , use some lexicals to do the tasks and predict well. d. Performance TEACHER S AND SS ACTIVITIES CONTENT I. Vocabulary EX 1: - algea (n): tảo Step 1: Transfering the learning task: - discharge (v): thái ra 2.1.Pre-teach: - reservoir (n): hồ chứa Eliciting: visuals, miming, explanation M odeling, choral & individual repetition II. Guessing - Guess the words to be filled in the W ritten record; Pronunciation; Checking: blanks.

R.O.R 2.2.

Guess.

- Have ss to guess the words to be filled in the blanks.

Step 2: Perform ing the task: SS: Guess the words to be filled in the blanks Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

3. PRACTICE: 3.1 W hile-listening: (8') a.Goal: s can complete the diagram o f “cause” and “effect”.. b.Content: listen to part of a converstation talk about thermal pollution c.

Expected result: s can understand the converstation and do the tasks well. d. Performance TEACHER S AND SS ACTIVITIES CONTENT EX 2: Listen to a part of a conversation III. Listening. on TV between a reporter and an EX 2. Listen to a part of a conversation environm entalist about thermal on TV between a reporter and an pollution. Complete the diagram. environm entalist about thermal Step 1: Transfering the learning task: pollution. Complete the diagram.

One writes about the causes and the other Key: writes about the effects based on their 1. hotter 2. cooler notes from 3. Remind 3. cool 4. warm rivers Bring the whole group together if there is a 5. warmer water 6. fish population point T wants to clarify, then they can 7. harmful 8. colour continue with the writing.

9. poison 10. cooldow n Step 2: Perform ing the task:

SS: complete the diagram Move around to offer help and take notes of any structures or language that Ss are struggling with.

Step 3: Discussion T call some Ss to answers and write them on the board Step 4: Conclusion T remarks results of the learning task.

3.2 Pre- W riting a.Goal: make notes in the diagram in exercise 3. b.Content: discuss the “cause” and “effect’ o f one pollution type. c.

Expected result: ss can complete the diagram well d. Performance TEACHER S AND SS ACTIVITIES CONTENT EX 3: EX 3: W ork in pair. Discuss the causes Step 1: Transferring the learning task: and effects o f one type of pollutionin T explains the requirement to the class your area Step 2: Perform ing the task: Ex: W ater pollution W ater pollution is the most serious in our SS: W ork in pair and decide which pollution type in their area they are going area. to discuss Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

4. PRODUCTION: 4.1 - W riting: (8’) a.Goal: writes about the causes and the other writes about the effects b.Content: based on their notes from 3. Remind Ss to use markets like firstly, secondly finally to navigate through their points. c.

Expected result: ss can complete the article intime and well. d. Performance TEACHER S AND SS ACTIVITIES CONTENT EX4: Step 1: Transferring the learning task: T explains the requirement to the class Have Ss take notes of the causes and effects.

Move around to offer help as pairs discuss their ideas.

Step 2: Perform ing the task: SS: W ork in pair and decide which pollution type in their area they are going

EX 4. Im agine that you are writing an article for the local newspaper about a type of pollution in your area. One of you write about the causes and the other write about the effects o f the pollution type you have just discussion in 3.

- Sample article: “ W ater pollution"' There are several types of pollution.

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

Step 3: Discussion T asks some Ss to give their answers on the It is caused by several factors. Firstly, board families dump sewage into the river. In the past it was a very beautiful river, but Step 4: Conclusion T remarks results of the learning task. 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.

W ater pollution badly affects our area.

We do not have enough fresh waster 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 polluted river, so people do not like walking along it anymore.

People in our area al aware o f this problem, and we are thinking of ways to solve it.

4.2. Post- writing a.Goal: Ss share their work with each other and combine it to make a complete the article. b.Content: writes about the causes and the other writes about the effects based on their notes from 3 c.

Expected result: : s can understand and use new words , know the form o f the article. d. Performance TEACHER S AND SS ACTIVITIES CONTENT Step 1: Transferring the learning task: EX 5. Read each other’s work and put - Now have Ss share their work with each them together to make a complete other and combine it to make a complete article. article.

- Tell them that they should add one or two sentences at the beginning to introduce the topic and other ones at the end to conclude their article. Note, if Ss need more support, post the sample article (see next page) on the board as a reference when Ss get to this stage of the lesson.

Step 2: Perform ing the task: SS: Have pairs swap, read each other’s

articles and omplete article Step 3: Discussion - Have pairs swap and read each other’s articles.

- Ask for volunteer pairs to read their articles out to the class and have Ss comment on them.

Step 4: Conclusion Collect all the articles for marking * HOM EW ORK - Write an article about one type pollution.

- Consolidation: Use lexical items related to the “cause” and “effect” - Prepare: Looking back + Project.

W eek: .......

Period : 67

Planning: Teaching: UNIT 7: POLLUTION LESSON 7: LOOKING BACK & PROJECT

I. OBJECTIVES: 1. Knowledge: By the end of the lesson, students will be able to - Review the lexical items related to the topic: pollution.

- Review the gram mar o f the unit: Conditional sentence I and II. - Make questions and answers about the topic 2. Competence.

- Students have serious attitude in learning.

- Ss are interested in learning English.

3. Quality - Language: get acquainted with the topic Pollution - Problem solving: find out the correct answer about the text II. TEACHING AIDS T : Textbook, lesson p la n ,, a projector, a laptop Ss : Learn the old lesson, prepare Unit 8: Looking back & Project III. PROCEDURE 1. W ARM l)P : ( 5 ’) a. Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere before starting the new lesson. b. C ontent: Play game “Lucky number” c. Expected result: Ss can express their idea. d. Performance:____________________________________________________ TEACHER S AND STUD ENTS’ CONTENTS ACTIVITIES A. W arm - up( 5 ’): Play: Lucky number - T explains the rule.

- T gives the explanation and ss say the

word.

- Ss play in 2 big groups. . Lucky number_______ 2 3 1 5 6 7 9 10 11

4 8 12

2. PRESENTATION : ( 10’) a. Goal: Students can review the vocabulary they learn, and do exercise related b. C ontent: Talk about Pollution c. Expected result: Ss can express their idea. d. Performance_________________________________________________________ T E A C H E R & STU D EN TS’ A C T IV IT IE S CONTENT E x l & E x 2: ¡.Key Step 1: Transferring the learning task: 1. pollution 2. contaminated -T has ss to work individually 3. death - T explains the requirement to the class Step 2: Performing the task: 4. Poisonous - Ss then work in pairs to do the task 5. pollutions Step 3: Discussion 2. Key T calls on some ss to read aloud their 1. radioactive pollution answers 2. noise pollution Step 4: Conclusion 3. visual pollution Confirms the correct answers 4. thermal pollution 5. water pollution 3. Rewrite the sentences, using the words 6. land/ soil pollution 7. light pollution 8. air pollution. in brackets. (P14) Step 1: Transferring the learning task: Conditional sentence type I & 11.

- T asks Ss to write the sentences using the 3.Key: words in brackets.

1. The residents of the street cannot Step 2: Performing the task: sleep because of the loud noise from the -Ss work individually to do the task music club.

Step 3: Discussion 2. Vy had stomachache since she eat a Ss compare their sentences with a partner. big dinner.

- Have two Ss write sentences on the board.

3. The road in from of my house was Step 4: Conclusion flooded due to the heavy rain.

T and other Ss give comments.

4. His mother is unhappy because his room is untidy.

5. Too much carbon dioxide (C 0 2) in the atmosphere causes global warming.

3. PRACTICE : ( 15’) a. Goal: Students can apply the knowledge o f conditional sentences type 1 and type 2 to do exercise and improve their skills b. Content: Talk about Pollution c. Expected result: Ss can express their idea. d. Performance

TEACHER & STUDENTS’ ACTIVITIES Grammar 4.Put the verbs in brackets into the correct forms.

Step 1: Transferring the learning task: - T asks Ss to write the sentences using the words in brackets.

Step 2: Perform ing the task: -Ss work individually to do the task Step 3: Discussion Ss compare their sentences with a partner.

- Have two Ss write sentences on the board.

Step 4: Conclusion T and other Ss give comments.

5.

Complete the sentences, using your own ideas.

Step 1: Transferring the learning task: - T asks Ss to complete the sentences individually using their own ideas.

- Remind them to identify whether the sentence is a conditional sentence type 1 or type 2.

Step 2: Perform ing the task: - Ss work individually to do the task Step 3: Discussion - T calls some Ss to share their sentences.

Step 4: Conclusion Accept all the sentences if they make sense Communication 6.W ork in groups. Discuss what your would do or say in each situation.

Step 1: Transferring the learning task -T asks Ss work in groups to discuss what they would do or say in each situation. Ask Ss to read the example.

Step 2: Perform ing the task -Ss do as requested to do the task Step 3: Discussion - Ss may not need to discuss all the situations.

Two or three groups may discuss the same situation.

Step 4: Conclusion - T moves around the class to listen to their ideas.

4. PRODUCTION- Project ( 15’)

CONTENT * Grammar 4. Key: 1. W on’t be; don’t take 2. Continue; will be 3. W ere/ was; would wear 4. do; will see 5. W oud...travel; didn’t have 6. W ouldn’t be; didn’t take care

Communication

a. Goal: Students can present the topic they prepared, improve their skills: speaking, listening, team w ork... b. C ontent: Talk about thing you so to reduce pollution c. Expected result: Ss can express their idea. d. Performance__________________________ ____________________________________ TEACHER & STUDENTS’ ACTIVITIES CONTENT Step 1: Transferring the learning task: Divide Ss into groups o f four or five and instruct them on what they have to do.

- W ork in groups Encourage them to think creatively and Keys daringly. Tell them to keep in mind who this - Take note poster is for. These can help decide: + What the things you would do ? + What would you draw? + Which picture you would use fo r your poster. then design for your poster.

Step 2: Performing the task: Ss work in pairs to complete their poster Step 3: Discussion Have Ss present their poster in the next lesson Step 4: Conclusion T checks and gives feedback in the next lesson * HOM EW ORK. - Learn by heart new vocabulary - Practice apply the form to talk about the topic - Prepare new lesson LTnit 8: English speaking countries

W eek: Period: 61

Planning: Teaching : UNIT 8: ENGLISH SPEAKING COUNTRIES LESSON 1: GETTING STARTED

A. OBJECTIVES: 1. Knowledge: By the end of the lesson, Ss will be able to : interact speaking about ‘Phong's summer camp in Singapore’ + Vocabulary: use the lexical items related to the topic ‘English speaking countries’ + Skills.

- Students develop listening, speaking, reading and writing skills, Roling-play, spoken interaction about the topic in getting started 2. Competence.

- Students have serious attitude in learning.

- Ss are interested in learning English.

3. Quality - Language: get acquainted with the topic English speaking countries - Problem solving: find out the correct answer about the text B. TEACHING AIDS T : Textbook, lesson p la n ,, a projector, a laptop Ss : Learn the old lesson, prepare Unit 8: Getting started C. PROCEDURE 1. W ARM l)P : ( 5 ’) - Organization: 8A:...................... 8B:............................. 8C:................................ a. Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere before starting the new lesson. b. C o n ten t: Talk about English speaking countries c. Expected result: Ss can express their idea. d. Performance: Write the title ‘English speaking countries’ on the board. ? Call out names o f English speaking countries and their main cities. ? Share any interesting facts you know about these places.

2. PRESENTATION : ( 10’) a. Goal: Provide Ss necessary vocabularies b. C o n ten t: Ss read the vocabularies and match the words to make common expressions. c. Expected result: Ss can maser the vocabularies d. Performance: TEACHER’S & STUDENTS CONTENT ACTIVITIES

+ Present new words.

2. Pre- teach vocab: - absolutely (adv): tuyệt đối, chắc Step 1: Transfering the learning task - Teacher use different techniques to teach chắn vocab (situation, realia) - official (adj): chính thống, chính - Follow the seven steps o f teaching vocab. thức Step 2: Perform ing the task: - accent (n): giọng điệu - Repeat in chorus and individually - native (n): người bản xứ - Copy all the words speaker Step 3: Discussion -Some students repeat the vocabulary in front o f class Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them * Checking vocab: Recall Step 1: Transfering the learning task * Set the scenes: ? Look at the title o f the conversation and the picture.

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

• What do you think they are doing?

Play the recording and have Ss follow along Step 2: Perform ing the task: 2. Present the dialogue SS: work individually - Answer the questions individually.

Step 3: Discussion * Suggested answers - Ss answer the questions as a class.

- They are at the sum mer camp.

Step 4: Conclusion - Students' answer Teacher gets feedback 3. PRACTICE (15’) a.Goal: understand and do exercises correctly b.

Content: Listen and circle, Read and tick: Individual, Answer the questions: Teacher - W hole class c. Expected result: - Co-operation: interact with the teacher find out the answers - Communication: answer positively - Language: use English to answer d. Performance EX1: 1. Listen and read Step 1: Transferring the learning task: - Ask ss to listen and read the - Find a word or an expression from the conversation a. Find a word / an expression (la P17) conversation which you use when you - Add any other expressions which have Key: the same meaning.

1. awesome - Run through the questions 2. absolutely

Step 2: Perform ing the task: Ss find a word / an expression and read the conversation again to answer the questions.

Share answers with your partner.

Step 3: Discussion Call on some Ss to write their answers on the board.

Step 4: Conclusion Teacher gets feedback and check their answers

3. It's hard to say 4. perhaps b. A nswer the questions (lb . P17) Key: 1. H e’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 activities.)

4. Because he uses English ever day with people from fidderent activities.)

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

Ex2: 1. sum mer camp EX 2. Complete the sentences (2 P17) 2. native English speaking countries Step 1: Transferring the learning task: 3. native speakers Underline these words/ phrases in the 4. the USA conversation 5. accents M ake sure they understand their meanings. 6. official language Step 2: Perform ing the task: Work independently to complete the sentences. Share your answers in pairs Step 3: Discussion T asks some Ss to give their answers on the board.

Step 4: Conclusion 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 Ex3: W rite the name o f the countries (3 simply mean the foreign language you P17) learnt at school as part o f the curriculum.

EX3. W rite the name of the countries (3 1. the USA 2.The United Kingdom P17) 3.

Singapore 4. Australia Step 1: Transferring the learning task: 6. New Zealand Have Ss work in pairs/ groups to match the 5. Canada flags with the countries.

Form groups o f 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.

Step 2: Perform ing the task: Ss work in groups and complete the exercise Step 3: Discussion Call student from the winning group to go to the board and mark the six countries so that other groups can see and check.

Step 4: Conclusion T remarks results of the learning task.

4. PRODUCTION (15’) a. Goal: can do exercise use English words relating to the topic b.Content - Co-operation: interact with partners find out the answers - Language: use English words relating to the topic c.

Expected result: Students know how to do the exercise d. Performance: Step 1: Transferring the learning task: Game: where are they?

T explains the requirement to the class: Note: Game: where are they?

The UK, or the United Kingdom = Great Step 2: Perform ing the task: Britain + Northern Ireland SS: W ork individually to do the task then Great Britain/ Britain = England + Scotland compare their answers with a partner. + Wales Step 3: Discussion The USA = the United States of America. It SS play with a partner is also known as the US, or the United Step 4: Conclusion States, or even just the States.

T checks and gives feedback.

In Canada, there are two official languages: English and French. * HOM EW ORK. - Consolidation: sum up - Learn by heart new vocabulary - Practice reading “Listen and read” - Prepare new lesson: Unit 8: A closer look 1.

W eek: Planning:

Period: 62 Teaching: UNIT 8: ENG LISH SPEAKING LESSON 2: A CLOSER LOO K 1

A. OBJECTIVES. 1. Knowledge: By the end of the lesson ss will be able to have knowledge about

+ Vocabulary: English speaking countries. + Pronunciation: stress in words ending in -ese and -ee 2. Competences: + Develop comm unicative competence, discovery, cooperation competence and thinking competence. + Use the lexical items related to English speaking countries. + Raising their awareness of broadening their knowledge o f English speaking countries + Pronounce stress in words ending in -ese and -ee exactly.

3. Quality: Students can understand more about ESP. B. TEACHING AIDS. T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare Unit 8: A closer look 1.

C. PROCEDUCE 1. W ARM UP: ( 5 ) - Organization 8C:................................ 8D :.............................. a. Goal: Review the English speaking countries. b. C o n te n t: Ss can tell about the countries all over the world. c. Expected result: Ss can tell the names of the English speaking countries. d. Performance Teacher's &Ss' activities Contents - T. asks Ss to talk about the names of Answer the questions the English speaking countries Call the name of the countries.

- Ss discuss and tell the country they like.

- T gets feedback 2. PRESENTATION : PRE TEACH VOCABULARY (10") a. Goal: Provide Ss necessary vocabulary related to the English speaking countries b. C o n te n t: Remind Ss of the words they learnt in Getting Started and point out the difference: the former deals with the names o f channels, program ... while the latter (this part) deals with the jobs of people living in the English speaking countries c. Expected result: understand using and meaning o f the vocabularies d. Performance: Teacher's &Ss' activities Contents Step 1: Transfer o f the duties - iconic (adj) (thuộc) tượng, hình - T uses picture and elicits words from Ss tượng Step 2: Perform the duties - spectacle (n): quang cánh, cánh - SS Listen carefully and repeat the words. tượng - SS W ork in groups o f 2 - 3 so that Ss can - koala gấu túi (n): help each other with difficult vocabulary.

- loch (Ê cốt) hồ (n): - adoptee con nuôi, dường từ Step 3: Discussion (n): When finish, listen to the recording to - refugee nguời tị nạn (n): check their answers as well as to practice - addressee (n): nguời nhận thu the pronunciation of the new words.

- unique (adj) độc đáo, riêng biệt Step 4: Conclusion -T makes sure that all students copy the

new words and understand the meaning of them 3. PRACTICE: (20") a. Goal: - Revise the vocabulary learnt in both Getting Started and Activity 1 of A Closer Look 1.

- Stress in words ending in -e se and -e e b. Content: - Ss choose a word / phrase from the box for each description below.

- Ss listen, repeat and read the words c. Expected result: - Ss can identify a word from its description.

- Ss listen, repeat and read the words d. Performance: TEACHER S &SS' ACTIVITIES CONTENTS 2. W ord form ation (P18) Ex 2: 1. N = history Step 1: Transfer o f the duties 2. V = symbolize/ symbolize -T asks students to look at the words first 3. A = legendary and see if they know the words.

Then, ask them to change the words into a 4. N = icon 5. A = spectacular noun (N), an adjective (A) or a verb (V).

6. N = festival Step 2: Perform the duties W ork in groups of 2 - 3 so that Students 7. A = scenic can help each other with some vocabulary. 8. V = attract - If time allows, have two Ss write their answers on the board and then confirm the correct answers. ? Read all the words aloud Step 3: Discussion - Check the answers as a class.

Step 4: Conclusion -T gets feedback 3. Complete the sentences (P18) Ex3.

Step 1: Transfer o f the duties Key: - T ask S to read each sentence and decide 1. icon what the part of speech is for each word to 2. symbolizes be filled in the blank.

3. scenic - For example, the word for the blank in 4. unique sentence 1 is a noun. They then complete 5. attracts the sentences.

Step 2: Perform the duties -S follow T ’s requirements Step 3: Discussion - Check the answers as a class.

Step 4: Conclusion Ex 6 Listen and repeat the words -T gets feedback Key:

Ex 6: M ark the stress in the underlined 1. C hi’nese 2. refu’gee words Step 1: Transfer o f the duties 3. trai’nee - T puts the underlined words on the board. 4. Japa’nese - Mark the stress in the words first.

5. gu aran tee - T ask for a show of hands from the class of they think the stress is correct or not.

Step 2: Perform the duties -Students follow T ’s requirements Step 3: Discussion ? Listen, check and say the sentences Step 4: Conclusion -T gets feed back 4. PRODUCTION: (10’ ) a. Goal: Help Ss to memorize the learnt vocabularies b. Content : Ss guess what words or phrase is by playing games c. Expected result: Ss can memorize the learnt words and the way o f using. d. Performance: TEACHER S &SS' ACTIVITIES CONTENTS Ex 4.

Ex 4 M atching (P18) Step 1: Transfer o f the duties Key: - T require Ss to: 1. castle ? Look at the pictures.

2 . Icoch ? What can you see in each of them?

3. parade 4. monument Step 2: Perform the duties - Ss W ork individually to match the words/ 5. state phrases to the pictures.

6. cattle station Step 3: Discussion -One student show the answer, other students listen to the answer and gives comments Step 4: Conclusion - 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 ♦HOM EW ORK - T asks Ss to do homework - Use lexical items related to English speaking countries, how to mark stress ending 44 ee” and 44 ese” - Learn by heart the new words and structures.

- Do exercises in workbook.

- Find some words ending with 44 ee” and 44 esc” - Prepare: Unit 8- A closer look 2 W eek : Period: 63

Planning: Teaching

UNIT 8: ENGLISH SPEAKING COUNTRIES LESSON 3: A CLOSER LOO K 2 A.OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to - review present tenses: present simple, present continuous and present perfect - learn about the present simple for the future.

- practice skills: readings and writing skill 2. Cometence: - Communication, self study, self-check 3. Quality: Students can use the tenses to do exercises B.TEACHING AIDS: 1. T eacher’s: teacher book 2. Students’: Textbooks, notebooks.

C. PROCEDURE 1. W ARM - UP (5’) a. Goal: help ss to recall present tenses b. Content: Ss give the use, the form and the signal of present tenses. c. Expected result: Ss can remember the use, the form and the signal of present tenses. d. Performance: T: asks ss to work in pairs to answer the questions: 1.Which present tenses did you learn ?

2. Can you give their use, their form and their signal ?

Ss: Listen, work in pair to answer the questions => Lead to new lesson.

2. PRESENTATION (10’) a.Goal: introduce new words b.

Content: s can pronouce new words c. Expected result: ss can understand and use new words d. Performance: T AND SS’ ACTIVITIES CONTENTS * Pre- teach vocabulary: translation/ situation I. Vocabulary Step 1: Transfering the learning task - to serve: phục vụ - T: writes new words on the board.

- to sym bolise: biêu tuợng Step 2: Perform ing the task - freedom (n): sụ tự do - Ss: listen and repeat in individual first then - to divide (into): chia thành the whole class.

- iconic theme park: công viên giải trí Step 3: Discussion có tính chắt biểu tuợng - Call 3- 4 Ss to read the words again.

- to march: diều hành - Ss copy the new words in their notebooks.

- to pose: ngồi (đứng) một tu thế nào Step 4: Conclusion đó để chụp ảnh. * Checking: rub out and remember

3. PRACTICE (20’) a.Goal: using the present tenses to do exercises b.

Content: Do exercises 1,2 in textbook c. Expected result: can do exercises well d. Performance: T AND SS’ ACTIVITIES Ex 1- P 19 Step 1: Transferring the learning task: - Let Ss do Ex 1- P 19 individually.

- Asks Ss to share ideas with in pairs or small groups.

- T encourages Ss to explain how decided on the tense in each sentences.

Step 2: Perform ing the task: - Ss share ideas with in pairs or small groups.

Step 3: Discussion - T calls some students to read their sentences.

Step 4: Conclusion T corrects as a class.

CONTENTS II. Grammar 1. Present tenses: review Ex 1. Complete the sentences with the correct forms of the verbs.

Key: 1. has served 2. is increasing 3. symbolises 4. form 5. has celebrated 6. is

Ex 2. Four of the underlined verbs in the passage are incorrect in tense. Find and correct them.

Ex 2- P 19 Step 1: Transferring the learning task: T asks Ss to read the passage then find and correct four of the underlined verbs in the IN THE CORRECT passage.

PASSAGE Step 2: Perform ing the task: 2. visit have visited Ss do this activity individually and then 3. increases is increasing compare their answers with a classmate 5. has celebrated celebrates Step 3: Discussion 7. are dancing dance Call on some Ss to say aloud their answers.

Others remark Step 4: Conclusion - Check and have Ss explain why a certain tense is used.

- Give feedback.

4. PRODUCTION: (10’) a.Goal: using simple present for the future to do exercises b.

Content: Do exercises 3a,b in textbook c. Expected result: can do exercises well d. Performance: T AND SS’ ACTIVITIES CONTENTS 2. Sim ple present for the future.

Ex 3: Ex 3a. Read the schedule and Step 1: Transferring the learning task: underline the verbs in the EX3: a- P 20 sentences describing the activities.

- Ask Ss to read the monthly schedule for the Key:

extra activities at Vancouver Christian School.

Then have them underline the verbs in the sentences.

Ex 3b- P 20 - Allow Ss time to discuss and find the answers to the questions. If Ss are having difficulty answering question 2, T may ask questions such as 7s a schedule usually for present or future activities?’

Then have Ss read the REM EM BER! Box. Step 2: Perform ing the task: a. Ss read and underline the verbs describing the activities. b. Ss work in groups and discuss the two questions given.

Ss read the REM EM BER ! Box and take note.

Step 3: Discussion T calls one student to show the answer Step 4: Conclusion T gives comment and adds on to the answer if necessary

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 on April 14lh b. work in groups. Discuss the questions Key: 1. The future 2. The present simple

Ex 4. Use the verbs in the box in Ex 4- P 20 their correct forms to complete Step 1: Transferring the learning task: the sentences describing other Have Ss do this exercise independently. activities.

T asks ss to use the verbs in the box in their Key: correct forms to complete the sentences 1 starts-finishes 2. takes place describing other activities 3. holds 4. hosts Step 2: Perform ing the task: 5. lasts Ss do this exercise independently and complete the sentences Step 3: Discussion T calls one student to show the answer Step 4: Conclusion T gives comment and adds on to the answer if necessary * HOM EW ORK - Learn by heart the form of the present tenses.

- Do ex B4, 5, 6 page 13,14- workbook - Prepare UNIT 8: C OM M UNICATIO N/ page 21- textbook W eek: Period:64

Planning: Teaching : UNIT 8: ENGLISH SPEAKING COUNTRIES LESSON 4: COM M UNICATION

I. OBJECTIVES. 1. Knowledge: By the end o f the lesson, students will be able to: - Use the lexical items related to the topic ‘English speaking countries’ to introduce about some English speaking countries - Communication: - Introducing people and places o f interest in English speaking countries 2. Competence: Communication 3. Quality: - Knowing the importances o f studying English - Ss love the subject II. TEACHING AIDS. Teacher: Textbook, workbook, English room Students: Textbook, workbook III. PROCEDURE. 1. W ARM UP . (8’) a. Goal: name some English speaking countries that you know b. C o n te n t: English speaking countries c. Expected result: know about English speaking countries d. Performance: TEACHER S & S S ’ ACTIVITIES CONTENTS Brainstorm ing Brainstorm ing - Teacher elicits the topic from students ? Can you name some English speaking countries that you know? ? What do you know about them?

- Introduce the new lesson 2. PRESENTATION. (12’) a. Goal: explore English speaking countries b. Content: - teach the new word- Do the quiz c. Expected result: know about English speaking countries d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS * Teaching vocabulary 1. Vocabulary Step 1: Transfering the learning task territory (n):lành thô - Teacher use different techniques to North Pole: Bấc cục teach vocab (situation, realia) Arctic Circle: Vòng bắc cục - Follow the seven steps o f teaching Garment(n):quằn áo vocab.

Koala(n):gấu túi Step 2: Perform ing the task: Emu(n):đà điểu sa mạc - Repeat in chorus and individually - Copy all the words Step 3: Discussion -Some students repeat the vocabulary in front o f class Step 4: Conclusion - T makes sure that all student copy the

new words and the meaning of them * Checking vocab: Slap the board Do the quiz and choose the correct answers Step 1: Transferring the learning task: Choose the correct answer - Do the quiz and choose the correct 1C 2A 3C 4B 5B answers 6B 1C 8C 9B 10 A - Have ss do the quiz individually as quick as possible - Set a limit time is 5 minutes Step 2: Perform ing the task: - Ss work individually to do the quiz and share their answers with their partners Step 3: Discussion Check the class by asking for a show of hands for each question.

Step 4: Conclusion T remarks results of the learning task.

3. PRACTICE. (15’) a. Goal: explore English speaking countries b. C o n te n t: W rite the name of the countries c. Expected result: know about English speaking countries d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS 2. W rite the names of the countries next EX 2: Names of the countries to their facts 1. The USA Step 1: Transferring the learning task: 2. New Zealand -T has ss to work in pairs.

3. The UK - T explains the requirement to the class 4. Canada Step 2: Performing the task: 5. Australia - Ss work in pairs to write the names of the countries next to their facts Step 3: Discussion T calls on some ss to read aloud their answers Step 4: Conclusion Confirms the correct answers 4. PRODUCTION. (8 ) a. Goal: explore English speaking countries b. Content : Play game c. Expected result: How much you know about a country? d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS 3. Game. How much you know about a EX 3: Game country?

Step 1: Transferring the learning task:

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 b.

- Ask each group to stand up in front of the class. Each member o f 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 interesting one Step 2: Perform ing the task: a. SS write the information in short notes first without mentioning the name of the country b. Ss work in groups and make notes o f the answers on a piece of paper.

Step 3: Discussion a. T call ss to write the information in short notes first without mentioning the name of the country on the board. b. T asks some Ss to give one fact about the country.

Step 4: Conclusion T remarks results of the learning task._____________________________________________ ♦HOMEW ORK: (2 minutes) - Learn by heart all the new words and structures.

- Do Ex C P I 5 (W orkbook) - Prepare: Unit 8: Skills 1 W eek : Planning: Period: 65 Teaching : UNIT 8: ENGLISH SPEAKING COUNTRIES LESSON 5: SKILLS 1 A. OBJECTIVES. 1. Knowledge: -Speaking: Talk about interesting facts o f a country -Reading for specific information about the attractions of a country 2. Competence: + Develop comm unicative competence, discovery, cooperation compentence and thinhking compentence.

3. Quality: Students know more about the cultrures of Englishspeaking countries

B. TEACHING AIDS. T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare Unit 8: skills 1 C. PROCEDURE 1. W ARM UP : ( 5’) a. Goal: vocabularies relate to people and places in English speaking countries. b. C o n te n t: Ss can tell about some English speaking countries. c. Expected result: Ss can know more about the cultrures of English speaking countries d. Performance: - T. asks Ss to talk about interesting facts of a country - Ss discuss and tell cultrures of English speaking countries .

- T gets feedback 2. PRESENTATION - Reading (13’) a. Goal: Provide Ss necessary vocabulary related to English speaking countries and get the main ideas from the text. b. C o n te n t: Remind Ss of the words about interesting facts of a country c. Expected result: understand using and meaning o f the vocabularies d. Performance: TEACHER S & S S ’ ACTIVITIES CONTENTS 1* Teaching vocabulary (5 minutes) +whole class.

Step 1: Transfering the learning task Vocabulary: - Teacher use different techniques to teach -piping(n): sự thổi sáo vocab (situation, realia) -haunt(v): ám ảnh - Follow the seven steps o f teaching vocab.

-unique(adj): độc đáo T asks ss to read a passage about Scotland -scenic(adj): thuộc cảnh vật -fire brigade(n): đội cứu hoa Step 2: Perform ing the task: - Repeat in chorus and individually - Copy all the words Step 3: Discussion -Some students repeat the vocabulary in front of class Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them * Checking vocab: Slap the board 2. Discuss the questions. Then read the 2. Discus the questions passage Step 1: Transferring the learning task: - Allow ss 3 minutes to discuss the questions - Read the passage check their without looking at the passage. Then read the answers passage - write the answers on the board - Ask ss to read the passage then check their answers. Collect some ss’ ideas - T uses a map to show where is Scotland...

- Ask Ss what the pictures tell them (water

pollution).

Step 2: Perform ing the task: SS: discuss the questions, read the passage Step 3: Discussion T calls 2 ss to write the answers on the board Call on one student to report on the differences.

Other Ss can add some more.

Step 4: Conclusion Confirms the correct answers 3. PRACTICE (W hile - reading (13’)) a. Goal: get new words and get the main ideas from the text b. C o n te n t: match and answer the questions c. Expected result: Ss can understand about cultrures of English speaking countries . d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS EX 2: Listen again and choose the right Key: l-d ,f answer A, B or C Step 1: Transferring the learning task: 2-a,c Ask ss to read the passage again then ask 3-b,h them scan the places first.

4e,g Read carefully the information about each place and choose the two features related to it Step 2: Perform ing the task: SS: Listen and choose the right answer A. B or cL Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

EX 3. Read the passage again then answer the questions Step 1: Transferring the learning task: T ask ss to read the passage again then answer the questions Step 2: Perform ing the task: SS: W ork individually then compare their answers with a classmate before giving the answers to T Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T gives comment and adds on to the answer if necessary 4. PRODUCTION- Speaking (13’)

Key: 1. Yes, it is 2. a ghost 3. piping, drumming, dancing 4. the telephone, television, penicillin, the rain coat 5. In 1824

a. Goal: Help Ss to know more about English speaking countries . b. C o n te n t: Ss disscuss things they like most about English speaking countries c. Expected result: Ss present a short introduction of Australia d. Performance: TEACHER S & S S ’ ACTIVITIES CONTENTS EX 4. W ork in pairs talk about the Eg: things you like most about Scotland. S 1: What do you like about Scotland?

Give reasons S2: I like the castles Step 1: Transferring the learning task: S I: Why? T ask ss to talk about the things you like S2: Because I want to see a ghost most about Scotland Step 2: Performing the task: SS: W ork in pairs Step 3: Discussion Call Ss to demonstrate before the class Step 4: Conclusion T checks Ss’ answers EX 5. W ork in groups. Read and discuss these interesting facts about Australia .

Prepare a short introduce o f Australia then represent Step 1: Transferring the learning task: Have ss work in groups of 4 ss and discuss if there is any pieces o f information they are not clear about.

Step 2: Performing the task: SS: W ork in pairs and complete the exercise Step 3: Discussion T asks some groups to represent Step 4: Conclusion T checks Ss’ answers Check as a class to make sure that the information is understood correctly * HOM EW ORK. Ask Ss to: - Learn by heart all the new words.

-D o Ex C1.2, D1 P 6,7 - Prepare: Unit 7: Skills 2 W eek 22 Period 66

Planning: Teaching: U NIT 8: ENGLISH SPEAKING COUNTRIES LESSON 6: SKILLS 2

I. OBJECTIVES: 1. Knowledge: By the end of the lesson, students 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. Competence: Develop comm unicative competence, discovery, cooperation competence and thinking competence.

3. Quality: Develop honest, responsible qualities for students; understand about people and places in English speaking countries II. TEACHING AIDS: Teacher: Text book, workbook, English room Students: Textbook, workbook HI. PROCEDURE 1. W ARM UP : ( 5 ’) a. Goal: introdue about W anaka- Newzeland b. Content : SS watch a video about W anala c. Expected result: Ss can get the information W anala d. Performance TEACHER & STUDENTS’ CONTENT ACTIVITIES W ARM UP - Checking the old lesson - SS watch a video about W anaka W anaka is a town in the far south of - SS answer the T ’s question Newzeland “ What do the video tell you ?”

- T checks their answer 2 ..

PRESENTATION- Listening (10’) a. Goal: Tell the interesting facts about Australia b. Content : Ss can tell the interesting facts about Australia c. Expected result: Ss can to look at the pictures and read the introduction to the listening d. Performance TEACHER & STUDENTS’ CONTENT ACTIVITIES Step 1: Transferring the learning task: - Look at the pictures and answer T asks Ss to look at the pictures and read teacher’s questions the introduction to the listening.

T asks them what features from the pictures they are interested in, and what they think W anaka is like.

Step 2: Performing the task: - SS look at the pictures - SS answer teacher’s questions Step 3: Discussion T calls one student to show the answer Step 4: Conclusion T gives the remarks to their doing the task " 3. PRACTICE (W hile- listening (15’)) a. Goal: SS listen the schedule of events

b. C o n te n t: listen and complete, choose the right answer c. Expected result: SS can fill in the time for the schedule of events, choosethe right answer d. Performance TEACHER & STUD ENTS’ CONTENT ACTIVITIES EX 1: Step 1: Transferring the learning task: Key: T asks ss to read the questions. T then 1.9.30 2 .1 2 .3 0 plays the recording 3 .4 .0 0 4 .4 .1 5 T can play the recording at least twice.

Step 2: Perform ing the task: Ss write the answers.

Step 3: Discussion - SS write the correct answers on the board.

Step 4: Conclusion T gives the remarks to their doing the task EX 2: Listen again and choose the right answer A,B, or C Step 1: Transferring the learning task: Key: T gives Ss some time to read the questions. l . B 2. C 3. C Check if they know the meaning of the 4. B 5. A words ‘illusion’ (something that appears to be there but is not) and ‘3-D hologram ’ (three-dimensional image).

- Ss then listen to the recording again, as many times as needed if time allows Step 2: Perform ing the task: SS choose the correct answers.

Step 3: Discussion - SS write the correct answers on the board.

Step 4: Conclusion T checks the answers as a class.

4. PRODUCTION - W riting (15’) a. Goal: The list that you would like to do in a two- day visit to W ahington D.C, the capital of the USA b. C o n te n t: Choose 4 activities and do schedule c. Expected result: SS can fill in the schedule table, write a passage describing the schedule for your visit d. Performance TEACHER & STUDENTS’ CONTENT ACTIVITIES EX 3: Choose four activities from the list that you would like to do in a two-

day visit to W ashington D.C , the capital of the USA Step 1: Transferring the learning task: 3. a: - T asks Ss to work in groups of three or four.

- SS read the activities and decide on the four activities they would like to do together in their two-day visit to W ashington D.C. 3. b.

- T gives the instructions Step 2: Performing the task: a. SS work in group b. SS have made their decision, - SS fill in the schedule table.

Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

EX 4: W rite a p assage....

Step 1: Transferring the learning task: T has each group write a description of their visit. The description should include: the name o f the activity, the time they do it, and what it involves. If possible Step 2: Performing the task: SS work in group a big piece of paper to write their answers.

SS complete their writing as homework and bring it back in the next lesson Step 3: Discussion T calls two quickest groups to present their answers. Other groups and T give comments.

Step 4: Conclusion Give marks to the groups T gives the remarks to their doing the task

- Group work

- Group work

Example: This is the schedule for our group’s twoday visit to W ashington D.C. On the first day we plan to go to the W hite House early at 8 o ’clock. This way, we avoid the crowds. Then we get on a Hop-on H op-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 C hildren’s Museum. The brochure says that this museum offers a lot of fun activities where they can learn through playing.

* HOM EW ORK T asks Ss to: - Do Ex E (workbook) - prepare their PRESENTATION - Prepare: Unit 8: Looking back + project

W eek:.......

Period : 67

Planning: Teaching: UNIT 8: ENGLISH SPEAKING COUNTRIES LESSON 7: LOOKING BACK & PROJECT

I. OBJECTIVES: 1. Knowledge: By the end of the lesson, students 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.

- Students develop listening, speaking, reading and writing skills, Roling-play, spoken interaction about the topic 2. Competence.

- Students have serious attitude in learning.

- Ss are interested in learning English.

3. Quality - Language: get acquainted with the topic English speaking countries - Problem solving: find out the correct answer about the text II. TEACHING AIDS T : Textbook, lesson p la n ,, a projector, a laptop Ss : Learn the old lesson, prepare Unit 8: Looking back & Project III. PROCEDURE 1. W ARM UP : ( 5 ’) a. Goal: M otivate ss to interest in the topic of the lesson and create the fun atmosphere before starting the new lesson. b. Content : Talk about English speaking countries c. Expected result: Ss can express their idea. d. Performance: TEACHER S AND STUD ENTS’ CONTENTS ACTIVITIES T asks st to answer some questions Chatting: Asks st some questions about Students discuss and answer them the topic T corrects - When did you learn English?

- W ho did you learn English with?

- How did you practice speaking English?...

2. PRESENTATION : ( 10’) a. Goal: Students can review the vocabulary they learn, and do exercise related b. Content : Talk about English speaking countries c. Expected result: Ss can express their idea. d. Performance TEACHER & STUDENTS’ ACTIVITIES CONTENT Exercise 1. M atch the words with the definitions * Vocabulary Step 1: Transferring the learning task: Key: Ask ss to match the words with the 1. c 2. e 3. f

definitions 4. b 5. d 6. a Step 2: Performing the task: SS: do this exercise individually then compare their answers with a partner Step 3: Discussion T calls one student to show the answer Step 4: Conclusion T remarks results of the learning task.

Exercise 2. Choose the best answer.

Key: l.C 2. A 3. C 4. B Step 1: Transferring the learning task: Ask ss to match the words with the 5. B 6. A definitions Step 2: Performing the task: SS: do this exercise individually then compare with their partner Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

3. PRACTICE : ( 15 ) a. Goal: Students can apply the knowledge of the present tenses to do exercise and improve their skills b. C o n te n t: Talk about English speaking countries c. Expected result: Ss can express their idea. d. Performance TEACHER & STUDENTS’ ACTIVITIES CONTENT * Grammar Exercise 3: Decide if the sentences....

Key: 1. F 2. F 3. P 4. P Step 1: Transferring the learning task: Ask Ss to complete this task independently 5. F Step 2: Perform ing the task: Ss work in pairs to decide if the sentences have a present meaning (P) or a future meaning Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

Exercise 4. Complete the sentences, ...

Key: Step 1: Transferring the learning task: 1. faces 2. doesn’t set 3. has won Ask Ss to read the sentences carefully and look 4. has done 5. is 6. are trying for clues that help them decide which tense should be used for each blank.

Step 2: Perform ing the task: Ss complete the exercise independently and

then exchange their answers.

Step 3: Discussion T calls on some Ss to give their answers aloud.

Step 4: Conclusion Confirm the correct answers.

Exercise 5. W ork in groups. Discuss what * Communication you would do or say in each situation Step 1: Transferring the learning task: Ask ss to work in groups of 4 ss to discuss what they would do or say in each situation.

- Group work Ask ss to read the example Step 2: Perform ing the task: Ss work in groups and make notes of the answers on a piece of paper.

T move around the class to listen to their ideas Step 3: Discussion T calls on some Ss to give their answers aloud.

Step 4: Conclusion Confirm the correct answers.

4. PRODUCTION- Project ( 15’) a. Goal: Students can present the topic they prepared, improve their skills: speaking, listening, team w ork... b. Content : Talk about English speaking countries c. Expected result: Ss can express their idea. d. Performance TEACHER & STUD ENTS’ ACTIVITIES CONTENT Step 1: Transferring the learning task: Divide Ss into groups of four or five and instruct them on what they have to do.

- W ork in groups Encourage them to think creatively and Keys daringly. Tell them to keep in mind who this - Take note poster is for. These can help decide: + W hich attractions you would include in your poster. + What information about the attraction you would introduce. + W hich picture you would use for your poster. the design for your poster.

Step 2: Perform ing the task: Ss work in pairs to complete their poster Step 3: Discussion Have Ss present their poster in the next lesson Step 4: Conclusion T checks and gives feedback in the next lesson

* HOM EW ORK. - Learn by heart new vocabulary - Practice apply the form to talk about the topic - Prepare new lesson: LTnit 9: Natural disasters: Getting started W eek Period 68

Planning: Teaching:

REVIEW I. OBJECTIVES: 1. Knowledge: By the end o f the lesson, Ss will be able to review the vocabularies and gram mar related to the topics that they have learnt among unit 7, 8. a. Vocabulary: review vocabulary related to topic: pollution, English speaking countries. b. Grammar: conditional sentences type 1,2; Present tenses.

2. Competence: form ability o f creating, solving the problem, studying and controlling themselves, communicating, cooperating, using languages 3. Quality: - Knowing the importance of revision and need to study harder - To teach Ss to revise the language from unit 7 to unit 8 and practice with them.

- Ss participate actively in the lesson.

- Ss love the subject and be aware o f revision to do exercises well.

II. TEACHING AIDS: T: Textbook, plan, pictures , computer.

S: Book, exercise book.

III. PROCEDURE: 1. W ARM UP (5’) a. Goal: Remind types of pollution and names of the countries speaking English. b. Content: Ss tell names of the countries speaking English and types of pollution you learnt. c. Expected result: Ss can tell names o f the countries speaking English and types of pollution. d. Performance T asks ss to remember types o f pollution and English speaking countries by answering the questions: How many types o f pollution ? W hat are th e y ? ......

Ss: Ss’ answer.

2. PRESENTATION 3. PRACTICE (40’) 2.1. Vocabulary (10") a. Goal: Help students review some vocabularies related to topic: pollution and English speaking countries. b. Content: Ss can pronounce and understand the meaning of vocabularies related topic. c. Expected result: Ss can understand using and meaning of the words, write the questions on the board._______________________________________________________ TEACHER S AND SS’ ACTIVITIES

CONTENTS

Step 1: Transferring the learning task: T asks Ss to complete the sentences, using the correct form of the words from the box.

Step 2: Perform ing the task: Ss do exercise individually.

Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

T corrects.

l.V ocabulary: E x l: Complete the sentences, using the correct form o f the words from the box. pollute contam inate poison explore die damage l.O ur cars pump out thousands of tones of fumes every year.

2. Air___ has risen above an acceptable level.

3.The village's drinking water w a s___ with poisonous chemicals.

4.

Yuri Gagarin was one of the pioneers of space___ .

5. Building a new road in this area could be environmentally___ .

6. Many animals were burnt to___ in the forest fire. * Key 1. poisonous 2.pollution 3.contaminated 4.exploration 5.damaging 6.death

2.2. Present tenses (10’) a. Goal: Review: present tenses. b. Content: Ss complete the sentences using correct tenses c. Expected result: Ss can remember the uses and the forms of present tenses to apply to do exercises well. d. Performance TEACHER S AND SS’ ACTIV ITIES

CONTENTS

Step 1: Transferring the learning task: T asks Ss to retell the form and the uses of present simple tenses.

Ss retell and give examples T asks Ss to do exercise about present tenses.

Step 2: Perform ing the task: Ss work individually.

Step 3: Discussion Ss report the task results.

Step 4: Conclusion T gives the remarks to their Ss’ example.

2.Grammar a, The present simple tense Example. The train to Bristol leaves at 11.15 from platform four.

Ex 2: Complete the sentences with the correct tense of the verbs in bold.

1.turn Autumn in my hometown is so beautiful.

I love it when all the leaves__ red or yellow.

2. hop Look at the kangaroo. It__ on its hind legs.__________________________________

T corrects.

3. celebrate The USA its independence Day on July 4lh.

4. increase The population o f Auckland to nearly one and a half million.

5.produce The Walt Disney Studios, the famous movie company,___ hundreds of cartoons for children.

6. work We hard at the moment to prepare for our annual cultural festival. *Keys 1.are turning 2. is hopping 3.celebrates 4.has increased 5.has produced 6.are working

2.3. Conditional scntcnccs types 1, 2 (20’) a. Goal: Review: Conditional sentences types 1,2.

Understand the questions and know how to answer using conditional sentences. b. Content: Ss apply the form o f conditional sentences to make sentences and work in pairs using conditional sentences types 1,2 c. Expected result: Ss can make sentences, practice asking and answering using conditional sentences 1,2 d. Performance TEA C H ER ’S AND SS’ CONTENTS ACTIVITIES Step 1: Transferring the learning b. Conditional sentences type 1,2 * Type 1: task: T asks Ss to retell the form of the Eg. If it rains tonight, I w on’t go out. conditional sentences type 1 and type 2 *Type 2.

Eg. If there w eren’t so many words, it and give examples.

T asks Ss to do exercise about would be easier for us to m aster it!

Ex 3: Using the given inform ation, make conditional sentences. conditional sentences with IF Step 2: Performing the task: Ss do exercise in pairs.

1. They are poor, so they can’t help us.

—> If th e y .................................

Step 3: Discussion Ss go to the board and write their 2. He doesn’t do his homework. He is always punished. answers if time allows.

Step 4: Conclusion —> If h e .............................................

T remarks results of the learning task.

3. He doesn’t have enough time. He can’t help me.

-> If he.................................

4. She doesn’t take any exercise, so she is overweight.

—> If s h e .....................................

5. He doesn’t have a bicycle, so he always goes to class late.

—> He w ouldn’t ......................

6 . 1 am bad at English, so I can’t do homework.

—> I c o u ld ...............................

7. He doesn’t practise speaking French, so he doesn’t speak it fluently.

—> If he..........................................

8. The meeting can be cancelled because it snows heavily.

—> If it.......................................................

9. We don’t go because it will rain.

—> If i t ..................................................

10. John is fat because he eats so many chips.

—> If John............................................... *Keys 1. If they w eren’t poor, they could help us.

2. If he did his homework, he wouldn’t be punished.

3. If he had enough time, he could help me.

4. If she took some exercise, she w ouldn’t be overweight.

5. He w ouldn’t go to class late if he had a bicycle.

6 . 1 could do homework if I w eren’t bad/ Step 1: Transferring the learning were good at English. task: 7. If he practised speaking French, he T asks Ss to do exercise using would speak it fluently. conditional sentences types 1,2 8. If it didn’t snow heavily, the meeting Step 2: Performing the task: couldn’t be cancelled.

Ss work in pairs.

9. If it didn’t rain, we would go.

10. If John didn’t eat so many chips, he Step 3: Discussion Ss go to the board and write their w ouldn’t be fat. answers if time allows.

Step 4: Conclusion Ex4: W ork in pairs. Ask & answer the questions using conditional sentences T remarks results of the learning task types 1,2 1. Who will you do if you could travel back to the 19th century?

2. If you get a good mark in your test, what will your parents do?____________________

3. If you have some free time this weekend, where will you go?

4. What would you do if you saw a ghost at night?

5. What will happen if we cycle more?

6. If you were a superhero, what would you do? ’

4. PRODUCTION ♦HOM EW ORK - Retell some vocabularies about pollution, English speaking countries.

- Review conditional sentences 1,2, simple tenses.

- Prepare the next lesson.

W eek: Planning:

Period: 69 T ea ch in g : UNIT 9. NATURAL DIASTERS LESSON 1: GETTING STARTED

A. OBJECTIVES. 1. Knowledge: By the end of the lesson, ss will be able to master - Types of natural disasters, words to describe a natural disasters - Passive voice: review Past perfect 2. Competence: - Develop communicative competence, discovery, cooperation competence and thinking competence.

- Listen and read the dialogue about the typhoon in Nam Dinh province for details and then do some related exercises. They can use lexical items related to natural disasters to respond to good and bad news.

3. Quality: Educate students to be always ready to prevent natural diasters. They know how to protect the environment B. TEACHING AIDS. T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare Unit 9. Natural diasters: Getting started C. PROCEDURE 1. W ARM UP : ( 5 ’) a. Goal: SS know how to respond to good news/ bad news b. Content: responding to good news / bad news c. Expected result: Ss can put the words/ phrase words in to right column( responding to good news/ bad news)

d. Performance TEACHER S &SS' ACTIVITIES CONTENTS Step 1: Transferring the learning * Ex2a: M atching task: Key: T divides the class into 2 groups, one Responding to Responding to put the words/ phrase words in to good news bad news “responding to good news” column, Wow! Oh dear! the other put the w ords/ phrase words T hat’s great!

T hat’s awful! in to “responding to bad news” How terrible!

T hat’s a relief! column.

How wonderful! Oh no!

Step 2: Performing the task: T hat’s awesome! T hat’s shocking!

Ss listen the tap and check Step 3: Discussion Ss go to the board and write their answers Step 4: Conclusion T gets feedback and praise the winner 2. PRESENTATION : (13’) a. Goal: Provide Ss necessary vocabulary related to the natural disasters topic and get the main ideas from the text b. Content : Remind Ss of the words they learnt in Getting Started c. Expected result: understand using and meaning of the vocabularies d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS 1. Vocabulary 1. Vocabulary Step 1: Transfering the learning task - typhoon bão nhiệt đới (n) - Teacher use different techniques to - tsunami sóng thần (n) teach vocab (situation, realia) - volcanic (n) núi lừa - Follow the seven steps o f teaching - tornado lốc xoáy (n) vocab.

- mudslide (n) lũ bùn Step 2: Perform ing the task: - drought hạn (n) - Repeat in chorus and individually hán - Copy all the words - flood lũ lụt (n) Step 3: Discussion -severe /si’viir/ (adj) khốc liệt -Some students repeat the vocabulary in - property (n) tài sản, của cải front o f class - debris vôi gạch đổ nát (n) Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them * Checking vocab: (EX3 P27) EX 3: Match the natural disasters Step 1: Transfering the learning task with the pictures. Then listen, check T ask ss work in pairs to match the your answers and repeat. Can you add words/phrases to the pictures. more Key Step 2: Perform ing the task: SS: work in pairs, match the l . c 2. D 3. F 4. B words/phrases to the pictures.

5. G 6. A 7. H 8. E

Step 3: Discussion Ss share answers with another.

SS listen and check. Then repeat the words/phrases.

Step 4: Conclusion T: Feedback and correct the mistake 2. Listen and read Step 1: Transfering the learning task * Introduction: T writes the unit title on the board ‘Natural D isasters’.

T asks ss to answer the questions about natural disasters that have happened ‘Natural D isasters’ where you live or anywhere else in the world that you know of. * Set the scenes: SS Look at the picture and describe the picture Step 2: Perform ing the task: SS: listen and complete the exercise Step 3: Discussion Ss share answers with another.

SS listen and check. Then repeat the words/phrases.

Step 4: Conclusion T: Feedback and correct the mistake 3. PRACTICE (15’) a. Goal: SS can get new words and get the main ideas from the text b. Content: answer the questions and complete the tasks. c. Expected result: Ss can understand and complete the tasks. d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS EX 1: EX 1: Step 1: Transferring the learning task: a. Read the conversation again and fill the 1. Gap fill (la P27) blank with no more than three words.

- T asks ss to read each sentence and locate Key: the information in the conversation, then 1. tropical choose suitable words/phrases to fill each 2. injured blank.

3. damage - SS work independently.

4. trapped - Then allow them to share answers before 5. medical supplies discussing as a class.

6. temporary accommodation EX: 2. Responding to the news (lb P27) T: My cat died.

T focuses on intonation, stressing the first S: T hat’s terrible! b. Responding to the news syllable o f ‘terrible’.

EX:....

Key: l . O h n o !

T asks ss to refer back to the conversation to 2. T hat’s relief find the other phrases.

3. T hat’s awful!

Step 2: Perform ing the task: a. SS work independently. b. SS practice saying the phrases with correct intonation. (Play the recording again as a model if necessary).

Step 3: Discussion Call on some ss to show the answer and say the phrases EX 2b: M atch the sentences (1-6) to the Step 4: Conclusion responses (a-f). Then practise the T checks and gives feedback. exchange with a partner EX 2b P27: Key: l.b 2.d 3. f Step 1: Transferring the learning task: T asks ss to match the sentences (1-6) to the 6. e 4. c 5. a responses (a-f).

Then practise the exchange with a partner Step 2: Perform ing the task: SS work independently then share the answers before T gives comments.

Step 3: Discussion T calls on some Ss to give their answers aloud.

SS point out that some of the response could fit more than one statement.

Step 4: Conclusion T gives feedback 4. PRODUCTION: (10’) a. Goal: Help Ss to memorize the learnt vocabularies and find out the natural disasters can happen in Viet Nam b. C o n te n t: Ss disscuss the natural disasters can happen in Viet Nam c. Expected result: Ss make note o f your answer. d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS Step 1: Transferring the learning task: EX4: W ork in pairs. Ask and answer T asks Ss which of these natural disasters questions about common natural can happen in Viet Nam. Then model this disasters in som e arreas in VN activity with a moreable student. Next ask A: W hich are the most common natural Ss to work in pairs. disasters in Thanh Hoa? T goes around to provide help B: Typhoons and floods.

Step 2: Performing the task: A: How often do they happen there?

SS work independently. Then SS work to B: typhoons happen there about three share the answers in pairs or four times a year, and floods about Step 3: Discussion twice a year.

Call on some pairs to practice in front of the class.

Step 4: Conclusion T remarks results of the learning task.___________________________________________ * H O M E W O R K ^’) - Ss learn by heart new vocabulary - Ss practice reading “Listen and read” - Ss prepare new lesson: Unit 9: A closer look 1.

Week: Planning: Period: 70 Teaching: UNIT 9: NATURAL DISASTERS LESSON 2. A CLOSER LOO K 1 I. OBJECTIVES. 1. Knowledge: : By the end of the lesson, students will be able to: learn more words about natural disasters and remember the rules of stress in words ending in -logy and -graphy. + Vocabulary: Types of natural disasters Words to describe natural disasters + Pronunciation: Stress in words ending in -lo g y and -graphy 2. Competence: Develop comm unicative competence, discovery, cooperation competence and thinking competence.

3. Quality: Develop honest, responsible qualities for students; Educate students to be always ready to prevent natural diasters.

II. TEACHING AIDS. Teacher: Textbook, computer, projector.

Students: Textbook, workbook.

III. PROCEDURE. 1. W ARM UP (5’) a. Goal: Help Ss to guess the meaning o f the words ending -lo g y and -graphy b. Content: Match the words in English with the meaning inVietnamese. c. Expected result: Ss can remember the meaning o f some words ending -lo g y and graphy d. Performance: TEA C H ER ’S AND SS’ ACTIVITIES CONTENT Step 1: Transferring the learning task: A B Give out the posters 1. ecology a. lời xin lôi ? Match a word in column A with its 2. biology b. xã hội học meaning in column B. 3. photography c. sinh thái học Step 2: Performing the task: 4. apology d. tâm lí học Ss do the exercise individually 5. biography e. động vật học Step 3: Discussion 6. psychology f. thiên văn học T calls on some Ss to give their answers 7. sociology g. sinh vật học aloud.

8. zoology h. thuật chụp anh Step 4: Conclusion 9. bibliography i. nhân khâu hoc

M onitor and get feedback.

10. demography 11. astrology 12. climatology

j. thir muc k. khi hau hoc 1. tieu sir

Key: lc, 2g, 3h, 4a, 51, 6d, 7b, 8e, 9j, lOi, I l f , 12k 2. PRESENTATION: (10’) a. Goal: Provide Ss necessary vocabulary related to natural disasters b. Content: Teach vocabularies in seven steps c. Expected result: understand using and meaning o f the vocabularies, b. Performance: TEACH ER’S AND SS’ ACTIV ITIES CONTENT 1. Vocabulary 1. Vocabulary Step 1: Transfering the learning task - erupt (v): phun - Teacher use different techniques to -ra g e (v): dien ra äc liet teach vocab (situation, realia) - bury (v): chon vüi, chon - Follow the seven steps of teaching - shake (v): rung vocab.

- collapse (v): sup, sup do Step 2: Perform ing the task: - strike (v): d ä n h ,dap - Repeat in chorus and individually - evacuate (v): so tan - Copy all the words Step 3: Discussion -Some students repeat the vocabulary in front of class Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them 3. PRACTICE (17’) a. Goal: Revise the vocabulary learnt in both Getting Started and Activity 1 of A Closer Look 1. b. Content: Ss fill each blank with a suitable verb in the correct form ; match the verbs to the nouns ; use the phrases to complete the sentences. c. Expected result: Ss can understand and do the tasks well. d. Performance: T EA C H ER ’S AND SS’ ACTIVITIES CONTENT Step 1: Transferring the learning task: 2. Gap fill (E xl.p28) + Write the first verb erupt on the board erupt - erupted and elicits the past tense from Ss, writing EX 1: Fill each blank with a suitable erupted on the board. T asks ss to work verb in the correct roem the box below. the same with all the verbs.

Then listen, check and repeat + Play the recording for Ss to repeat the Key: sentences. (EX1) 1. struck 2. erupted 3. shook 4. buried 5. raged

6. Collapsed EX 2. M atcl 1. e 2. b

+ T asks ss to match the verbs in A to the nouns in B. (ex3) 3. a 4. d 5. c + Use the phrases in 2 in the correct form to complete the sentences (EX3) Key: Step 2: Perform ing the task: 1. provide shelter Listen and check then repeat.

2. put out the forest fire W ork independently to do the activity.

3. evacuated the village Step 3: Discussion 4. scattered debris Have Ss share their answers with the 5. take aid whole class.

Quickly write their answers on the board.

Step 4: Conclusion If there are any incorrect answers, have Ss correct them and explain the reason for their correction 4. PRODUCTION (10’) a. Goal: Help Ss to know how to mark the stress in words ending in -lo g y and - graphy and pronounce them exactly b. Content: Listen and repeat the words; Listen and mark the stress on the correct syllable. c. Expected result: Ss know how to mark the stress in words ending in -lo g y and - graphy and pronounce them exactly d. Performance: TEA C H ER ’S AND SS’ ACTIVITIES CONTENT EX4. Listen and repeat (Ex4.p28) EX4: Step 1: Transferring the learning task: * Pronunciation Ss listen and repeat. Pay attention to the -logy -graphy stress syllables. ecology photography Stress in words ending in -logy and biology biography graphy apology geography Step 2: Perform ing the task: psychology Ss: listen and say the words individually. technology Step 3: Discussion * Remember: For words ending in -logy T calls on some Ss to read aloud in class and -grapgy, place the stress on the third Step 4: Conclusion syllable from end.

T gives comment EX5: Key: 1. so'ciology 2. zo'ology 2. M ark the stress (Ex5.p28) 3. bibli'ography 4. climat'ology Step 1: Transfering the learning 5. as'trology 6. de'mography T asks ss to mark the stress in the words first.

Step 2: Perform ing the task: Ss: listen and say the words individually.

Step 3: Discussion T calls on some Ss to read aloud in class

Step 4: Conclusion T gives comment 3. M ark the stressed syllables in the underlined words (Ex6.p28) Step 1: Transfering the learning T asks ss to read the sentences first. Then mark the stressed syllables in the underlined words.

Step 2: Perform ing the task: Ss: Listen and repeat the sentences Step 3: Discussion T calls on some Ss to read aloud in class Step 4: Conclusion T gives comment ♦HOM EW ORK ( 3 ) - Learn by heart all the new words and practise pronouncing the words ending in logy and - graphy - Do Ex B2,3 P20 (W orkbook) - Prepare: Unit 9: A Closer Look 2 W eek: Planning:

Period: 71 T ea ch in g : UNIT 9: NATURAL DISASTERS LESSO N 3: A CLOSER LOO K 2

I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to: review the use of the passive voice; to learn about the past perfect and practise doing some exercises using these two structures. + Vocabulary: Types o f natural disasters Words to describe natural disasters + Grammar: Passive voice: review Past perfect 2. Com petence:Develop students’ listening, speaking, reading and writing skills 3. Quality: Educate students to be always ready to prevent natural diasters III. PROCEDURE. 1. W ARM UP . (8 ) a. Goal: Review b. C o n te n t: Review passive voice c. Expected result: understand the form of passive voice d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS ? Study REM EM BER! 1. Past simple: S + was/were + PP.... ? How do we form the passive voice?

2. Present simple: S + is/am/are + PP....

? Which kind o f verb can be used in the 3. Future: S + will be + PP.... passive? is/am/are + going to be + PP.... ? W ork in three groups to write the forms of the passive voice in past simple, present simple and future tense._______________________________________________________ 2. PRESENTATION. (12’) a. Goal: Review b. Content: Review passive voice c. Expected result: do exercises about passive voice d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS Ex 1: P29.

E x l: Read the conversation in Step 1: Transferring the learning task: GETTING STARTED and underline Ask them to share their answers with one any sentences in the passive voice that or more partners. you can find. Check your findings with a Step 2: Performing the task: partner Ss: W ork independently and complete the Was anyone injured? exercise Only a few minor injuries were reported.

It seems many houses and public Step 3: Discussion Call SS to say the answers aloud. buildings were destroyed or flooded, and Step 4: Conclusion thousands of people were left homeless.

Confirm the correct answers.

T hey’ve sent rescue workers to free people who were trapped in flooded homes.

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

T hey’ve been taken to a safe where temporary accommodation will be Ex 2 P29 Step 1: Transferring the learning task: provided for them.

T asks ss to complete the sentences using Ex 2: Complete the sentences using the correct passive form of the verbs in the correct passive form o f the verbs in brackets. brackets 1. was scattered Step 2: Performing the task: Ss: W ork independently and complete the 2. are built exercise 3. were taken 4. will be predicted Step 3: Discussion 5. will be delivered/are going to be Call SS to say the answers aloud. delivered Step 4: Conclusion Confirm the correct answers.

Ex 3 P29 Step 1: Transferring the learning task: + Model the first sentence for Ss + Have Ss write the next two sentences and correct them carefully. The rest can be done as homework.

Ex3: Rewrite the following sentences Step 2: Performing the task: using the correct passive voice

Ss: W ork independently and complete the exercise Step 3: Discussion Invite two Ss to write the sentences on the board while other Ss write the sentences in their notebooks.

Step 4: Conclusion Confirm the correct answers.

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 o f the flood

3. PRACTICE. (10’) a. Goal: The past perfect b. C o n te n t: Form of the past perfect c. Expected result: do exercises about the past perfect d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS Form : (+) Positive Ex 4- P29: Step 1: Transferring the learning task: Subject + had + past participle a. T askss to read part of the conversation (-) Negative from GETTING STARTED. Subject + had not/hadn’t + past + Paying attention to the underlined part. participle + Refer to the yellow box, explaining the (?) Questions: form of the past perfect tense and going had + subject + past participle through the examples. had + subject + not + past participle b. Read the example in 4b P29 then T asks hadn’t + subject + past participle ss some questions: Short answers to Yes/No questions: ? When do we use the past perfect? (+) Yes, subject + had. ? Can you think of any rules?

(-) No, subject + hadn’t.

Step 2: Performing the task: Use: Ss: W ork independently and complete the + an action before a stated time in the exercise past Step 3: Discussion + an action that happened before another Invite some Ss to write the Example on the action in the past board Example: I had left when they came.

Step 4: Conclusion Example: I hadn’t left when they came.

Confirm the correct answers.

Example: Had you left when they came?

Had you not left when they came?

H adn’t you left when they came?

Example: Had you left when they came?

EX5: Complete the sentences by putting Yes, I had. / No, I hadn’t. the verbs in brackets into the simple Ex 5.

past or past perfect Step 1: Transferring the learning task: T explains the requirement to the class Step 2: Performing the task: Ss: W ork independently share their answers with one or more partners.

Step 3: Discussion Ask some Ss to say their answers aloud.

Step 4: Conclusion T gives comments, and makes any correction if avaible.

4. PRODUCTION. (8 ) a. Goal: Review b. C o n te n t: W ork in pair c. Expected result: Compare your views d. Performance: TEACHER S & SS* ACTIVITIES Ex 6 P30: W ork in pairs. Ask and answer the following questions about you Step 1: Transferring the learning task: T explains the requirement to the class T may go around providing help Step 2: Performing the task: Ss: W ork in pairs SS: ask and answer the following questions about you.

Step 3: Discussion Call some pairs to practice in front of the class.

Step 4: Conclusion T confirms the corrects answers Ex7 P30: GAM E Step 1: Transferring the learning task: Model the game with the whole class first?

Take turns in giving reasons why they were pleased/ upset/ happy/ angry, etc.

Step 2: Performing the task: Ss: play game with teams.

Step 3: Discussion Count the correct sentences to find the winning team Step 4: Conclusion T and other SS congratulate the winning team ♦HOMEW ORK: (2 minutes)

1.

2.

3.

4.

5.

had left, erupted arrived, had stopped had spent, arrived got, hadn’t taken found, had bought

with a partner CONTENTS E .g l: A: What had you learned to do by the time you started primary school?

B: By the time you started primary school, I had learned how to ride a bike.

E.g 2: On my birthday, I was very pleased because I had received a nice present.

- Learn by heart all the new words and structures.

- Do Ex C P I 5 (W orkbook) - Prepare: Unit 9: Skills 1 Week : Period: 72 Planning: T each in g : UNIT 9: NATURAL DISASTERS LESSON 4: COM M UNICATION I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to: - use the lexical items related to the topic ‘Natural disasters ’ to express their own ideas about natural disasters by answering 2 questions then compare with their partners.

- review the use of the passive voice; to learn about the past perfect and practise doing some exercises using these two structures. + Vocabulary: Types o f natural disasters Words to describe natural disasters + Grammar: Passive voice: review Past perfect + Communication: - Talk about a natural disasters - Ask and answering questions about what to do when a natural disasters happens 2. Competence: Develop students’ listening, speaking, reading and writing skills 3. Quality: Educate students to be always ready to prevent natural diasters II. TEACHING AIDS. Teacher: Textbook, workbook, English room Students: Textbook, workbook III. PROCEDURE. 1. W ARM UP . (8 ) a. Goal: prevent natural disaters with the help o f modern technology b. C o n te n t: natural disaters c. Expected result: know about natural disaters d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS * Chatting * Chatting - Can we prevent natural disaters with - Can we prevent natural disaters with the help o f modern technology? the help o f 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 2. PR E S E N T A T IO N . (12’)

a. Goal: explore natural disaters b. Content: - teach the new word c. Expected result: know about natural disaters d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS 1. Vocabulary 1. Vocabulary - deal (v): đối phó * Teaching vocabulary Step 1: Transfering the learning task - view (n): quan diem - Teacher use different techniques to teach - victim (n): nạn nhân vocab (situation, realia) - charge ( n ) : nhiệm vụ , bồn phận - Follow the seven steps of teaching vocab.

Step 2: Perform ing the task: - Repeat in chorus and individually - Copy all the words Step 3: Discussion -Some students repeat the vocabulary in front o f class Step 4: Conclusion - T makes sure that all student copy the new words and the meaning o f them * Checking vocab: Slap the board 2. Fill the gaps EX 1. Listen to a radio programme on 4 1. flooeded teen news. Then fill in the gaps with the 2. warming words you hear. (8 minutes) 3. used Step 1: Transfering the learning task 4. unprepared - Use the pictures to set the scene 5. reminding - 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 Step 2: Perform ing the task: SS: listen and fill in the gaps with the words ss hear Step 3: Discussion T calls one student to show the answer Other students listen to the answer and give comment Step 4: Conclusion Get feedback and check the answer EX2: Read the listeners’ views on natural disaters again and decide who you agree with and who you disagree with (5 minutes)

Step 1: Transfering the learning task T explains the requirement to the class Ask ss to decide whose opinions they agree and who they disagree with.

Step 2: Perform ing the task: SS: make notes o f the reasons for their decision Step 3: Discussion T calls one student to show the answer Step 4: Conclusion Get feedback and check the answer 3. P R A C T IC E . (10’) a. Goal: explore natural disaters b. Content : Answer the questions c. Expected result: know about natural disaters d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS 3. A nswer the two questions. Express 3. A nswer the two questions your own views and write them down below Step 1: Transfering the learning task + Have ss make notes o f their answers 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 Step 2: Performing the task: SS: Answer the two questions Step 3: Discussion T calls ss to express your own views and write them on the board Step 4: Conclusion Get feedback and check the answer 4. PR O D U C T IO N . (8 ) a. Goal: explore natural disaters b. C o n te n t: W ork in pair c. Expected result: Compare your views with a partner d. Performance: TEACHER S & SS* ACTIVITIES 4. W ork in pairs. Now compare your view with a partner. Do you share the same views ?(5’) - Ask ss to work in pair to share their answers with a partner - Encourage each pair to negotiate for the

CONTENTS 4. Practice

same views.

- Have some ss report on their answers ♦HOMEW ORK: (2 M INUTES) - Learn by heart all the new words and structures.

- Do Ex C P I 5 (W orkbook) - Prepare: Unit 9: Skills 1 W eek: Teaching :

Period: 73 T ea ch in g : UNIT 9: NATURAL DISASTERS LESSON 5: SKILLS 1

I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to: + Vocabulary: read for specific information about natural disasters in a news report and talk about natural disater and what to do when it happens. + Communication: - Talk about a natural disasters - Ask and answering questions about what to do when a natural disasters happens 2. C om petence:Develop students’ listening, speaking, reading and writing skills 3. Quality: Educate students to be always ready to prevent natural diasters II. TEACHING AIDS. Teacher: Textbook, workbook, English room Students: Textbook, workbook III. PROCEDURE. 1. W ARM UP .(8’) a. Goal: prevent natural disaters with the help o f modern technology b. Content : natural disaters c. Expected result: know about natural disaters d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS * Chatting - Ask ss to close the book and Chatting answer the question ? What can we do to prepare for a natural disaster 2. PRESENTATION : Pre- reading. (8’) a. Goal: prepare natural disaters b. Content: - teach the new word c. Expected result: know about natural disaters d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS * Teaching vocabulary l.V ocabulary Step 1: Transfering the learning task - essential (adj): cằn thiết - Teacher use different techniques to teach - wreak havoc (v):hủy hoại - destructive (adj): có tính tàn phá vocab (situation, realia)

- Follow the seven steps o f teaching vocab. - guideline (n): đirờng hirớng - emergency (n): tình trạng khẩn cấp Step 2: Performing the task: - kit (n): đồ đạc - Repeat in chorus and individually - evacuation (n): sự sơ tán - Copy all the words - ash (n): tro Step 3: Discussion -Some students repeat the vocabulary in - lava (n): dung nham front o f class Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them * Checking vocab: Slap the board EX 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. W hat do they mean?

Step 1: Transferring the learning task: Ask ss to scan the passage and find out where the words: wreak havoc, essential, destructive, guideline, emergency are in the passage then ask if ss know the meaning o f these words. If they don’t, T may help ss work out the meaning of these words from the context Step 2: Performing the task: SS: Read and look at the words in the box then find them in the text and underline them.

Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task._____ 3. PRACTICE (W hile - reading. (7’)) a. Goal: explore natural disaters b. Content : Answer the questions c. Expected result: know about natural disaters d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS EX 2. Read the article again then 2. A nswer the questions answer the questions 1.Because they can wreak havoc across large areas and cause loss of life or damage Step 1: Transferring the learning task: T explains the requirement to the class to property Step 2: Performing the task: 2.Learn about the risks in your area and SS: Read the article again then answer the read the information about natural disaters questions on local government sites

Step 3: Discussion Ask some ss to write the answers on the board Step 4: Conclusion T remarks results of the learning task.

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 o f personal documents and some money 5.We need to know the evacuation routes and shelters

4. PRODUCTION - Speaking (18’) a. Goal: explore natural disaters b. Content : Speaking c. Expected result: Know about the events od natural disasters in your area d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS 3. Speaking EX 3: Step 1: Transferring the learning task: T explains the requirement to the class: 1C 2B 3A a. Read the news reports then match each one to the correct pictures b. W ork in pairs. Each pair can choose one o f the reports in 3. Role-play telling each other about the news. Use the example below First, remind Ss o f the responses they practised in Getting started, refer them back to this section if necessary.

Step 2: Performing the task: SS: Read the news reports then answer the questions Then SS work in pairs and complete the exercise Step 3: Discussion a. Ask some ss to read out their answers before checking with the whole class b. Ask some groups to do role-play in front o f the class Step 4: Conclusion T remarks results of the learning task.

EX 4.

Step 1: Transferring the learning task: T explains the requirement to the class: a. M ake 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. b. Discuss what you should do in the event of a natural disaster in your area. Use the information from the table above Step 2: Performing the task: SS: make a list of things to do before, during and after each of disasters and Discuss what you should do in the event of a natural disaster in your area.

Step 3: Discussion Invite some pairs to demonstrate their conversations in front o f the class Step 4: Conclusion T remarks results of the learning task ♦HOMEW ORK: (2 minutes) - Learn by heart all the new words and structures.

- Do Ex C P I 5 (W orkbook) - Prepare: Unit 9: Skills 2 Week : Period: 74 Planning: Teaching : UNIT 9: NATURAL DISASTERS LESSON 6: SKILLS 2 I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to: + Vocabulary: read for specific information about natural disasters in a news report and talk about natural disater and what to do when it happens. + Communication: - Talk about a natural disasters - Ask and answering questions about what to do when a natural disasters happens 2. Com petence:Develop students’ listening, speaking, reading and writing skills 3. Quality: Educate students to be always ready to prevent natural diasters II. TEACHING AIDS. Teacher: Textbook, workbook, English room Students: Textbook, workbook III. PROCEDURE. 1. W ARM UP . (8 ) a. Goal: explore a typhoon b. Content : a typhoon c. Expected result: know about a typhoon d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS - Brainstorming Brainstorming

2. PRESENTATION - Listening. (8’) a. Goal: correct the new report about a typhoon b. Content: correct the new report c. Expected result: Know about a typhoon d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS Ex. 1: Listen to the news report and 1. Listening correct the following statements E x l: Step 1: Transferring the learning task: 1. A typhoon hit Nghe An Province last - Remind Ss about listening for key words night. in statements. Play the recording and ask 2. Dozens of people were seriously Ss to correct the statements injured in the storm.

- Play the recording again for Ss to check 3. There was extensive damage to the answers property in Cua Lo, a coastal town in Step 2: Performing the task: Nghe An SS: Listen and complete the exercise 4. The storm had already weakened Step 3: Discussion when rescue workers arrived in the area.

Then ask two or three Ss to write their 5. According to the weather bureau, answers on the board. heavy rain will continue over the next Step 4: Conclusion few days T remarks results of the learning task.

3. PRACTICE - W hile- listening. (7’) a. Goal: explore a typhoon b. C o n te n t: Complete the chart c. Expected result: know about a typhoon d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS EX. 2: Listen again and complete the data chart Ex 2: 1. winds Step 1: Transferring the learning task: First, ask Ss to work in pairs to discuss the 2. homeless missing word for each gap from the 3. damage information they have heard in 1.

4. flood Then play the recording again and allow 5. debris Ss to fill in the gaps as they listen.

6. accommodation 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.

Step 2: Performing the task: SS: Listen and complete the exercise Step 3: Discussion T asks some Ss to give their answers on the board

Step 4: Conclusion T remarks results of the learning task._____________ 4. PRODUCTION - Writing. (18’) a. Goal: Explore natural disaters b. Content : Writing c. Expected result: Know about natural disasters d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS Ex 3: Have you or one o f your family 2.W riting members experienced a natural disaster?

Make notes about it in the table below. Model writing: Alternatively, you can write about a Nghe An province was badly affected natural disaster you have read about again when a typhoon hit the area last night. The storm began at around 11 p.m.

Step 1: Transferring the learning task: + Ask Ss to make notes about a natural and raged throughout the night. Dozens of disaster they or one of their family members people were seriously injured and have experienced in the given table. hundreds of others were left homeless. + Remind them that they do not have to The severe winds caused extensive write full sentences and they can use damage to property, including homes and abbreviations. businesses, particularly in Cua Lo, a Step 2: Perform ing the task: coastal town in Nghe An. The storm had SS: work individually and share their notes already weakened by the time emergency with their partners. workers arrived in the area. Rescue Step 3: Discussion operations have started and many people T may ask some more able Ss to read out trapped in collapsed or damaged buildings their notes to the whole class. have been freed. W orkers are now Step 4: Conclusion cleaning up the debris left behind by the T checks and give points severe storm. The government has already Ex 4: sent rescue equipment to Nghe An, as Step 1: Transferring the learning task: well as food and medical supplies. People + Set up the writing activity. left homeless have been taken to safe area, + Remind Ss that the first and most where temporary accommodation will be important thing is always to think about built to house them. The weather bureau what they are going to write. In this case, Ss has issued flood warnings for Nghe An can use the chart in 3 as a model for their and nearby provinces as heavy rain is report. expected to continue over the next few + T may still need to provide some help days. 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.

Step 2: Perform ing the task: SS: write a draft report first and complete the exercise

Step 3: Discussion T asks some Ss to give their answers on the board T may display all or some of the reports on the wall/board and invite other Ss to give comments.

Step 4: Conclusion T remarks results of the learning task.

Ss edit and revise their reports as homework. ♦HOMEW ORK: (2 minutes) - Learn by heart all the new words and structures.

- Do Ex C P I 5 (W orkbook) - Prepare: Unit 9: Looking back Week : Period: 75 Planning: T each in g : UNIT 9: NATURAL DISASTERS LESSON 7: LOOKING BACK & PROJECT I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to:present their preparation about natural disasters + Vocabulary: Types of natural disasters Words to describe natural disasters Writing: a new report on a natural disaster By the end o f the lesson, students will be able to: 2. Com petence:Develop students’ listening, speaking, reading and writing skills 3. Quality: Educate students to be always ready to prevent natural diasters II. TEACHING AIDS. Teacher: Textbook, workbook, English room Students: Textbook, workbook III. PROCEDURE. 1. W ARM l)P . (5’) a. Goal: explore natural diasters b. C o n te n t: Brainstorming c. Expected result: know natural diasters d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS - Brainstorming Brainstorming 2. P R E S E N T A T IO N S ) a. Goal: Help Ss to revise the structures of the passive voice b. Content: W ork in pairs to give the structures o f the passive voice c. Expected result: Write down the structures o f the passive voice

d. Performance: TEACHER S AND SS’ ACTIVITIES CONTENT Step 1: Transfering the learning task T ask ss to repeat the structures of the - S + be + p2 + (by + O) passive voice Step 2: Performing the task: SS: work in pairs to repeat the structures Step 3: Discussion Call on some ss to give their answers.

Step 4: Conclusion T makes sure that Ss can have a grasp of conjunction 2. PRACTICE (15’) a. Goal: Practice vocabularies and the passive voice b. Content: Match, gap fill and rewrite the sentences c. Expected result: Ss can use the vocabularies and the passive voice fluently d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS EX 1+2+3+4: Vocabulary Step 1: Transferring the learning task: EX 1: M atch the words (1-6) to their For 1,2,3 and 4, first have Ss work definition (A-F) independently.

Key: Tell Ss to keep a record o f their original 1.C answers so they can use that information 2. F in their self-assessment 3. D Step 2: Perform ing the task: 4. B Ss: can check their answers with a partner 5. A before discussing the answers as a class.

6. E Step 3: Discussion EX 2: Use the words trom the box in T asks some Ss to give their answers on the correct form to complete the the board sentences Step 4: Conclusion 1. evacuated T remarks results of the learning task.

2. put out 3. take 4. provided 5. scattered Grammar EX 3: Decide which o f the sentences can be changed to passive voice.W rite them down. Explain why two o f them cannot 1. The tickets will be collected 2. A play was put on at the ned of term by the students EX 4: M atch the two parts to make

com plete sentences 1. d 2. f 3. a 6. e

4. b

5. c

4. PRODUCTION. (15’) a. Goal:these activities aiming to provide aid for victims of natural diasters b. Content : work in groups c. Expected result: Share your plan with other groups d. Performance: T eacher’s & Ss' activities Contents Suggested keys: Exercise 5: 1.Providing ( food/m edical...) supplies Step 1: Transfering the learning task: 1. Exercise 5a: First, ask Ss to work 2.Clearing up debris individually writing down, or inventing 3.Freeing trapped people five bad things that happened to them 4.Setting up temporary accommodation ( for yesterday. the victims of a disaster) Then allow them to share the sentences 5.Repairing houses/buildings with a partner.

6.Evacuating the village/tow n...to a safe Exercise 5 b Ask Ss to work in groups. place/area 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 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.

Step 2: Perform ing the task: Ss took at the pictures and use the phrases they have learnt in Unit 9 to describe each picture.

SS: work in groups and complete the project Then allow them to share answers before checking with the whole class.

Step 3: Discussion 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.

Step 4: Conclusion T confirms the corrects answers ♦HOMEW ORK: (2 M INUTES) Learn by heart all the new words and structures.

- Do E P 24 (W orkbook) - Prepare: Review 3: Language Week: Period 76

Planning: /.../2021 Teaching: /.../2021 REVIEW 3: LANGUAGE

I. OBJECTIVES: 1. Knowledge: practice doing some exercises in Pronunciation and Grammar.

- Vocab: Pronunciation in Units 7 - 8 - 9 - Grammar: G ram m ar in Units 7 - 8 - 9 + Revise the language Ss they have practised in Units 7 - 8 - 9 2. Com petence:form ability of creating, solving the problem, studying and controlling themselves, comm unicating, cooperating, using languages 3. Quality: - Knowing the importance of revision and need to study harder - To teach Ss to revise the language from unit 7 to unit 9 and practice with them.

- Ss participate actively in the lesson.

- Ss love the subject and be aware o f revision to do exercises well.

II. TEACHING AIDS: T: Textbook, plan, pictures , computer.

S: Book, exercise book.

III. PROCEDURE: 1. W ARM UP (5’) a. Goal: Remind types of pollution, names of the countries speaking English and the natural o f disasters. b. Content: Ss tell names o f the countries speaking English, types o f pollution and natural o f disasters that they have learnt. c. Expected result: Ss can tell names o f the countries speaking English, types of pollution and natural of disasters. d. Performance 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 o f language and skills. Summarise their answers and add some more information if necessary. Encourage Ss to recall and speak out as much as possible 2. PRACTICE (40’) 2.1. Pronunciation (10’) a. Goal: Help students how to mark the stress on the correct syllables in the words b. Content: Ss can pronounce and understand the meaning o f vocabularies well.

c. Expected result: Ss can understand using and meaning of the wordsand mark the stress on the correct syllables in the words. d. Performance TEACHER S AND SS’ ACTIVITIES EX 1- P36 M ark the stress on the correct syllables in the words. Then listen and repeat Step 1: Transfering the learning task: Review the rules o f 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.

Step 2: Perform ing the task: Ss listen again and repeat, in chorus and individually.

Step 3: Discussion T calls on some Ss to give their answers aloud.

Ss listen and corrdect their answers.

Step 4: Conclusion Confirm their answers.

CONTENTS EX 1- P36 Key: N epa’lese eco ’nomic ‘musical b i’ology pho’tography Japa’nese

ath’letic g e ’ography technology ‘physical refe’ree exam i’nee

2.2. Vocabulary (10’) a. Goal: Help students review some vocabularies related to topic they have leant b. Content: Ss can use and understand the meaning of vocabularies related topic. c. Expected result: Ss can understand using and meaning of the words, write the correct forms o f the words to complete the table and do the Ex 3.. d. Performance T E A C H E R S AND SS’ A C T IV IT IE S EX 2 P36: Complete each sentence with the suitable form the word provided Step 1: Transfering the learning task: Ask Ss to read the sentences and decide what kind o f word is needed for each sentence ( a noun? a verb? an adjective? ...).

Elicit their answers Step 2: Perform ing the task: Ss do the exercise independently. Ss can then share their answers with a partner.

Step 3: Discussion Call ss to write the answers on the board.

Step 4: Conclusion T remarks results of the learning task.

EX 3 P36 M atch the definitions with their

CONTENTS Key: 1. predict 2. iconic 3. natural 4. culture 5. flooded 6. Polluted

Key:

words lc Step 1: Transfering the learning task: 6. e T asks ss to match the definitions with their words Step 2: Perform ing the task: Ss do the exercise independently. Ss can then share their answers with a partner.

Step 3: Discussion Call ss to write the answers on the board.

Step 4: Conclusion Check Ss’ answers and write the correct ones on the board.

2. a

3. f

4. a

5. c

3. PRACTICE - Gram mar (15’) a. Goal: Review: present tenses.Conditional sentences types 1,2. Passive voice b. Content: Ss complete the sentences using correct gram mar above c. Expected result: Ss can remember the uses and the forms of present tenses, Conditional sentences types 1,2, Passive voice to apply to do exercises well. d. Performance TEACHER S AND SS’ ACTIVITIES

CONTENTS

Step 1: Transferring the learning task: - T asks Ss to retell the form and the uses of present tenses, Conditional sentences types 1,2, Passive voice T asks Ss to do exercises Step 2: Perform ing the task: - Ss retell and give examples Step 3: Discussion T asks some Ss to give example Step 4: Conclusion T gives the remarks to their Ss’ example

a. The present simple tense Example. The train to Bristol leaves at 11.15 from platform four. b. Conditional sentences type 1,2 * Type 1: Eg. If it rains tonight, I w on’t go out. *Type 2.

Eg. If there w eren’t so many words, it would be easier for us to master it! c. Passive voice Eg: Lan is given a big present.

EX 4 P36 Choose the correct answer A,B,C,D to complete the sentences Step 1: Transferring the learning task: T asks Ss to do exercises This exercise revises the use o f present tenses, conditionals, and passive voice. Have a brief revision if necessary.

Step 2: Perform ing the task: Ss do it individually. Ss change their answers and discuss if there is any difference in their answers.

Step 3: Discussion T calls on some Ss to give their answers

Key: 1A 2. B 3. C 4. A 5. C 6. B

aloud.

Step 4: Conclusion Check and explain each answer.

Key: EX 5 P36: Use the verbs in brackets in the get; will grow correct form to complete the conditional was/were; would not have to work could choose; would go sentences Step 1: Transfering the learning task: 4. don’t act; will lose Have Ss read and decide which type of 5. was/were; would be conditional is used in each sentence. Elicit 6. used; would be their answers.

Step 2: Perform ing the task: Ss do this exercise independently.

Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion Check and write the correct answers on the Key: board. have been sent 2. organized EX 6- P36 Choose the correct voice to 3. is made up 4. is caused 5. was chosen 6. have replaced complete the sentences Step 1: Transfering the learning task: Ask Ss to look at the subjects and the verbs to decide if an active or a passive is needed Step 2: Perform ing the task: Ss do the exercise in pairs.

Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion Check and write the correct answers on the board.

4. PRODUCTION- Every day English (15’) a. Goal: Help ss to act out the mini dialogues. b. Content: Ss match the sentences is A with replies in B c. Expected result: Ss can do the task and practice the mini dialogues well. d. Performance T EA C H ER ’S AND SS’ ACTIV ITIES EX7- P36 M atch the sentences in A with replies in B Step 1: Transfering the learning task: T explains the requirement to the class Step 2: Perform ing the task: Ss do the task individually. Then they practice in pairs.

CONTENTS Key:

l.b 3.a

2.e 4.c

5.d

Step 3: Discussion T ask one or two pairs to act out the dialogues.

Step 4: Conclusion T gives comment ♦H O M E W O R K ? Do Test yourself 3 (1,2,3,4) P25- 26 ? Prepare: Review 3: Skills Week: Period 77

Planning: Teaching REVIEW 3: LANGUAGE

I. OBJECTIVES: 1. Knowledge: practice doing some exercises in skills.

- Vocab: in Units 7 - 8 - 9 - Grammar: in Units 7 - 8 - 9 + Revise the skills Ss they have practised in Units 7 - 8 - 9 2. Competence: form ability o f creating, solving the problem, studying and controlling themselves, comm unicating, cooperating, using skills 3. Quality: - Knowing the importance of revision and need to study harder - To teach Ss to revise the skills from unit 7 to unit 9 and practice with them.

- Ss participate actively in the lesson.

- Ss love the subject and be aware o f revision to do exercises well.

II. TEACHING AIDS: T: Textbook, plan, pictures , computer.

S: Book, exercise book.

III. PROCEDURE: 1. W ARM UP (5’) a. Goal: Review: present tenses.Conditional sentences types 1,2. Passive voice b. Content: Ss give the use, the form and the signal o f present tenses . c. Expected result: Ss can remember the uses and the forms of present tenses, Conditional sentences types 1,2, Passive voice to apply to do exercises well. d. Performance T E A C H E R S AND SS’ A C T IV IT IE S

C O N T EN T S

- T asks Ss to retell the form and the uses of present tenses, Conditional sentences types 1,2, Passive voice .

- Ss retell and give examples - T gives the remarks to their Ss’ example - T asks Ss to do exercises

a. The present simple tense Example. The water boils at 100 centigrate. b. Conditional sentences type 1,2 * Type 1: Eg. If i have money, I can buy a car. *Type 2.

Eg. If she did that, she would be happy.! c. Passive voice Eg: Lan is given a big present.________

2. PRACTICE (40’) 2.1. Reading (8’) a. Goal: Read the text and choose the correct answers. b. Content: Find the information to choose the best answer to the 5 sentences . c. Expected result: Ss can understand the passage and choose the correct answers. d. Performance TEA C H ER ’S AND SS’ ACTIVITIES

CONTENTS

EX 1 P37: Reading the text and choose the Key: correct answer A,B,C,D for each question Step 1: Transfering the learning task: 1. B 2. D 3. A + T explains the requirement to the class B 5. C + Have Ss explain where they got the answers from in the passage.

Step 2: Performing the task: + Ss read the text the questions independently. + Ss compare their answers with a partner before giving them to T. Step 3: Discussion + T asks some Ss to give their answers on the board Step 4: Conclusion + T remarks results of the learning task.

2.2. Speaking.(8') a. Goal: Help students know how to make a short converstation. b. Content: Ss can use and base on five topics given in part 2 to do the task. c. Expected result: Ss can speak one in five topics given well. d. Performance TEACHER S AND SS’ ACTIVITIES

CONTENTS

4.

EX 2 P37: W ork in pairs. Choose one of the Example: topics and make a short conversation - My dad likes to play chess with Step 1: Transferring the learning task: his neighbours. + The focus of this speaking exercise is on - My mum likes making special fluency. food and cakes for us. She hates + Let Ss work in pairs to choose their topic and sitting around. 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.

Step 2: Performing the task: SS practice between themselves.

Step 3: Discussion Ss in pairs act out their conversations in front of the class.

Step 4: Conclusion T remarks results of the learning task.__________ 3. PRACTICE- Listening (10’) a. Goal: Help ss listen for special information to do the task. b. Content: Ss complete the table with T or F information. c. Expected result: Ss can understand the listening part and do exercises well. d. Performance TEA C H ER ’S AND SS’ ACTIVITIES

CONTENTS

EX 3 P37(7 minutes) Key: 1. T 2. T 3. F 4. F Step 1: Transferring the learning task: Ask Ss to read the questions carefully first. T 5. F 6 .T then plays the recording .

Step 2: Performing the task: Ss listen and decide if the statements are true or false.

Step 3: Discussion W rite Ss’ answers on the board. D on’t confirm their answers at this stage.

Step 4: Conclusion Have Ss listen again and check their own answers. Correct their answers.

4. PRODUCTION- W riting (10’) a. Goal: Help ss to raise awareness o f the dangers of pollution. b. Content: Choose one activity you would like your friend to particiate in and write to him to introduce it. c. Expected result: Ss can write well and finish it at class’s time. d. Performance TEACHER S AND SS’ ACTIVITIES

CONTENTS

EX 4- P37: The school Step 1: Transferring the learning task: + First, have Ss read the schedule of the Fight Pollution Day to understand the context. + They then choose the activity they would like their friend to participate in and write to him /her to introduce it. + Remind Ss that they can use the present simple to talk about practical aspects of an event in the future.

Step 2: Performing the task: SS: read the schedule and complete the exercise Step 3: Discussion T can call on a student to write his/her letter on the board. Other Ss and T comment on it.

Step 4: Conclusion Collect some work to correct at home.________ * HOM EW ORK (5 ) ? Do Test yourself 3 (5->8 P.26-27) ? Review for the test Week: Period 79

Sam ple writing: The event takes place on Saturday, 4 April.

The event starts at 8:30 and finishes at 12:00.

We pick up trash and sort it for recycling.

Planning: Teaching: UNIT 10: COM M UNICATION LESSON 1: GETTING STARTED

I. OBJECTIVES: 1. Knowledge: :By the end o f the lesson, ss will be able to master + Vocabulary: use lexical items related to communication + Review “The future continuous” and review “ V + to - V ” 2. Competence.

- Develop communicative competence, discovery, cooperation competence and thinking competence.

- Listen and read the conversation between Phuc and Nick for details and then do some related exercises. They know communication forms and communication technology then can use them in their lives.

3. Quality - Educate students to value forms of communication and use communication flexibly.

- Problem solving: find out the correct answers about the text.

H. TEACHING AIDS T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare Unit 1: Getting started HI. PROCEDURE I. W ARM UP : ( 5 ’)

a. Goal: M otivate ss to interest in the topic of the lesson and create the fun atmosphere before starting the new lesson. b. C o n te n t: Talk about ‘the function o f the mobile phone” c. Expected result: Ss can express their idea w e ll. d. Performance: TEACHER S AND SS ACTIVITIES CONTENT W arm er (5 m inutes)Brainstorming * Suggested answers: - Bring a mobile phone into the class. M obile phone’s function Elicit the phone’s function from Ss and - a means of voice comm unication or write them on the board. letter message transmission.

- Then discuss with Ss which functions are - watching a picture displayed helpful for communicating, and which - taking photographs functions are not. Ask Ss to explain their - texting choice.

- getting acess to the Internet 2. PRESENTATION : ( 10’) a. Goal: Provide Ss necessary vocabularies b. C o n te n t: Ss read the vocabularies and match the words to make common expressions. c. Expected result: Ss can understand using and meaning o f the vocabularies. d. Performance:

T EA C H ER ’S & STUDENTS’ CONTENT ACTIVITIES 1. Vocabulary (7minutes) 3. Pre- teach vocab: Step 1: Transfering the learning task Cause(v) Gây ra - Teacher use different techniques to teach Come up with (v) Nghĩ ra vocab (situation, realia) Dump(v) Bơm - Follow the seven steps of teaching vocab.

Illustrate(v) Minh họa Pollute(v) Ô nhiềm Step 2: Perform ing the task: - Repeat in chorus and individually Pollution(n) Sự ô nhiễm - Copy all the words Poison(n) Chắt độc Radioactive(adj) Thuộc về phóng xạ Step 3: Discussion -Some students repeat the vocabulary in Radiation(n) Phóng xạ front o f class T herm al(adj) Thuộc về nhiệt Step 4: Conclusion Visual(adj) Thuộc về thị giác - T makes sure that all student copy the new A quatic(adj) Duới nước words and the meaning o f them 2. Listen and read

2. Listen and read (3 minutes) Step 1: Transferring the learning task: * Set the scene: You are going to listen and read the conversation between Nick and Phuc - Ask ss to look at the picture and answer

* Suggested answers - They are Phuc and Nick.

- Students' answer

the questions - Who can you see in the picture?

-W here do you think they are?

What do you think the people in the picture are talking about?

- Ask ss to listen and read the conversation Step 2: Perform ing the task: SS: listen and complete the task Step 3: Discussion Call some students to dialogue before the class Step 4: Conclusion Confirms the corrects answers 3. PRACTICE (18’) a. Goal: understand dialogue and do exercises correctly b. Content: Listen and find words, phrases meanings. Read and tick: T/F the statement: Answer the part c. c. Expected result: - Co-operation: interact with the friends to find out the answers.

- Communication: make mini dialogue.

- Language: use English to answer. d. Performance T EA C H ER ’S & STUDENTS’ CONTENT ACTIVITIES EX1: Step 1: Transfering the learning task: la . Find words or phrases a. Find words or phrases (la P39) 1. Wait for ages ? W ork individually then in pairs to find the 2. Show up words/phrases.

3. Get through If time allows, encourage Ss to explain the 4. “My battery was flat.” words/phrases in the context o f the story. 5. “Are you kidding?”

For example, Ss may say “Phuc is saying 6. “We can try again” ‘We were waiting for ages’ and this means 1 b. True or false he and Mai had to wait for Nick for a very IT 2. T long time.”

3. F ( Nick was waiting outside the wrong b. True or false T asks ss to decide if the statements are true cinema.)

4. T (T) or False (F) 5. T 6. T c. Questions c. Key: Ask Ss to work in group of three or four and They couldn’t see the film together because Nick went to the wrong cinema. discuss the questions: W hy couldn’t Phuc, Mai, and Nick see the They didn’t communicate clearly the film together as was their plan? name and address of the cinema What was the poblem? beforehand. Then they were not able to

Was it only because o f N ick’s mobile phone?

Step 2: Perform ing the task: Ss work individually to do the task Step 3: Discussion Call on some ss to write the answers on the board Other students give comment Step 4: Conclusion T gives comment and adds on to the answer if necessary EX2: M atching the words/phrases with the photos about ways o f communication.

Then listen to check your answ ers Step 1: Transferring the learning task: 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 to tell each other if they have ever used these ways o f communication.

Step 2: Perform ing the task: Ss work in pairs to complete this task. After they have finished, go through each items as a whole class.

Step 3: Discussion Call on some ss to write the answers on the board Other students give comment Step 4: Conclusion T gives comment and adds on to the answer if necessary EX3: Step 1: Transferring the learning task: Draw S s’s attention to the words/phrases from the word box in 2 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 applicable ).

Explain the Look out! box.

Step 2: Perform ing the task: Ss work to complete this task.

Step 3: Discussion Call on some ss to write the answers on the

contact each other because the battery of N ick’s mobile was flat.

2. M atching 1. using social media 2. Meet face-to-face 3. emailing; sending letters/snail mail 4. Using telepathy 5. video chatting 6. Have a video conference

board Other students give comment Step 4: Conclusion T gives comment and adds on to the answer if necessary 4. PRODUCTION (7’) a.Goal: can do exercise use English words relating to the topic b.Content - Co-operation: interact with partners find out the answers - Language: use English words relating to the topic c.

Expected result: Students know how to do the exercise d. Performance: T EA C H ER ’S & STUDENTS’ CONTENT ACTIVITIES ? W ork in groups.

Eg: - Set a time limit and ask Ss to write down - phone as many different ways they have - send massage comm unicated so far today as they can. The - chat person with the most ideas is the winner.

- meet face to face 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. * HOM EW ORK (5 minutes) ? Learn by heart all the new words. ? Do Ex B l, 2,3 P30 (W orkbook) ? Prepare: Unit 10. Closer Look 1 Week: Period 80

Planning: Teaching: UNIT 10: COM M UNICATION LESSO N 2: A CLOSER LOOK 1

A. OBJECTIVES. 1. Knowledge: By the end of the lesson ss will be able to learn more words about +Vocabulary: : Communication forms and communication technology + Pronunciation: Know the rules of stress in words ending in -ity and -itive.

2. Competence: + Develop communicative competence, discovery, cooperation competence and thinking competence. + Use the lexical items to finish the exercise . + Raising their awareness o f broadening their vocabs. + Pronounce stress in words ending in -ese and -ee exactly.

3.Quality:

4- Know more about the ways and technology of communication. + Use correct communication forms with others.

B. TEACHING AIDS. T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare Unit 8: A closer look 1.

C. PROCEDUCE 1. W ARM UP : ( 5 ’) - Organization: 8A :................ 8B:................. 8C :................. a. Goal: Help Ss to guess the meaning o f the words ending -ity and -itive b. Content: Match the words in English with the meaning inVietnamese. c. Expected result: Ss can remember the meaning of some words ending ending -ity and -itive. d. Performance: TEACHER S AND SS’ CONTENT ACTIVITIES - Give out the posters ? Match a word in column A with its meaning in column B. - M onitor and get feedback. lb; 2a; 3d; 4c; 5f; 6g; 7h; 8e.

1.

2.

3.

4.

5.

6.

7.

8.

A competitive infinitive repetitive positive ability possibility curiosty nationality

B a. nguyên thê b. cạnh tranh c. tích cực d. lặp lại e. quốc tịch f. khă năng g. có thể h. tò mò

2. P R E SE N T A T IO N ^’) a. Goal: Provide Ss necessary vocabularies related to the communication b. Content: Remind Ss of the words they learnt in Getting Started and in A closer look 1 c. Expected result: understand using and meaning of the vocabularies and do the work well d. Performance: TEACHER S &SS' ACTIVITIES CONTENTS 1.

Vocabulary 1. Vocabulary Step 1: Transferring the learning - non-verbal (n): ngôn ngừ không dùng task lời nói - Teacher use different techniques to - code teach vocab (situation, realia) mật mã (n) - Follow the seven steps of teaching -m ultim edia (n): da phuơng tiện vocab.

- landline (n): điện thoại bàn Step 2: Perform ing the task: phone - Repeat in chorus and individually - message (n): diên đàn trên mạng - Copy all the words board Step 3: Discussion - non-verbal (n): ngôn ngừ không dùng -Some students repeat the vocabulary lời nói in front o f class - code mật mã (n):

Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them * Checking vocab: What and where____________________________________________ 3. PRACTICE: (20 ) a. Goal: - Revise the vocabulary learnt in both Getting Started and Activity 1,2,3,4 of A Closer Look 1. b. Content: - Choose w ords/ phrases from the box to describe the photos Ss match a word /phrase with the definitions. Complete the diagram with the communication and debate. c. Expected result: - Ss can identify words/phrases from its description and finish the exercises well. d. Performance: TEACHER S &SS* ACTIVITIES CONTENTS EX 1. Choose w ords/ phrases from EX 1. Choose words/ phrases from ther box ther box to describe the photos to describe the photos about other ways of about other ways of communication. (Activity 1 P40) communication.

Key: Step 1: Transferring the learning 1. using music task: 2. Using signs Encourage them to describe how the 3. Leaving a note communication happens in each 4. painting a picture picture.

5. Comm unicating non-verbally with animals For a more able class, ask Ss to 6. using codes describe how each way of 7. Sending flowers communication is different from the 8. Using body language others.

Step 2: Perform ing the task: SS work individually first then in pairs.

Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T gets feedback 2. W ord formation (P18) Key: EX 2. M atch the words with the 1. d 2. e 3. b 4. c 5. a definitions (Activity 2 P40) Step 1: Transferring the learning task: T show Ss an example of how these communication channels work especially a chat room and a message board.

Step 2: Perform ing the task: W ork individually or in pairs to complete the exercise.

Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T gets feedback Sim ilar to exercise 1, after giving corrections, T can share with Ss some o f their own experiences of susing these technologies.

EX 3. Com plete the diagram (3 P40) Step 1: Transferring the learning task: T asks ss to complete the diagram Encourage Ss to think of all communication forms they have learnt, or the ones they know, and put them in the correct categories.

Step 2: Perform ing the task: SS: work in groups and complete the exercise Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

EX 4. Debate (4 P40) Step 1: Transferring the learning task: W ork in two teams and each team is assigned one form o f communication.

Try every way possible to convince the audience their communication form is better.

Step 2: Perform ing the task: W ork in two teams to compete with each other.

Step 3: Discussion SS demonstrate before the class Step 4: Conclusion The audience will decide which team is the winner.

3. Form s o f comunication 1. Verbal: - meetin F2F 2. Non-verbal: - using signs 3. Multimedia: - texting

Group work

Example: O pportunity She got the opportunity to see Frozen, ‘positive His answer is positiveIGreat!

4. PRODUCTION: (lO ’)Pronunciation a. Goal: Help Ss to know how to mark the stress in words ending in -ity and -itiv e and pronounce them exactly b. Content: Listen and repeat the words; Listen and mark the stress on the correct syllable. c. Expected result: Ss know how to mark the stress in words ending in -ity and -itiv e and pronounce them exactly_________________ _____________________________________ TEACHER S & SS’ ACTIVITIES CONTENTS Step 1: Transferring the learning task Pronunciation ? Cover pronunciation box.

- Write the words ‘opportunity’ and Example: ‘positive’ on the board.

O pportunity ? Read them aloud and try to identify which She got the opportunity to see Frozen. syllable is stressed. ‘positive - Find two more words ending with the His answer is positive!Great! 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.

Step 2: Perform ing the task: SS: work individually Step 3: Discussion Ss can ask T for more detail in case they stil have question for Conjucntions Step 4: Conclusion T makes sure that Ss can have a grasp of conjunction EX5 . M ark the stress (5 P41) Step 1: Transferring the learning task: Tell Ss to mark the word stress.

Step 2: Perform ing the task: Ss work individually then in pairs to compare their answers.

Then Ss say the words individually.

Step 3: Discussion T asks some Ss to give their answers on the board.

Step 4: Conclusion T remarks results of the learning task.

EX 6: Gap fill (Activity 6 P41) Step 1: Transferring the learning task:

Key: 1. com ’petitive 2. in’finitive 3. re’petitive 4. ‘positive 5. a ’bility 6. possi’bility 7. curi’osity 8. nationality

Play the recording for Ss to check.

Allow them plenty of time to practice these sentences with correct stress Step 2: Perform ing the task: Ss work individually then compare the answers with the partners.

Step 3: Discussion T calls on some Ss to give their answers aloud.

Step 4: Conclusion T: Feedback and correct the mistake * HOM EW ORK (3 minutes) ? Learn by heart all the new words. ? Do Ex A 1,2,3 P 29 (W orkbook) ? Prepare: Unit 10. Closer Look 2

Week: Period 81

Key: 1. nationality competitive ability

2. repetitive 4. possibility

Planning: /.../2021 Teaching: /.../2021 UNIT 10: COM M UNICATION LESSO N 3: A CLOSER LOOK 2

A.OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to - Review the future continuous tense - Learn about Verb+ to-infinitive 2. Competence: - Communication, self study, self-check 3. Quality: Students can use the tenses to do exercises well.

B.TEACHING AIDS: 1. T eacher’s: teacher book 2. Students’: Textbooks, notebooks.

C. PROCEDURE 1. W ARM - UP (5 ’) -O rganization: 8A :................. 8B:................. 8C :................. a. Goal: help ss to review the ways of communication b. Content: Ss write on the board the words of communication. c. Expected result: Ss can remember some ways of communication. d.Performance: TEA C H ER ’S AND SS ACTIVITIES CONTENT W ARM UP (5 minutes)Brainstorming - Two teams write the ways of communication in 3 minutes

3.

5.

- The team with more correct words is the winner_____________________________________ 2. PRESENTATION (7 ’) a.Goal: introduce new words b.

Content: s can pronouce new words c. Expected result: ss can understand and use new words d. Performance: TEACHER S &SS* ACTIVITIES CONTENTS Pre- teach vocabulary: translation/ 1.. solar energy :năng lirợng mặt trời 2. interactive : tuơng tác situation Step 1: Transferring the learning task 3. still : cho đến T: writes new words on the board.

4. during : trong suốt 5. the break : đồ vờ Step 2: Perform ing the task: Call 3- 4 Ss to read the words again.

6. arrive : đến Ss copy the new words in their : riêng 7. specific notebooks.

Step 3: Discussion -Some students repeat the vocabulary in front of class Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them 3. PRACTICE (15’) a.Goal: using the future continuous tense to do exercises b.

Content: do exercises 1,2 in textbook c. Expected result: can do exercises well d. Performance: TEACHER S &SS* ACTIVITIES I. The future continuous tense (15 minutes) EX 1 / 41. Listen again to part of the conversation in getting started. Underline the future continuous tense and answer the questions.

Step 1: Transferring the learning task: Remind Ss o f the story in GETTING STARTED: how Phuc, Mai and Nick planed 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 S s’s attention to the Review box Step 2: Perform ing the task:

I.The minutes

CONTENTS future continuous tense (15

- Remind Ss of the GETTING STARTED:

story

in

Key: 1. He will be having his Vietnamese class.

2. They will be watching a film at the cinema

SS: W ork independently and complete the exercise Step 3: Discussion T calls one student to show the answer Other students listen to the answer and give comment Step 4: Conclusion T remarks results of the learning task.

EX 2/ 41: Complete the sentences with thr Key: 1. Will he still be sleeping; will be future continuous Step 1: Transferring the learning task: studying Draw Ss’ attention to the Look out! box 2. will be having 3. will be eating Step 2: Perform ing the task: SS: W ork independently and share their 4. Will she be staying; will be writing answers with one or more partners.

5. will be playing 6. will be learning Step 3: Discussion SS: Say the answers aloud.

Step 4: Conclusion Confirm the correct answers.

EX 3/41 - W ork in groups Step 1: Transferring the learning task: + T explains the requirement to the class + Have Ss work in groups to decide which year to put in the gaps. Then go through each sentence with Ss, asking each group to call out their choice.

Step 2: Perform ing the task: Ss: Ss work in pairs to compare their answers with each other Step 3: Discussion Ss demonstrate before the class Step 4: Conclusion T checks and gives feedback.

4. PR O D U C T IO N (15’) a.Goal: review the use o f some “V + to - infinitive” to do exercises b.

Content: Do exercises 5 in textbook c. Expected result: can do exercises well d. Performance: TEACHER S &SS' ACTIVITIES CONTENTS EX 4 P 42: Look at the conversation in II. V + to - infinitive getting started again and write down all the Some common verbs followed by toverbs that are followed by to- infintive that infinitive you can find.

Verb of thinking: choose, decide, plan Step 1: Transferring the learning task: Verbs o f feeling: love, hate, prefer Read part of the conversation from GETTING O ther verbs: try, want, need STARTED and write down all the verbs that

are followed by to-infinitive Tell Ss to look at the Watch out! box.

Key: Step 2: Perform ing the task: l.c Ss: Ss work individually to find all the verbs that are followed by to- infintive Step 3: Discussion T calls one student to show the answer Other students listen to the answer and give comment Step 4: Conclusion T checks and gives feedback.

EX 5 Page 42: Choose the best answer Step 1: Transferring the learning task: Ask Ss to complete EX independently Step 2: Perform ing the task: Ss: work individually them in pairs to compare their answers Step 3: Discussion Ask some Ss to say their answers aloud.

Step 4: Conclusion T gives comments, and makes any correction if avaible.

EX 6 Page 30: Step 1: Transferring the learning task: - 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.

Step 2: Perform ing the task: Ss: work in pairs them in pairs to compare their answers Step 3: Discussion Ask some Ss to say their answers aloud.

Step 4: Conclusion T gives comments

2. b

3. a

4. c

5.a

* H O M E W O R K (3 minutes) - Learn by heart all the new words and structures.

- Do Ex B 1-6 page 30/31 (W orkbook)? Prepare: Unit 10. Communication W eek: Period: 82

Planning: Teaching: U N IT 10: C O M M U N IC A T IO N L ESSO N 4. C O M M U N IC A T IO N

I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to use the lexical items relat the topic ‘Communication ’ and some abbreviations for online chatting.

2. Competence:Ss can communicate online effectively 3. Quality: Students are interested in learning ways o f communication II. TEACHING AIDS. Teacher: Text book, workbook, English room Students: Textbook, workbook HI. PROCEDURE. 1. W ARM UP . (5’) Organization 8 A :........................................8 B :........................................... a. Goal: Motivate ss to interest in the topic of the lesson before starting the new lesson. b. C o n te n t: answer the question about conmunication c. Expected result: SS can get infomation d. Performance: TEACHER S & S S ’ ACTIVITIES CONTENTS - Have you ever failed to communicate?

- If yes, tell us some reasons?

- Answer the questions - Introduce the new lesson 2. PRESENTATION. (15’) a. Goal: Provide Ss necessary vocabularies b. Content: - teach the new word c. Expected result: SS will match for following reasons for communication breakdown. d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS 1. Vocabulary 2. Vocabulary Step 1: Transferring the learning task -language barrier(n): rào cán ngôn ngừ - Teacher use different techniques to -cultural difference(n): sự khác biệt văn teach vocab (situation, realia) hóa - Follow the seven steps of teaching -shrus(v): nhún vai vocab.

-glance(v): liếc nhìn - breakdown(n): sự hỏng Step 2: Perform ing the task: - Repeat in chorus and individually -shorthand(n): sự tốc ký -fìst(n): nắm tay - Copy all the words Step 3: Discussion -Some students repeat the vocabulary in front of class Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them * Checking vocab: Slap the board 2. Open prediction Step 1: Transferring the learning task * Set the scene: You will match for following reasons for communication breakdown.

Step 2: Perform ing the task: SS: complete the exercise Step 3: Discussion - One student answers and other students listen to the answer and give comment Step 4: Conclusion -T gives checks the students' answers 3. PRACTICE. (15’) a. Goal: exflore communication breakdown b. C o n te n t: do exercise 1,2,3 c. Expected result: SS can understand body language d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS Exercise 1/ Page 43. M atch the Exercise 1/ Page 43. following possible reasons for com m unication breakdown with the Key: examples. Can you add in some more 1. A 2. B 3. C 4. C 6. B reasons and examples Step 1: Transferring the learning task: - T make sure ss to understand the requirement then run through the Exercise 2/ Page 43 sentences.

- T does the first item with Ss. Step 2: Perform ing the task: Key: 1. c 2. a 3. e Ss work in pair to complete this task.

5. d Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

EX 2: If you don’t understand body language com m unication breakdown may happen. M atch the body language with the meaning. Add more examples if you can Step 1: Transferring the learning task: - T 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

5. A

4. b

messages from the pictures. Then Ss can uncover the text and do the matching.

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

- Remind ss some o f the language for online communication learnt in Unit 1 Step 2: Perform ing the task: SS work in pairs to work out the messages from the pictures. Then Ss can uncover the text and do the Exercise 3 / Page 43 matching.

Key: Step 3: Discussion 1. W here are you? We are at Lotte on the T asks some Ss to give their answers on second floor. the board 2. I’ll be 5 minutes late. See you soon.

Step 4: Conclusion 3. Do you want to see a movie this T remarks results of the learning task. weekend?

EX 3: Using abbreviations for online 4. Please call me right back. Thanks chatting and texting is not always 5. Hi! What are you doing tonight? easy to understand. Can you decode 6. Did you see it? Laugh out loud! the following sentences written in texting/chatting style without looking at the cues?

Step 1: Transferring the learning task: - Explain that using abbreviations for online chatting and texting is not always easy to understand. Ss then work individually to complete this task.

- Remind ss that it doesn’t matter what their answers are and that is more important that they justify their answers Step 2: Perform ing the task: ss make notes of their answers to the two questions in the interview Step 3: Discussion Ask some ss to write the full sentences on the board Step 4: Conclusion Confirm the correct answers 4. P R O D U C T IO N . (10’) a. Goal: discussing a technology solution b. Content : ss work in group c. Expected result: SS make a short PRESENTATION of their ideas to share with the

class to make a big Ideas Bank d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS - T ask ss to work in groups to make Exercise 4/ Page 43 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. ♦HOMEW ORK: - Learn the words and the models by heart.

- Guide ss how to Ex C l,2,3,/ 31/32 - Prepare: Unit 10. Skills 1 W eek : Period: 84

Planning: Teaching: UNIT 10. COM M UNICATION LESSON 5. SKILLS 1

I. OBJECTIVES. 1. Knowledge: By the end o f the lesson, students will be able to interact reading for gene and specific information about communication in the future 2. Competence:Ss can talk about communication now and in the future 3. Quality: Students are interested in learning ways o f communication II. TEACHING AIDS. Teacher: Text book, workbook, English room Students: Textbook, workbook III. PROCEDURE 1. W ARM U P : (5’) a. Goal: check the old lesson b. Content : SS tell the failed way to communicate c. Expected result: to check their understand d. Performance: T calls ss to answer : Tell the failed way to communicate - Ss discuss and tell cultrures of English speaking countries .

- T gets feedback 2. PRESENTATION - Reading (15’) a. Goal: Provide Ss necessary vocabulary related to English speaking countries and get the main ideas from the text. b. Content: : Remind Ss of the words about communication in the future c. Expected result: understand using and meaning of the vocabularies d. Performance:

TEACHER S & SS' ACTIVITIES Step 1: Transferring the learning task - Teacher use different techniques to teach vocab (situation, realia) - Follow the seven steps of teaching vocab.

Step 2: Perform ing the task: - Repeat in chorus and individually - Copy all the words Step 3: Discussion -Some students repeat the vocabulary in front of class Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them * Checking vocab: Slap the board EX 1: Look at the letters the children from Viet Nam and Sweden sent to each other in a pen friend project.

W hy do you think they chose this way to communicate with each other ?

Step 1: Transferring the learning task: - Ask Ss to look at the photos.

- Explain that these are the letters Ss from two schools in Viet Nam and Sweden sent to each other in a pen friend project. * Brainstorming - 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 Step 2: Perform ing the task: Ss: look at the photos and brainstorm the reasons why they think these Ss chose this way to communicate with each other Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

3. PRACTICE (W hile - Reading (10’))

CONTENTS I. Reading 1. Vocabulary - stick(v): dính - decade(n):thập niên - holography(n): chụp ảnh giao thoa - tiny(adj):bé nhỏ - three- dimensional images(n): hình anh không gian 3 chiều - interact(v); tuơng tác - cyber world(n): thế giới ảo * Checking vocab: Slap the board 2. Set the scene Ex 1

a. Goal: get the main ideas from the text b. C o n te n t: match and answer the questions c. Expected result: Ss can understand the ways of future commnunication d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS EX 2: Look at the highlighed words ...

EX 2: Look at the highlight words + EX 3: Answer the following questions and match them with their meanings.

Step 1: Transferring the learning 1. in real time 2. interact task: Ss read the text quickly for the first time. 3. three-dimensional images Ask them to pay attention to the 4. cyber world highlighted words and do the matching 5. network task.

EX 3: A nswer the following questions T asks ss to Answer the following a. They love to write and read real letters/ questions one student likes to send sweets with the Step 2: Perform ing the task: letters as well.

- W ork individually then compare their b. They are telepathy and holography. answers with a classmate before giving One student uses a tiny device our head to the answers communicate by thought over the network.

Holograp gives threeStep 3: Discussion - Ask some ss to write the answers on dimensional images and we will be able the board then confirm the correct to interact with each other in real time. answers. Once they have agreed on the c. She prefers to use real, face-to-face answers they can practice asking and communication because she thinks this answering the questions with each other makes life more interesting.

- Call some pairs to ask and answer aloud Step 4: Conclusion T remarks results of the learning task.

4. PRODUCTION - Speaking (15’) a. Goal: Help ss know more the ways of future commnunication b. Content :Ss work in small groups, class survey c. Expected result: SS share their ideas with the class d. Performance: TEACHER S & S S ’ ACTIVITIES CONTENTS II. Speaking EX 4: Exercise 4: In small groups, decide Step 1: Transferring the learning task: w h eth er...

In small groups, decide whether you agree with the author of this text. Why/ EX: I agree with the author of this text, Why not? Share your ideas with the class because, when we use telepathy and First ask Ss where in the text the author’s holography, you can: opinion is expressed. Then they work in + say something to someone who is no groups of 4 ss to tell each other if they longer a part o f your life. agree with the author’s opinion or not, and + apologize to someone who is no explain why. longer in your life for a

misunderstanding or a hurt that you Step 2: Perform ing the task: caused.

W ork in groups of 4 ss + pave the way for better interaction Step 3: Discussion Then call on some groups to share what with someone you don't get along with.

Call a truce telepathically and see how they have discussed. the tension in the relationship eases.

Step 4: Conclusion T remarks results of the learning task.

Ex 5. Class survey. W hat ways of com m u nication...

EX 5: - Take a survey Step 1: Transferring the learning task: Class survey.

What ways of - W ork in groups of 6 ss communication do you use for the following purposes now and what will they be in the year 2030?

Step 2: Perform ing the task: W ork in groups of 6 ss Step 3: Discussion 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.

Step 4: Conclusion T remarks results of the learning task._____ ♦HOMEW ORK: - Learn the words and the models by heart.

- Do the ex. C l, D1 in the workbook - Prepare: Skills 2 W eek : Planning: Period: 85 Teaching: UNIT 10. COM M UNICATION LESSON 6. SKILLS 2 I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to interact listening for general and specific information about netiquette and write an email using netiquette 2. Competence:Ss can write an email using netiquette 3. Quality: Students are interested in learning ways o f communication II. TEACHING AIDS. Teacher: Text book, workbook, English room Students: Textbook, workbook III. PROCEDURE 1. W ARM U P : (5’) a. Goal: Check the old lesson b. C o n te n t: SS play game brain storming c. Expected result: retell the ways o f future communication d. Performance:

TEACHER S & SS' ACTIVITIES CONTENTS Brain sto rm in g .

- Ask ss to answer the questions The ways o f future - Introduce the new lesson 2. PRESENTATION - Listening (5’) a. Goal: problems in terms of communication politeness . b. Content: SS can get information from e-leam ing message board. c. Expected result: SS can look at the message board and find problem d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS EX 1: Look at the way this message I. Listening EX 1: Look at the way this message ...

Step 1: Transferring the learning It use capital letters, "WHEN IS THE task: FIRST ASSIGM ENT DUE??!!!!!!!!!!".

Ask Ss to look at the message board. W riting in all capital letters is considered Ask them who posted the message yelling online. It show the communication and who they think the message is for. impoliteness.

Ask them to try to identify what problems in terms o f communication politeness they think the message has.

Step 2: Perform ing the task: SS: look at the way this message and complete the exercise Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

3. PRACTICE - W hile - Listening (15’) a. Goal: SS do exercis 2,3,4 b. C o n te n t: Sslisten to the interview between a 4teen magazine reporter and Dr Minh Vu c. Expected result:SS can answer the question and complate the grid d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS EX 2: EX 2: Listen to this interview between ...

Step 1: Transferring the learning Key: task: 1. The word is a combination o f ‘net’ and W rite on the board ‘netiquette’ and ‘etiquette’. It’s a set o f rules for behaving ask what they think it means. property online.

Explain they are going to listen to a 2. D on’t say and do unpleasant things, just researcher talking about the way we like in real life. communication online.

Explain 3. It’s how we communicate with each other CAPS LOCK in the box if online. necessary.

- Have Ss look at the questions first.

• ••

Encourage them to give some answers.

- 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. Step 2: Perform ing the task: Ss work individually then in pairs to compare their answers.

Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T check.

If their answers are EX 3: Listen again to the interview correct, move to the next activity.

1.

Use Shou Should It looks Otherwise, play the recording again.

EX3: CAPSLO Id like you n ’t in are Step 1: Transferring the learning CK emails, shouting task: T explains the requirement to the posts and at people comment class s Step 2: Perform ing the task: SS: Listen and complete the exercise 2. Check V It shows Step 3: Discussion your respect T calls on some Ss to give their email for for your answers aloud. mistakes reader.

Step 4: Conclusion or errors T check.

If their answers are 3. Use a This may correct, move to the next activity. lot of confuse Otherwise, play the recording again. shorthand your reader.

4.

V People Respect may not discussio know n rules who you and use are but polite you’re language judged by the quality of your writing.

EX 4: Look at the message in 1. W ork

EX4: Step 1: Transferring the learning task: T explains the requirement to the class Step 2: Perform ing the task: Ss work in pairs to complete this task.

Step 3: Discussion T 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.

Step 4: Conclusion T confirms the corrects answers 4. PRO DUCTION:- W riting( 20') a. Goal: write an email using netiquette b. Content : put the correct part tomake an email c. Expected result:SS do exercise 5,6 d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS EX5+ EX6: II. W riting (17’) Step 1: Transferring the learning EX 5: Put the following parts in their ...

Key: l . c 2. f 3. e 4. b 5. a task: T explains the requirement to the 6. d class EX 6: W rite a short email to your ...

Draw Ss’s attention to the REMEMBER! box. If possible, illustrate each of the bullet points mentioned by an example you find from the Internet.

- Group work - First Ss work in groups to discuss - Write the email what information 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 they have learnt. When Ss have finished, they swap 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 ): - T asks ss to write a short post on your class message board to ask how many words the final essay should be.

Step 2: Perform ing the task: Ss work individually to complete this task.

Step 3: Discussion Have Ss share their answers with the whole class.

Quickly write their answers on the board.

Step 4: Conclusion T confirms the corrects answers______ ♦HOMEW ORK: - Learn the words and the models by heart.

- Do the ex. in the workbook - Prepare: LTnit 10: Looking back+ Project W eek : Period: 86

Planning: Teaching:

UNIT 10. COM M UNICATION LESSON 7. LOOKING BACK + PROJECT I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to 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 self-assessment box at the end o f the unit + 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. Competence:Ss can apply what they have learnt in Unit 10 3. Quality: Students are interested in learning the lesson II. TEACHING AIDS. Teacher: Text book, workbook, English room Students: Textbook, workbook III. PROCEDURE. 1. W ARM UP . (5 ’) a. Goal: review the content unit 10 b. Content : SS make mindmap c. Expected result: SS work in group d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS Task 1: T ask ss to make a mindmap SS work in groups T gets feedback

2. PR E S E N T A T IO N . (10’) a. Goal: Students can review the vocabulary they learn, and do exercise related b. Content : Talk about communication now and in the future c. Expected result: Ss can express their idea. d. Performance TEACHER S & SS' ACTIVITIES CONTENTS I. Looking back Task 2: Step 1: Transferring the learning 1. Vocabulary E X l:C om plete the sentences using ... task: EX 1: Ask Ss to complete the Key: sentences by using the support from 1. body language 2. M ultimedia 4. cultural different the pictures, the letter cues, and the 3. face-to-face 6. Netiquette meaning of the sentences. They work 5. Telepathy individually first and then compare with a partner.

EX2 : W rite the following t e x t...

EX 2: Challenge Ss to try this task Key: without looking back at 1. thx 4 ur gift COM M UNICATION. Have two or 2. BTW, wot r u doin this wkd? three Ss write their answers on the 3. cultural differences 4. LOL! 5. c board.

EX 3: Ss work in pairs for this task. 2nite.

Remind Ss that these are non-verbal EX3: Have you ever used music, a r t ,... ways of communication.

Step 2: Perform ing the task: Ss work individually to complete this task.

Step 3: Discussion Have Ss share their answers with the whole class.

Quickly write their answers on the board.

Step 4: Conclusion T confirms the corrects answers 3. P R A C T IC E . (10’) a. Goal: b. Content : c. Expected result: . Performance: TEACHER S & SS' ACTIVITIES CONTENTS Task 3: 3. Grammar Step 1: Transferring the learning task - Ask students to retell the models + Future continuous + Verb + to- verb Step 2: Perform ing the task:

U

SS: work individually Step 3: Discussion Ss can ask T for more detail in case they stil have question for Conjucntions Step 4: Conclusion T makes sure that Ss can have a grasp Ex 4: Underline the correct answer. o f conjunction 1. will not be sleeping Task 2: EX 4,5,6 Step 1: Transferring the learning task: 2. will be playing EX 4: Ss work individually then in 3. will he be doing 4. will be waiting pairs to compare their answers.

EX 5: Ss work individually then in 5. will not be using; will be using pairs to compare their answers. If time 6. will be raining allows encourage Ss to think of other Ex5: Gerund or to-infinitive? verbs that are followed by gerunds 1. talking and by to-infinitives and make 2. to use 3. to show sentences using them.

EX 6: Ss discuss this task in pairs. 4. communicating Remind them that they can choose to 5. chatting talk about forms of communication 6. to have people will be using or will not be using in the year 2100 and they should give the reasons why they 4. Communication EX6: Choose any three form think so.

- For a more able class, this can be com m u nication... done as a debate if some particular - Pair work forms of communication are selected beforehand for Ss to discuss.

Ask Ss to complete the selfassessment box. identify any difficulties or weak areas and provide further practice.

Step 2: Perform ing the task: SS: work individually or in pairs to complete this task Step 3: Discussion T calls one student to show the answer O ther students listen to the answer and give comment Step 4: Conclusion T : Feedback and correct the mistake 4. PRODUCTION ( project ) ( 20’) a. Goal: present about “ action. Take one! Action. Take tw o” b. Content : SS prepare 2 versions of a short sketch involing a communication

of

breakdown c. Expected result: perform in class d. Performance: + 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 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. M ake sure everyone gives each group lots of encouragement and praise for their acting attempts. ♦HOMEW ORK: - Learn the words and the models by heart.

- Do the ex. in the workbook - Prepare: Unit 11: science and technology: Getting started UNIT 11: SCIENCE AMD TECHNOLGY 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 - Vocabulary: + science and technology + prefix un- or im2. Competence:Ss can form the opposite words by adding prefix un- or im3. Quality: Students are interested in learning the lesson II. TEACHING AIDS. Teachers: Text book, lesson plan, computer.

Students: Text books, work books.

III. PROCEDURE. 1. W ARM U P .

- Organization: 8A .........................................8 B ......................................... a. Goal: To elicit any word or phrases related to the topic from ss b. C o n te n t: Put the heading ‘Science and Technology’ on the board c. Expected result: SS can give the words/ phrase word related to the topic d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS 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________________ 2. PRESENTATION. a. Goal: Provide Ss necessary vocabulary related to the science and teachnology topic and get the main ideas from the text b. C o n te n t: Remind Ss of the words they learnt in Getting Started c. Expected result: understand using and meaning of the vocabularies d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS 1. Vocabulary I. V ocabulary Step 1: Transferring the learning - science (n): khoa hoc task - technology (v): công nghê - Teacher use different techniques to (v): sir phât triên teach vocab (situation, realia) development - Follow the seven steps of teaching - spaceship (n): tàu vü tru vocab.

- trafic jam (n): sir tàc nghën Step 2: Perform ing the task: giao thông - Repeat in chorus and individually - benefit (n/v loi ich, huong loi - Copy all the words V )• Step 3: Discussion - enomous (adv to Ion -Some students repeat the vocabulary ): in front of class Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them * Checking vocab: Ordering 2. Present the dialogue Step 1: Transferring the learning * Suggested answers: task - Some robbots working. * Introduction: - Yes, they are Duong, Nick, Chau and Dr. ? Look at the pictures but cover the Nelson. text.

- They may be at school.

- Brainstorm questions with Ss and - They may talk about Science and write them on the board.

Technology.

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 conversati on about the developments in science and -

technology. ? Before listening, guess what can robbots do in the future?

Step 2: Perform ing the task: SS: Listen and read the conversation then check your answers.

Step 3: Discussion - One student answers and other students listen to the answer and give comment Step 4: Conclusion -T gives checks the students' answers 3. PRACTICE. a. Goal: SS can get the main idea of the conversation and finish exercise 1,2,3 b. C o n te n t: SS answwer the question, fill in the gap and complete the sentences c. Expected result: SS can finish exercise 1,2,3 d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS II. Practice II. Practice 2. Listen and read - Listen and read the conversation then EX 1: check your answers.

Step 1: Transferring the learning EX 1: task la . Find words (laP 49) la . Find words (laP 49) Key: l . c 2. b 3. d 4. e 5. a 6. f ? Read the conversation again and do 1. b. Answer the questions the exercise in pairs.

1. They are at the Science Club - Elicit the correct answers and write 2. It is the roles o f science and technology in them on the board. the 2 l sl century - Have Ss substitute the B words into 3. Science and technology are changing the conversation to check that they everything. match. Finally, explain the meaning 4. He told Nick that only robots would work o f any complex words in Vietnamese in factories and clean our homes in the if necessary. future.

1. b. T asks ss to answer the 5. He/She said that there would be no more questions schools: they’d just stay at home and clean - Have Ss say where they found the on the Internet. answers in the converdation.

1. c. Discussion ? What fields are mentioned in the 1. c. Discussion conversation which are affected by Key: science and technology?

1. The economy (economy development) l.d . Gap fill 2. The workplace (robot in factories) Have Ss do this exercise in pairs.

3. The home (robots cleaning our homes) Step 2: Perform ing the task: 4. Travel (traffic jam s) Ss work individually or in pairs to 5. Education (school via the Internet)

answer the questions. Ss compare answers with a partner and then discuss as a class.

Step 3: Discussion - One student answers and other students listen to the answer and give comment Step 4: Conclusion -T gives checks the students' answers

l.d . Gap fill Key: 1. field 2. space 3. the key 4. economic development 5. flying cars Look out!

- Science: knowledge about the world. especially based on examining, testing, and providing facts - Technology: things and ways o f doing things that are based on knowledge about science and computers.

2. Complete the sentence Step 1: Transferring the learning EX 2. Complete the sentence task: Key: ? Run through all the words in the 1. science subjects 2. technology box.

3. researchers ? What are the words about?

4. machines ? Complete the sentences using the 5. Scientific progress words in the box.

Allow Ss to write the translations next to the words.

Step 2: Perform ing the task: Ss work individually to do the task Step 3: Discussion Check their work by calling on some Ss to read out their sentences.

Step 4: Conclusion T remarks results of the learning task. EX 3. The prefix un- and im- necessary -> unnecessary EX 3. The prefix un- and imStep 1: Transferring the learning - happy -> unhappy task: - polite -> impolite - Look at the example.

- add prefix un- or im- How can we form the opposite of Key: the words?

1. unknown 2. unrealistic Step 2: Perform ing the task: 3. impossible 4. unimportant Ss work individually to do the task Unpolluted Step 3: Discussion Check their work by calling on some Ss to read out their sentences.

Step 4: Conclusion Correct Ss’ answers as a class.

4. PRODUCTION. a. Goal: help ss review the content of the lesson b. Content : SS can use yes/ no question “Do or will “ c. Expected result: Ss can ask their groupmates

5.

. Performance: TEACHER S & SS' ACTIVITIES ? W ork in groups. ? Ask your groupmates Yes/No questions, using do or will

CONTENTS III. Find som eone who 1. likes 2. wants to science travel into subjects at space in the school future 4. knows a 5. will go into Vietnamese sciences when scientist finishing school

3. wants to become a scientist 6. admires a scientist or

♦HOM EW ORK: ? Learn by heart all the new words. ? Do Ex B l, 2,3 P30 (W orkbook) ? Prepare: Closer Look 1 Week: Period: 88

Planning: Teaching: UNIT 11: SCIENCE AND TECHNOLOGY LESSO N 2: A CLOSER LOOK 1

I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to Learn some more words related to science and technology and pronounce words with the prefix un- and imcorrectly in isolation and in context 2. Competence: Develop comm unicative competence, discovery, cooperation competence and thinking competence.

3. Quality: Develop honest, responsible qualities for students II. TEACHING AIDS. Teacher: Textbook, computer, English room Students: Textbook, workbook.

III. PROCEDURE. 1. W ARM UP (5’) - Organization: 8A :..................... 8B:............................. 8C :................................... a. Goal: Help Ss to realize the way to form the words to indicate people b. Content: T asks st to say the rule of forming nouns. c. Expected result: Ss can remember the rules. d. Performance: TEA C H ER ’S AND SS’ CONTENT ACTIVITIES Explain to Ss that there are three to learnt -> learner common ways of forming nouns to invent -> inventor science -> scientist indicating people, but don’t say what they are. Write the following on the * We add -er, -or or -ist to a verb or a board: noun to form a noun indicating people ? Elicit from Ss how these words are

changed to mean a person who does these things. ? Give some more examples. ? Read the Look out! box. And say out the rule.

2. PRESENTATION: (10’) a. Goal: Provide Ss the vocabulary related to the topic b. Content: St learn the new words c. Expected result: St can remember the words and their meaning :>. Performance: CONTENT TEACH ER’S AND SS’ ACTIVITIES - unforeseen (adj): bât ngờ Step 1: Transferring the learning task - im m ature (adj): non nớt - Teacher use different techniques to - im pure (adj): không trong sáng, teach vocab (situation, realia) - Follow the seven steps of teaching - unwise (adj): khờ khạo vocab.

Step 2: Performing the task: - Repeat in chorus and individually - Copy all the words Step 3: Discussion -Some students repeat the vocabulary in front of class Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them * Checking vocab: R.O.R 3. PRACTICE (20’) a. Goal: St do the exercise about the words indicating people b. Content: Complete the sentences; Write a noun from the list under each picture c. Expected result: Ss can understand and do the tasks well. d. Performance: TEACHER S AND SS’ ACTIVITIES CONTENT E X 1: E x l: Step 1: Transferring the learning task: Key: Do this activity the first time around as a 1. adviser/advisor quiz. Divide the class into two teams.

2. chemist - If they get it wrong, the option goes to 3. designer Team B to answer. Keep a score on the 4. programmer board to increase the fun element.

5. Biologist 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.

Step 2: Performing the task: Ss work individually to do the task in their books. Discuss what the word in for each picture.

Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T checks as a class.

EX2: Step 1: Transferring the learning task: Read the sentences and guess the part of speech of the word to be filled in each blank.

Step 2: Performing the task: Ss work individually.

Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

Ex2: Key: 1. chemist 2. software developer 3. engineer 4. physicist 5. doctor 6. conservationist 7. explorer 8. Archeologist said that

EX 3: Ex3 Step 1: Transferring the learning task: Key: Have Ss call out their guesses.

1. developments 2. scientists 3. exploration 4. medical Step 2: Performing the task: Ss work individually.

5. economic Step 3: Discussion Ask some Ss to write their answers on the board.

Step 4: Conclusion Check their answers as a class.

4. PRONUNCIATION (10’) a. Goal: St can realise the stress in the words with the prefix un- and im- correctly in isolation and in context b. Content: St learn the rule of the pronouncing the words with the stress c. Expected result: Ss can pronounce the words with the prefix un- and imd. Performance: TEA C H ER ’S AND SS’ CONTENT ACTIVITIES Step 1: Transferring the learning * Stress in words starting with untask: and imExplain to Ss that the prefixes un- and When we add the prefix un- or imim- are used to make adjectives (and meaning ‘not’ ) to a root word, the

adverbs) negative.

Explain to them that when these prefixes are added, the stress of the new word does not normally change.

Give some examples.

Step 2: Performing the task: Ss work individually.

Step 3: Discussion Ss can ask T for more detail in case they stil have question for Conjucntions Step 4: Conclusion T makes sure that Ss can have a grasp o f conjunction EX 4: Step 1: Transferring the learning task: T asks ss to listen and repeat the following words. M ark the stressed syllables in the words Step 2: Performing the task: ss: listen and complete the exercise Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

EX 5: Step 1: Transferring the learning task: 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.

Step 2: Performing the task: Have Ss read out the word first. Then they work in groups to put the words in the right columns.

Step 3: Discussion Call on some Ss to write the answers on the board.

Step 4: Conclusion Confirm the correct answers.

EX 6:

stress of the word does not normally change.

Example: ‘friendly -> un’friendly ‘probable -> im ’probable Note: W hen we add the prefix un- or im- to a one-syllable word, the stress falls on the root word.

Example: fair - > u n ’fail

Ex 4 P51 Listen and repeat - Listen

5. Ex 5 PSIPut the words the right column - Listen oo oOo un’lucky un’wise un’healthy im ’pure un’hurt im ’patient

from 4 in

oOoc un fore’see im m a’ture im po’lite

EX 6: Fill the gaps with one ...

Key: 1. impure_______ 2. unhealthy______ 3^

impossible 4. unlimited 5.

Step 1: Transferring the learning task: impatient Play the recording two or three times for Ss to check.

Step 2: Performing the task: Ss work individually to write down the words.

Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task. ♦HOM EW ORK ( 3 ) - Learn by heart all the new words and practise pronouncing the words the prefix un- and im- correctly in isolation and in context - Do Ex in the workbook - Prepare: Unit 11: A closer look 2 Week: Period: 89

Planning: Teaching: UNIT 11: SCIENCE AND TECHNOLOGY LESSO N 3: A CLOSER LOOK 2

I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to use the future simple and future continuous to talk about science and technology in the future and use the direct speech and indirect speech to report what people say or tell 2. Competence: Develop comm unicative competence, discovery, cooperation competence and thinking competence.

3. Quality: Develop honest, responsible qualities for students II. TEACHING AIDS. Teacher: Textbook, computer, English room Students: Textbook, workbook.

III. PROCEDURE. 1. W ARM UP (5’) - Organization: 8A:...................... 8B:............................. 8C :................................... a. Goal: Help Ss to realize the form of the future simple tenses. b. Content: T asks st to recall the form o f the tense c. Expected result: Ss can remember the forms and the difference between them, d. Performance: TEA C H ER ’S AND SS’ CONTENT ACTIVITIES + Ss have already learned the future E x l: simple will do and the future The future simple tense: continuous will be doing.

S + will + V + Tell Ss that this is a review section. T The future continuous:

may help Ss recall the form and uses of S + will + be Ving these two tenses. Also remind them of the uses of present simple and going to to express future actions._____________ 2. PRESENTATION: (10’) a. Goal: Provide Ss the knowledge o f the reported speech b. Content: St learn the knowledge and can do the exercise c. Expected result: St can apply the form to do exercise exactly. b. Performance: TEACHER S AND SS’ CONTENT ACTIVITIES Step 1: Transferring the Example: Nam: “ I want to become a robot designer.” learning task: In direct speech, we give the Nam said the he wanted to become a robot exact words somebody said, designer. When the reporting verb ( e.g. say or and we use quotation marks. tell ) is in the past, the verb in reported speech In reported speech, we give the changes as follows: meaning of what someone said, * Change: but with some changes and without quotation marks. this that Step 2: Performing the task: these those SS: Listen to the teacher and here there take notes now then/at that time/ immediately Step 3: Discussion today that day Ss can ask T for more detail in tonight that night case they stil have question for yesterday the day before/ the previous Conjucntions tomorrow day Step 4: Conclusion last night the next day/ the following day T makes sure that Ss can have the night before/ the previous a grasp of conjunction next week/ night/ the week before/ the m onth... previous w eek... the next week/month/ the ago following week/ m onth... two days ago before yesterday two days before the day after 2 days before tomorrow come in 2 day’s time •r(' b. Change Verbs Direct Speech

Reported Speech

1. Present Simple 1. Past Simple 2. Present Progressive 2. Past Progressive 3. Present Perfect 3. Past Perfect 4. Past Simple 4. Past Perfect 5. Past Progressive 5. Past Progressive 6. Past Perfect 6. Past Perfect 7.

Future Simple 7. would/should will/shall 8. could 8. can 9. might 9. may 10. had to ______________________________11 10. must____________ 3. PRACTICE (20’) a. Goal: St do the exercise about the tense and the reported speech b. Content: Complete the sentences; Tell Ss to refer back to the conversation in GETTING STARTED; rewrite the sentences c. Expected result: Ss can understand and do the tasks well. d. Performance: TEA C H ER ’S AND SS’ CONTENT ACTIVITIES EX 2: W ork in pairs. Read the Ex2: fo llo w in g ...

Key: 1. will have 2. will be doing Step 1: Transferring the learning task: 3. will she be 4. w on’t pass Tell Ss to study the exam ple first. Then 5. decide; will support they work in pairs to do the activity.

Encourage them to talk as much as possible.

Remem ber that there is no ‘right’ or ‘w rong’ as long as their sentences are gram matically 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.

Step 2: Performing the task: Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results o f the learning task.

EX 3: Look at the conversation in Ex3: GETTING ST A R T ED ...

Key: Step 1: Transferring the learning Well, my dad told me that ...

Our science teacher said that task: T asks ss to find the examples of reported speech. Focus them on the use

o f the verbs Step 2: Performing the task: SS: Look at the conversation and complete the exercise Step 3: Discussion T calls on some Ss to give their answers aloud.

Step 4: Conclusion T remarks results of the learning task EX 4: Step 1: Transferring the learning task: Ask them to write down the sentences in their notebooks.

Step 2: Performing the task: Ss work in pairs.

Step 3: Discussion Call on some Ss to read out what they have done.

For a class which needs more support. have two Ss to write their answers on the board.

Step 4: Conclusion Correct their mistakes.

EX5 : Step 1: Transferring the learning task: T explains the requirement to the class Step 2: Performing the task: Ss do this task individually.

Step 3: Discussion T asks some Ss to write their sentences on the board.

Step 4: Conclusion Correct their sentences as a class.

Ex4: Key l.N ick said that he came from a small town in England.

3. My friend said that Brazil would win the World Cup. 4. Olive told Chau that she was leaving Viet Nam the next day/the following day.

5. David told Catherine that he was unable to read her writing.

6. Minh said that he had overslept that morning.

EX5: 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 opened.

3. Tom said that in 50 year’s time we 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.

4. PRODUCTION (10’) a. Goal: St can apply the form of the reported speech to do exercise b. Content: St rewrite the sentences c. Expected result: Ss can understand the reported speech d. Performance: TEA C H ER ’S AND SS’ CONTENT ACTIVITIES Step 1: Transferring the learning Ex6:

task: Key: * This speaking activity could be 1. He said that they were doing an daunting for some Ss, so allow the experiment pairs to plan what they are going to say 2. She told me that I had to sign the before they come to the front of the paper again class. This should help Ss to speak with 3. Tam said that they had watched a fluency and accuracy, and as naturally television documentary on the future as possible. of nuclear power + Encourage them to give true 4. Scientists said that in 50 year’s time sentences about themselves. Ideally, all we might be living on the moon ss should have a chance to talk before the class. + Recall ss about the rules to change a direct sentence into an indirect sentences.

Step 2: Performing the task: Ss work individually to do the task Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task. ♦HOM EW ORK (3 ) - Learn by heart all the new words and practise more execise - Do Ex B2,3 P20 (W orkbook) - Prepare: Unit 11: Communication Week: Period: 90

Planning: Teaching: U NIT 11: SCIENCE AND TECHNOLOGY LESSON 4: COM M UNICATION

I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to relate the topic science and technology and practice reported speech.

2. Competence: Develop comm unicative competence, discovery, cooperation competence and thinking competence.

3. Quality: Develop honest, responsible qualities for students II. TEACHING AIDS. Teacher: Textbook, computer, English room Students: Textbook, workbook.

III. PROCEDURE. 1. W ARM UP (5’) - Organization: 8A:...................... 8B:.............................. 8C :................................... a. Goal: Help Ss to tell as many as the inventions b. Content: T asks st to recall the inventions

c. Expected result: Ss can remember the name of the inventions d. Performance: TEA C H ER ’S AND SS’ CONTENT ACTIVITIES - Have ss divide into two group, ask A B them to go to the board and write the Television M obile phone name of inventions they know as many radio Computer as possible and who invented them - Introduce the new lesson.

- Ask ss to report the work of project they have done 2. PRESENTATION: (10’) a. Goal: Ask Ss to retell the knowledge of the reported speech b. Content: St recall the knowledge and can do the exercise c. Expected result: St can apply the form to do exercise exactly. :>. Performance: T EA C H ER ’S AND SS’ ACTIVITIES CONTENT Step 1: Transferring the learning task: Quickly review the grammar points that S said/told: “S + V” are used in this section: the past simple S said/told S(doi) + V (lui thi) and reported speech.

Step 2: Performing the task: SS: Listen to the teacher and take notes Step 3: Discussion Ss can ask T for more detail in case they stil have question for Conjucntions Step 4: Conclusion T makes sure that Ss can have a grasp of conjunction 3. PRACTICE (20’) a. Goal: St do the exercise about the tense and the reported speech b. Content: Complete the sentences; Tell Ss to refer back to the conversation in GETTING STARTED; rewrite the sentences c. Expected result: Ss can understand and do the tasks well. d. Performance: TEA C H ER ’S AND SS’ CONTENT ACTIVITIES

EX 1: Step 1: Transferring the learning task: T Gives 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.

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 inspriration and ninety-nine percent perpiration.”...)

Step 2: Performing the task: Ss work individually.

Step 3: Discussion Ask for a show of hands for those who got all eight right, then seven, and so on.

Step 4: Conclusion T remarks results of the learning task.

EX 2: Step 1: Transferring the learning task: Form groups o f 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.

Step 2: Performing the task: Ss work in pairs to do the task Step 3: Discussion Invite some groups to present their

Key: E x l: M atch the inventors in A with ••• - Thomas Edison invented the light bulb.

- Sir Alexander Fleming discovered penicillin.

- Alexander Graham Bell invented the telephone.

- The W right brothers invented the airplane.

- James W att invented the steam engine.

- M ark Zuckerberg invented Facebook.

- Tim Berners-Lee invented the Internet.

Ex2: W ork in groups. Discuss the question: W h ic h ...

Key: - 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...

ideas. Other groups can add some ideas if possible.

Step 4: Conclusion T remarks results of the learning task.

4. PRODUCTION (10’) a. Goal: St can apply the form of the reported speech to come the front and act out the dialogue between Ha and Alexander Graham Bell. b. Content: St practice the conversation c. Expected result: Ss can understand the reported speech d. Perform ance:______________________ TEACHER S AND SS’ CONTENT ACTIVITIES EX 3: EX3: Step 1: Transferring the learning a Ha had an interesting dream last night task: Call on two confident Ss to come the b. Two days later, Ha told her ... front and act out the dialogue between St do the task as teacher says Ha and Alexander Graham Bell. Then put Ss into pairs to report on the conversation.

Step 2: Performing the task: Ss work in pairs to do the task Step 3: Discussion Ss demonstrate before the class Step 4: Conclusion T remarks results o f the learning task.

EX 4: W ork in pairs. One of you is ..

EX 4: Step 1: Transferring the learning task: T explains the requirement to the class 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.

Step 2: Performing the task: Ss work in pairs to role-play, using the information given.

Step 3: Discussion Invite some groups to present their ideas. Other groups can add some ideas if possible.

Step 4: Conclusion T remarks results of the learning task. ♦HOM EW ORK (3 )

- Learn by heart all the new words and practise doing more exercise - Do Ex B2,3 P20 (W orkbook) - Prepare: Unit 11: Skills 1 W eek : Period: 91 Planning: T ea ch in g : U NIT 11: SCIENCE AND TECHNOLOGY LESSON 5: SKILLS 1 I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to interact to read for specific information about the role of science and technology in the future 2. Competence: + Develop communicative competence, discovery, cooperation competence and thinking competence.

3. Quality: Students know more about the science and technology II. TEACHING AIDS T : Textbook, lesson plan, English room Ss : Learn the old lesson, prepare Unit 11: skills 1 III. PROCEDURE 1. W ARM UP : ( 5 ’) - Organization: 8A:......................... 8B:................................. 8C :............................. a. Goal: vocabularies relate to the topic b. C o n ten t: Ss can tell about some future developments in these fields. c. Expected result: Ss can know more about the future developments in these fields. d. Performance: -Write these headings on the board: Health/ Travel/ 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.

2. PRESENTATION - reading (15’) a. Goal: introduce the topic and provide ss the basic step to read the passage b. C o n ten t: Remind Ss o f the words about the future developments c. Expected result: understand and do the exercises d. Performance: T ’S AND ST’ ACTIVITIES CONTENTS Step 1: Transferring the learning Ex 1 Quickly read and match. task: Key: * Set the scene: Introduce the pictures l .B 2. A 3. C - Ask Ss to read the passages quickly for Ex 2.

Underline the words and key words and then match with the match headings.

Key: Step 2: Performing the task: 1. D 3. A 3. E Ss do the task individually. Then Ss can 4. B 5. F 6. C check their answers in pairs.

Step 3: Discussion T asks some Ss to give their answers on

the board Step 4: Conclusion T remarks results of the learning task.

3. PRACTICE (W hile - reading (10’)) a. Goal: get the main ideas from the text b. C o n te n t: answer the questions c. Expected result: Ss can understand about the future developments d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS Step 1: Transferring the learning task: Key: Teacher gives the task: 1. To explore Mars/To find out if there + Ask ss to read the passage again then is, or ever has been, life there/To ask them scan the places first. explore the possibility of being able + Read carefully the information about to live there. each place and choose the two features 2. They help people live longer. related to it 3. 70 or 75 years.

Step 2: Perform ing the task: 4. Solar panels and solar windows. + Students do the task They can do chores such as cleaning, cooking, washing, and organising Step 3: Discussion T asks some Ss to give their answers on things. the board Step 4: Conclusion T comment and gives the result._________ 4. PRODUCTION- Speaking (15’) a. Goal: Help Ss to know more about the future developments . b. Content : Ss disscuss things they like most about the future developments . c. Expected result: Ss present a the future developments . d. Performance: TEACHER S & S S ’ ACTIVITIES CONTENTS For example, say: Task 1: More and more robots will be invented and Step 1: Transferring the learning used in the fututre. One of the advantages task: Set up the SPEAKING stage by of this is that robots will be able to do dirty getting Ss to think about the pros or dangerous jobs that humans don’t want and cons of advancements in to do. At the same time, there are science and technology. Explain disavantages - robots will replace people that nothing is ‘black and w hite’; in some areas so there will be there are always advantages and unemployment.

Nuclear energy: disavantages.

- convenient, clean, available...

Step 2: Perform ing the task: SS: Listen to the teacher and take - expensive, unsafe, environmentally, notes unfriendly...

Step 3: Discussion Nutrition pills: Ss can ask T for more detail in case - people can live longer, convenient,... they stil have question for__________ - expensive, create an ageing population.

create overpopulation...

Smart phones: - convenient, quickly, entertaining...

- Environmentally unfriendly, discourage face-to-face communication, people can be tracked at all times...

Task 2: Space travel: Step 1: Transferring the learning task: - Exciting, adventurous...

EX 4: T asks ss to work in pairs to Expensive, dangerous... think about these pros and cons.

Encourage Ss to think of as many ideas as possible. Move around to give cues and observe.

EX 5: Divide the class into groups o f five or six. Each 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.

W hile 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.

Step 2: Perform ing the task: SS: work in pairs and complete the exercise Step 3: Discussion Ss demonstrate before the class Step 4: Conclusion T remarks results of the learning task. ♦HOMEW ORK: Ask Ss to:- Read the passage again - Do Ex C1.2, D1 P 6,7 - Prepare: Unit 11: Skills 2 W eek: Period: 92 Planning: T ea ch in g : Conjucntions Step 4: Conclusion T makes sure that Ss can have a grasp of conjunction

U N IT 11: S C IE N C E AND T E C H N O L O G Y L ESSO N 6: S K IL L S 2 I. O B JE C T IV E S .

1. Knowledge: By the end o f the lesson, students will be able to interact to listen for general and specific information about how science and technology solve some problems in the future and write to express agreement and disagreement about the roles of science and

technology 2. Competence: + Develop communicative competence, discovery, cooperation competence and thinking competence.

3. Quality: Students know more about the science and technology II. TEACHING AIDS. T : Textbook, lesson plan, English room Ss : Learn the old lesson, prepare Unit 11: skills 2 III. PROCEDURE 1. W ARM UP : ( 5 ’) a. Goal: asks st to retell the words about some topics b. C o n te n t: Ss can tell about some words c. Expected result: Ss can know more about the future developments in these fields. d. Performance: * Chatting ? Your idea about homes, education and travel in the future 2. PRESENTATION - listening (15’) a. Goal: introduce the topic and provide ss the basic step to read the passage b. C o n te n t: Remind Ss of the words about the future developments c. Expected result: understand and do the exercises d. Performance: T ’S AND ST ’ ACTIVITIES _____________ CONTENTS Step 1: Transferring the learning - drawback (n) :han ehe task - y ie ld (n ): sän luong * Set the scene: Nick. Duong and - advance(n): tien bo Chau are talking about science - negative(adj): co tinh tieu cuc and technology - Teacher use different techniques to teach vocab (situation, realia) - Follow the seven steps o f teaching vocab.

Step 2: Perform ing the task: - Repeat in chorus and individually - Copy all the words Step 3: Discussion -Some students repeat the vocabulary in front of class Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them E x l/ Page 55.

Listen to the EX 1: conversation and choose the best Step 1: Transferring the learning summary task: Key: T asks ss to listen to the b. The benefits and drawbacks that conversation and choose the best advances in science and technology may

bring to people’s lives. summary Step 2: Perform ing the task: SS: Listen and complete the exercise Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

1.P R A C T IC E (W h ile -lis te n in g (10 ’)) a. Goal: listen and get the main ideas from the text b. C o n te n t: listen and circle the words they listen; answer the questions c. Expected result: Ss can understand about the future developments d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS EX 2: Ex2: Listen again to the conversation Step 1: Transferring the learning between Nick, Duong, and Chau. task: Circle the words and phrases as you - Run through the words/ phrases hear them -Play the recording again, once or Key: twice. Ask Ss to listen carefully and 1. problems tick the words/phrases according to 2. high yields what they hear in the passage.

4. overcrowding 6. bring unemployment Step 2: Perform ing the task: SS: Listen and complete the exercise Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion Teacher monitors and gets feedback EX 3: Ex3 / Page 55. Listen again and Step 1: Transferring the learning answer the questions task: Key: - Run through the questions 1.High yields in farming will (help feed -Play the recording again. Tell Ss to the growing population on earth). take notes/ write down the key words 2. ( We may be able to live) on other as they listen. Then they answer the planets. questions in writing or verbally.

He says he likes the idea o f having

lessons at homewith a robot, and on the Step 2: Perform ing the task: SS: Listen and complete the exercise Internet.

Step 3: Discussion Yes, she does.

T call on ss to answer aloud while 5. He thinks there will be many new some ss write the answers on the problems board Step 4: Conclusion T remarks results of the learning task.

4. PRODUCTION- W riting (15’) a. Goal: Help Ss to know how to write to express agreement or disagreement b. C o n te n t: Ss write about agreement or disagreement c. Expected result: Ss present a the future developments with the personal ideas d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS EX4/ Page 55.

Look at the EX 4: sam ple paragraph and fill in the Step 1: Transferring the learning task: Introduce the note about how to write outline. to express agreement or disagreement ? How many parts are there? What are Idea 1: Expensive they? What do we write in each part?

- Have Ss read the sample paragraph. Idea2: Make worker jobless Explain that the first sentence in the Idea 3: Make people lazy and sample is the topic sentence which tells inactive the reader whether the author agress or disagrees with the statement. The following sentences epress the reasons.

The last sentence is the concluding sentence, which summarise the main points in the paragraph.

Step 2: Perform ing the task: SS: work in pairs to fill in the outline.

Step 3: Discussion Ss demonstrate before the class Step 4: Conclusion T remarks results of the learning task.

EX5. M ake notes. W rite a paragraph on the topic EX 5: Step 1: Transferring the learning task: T asks ss to 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. + Make sure that they use proper

connectors first/ firstly, second/secondly,... and pay attention to spelling and punctuation.

Step 2: Perform ing the task: Ss work individually to do the task Step 3: Discussion T may ask some ss to represent their writing and ask the others to give comment Step 4: Conclusion T remarks results of the learning task. ♦HOMEW ORK: Ask Ss to: - Read the passage again -D o Ex C1.2, D1 P 6,7 - Prepare: Unit 11: Looking back & Project W eek Period 93

Planning: Teaching: U NIT 11: SCIENCE AND TECHNOLOGY 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 lessons in Unit 11 and link it with unit topics, consolidate and apply what they have learnt in Unit 11 through various activities and exercises.

- Vocabulary: Know some words related to the topic “science and technology”.

- Phonetics: The way to pronounce the words in the lesson.

- Grammar: + Future tenses (review) + Reported speech: statements.

2. Competence:form ability o f creating, solving the problem, studying and controlling themselves, communicating, cooperating, using languages 3. Quality: Have a serious attitude to the topic.

II. TEACHING AIDS: T: Textbook, plan , computer.

S: Book, exercise book.

III. PROCEDURE: 1. W A RM UP (5’) - Organization a. Goal: WARM UP Ss and lead to the lesson . b. Content: Ss complete the word web “ Netw ork” . c. Expected result: Ss can call out the fields could benefit from science and technology (exercise 2-page 56) d. Performance: T EA C H ER ’S & SS’ ACTIVITIES CONTENTS

Ex 2 : Complete the word web with the fields that could benefit from science and technology.

Step 1: Transferring the learning task: - Ask Ss to call out the fields could benefit from science and technology.

- Give Ss a few minutes to complete the word web. T may give some cues/ examples:

K ey: - Engineering - Farming - Home life Communication - Entertainment - Energy

Medicine Space exploration

Architecture Leisure

Step 2: Perfo - Ss discuss and do the task in small groups. transport Step 3: Discussion - Have Ss read out loud their answers.

Step 4: Conclusion T remarks results of the learning task.

2. PRESENTATION (10’) a. Goal: Ss can complete the sentences, rewrite the sentence; SS review the reported speech. b. Content: SS do the exercise and review grammar. c. Expected result: SS finish exercise 1,3,4,5 d. Performance TEACHER S & SS’ ACTIVITIES CONTENTS ♦Vocabulary I. Vocabulary E x l: W rite the correct form of the Key: 1. scientific words in brackets.

Step 1: Transferring the learning 2. environmental 3. development task: T ask Ss to write the correct form of the 4. discoveries words in brackets.

5. unnatural Step 2: Performing the task: Ss work individually to do the task then in pairs to compare their answers.

Step 3: Discussion Some Ss give their own answers aloud.

Others remark Step 4: Conclusion T give the correct answers, after that let some Ss read the sentences aloud.

Ex 3: Fill each gap with a word from the box to complete the passage.

Step 1: Transferring the learning task: - T ask Ss to read the requirement of the exercises then let Ss read the passage and complete this exercise individually.

Step 2: Performing the task: Ss work individually to do the task then in pairs to compare their answers.

Step 3: Discussion T call on some Ss to say aloud their answers - Some Ss give their own answers aloud Step 4: Conclusion T checks as a class. * Grammar Ex 4. Change the sentences into reported speech Step 1: Transferring the learning task: T ask Ss to change the sentences into reported speech.

Step 2: Performing the task: Ss do the task in pairs to change these sentences.

Step 3: Discussion T call on some Ss to write on the board.

Some Ss write their own answers on the board Others remark.

Step 4: Conclusion T checks as a class then gives the ccorrect answers.

Ex 5: Rewrite these sentences in direct speech.

Step 1: Transferring the learning task: T ask Ss to rewrite the sentences in direct speech.

Step 2: Performing the task: Ss work individually to do the task then in pairs to compare their answers.

Step 3: Discussion T call on some Ss to read aloud their sentences. Others remark.

Key: 1. inventions 2. laboratory 3. science 4. inventing 5. benefits 6. productive

II. Gramma 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. They announced that the 10 o’clock flight to Kuala Lumpur would be an hour late.

5. 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'll hand in the report tom orrow ,” M ia told me.

4. She said, “I'm reading a science fiction book about life on Venus.”

5. “I'll be a lawyer when I grow up,” he told me

Step 4: Conclusion T checks as a class___________________________________________________________ 3. PRACTICE (15’) a. Goal: Predict for each o f the fields. b. Content: Ss write one prediction for each o f the following field, based on the cues and your own ideas. Then share it with the class. c. Expected result: Ss can finish Ex6. d. Performance TEACHER S AND SS’ ACTIVITIES

CONTENTS

* Communication III. Communication Step 1: Transferring the learning Cues: - solar energy all year round. task: T ask Ss to read the requirement o f the - no school, no lessons on the Net. exercises.

- nutrition pills instead of normal food.

Tell them to be imaginative. Make sure - 5D-cinema at home. they write a prediction for at least three - home security protection with camera. o f the fields.

- entertainment centre at home.

T asks Ss to complete the self- smart phone app. assessment. Discuss with the class what difficulties remain and what areas Ss have mastered.

Provide further practice on the weak areas o f the class.

Step 2: Performing the task: Ss work individually to do the task then in pairs to compare their answers.

Step 3: Discussion Have Ss read out one of their predictions to the class. Others can ask them questions about their prediction Step 4: Conclusion T checks as a class.

Finished!

4. PR O D U C T IO N (10’) a. Gold: SS present their topic b. Content: - T choose an MC to control the contest - Ask the groups to check their projects before presenting c. Expected result: Ss finish their project d. Performance TEACHER S & SS’ ACTIVITIES CONTENTS Project IV. Project -Ss work in groups. Give Ss enough Y oung Inventors time to read the passage and discuss the 1. Read the following passage and questions. answer the questions that follow.

-Encourage Ss to use their imagination, brainstorm ideas and then choose what they would like to invent.

-Divide the four areas between members o f the group to develop their ideas and write them down. Allow groups enough time to prepare their talk. They can make their preparations out of class. The class votes for the best or the most useful invention. * HOM EW ORK (5’) T asks Ss to: - redo exercise.

- Prepare: Review W eek Period 94

2. If you could invent som ething new, what would you develop? Chose one o f these or your own idea.

3. W rite / Talk about your invention.

Planning: / /2021 Teaching: / /2021

REVIEW I. OBJECTIVES: 1. Knowledge: By the end of the lesson, Ss will be able to review the vocabularies and grammar related to the topics that they have learnt among unit 10, 11. a. Vocabulary: review vocabulary related to topic: Communication, Science and technology. b. Grammar: Reported speech (statements); Future tenses.

2. Competence:form ability o f creating, solving the problem, studying and controlling themselves, communicating, cooperating, using languages 3. Quality: - Knowing the importance of revision and need to study harder - Ss revise the language from unit 10 to unit 11 and practice with them.

- Ss participate actively in the lesson.

- Ss love the subject and be aware of revision to do exercises well.

II. TEACHING AIDS: T: Textbook, plan, pictures , computer.

S: Book, exercise book.

III. PROCEDURE: 1. W ARM UP (5’) - Organization 8 A .................

8 B .................... a. Goal: Remind the main grammar points they’ve learn in units 10-11 b. Content: Ss discuss in groups to list the main grammar points they’ve learn in units 10 - 11 .

c. Expected result: Ss can list the main grammar points. d. Performance ^Brainstorming: - Have Ss work in 2 teams to list the main grammar points they’ve learn in units 10- 12.

- Ss discuss in groups - Teacher checks with whole class.

2. PRACTICE (40’)

2.1. Vocabulary (10’) a. Goal: Help students review some vocabularies related to topic: communication + science and technology. b. Content: Ss can complete the words with -ity or -tiv e, write the opposite o f these words using un- or im-, pronounce and practice saying vocabularies related to the topic. c. Expected result: Ss can understand using and meaning o f the words; practice saying them.

T EA C H ER ’S AND SS’ ACTIVITIES EX 1+EX2: Step 1: Transferring the learning task: T asks Ss to complete the sentences.

Step 2: Performing the task: Ss do exercise individually.

Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

CONTENTS 1. Vocabulary: E x l: Complete the following words with -ity or -tiv e, then practice saying them.

1.activ 2.nationa l__ 3.pos i__ 4.possibi l__ 5.repeti 6.com pet i__ * Key 1.activity 2.nationality 3.positive 4.possibility 5.repetitive 6.competitive Ex2: W rite the opposite of these words, using un- or im-, and then read the words aloud.

1.happy 2.available 3.proper 4.important 5.safe 6.perfect * Key 1.unhappy 2.unavailable 3. improper 4.unimportant 5.unsafe 6. imperfect

2.2. Future tenses (10’) a. Goal: Review: future tenses. b. Content: Ss complete the sentences using correct tenses c. Expected result: Ss can remember the uses and the forms o f future tenses to apply to

EX 4: Step 1: Transferring the learning task: - T asks Ss to retell the form of the reported speech and give examples.

- T ask Ss to rewrite the sentences in reported speech.

Step 2: Performing the task: Ss do the task individually to rewrite the sentences .

Step 3: Discussion - Have two Ss write the sentences on the board while other Ss do the exercise at their desks.

- Ss comment on the sentences on the board.

Step 4: Conclusion T checks as a class then confirms the correct

EX 5: Step 1: Transferring the learning task: Ask Ss to do this exercise in pairs.

Ss do the task in pairs.

Step 2: Performing the task: Ss work in pairs to rewrite the sentences Step 3: Discussion - Have Ss write the sentences on the board - Ss comment on the sentences on the board.

Step 4: Conclusion T corrects Ss’ mistakes if necessary

b. Reported speech S+ said+ (that)+ S+ V {iii thi Example : He said that he came from Canada.

Ex 4: Change these sentences into reported speech.

P I like to do physics experim ents.’

He said th a t_______ 2.‘You have to keep quiet if you want to stay here.’

She told me th a t_______ 3.‘I will hand in my assignment to the teacher tom orrow .’

She s a id _______ 4 .‘The film will begin at seven o'clock.’

They announced th a t_______ 5.‘We have never seen this species o f lizard before.’

Biologists said (th a t)_______ *Keys 1.He said that he liked to do physics experiments.

2.She told me that I had to keep quiet if I wanted to stay there.

3.She said that she would hand in her assignment to the teacher the next/ following day.

4They announced that the film would begin at seven o'clock.

S.Biologists said (that) they had never seen that species o f lizard before Ex5: Find a mistake in each sentences and then correct it.

1.The teacher told us that we would have a lesson in the language lab yesterday.

2. Nick said that he wants to stay in Viet Nam longer.

3. Valentina Tereshkova was the first woman exploration who flew into space in 1963.

4. It is predicted that all students have had e-books by 2050.

5. M ike said that he has to postpone his visit to the dentist. * Key 1.vesterdav —> the previous 2.dav / the

EX 4: Step 1: Transferring the learning task: - T asks Ss to retell the form of the reported speech and give examples.

- T ask Ss to rewrite the sentences in reported speech.

Step 2: Performing the task: Ss do the task individually to rewrite the sentences .

Step 3: Discussion - Have two Ss write the sentences on the board while other Ss do the exercise at their desks.

- Ss comment on the sentences on the board.

Step 4: Conclusion T checks as a class then confirms the correct

EX 5: Step 1: Transferring the learning task: Ask Ss to do this exercise in pairs.

Ss do the task in pairs.

Step 2: Performing the task: Ss work in pairs to rewrite the sentences Step 3: Discussion - Have Ss write the sentences on the board - Ss comment on the sentences on the board.

Step 4: Conclusion T corrects Ss’ mistakes if necessary

b. Reported speech S+ said+ (that)+ S+ V {iii thi Example : He said that he came from Canada.

Ex 4: Change these sentences into reported speech.

P I like to do physics experim ents.’

He said th a t_______ 2.‘You have to keep quiet if you want to stay here.’

She told me th a t_______ 3.‘I will hand in my assignment to the teacher tom orrow .’

She s a id _______ 4 .‘The film will begin at seven o'clock.’

They announced th a t_______ 5.‘We have never seen this species o f lizard before.’

Biologists said (th a t)_______ *Keys 1.He said that he liked to do physics experiments.

2.She told me that I had to keep quiet if I wanted to stay there.

3.She said that she would hand in her assignment to the teacher the next/ following day.

4They announced that the film would begin at seven o'clock.

S.Biologists said (that) they had never seen that species o f lizard before Ex5: Find a mistake in each sentences and then correct it.

1.The teacher told us that we would have a lesson in the language lab yesterday.

2. Nick said that he wants to stay in Viet Nam longer.

3. Valentina Tereshkova was the first woman exploration who flew into space in 1963.

4. It is predicted that all students have had e-books by 2050.

5. M ike said that he has to postpone his visit to the dentist. * Key 1.vesterdav —> the previous 2.dav / the

day before 3.wants —> wanted 4.exploration —►explorer 5 .have had —►will have 6.has —> had

♦HOM EW ORK (2’) - Retell some vocabularies about Communication and Science and technology..

- Review reported speech.

- Prepare the next lesson.

W eek :

Planning: Period: 95 Teaching: 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 use the lexical items related to the topic ‘Life on other planets’, understand the conversation between Duong and Nhi about what could happen to Earth.

- Vocabulary: Know some words related to the topic “Life on other planets”: planet, trek, captain, crew, terrorist, ...

- Phonetics: The way to pronounce the words in the lesson.

- Grammar: + May and might: (review) + Reported speech: questions 2. Competence.

-form ability o f creating, solving the problem, studying and controlling themselves, communicating, cooperating, using languages 3. Quality - Language: get acquainted with the topic life on other planets -Ss work hard and understand more about universe.

II. TEACHING AIDS T : Textbook, lesson p la n ,, a projector, a laptop Ss : Learn the old lesson, prepare Unit 12: Getting started III. PROCEDURE 1. W ARM UP : (5 ) - O rganization^A :.....................8B:.............................. 8C:.................................... a. Goal: Motivate ss to interest in the topic o f the lesson and create the fun atmosphere before starting the new lesson. b. C o n te n t: Ss play a game: “ Brainstorm”

c. Expected result: Ss can express their idea. d. Performance: - Play a game: On the board, write the words transportation, communication, housing and energy and ask two groups of four students to list the future technologies they expect to see in these fields. Set a time limit and the game stops when the time is up. The team with more items wins.

- Ask Ss where and how fast they think we can to travel to other planets with those means of transport that they have listed. Lead to the new lesson.

2. PRESENTATION (10’) a. Goal: Provide Ss necessary vocabularies b. Content :Ss read the vocabularies and match the words to make common expressions. c. Expected result: Ss can maser the vocabularies d. Performance: TEACHER S & STUDENTS’ CONTENT ACTIVITIES * Teaching new vocabulary: I. Vocabulary: Step 1: Transferring the learning task - planet(n): hành tinh Elicit some new words from the pictures - trek (n,v): hành trình, du hành and situations , realias......

- series (n): phim nhiều tập - T reads new words.

- a captain: thuyền truớng - T writes new words on the board.

- crew (n): thủy thú Step 2: Perform ing the task: - terrorist (n): kẻ khủng bố Ss listen and repeat in individual first then - thrilling (adj): hồi hộp, li kỳ the whole class.

- alien (n): nguôi ngoài hành tinh Step 3: Discussion Call 3- 4 Ss to read the words again.

Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them * Check vocab: slap the board. * Present the dialogue Step 1: Transferring the learning task - Answer the questions individually. * Set the scene: Ask Ss to look at the - Students' answer picture and the heading What could happen Where are Duong and Nhi? to Earth? and answer the questions as a What are they doing? class: What might they be talking about?

- Ask them some questions: Where are Duong and Nhi? What are they doing?

What might they be talking about?

Step 2: Perform ing the task: - Ss discuss the questions in class Step 3: Discussion Ss answer the questions as a class Step 4: Conclusion Teacher gets feedback___________________ 3. PRACTICE (15»)

a. Goal: understand and do exercises correctly b. Content: Listen and Read; Read and tick; Answer the questions; W ork in pairs to match the words with the pictures; Find the sentences in reported speech in the conversation; Fill the w ords/ phrases in the blanks. c. Expected result: - Co-operation: interact with the teacher find out the answers - Communication: answer positively - Language: use English to answer d. Performance TEACHER S & STUDENTS’ CONTENT ACTIVITIES Ex la : Read the conversation and tick II. Practice true (T)/ false (F).

1.Listen and read - Ask ss to listen and read the Step 1: Transferring the learning task: - Ask Ss to read the conversation then tick conversation true or false. a. Key: - Have Ss say where they found the 1. F * 2. T answers in the conversation.

3. F Step 2: Perform ing the task: Ss work individually to do the task. Then, 4. T Ss compare answers with others.

5. F Step 3: Discussion T call on some Ss to say aloud their answers. Others remark.

Step 4: Conclusion T checks as a class then gives feedback.

Ex lb : Read the conversation again and answer the questions Step 1: Transferring the learning task: - Ask Ss to read the dialogue again then answer the questions in pairs - Have Ss say where they found the answers in the conversation.

Step 2: Perform ing the task: Ss work in pairs to do the task. Then, Ss compare answers with each other.

Step 3: Discussion T call on some Ss to say aloud their answers.

Some Ss give their own answers aloud.

Others remark.

Step 4: Conclusion T checks as a class then gives feedback.

b. Key: 1. James Kirk is the captain of the spaceship.

2. They went to Nibiru planet.

3. It happens in 2259.

4. It's the name of the spaceship that the crew travels on.

5. He wants to destroy Earth.

c. Key: Ex l c : Can you find the sentences in 1. That’s funny, Trang also asked me

reported speech in the conversation?

Underlined them.

Step 1: Transferring the learning task: - Ask Ss to read the dialogue again and find the sentences in reported speech in the conversation individually.

- Have Ss say where they found the answers in the conversation.

Step 2: Perform ing the task: Ss work individually to do the task.

Step 3: Discussion Ss read aloud the sentences. Some Ss give their own answers aloud. Others remark.

Step 4: Conclusion T checks as a class then gives feedback.

Ex 2 : Use the words/phrases in the box to label the pictures. Then listen and repeat.

Step 1: Transferring the learning task: Ask Ss to use the words/phrases in the box to label the pictures.

Step 2: Perform ing the task: Ss work individually to do the task. Then, Ss compare answers with each other.

Step 3: Discussion - T call on some Ss to say aloud their answers.

- Others remark.

Step 4: Conclusion T checks as a class then gives feedback.

- Afterwards, have Ss repeat the words chorally.

- Correct their pronunciation if necessary.

Check their understanding if necessary.

Ex3 : Use the word/phrases in 2 to fill the blanks.

Step 1: Transferring the learning task: Ask Ss to use the word/phrases in 2 to fill the blanks independently Elicit Ss' answers.

Step 2: Perform ing the task: Ss work individually to do the task. Then, Ss compare answers with each other.

Step 3: Discussion Some Ss give their own answers aloud.

Others remark.

what I thought would happen to Earth in the future.

2. I said I didn't know but that Earth might be run by aliens!

EX 2: Key: 1. aliens 2. space buggy 3. UFO 4 weightless 5. galaxy 6 spaceship 7. solar system 8 planet

EX 3: K ey: 1. aliens 2. UFO 3. space buggy 4. planet; planet 5. weightless 6. solar system 7 galaxy 8. spaceship

Step 4: Conclusion T checks as a class then gives feedback.

4. PRODUCTION (13’) a. Goal: can do exercise use English words relating to the topic b. Content - Co-operation: interact with partners find out the answers - Language: use English words relating to the topic c. Expected result: Students know how to do the exercise d. Performance: TEACHER S & STUDENTS’ CONTENT ACTIVITIES Ex4: Game: W hat and where III. Production - Draw a word web with several circles on Game: the board. Elicit the words/ phrases in from W HAT AND W HERE the class and write them in the circles, one Listen and follow the teacher’s word per circle. instructions to play the game.

- When all the words/ phrases are written in the circles, give Ss one minute to remember the position of each word/ phrase.

- Now rub out the words as Ss say them out loud, leaving only the circles.

- Ss work in two big groups. Ask them to take turns to fill the circles with the correct words.

- The group that has more correct answers is the winner. * HOM EW ORK (2’) - Learn by heart new vocabulary - Practice reading “Listen and read” -Prepare new lesson: Unit 12: A closer look 1.

o

W eek Period 96

<o Planning: Teaching:

UNIT 12: LIFE ON OTHER PLANETS LESSO N 2: A CLOSER LOOK 1 I. OBJECTIVES. 1. Knowledge: By the end of the lesson Ss will be able to pronounce correctly the words ending in -ful and -less in isolation and in context, use the lexical items related to the topic ‘Life on other planets’ - Vocabulary: Know some words related to the topic “Life on other planets”: Venus, Mercury, Saturn, Mars, Neptune, Jupiter, ...

- Phonetics: The way to pronounce the words ending in -ful and -less in isolation and in context correctly.

2. C om petence: + Develop communicative competence, discovery, cooperation competence and thinking competence. + Use the lexical items related to life on other planets. + Raising their awareness o f broadening their knowledge of life on other planets. + The way to pronounce the words ending in -ful and -less in isolation and in context correctly.

3. Q uality: - Ss work hard and understand more about universe.

H. TEACHING AIDS. T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare Unit 8: A closer look 1.

IH. PROCEDUCE I. W ARM UP : (5 minutes) - O rg an izatio n : 8A :................................ 8B:..............................8C:............................... a. Goal: Motivate ss to interest in the topic o f the lesson and create the fun atmosphere before starting the new lesson. b. C o n te n t: Ss play a game: “ Brainstorm” c. Expected result: Ss can express their idea. d. Performance: - Write letters M, V, N, J, S on the board and ask Ss to volunteer to write any name of any planet that they know beginning with these letters. Give them three minutes.

Suggested ideas: Venus, Mercury, Mars, Neptune, Jupiter, ...

- Lead to the new lesson.

2. PRESENTATION: (10 minutes) a. Goal: Provide Ss necessary vocabulary related to life on other planets. b. C o n te n t: Ss know more about names of planets and new words related to the topic. c. Expected result: understand using and meaning of the vocabularies d. Performance: TEACHER S &SS* ACTIVITIES CONTENTS * Teaching new vocabulary: I. Vocabulary Step 1: Transferring the learning - M ecury : sao Thủy task - Venus: sao Kim Elicit some new words from the - Saturn: sao Thồ pictures and situations , realias - Neptune: sao Hải Vương - T reads new words.

- Jupiter: sao Mộc - T writes new words on the board.

-Mars: sao Hòa Step 2: Perform ing the task: - solar system: hệ mặt trời Ss listen and repeat in individual first - God o f agriculture: thần nông then the whole class.

- the fast-flying messenger: người dua tin Step 3: Discussion bay nhanh Call 3- 4 Ss to read the words again.

Step 4: Conclusion

- T makes sure that all student copy the new words and the meaning of them * Checks vocab: slap the board.

1. P R A C T IC E : (20 minutes) a. Goal: - Revise the vocabulary they’ve learnt.

-Know how to form adjs by adding -fu l or -le ss to nouns or verbs b. Content: - write the names of the planets to label diagram of the solar system and then match the Roman Gods.

- add suffixes -fu l or -less to the words and use the topic o f space to make a sentence for each new words. c. Expected result: -Ss can memorize the learnt words and the way of using them, -Ss can form an adj from a noun or a verb by adding- ful/- less. d. Performance: TEACHER S &SS* ACTIVITIES CONTENTS E x l. Use the manes o f the planets EX 1: in the box to label the diagram of Key the solar system.

A. Mercury Step 1: Transferring the learning B. Venus task: C. Mars Have Ss open the books and work D. Jupiter independently.

E. Saturn If necessary, ask for translation of F. Neptune some words or phrases in the box to check thei understanding.

Step 2: Perform ing the task: Ss work individually to do the task.

Then, Ss compare answers with each other.

Step 3: Discussion T calls one student to show the answer Others remark.

Step 4: Conclusion T checks as a class then gives feedback.

Ex2. Now scan the passage and Key: A. Mercury check your answers.

Step 1: Transferring the learning B. Venus task: C. Mars Have Ss work in pairs, read the D. Jupiter passage and check their answers in 1. E. Saturn

Step 2: Perform ing the task: Ss work in pairs to do the task.

Step 3: Discussion T calls one student to show answer Others remark.

Step 4: Conclusion T checks Ss’ answers as a class.

F. Neptune

the

Key: 1. Neptune —God o f sea Ex3. W rite the names of the planets 2. Saturn — God of agriculture that match the Roman Gods.

3. Mars — God of war Step 1: Transferring the learning 4. Jupiter —God o f thunder and lighting 5. Venus — God o f love and beauty task: Have Ss work individually to fill in the blanks without reading the passage again Step 2: Perform ing the task: Ss work individually to do the task.

Step 3: Discussion T calls one student to show the answer Others remark.

EX 4: Step 4: Conclusion Key T checks Ss’ answers as a class. а. Suggested answers: 1. weightless Ex4: 2. waterless a. Step 1: Transferring the learning 3. resourceful/ resourceless task: 4. beautiful Add suffixes -ful or -less to the words 5. wonderful in the box. Note that some words can б.airless use either suffix.

T can explain that to from adjectives, we can add suffixes -ful or -less to a noun or a verb. Ask Ss to work in pairs to from words with the ending ful or -less.

Step 2: Perform ing the task: Ss swap pairs to check their answers, then check their answers as a class.

SS: add some words that are formed in this way if time allows.

Step 3: Discussion T calls one student to show the b. Example: answer -Earth looks beautiful from space -Venus is a dry and waterless planet.

Others remark.

Step 4: Conclusion_________________

T checks Ss’ answers as a class, b.

Step 1: Transferring the learning task: Now use the topic o f space to make a sentence for each new word.

Ask Ss to work in pairs to write a sentence about the topic o f space for each word.

Step 2: Perform ing the task: SS work in pairs and compare ss sentences with a partner.

Then swap their sentences with another pair’s to peer check.

Step 3: Discussion Afterwards, have some Ss read out loud their sentences Step 4: Conclusion T correct Ss’ work if necessary.________________________________________ 4. P R O D U C T IO N : (8 minutes) a. Goal: Students can pronounce words ending in -ful/-less with correct stress b. Content: Put the stress in correct place, then listen and repeat. c. Expected result: Ss can practice and read the words correctly. d. Performance: TEACHER S & SS’ ACTIVITIES CONTENTS Ex5. Put the stress in the correct II. Pronunciation place in the words. Then listen and Audio script: check. ‘thoughtless Step 1: Transferring the learning ‘meaningful ‘helpless task: Explain to Ss that when we add ‘meaningless suffixes -ful or -less to a word, the ‘helpful tress o f the word remains unchanged. ‘thoughtful Play the recording and ask Ss to listen ‘useless and stress the words. ‘plentiful Step 2: Perform ing the task: ‘useful Ss listen and repeat in individual Step 3: Discussion T calls on some Ss to give their answers aloud.

Step 4: Conclusion Audio script: T correct Ss’ work if necessary.

1. Her speech on the environment was Ex6. Read the following sentences ‘meaningful. and mark the stressed syllable on 2. My teacher is so ‘helpful when we don’t the w ords in italics. Then understand something. listen and repeat.

3 . 1 was ‘helpless to stop the dog biting me.

Step 1: Transferring the learning 4. This dictionary is so ‘useful. task: 5. There is ‘plentiful w ater for life on earth First, have Ss work individually to mark the stress in each word.

Have them practice reading the sentences.

Play the recording and ask Ss to listen, check their answers and repeat the sentences.

If time allows, call on some Ss to read out the sentences, paying attention to the stress in each italicized word.

Step 2: Perform ing the task: SS work individually and compare ss sentences with a partner.

Step 3: Discussion T calls on some Ss to give their answers aloud.

Step 4: Conclusion T correct Ss' work if necessary.______ * HOM EW ORK (2 minutes) - Use lexical items related tolife on other planets , how to mark stress ending “ ful” and “ less” - Learn by heart the new words.

- Do exercises in workbook.

- Find some words ending with “ ful” and “ less” - Prepare: Unit 8- A closer look 2 W eek Period 97

Teaching: Planning: UNIT 12: LIFE ON OTHER PLANETS LESSO N 3: A CLOSER LOOK 2

¡.O BJECTIVES 1. Knowledge: -By the end of the lesson Ss will be able to use the lexical items related to the topic ‘Life on other planets’,know how to use may and might correctly and reported questions.

- Vocabulary: Know some words related to the topic “Life on other planets” - Phonetics: The way to pronounce the words in the lesson.

- Grammar: + May and might: (review) + Reported speech: questions.

2. Competence: + Develop communicative competence, discovery, cooperation competence and thinking competence. + Use the lexical items related to life on other planets. + Raising their awareness o f broadening their knowledge of life on other planets.

3. Quality:

-Students can revise may/might by doing some exercises.

-Read the questions and rewrite them as reported questions. « .T E A C H IN G A IDS: 1. T eacher’s: teacher book 2. Students’: Textbooks, notebooks.

IH . P R O C E D U R E 1. W A R M - U P (5 minutes) a. Goal: help ss to recall may and might b. Content: Ss give the use of may and might c. Expected result: Ss can remember the use of them. d. Performance: T: asks ss to work in pairs to answer the questions: 1. Tell me some modal verbs you’ve learnt.

2. Can you give their use of may and might?

Ss: Listen, work in pair to answer the questions => Lead to new lesson.

2. P R E S E N T A T IO N (10 minutes) a. Goal: help ss review may and might. b. Content: Use may/might to fill in the blanks. c. Expected result: Ss do exercise well base on remember ! box. d. Performance: T AND SS’ A C T IV IT IE S C O N T EN T S E x l. Use m ay/ might to fill in each of I. May and might: review the blank.

Key: Step 1: Transferring the learning task: 1. may/ might Ask Ss to work individually to fill in the 2 may/ might gaps.

3. may/ might Note that in relation to points 1 and 2 in 4. may the REM EM BER! box. May and might 5. may/ might are both equally correct in this activity. Ss 6. may much only distinguish between these and 7. may/ might point 3 in the box: may for permission.

8. may Step 2: Perform ing the task: SS work individually and compare ss sentences with a partner.

Step 3: Discussion T calls on some Ss to give their answers aloud.

Step 4: Conclusion T correct Ss’ work if necessary.

3. P R A C T IC E (20 minutes) a. Goal: using the reported speech to do exercise well. b. Content: Do exercises 2,3,4 in textbook c. Expected result: can do exercises correctly. d. Performance: T AND SS’ A C T IV IT IE S

C O N T EN T S

Task 1: Step 1: Transferring the learning task: - Teach Ss how to use reported questions.

- Draw S s’ attention to the language box on reported questions, ask them to read the box about reported questions carefully.

- T give examples on the board then ask Ss to make others.

Eg: a, ‘What were you doing at the tim e?’

-> She asked (me) what I was doing/ had been doing at the time. b, ‘Did the alien talk to you?’

-> She asked (me) if/ whether the alien talked/ had talked to her - Notice Ss the rule to change pronouns, possessive adjectives, verb tenses, and time expressions in reported questions Step 2: Perform ing the task: Ss read then take note Step 3: Discussion Ss can ask T for more detail in case they stil have question Step 4: Conclusion T makes sure that Ss can have a grasp of conjunction Ex2. Nick claimed that he had seen a UFO. Read the interview between a reported and Nick, and finish the following sentences.

Step 1: Transferring the learning task: T explains the requirement to the class Step 2: Perform ing the task: Ss work in pairs and do the exercise Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

Ex3. Circle the correct word in italicsto com plete each sentence.

Step 1: Transferring the learning task: T explains the requirement to the class Step 2: Perform ing the task: Ss work individually and check their

II. 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. a, VVh- questions: => Gián tiếp: S + asked/ wanted to know ... + W hword + s+ V (lùi 1thì so với câu trực tiếp) .... b, Yes/No- questions: => Gián tiếp: S + asked/ wanted to know ... + if/whether + s+ V (lùi 1thì so với câu trực tiế p ) ...... * Note: Remember that pronouns, possessive adjectives, verb tenses, and time expressions change in reported questions just as in reported statements.

2. Nick claimed that he had seen a UFO. Read the interview between a reporter and Nick, and finish the following sentences.

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

answers with a classmate Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion Check the answers as a class.

Ex4. Read other questions by the interviewer. Rewrite them as reported Key: questions.

1. The interviewer asked if he went for a walk every day.

Step 1: Transferring the learning task: T explains the requirement to the class 2. He asked how Nick had felt when he For a class which needs more support, had seen the alien. have Ss write the first two reported 3. He asked what the alien had looked questions and correct these carefully with like. the whole class. Have Ss explain the 4. He asked why Nick hadn't taken a changes they have made. Have them do photo of the alien. the rest for homework.

5. The interviewer asked how long the Step 2: Perform ing the task: UFO had stayed there.

Ss work individually to write questions 6. The interviewer asked if Nick had in reported speech seen any UFOs since then Step 3: Discussion T asks some Ss to give their answers on the board, get feedback from other Ss Step 4: Conclusion Check the answers as a class____________ 4. P R O D U C T IO N ^ minutes) a. Goal: Ss will be able to use the reported speech to report questions. b. Content: Work in groups to report questions to the whole class. c. Expected result: can practice the reported speech well. d. Performance: T AND SS’ ACTIVITIES CONTENTS 5. W ork in groups of three. One is Nick and S s’ answer. the others are N ick’s friends. Ask and answer questions about what Nick saw.

Then report the friends’ questions and N ick’s answers to the whole class.

Step 1: Transferring the learning task: Have Ss work in groups of three for 5 to 10 minutes. Go around to see if Ss need help.

Then ask the student who plays N ick’s role to report orally the questions he was asked. Get another student in the group to report what Nick answered.

Step 2: Perform ing the task: Ss work in groups to write questions in reported speech

Step 3: Discussion T asks some Ss to give their answers on the board, get feedback from other Ss Step 4: Conclusion Check the answers as a class * HOM EW ORK (2 minutes) - Learn by heart the form of the reported speech.

- Prepare Unit 12: Communication.

W eek: T ea ch in g :

Period: 98 Planning: UNIT 12: LIFE ON OTHER PLANETS LESSON 4: COM M UNICATION

I. OBJECTIVES. 1. Knowledge: By the end of the lesson Ss will be able to predicting what other life forms might be like, share their own views about the possibility of other life forms and use reported speech exactly - Vocabulary: Extra vocabulary related to the topic life on other planets.

- Grammar: Review: reported speech 2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence.

3. Quality: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets.

II. TEACHING AIDS. 1. Teacher: Textbooks, teaching plan, teacher’s book...

2. Students: Textbooks, notebooks...

III. PROCEDURE 1. W ARM U P : a. Goal: To help Ss to pay attention in the lesson. b. Content: Ss answer the teacher’s question individually. c. Expected result: Ss can answer the questions correctly. d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS T asks Ss: *Chatting.

W hich planet would they like to go to if they had a chance? Why? Ss answer the questions T tells 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.

2. PRESENTATION a. Goal: Ss know more vocabularies related to the topic life on other planets.

b. Content: + Ss study some extra vocabularies related to the topic individually. + Ss work individually to read the comments they have posted on an online forum c. Expected result: Ss can know more vocabularies related to the topic. d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS Task 1: VOCABULARY Step 1: Transferring the learning - appropriate (adj): phù hợp, thích hợp task: - ‘powerful (adj): mạnh mẽ T introduces some new words.

- NASA (National Aeronautics and space Synonym Administration): Cơ quan Hàng không và Synonym Vũ trụ Hoa Kỳ Translation Step 2: Perform ing the task: Ss listen and repeat in individual first then the whole class.

Step 3: Discussion Call 3- 4 Ss to read the words again.

Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them - Check: What and Where.

Task 2: EX 1. Five teenagers are discussing the EX 1: possibility o f other life forms in our Step 1: Transferring the learning galaxy. Read the comments they have task: posted on an online forum.

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.

Step 2: Perform ing the task: Ss read the comments and complete the exercise Step 3: Discussion T calls some students to read the comments Step 4: Conclusion T gives feedback.

3. PRACTICE a. Goal: Ss can talk their own views about the possibility of other life forms and use reported speech exactly. b. Content: + Ss work in groups to decide if they agree or disagree with each o f the opinions and ideas in 1. Say why or why not. + Ss work in pairs to imagine they are going into space. Decide together what they will

take with them. They can add any item they think necessary and give reasons c. Expected result: Ss can talk their own views about the possibility of other life forms and use reported speech exactly. d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS EX 2: EX 2. W ork in groups to decide if you Step 1: Transferring the learning agree or disagree with each o f the task: opinions and ideas in 1. Say why or why Ask Ss to work in groups. Tell Ss that not. they can look at the blog and use the Suggestions for disagreements: example to discuss the five ideas.

- 1 disagree with Nhi because the inhabitants If Ss agree, ask them to add any there may be able to live in high details from their imagination about temperatures. They may have bodies which the planet. Elicit the reasons why can resist heat. Or they may have a special there may be inhabitants there, what machine to cool down the atmosphere of the those inhabitants may look like, how place where they live. they can communicate, how they can - I disagree with Due because the inhabitants there will be able to extract travel...

If Ss disagree, ask them to justify liquid from underground to survive. Their bodies may be adapted to the environment their choice. there. They may not need oxygen but Step 2: Perform ing the task: hydrogen or nitrogen to breathe.

SS: work in groups and complete the - I disagree with Anh. Any planet can be exercise considered powerful. Any inhabitant is Step 3: Discussion proud of his/ her own planet.

T asks some Ss to give ideas Step 4: Conclusion T remarks results of the learning task.

EX 3: Step 1: Transferring the learning task: 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 and help Ss. Note this is not meant to be serious; Ss can suggest silly or funny things as long as they justify them.

Step 2: Perform ing the task: SS: work in pairs and complete the exercise Step 3: Discussion_________________

EX 3a. W ork in pairs. Imagine you are going into space. Decide together what you will take with you. You can add any item you think necessary. Rem em ber to give reasons.

E.g.: A: I will wear a space suit because it may be very cold there and I w on’t be able to breathe.

B: I will bring hand washing gel to clean my hands.

Ss demonstrate before the class Step 4: Conclusion T remarks results of the learning task.

4. PRODUCTION. a. Goal: Ss can report your decisions to another pair or to the class b. C o n te n t: Ss work individually to report their decisions to another pair or to the class. c. Expected result: Ss can report their decisions fluently and reasonably. d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS T asks Ss to report their decisions to 3b. Report your decisions to another pair the class or to another pair. Give or to the class. feedback if necessary. ♦HOMEW ORK: - Retell the contents of the lesson - Prepare next lesson: Skills 1.

- Prepare: talk about what life may be like on other planets; Read for specific information about life on other planets W eek : Planning:

Period: 99 T ea ch in g : UNIT 12: LIFE ON OTHER PLANETS LESSON 5: SKILLS 1

I. OBJECTIVES. 1. Knowledge: By the end o f the lesson, Ss will be able to know more about life on Mars. They will be able to talk about life on Earth and other planets.

- Vocabulary: Vocabulary related to the topic life on other planets.

- Grammar: reported speech 2. C om petence:T eam w ork and independent working, pair work, linguistic competence, cooperative learning and communicative competence.

3. Quality: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets.

II. TEACHING AIDS. 1. Teacher: Textbooks, teaching plan, teacher’s book...

2. Students: Textbooks, notebooks...

III. PROCEDURE 1. W ARM U P : a. Goal: To help Ss to pay attention in the lesson. b. Content: Ss work individually to answer the teacher’s question c. Expected result: Ss can answer the teacher’s question correctly. d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS T asks Ss to cover the reading la . Look at the pictures and discuss the passage, look at the pictures of the questions. two planets and answer the questions. - Picture A: Earth T asks them: Picture B: Mars - What else can you infer from the - The difference is that there is life on Earth

pictures? but there isn’t on Mars.

Ss answer the questions 2. PRESENTATION - Reading a. Goal: help students prepare for reading to a text a b o u t. b. Content: Ss work individually to find words in the passage that have similar meaning to these words or phrases. c. Expected result: Ss can read for specific information about life on other planets and do reading exercises correctly. d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS lb . Read the text below and check your Step 1: Transferring the learning answers. task: T asks ss to read the text below and - ss’ answers. check your answers Step 2: Perform ing the task: Ss answer the questions as a class Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

3. PRACTICE - W hile - Reading a. Goal: Ss can talk about what life may be like on other planets b. Content: Ss work individually to match the headings with the paragraphs (1-3) + Ss work in pairs to read the text again and answers the questions. c. Expected result: Ss can read for specific information about life on other planets and do reading exercises correctly. d. Performance: TEACHER S & SS’ ACTIVITIES CONTENTS EX 2 2. Find words in the passage that have Step 1: Transferring the learning similar meaning to these words or task: phrases.

Have Ss scan the passage to find the Key: words in red and match them with the 1. poisonous 2. twice definitions. T can explain some difficult 3. experiences 4. traces words/ phrases.

5. surface 6. climate Step 2: Perform ing the task: 7. accommodate Ss check the meanings of the words from the context. Then check their answers as a class.

Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T gives comment and adds on to the answer if necessary

EX 3: Step 1: Transferring the learning 3. M atch the headings with the task: paragraphs (1-3). There is one extra.

T asks ss to match the headings with the Key: paragraphs l.C 2. B 3. A Step 2: Perform ing the task: Ss work individually to do the task Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T gives comment and adds on to the answer if necessary 4. Read the text again and answers the questions.

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 4: Step 1: Transferring the learning task: T explains the requirement to the class Step 2: Perform ing the task: Ss work individually to read the text again and answers the questions Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion T gives comment and adds on to the answer if necessary 4. PRODUCTION - Speaking a. Goal: Ss work in pairs to take turns to report what their previous partner said about life on their planet. b. C o n te n t: Ss work in pairs to take turns to report what their previous partner said about life on their planet. c. Expected result: Ss can use reported speech to report their previous partner’s answers correctly. d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS EX 5+ EX6 5. W ork in pairs. One is a human and the Step 1: Transferring the learning other is a M artian. Use the suggestions task: below to ask and answer about life on T has Ss read the table of information Earth and life on Mars. carefully.

Example: Have them ask and answer questions - So what kind o f food do you eat? about food and drink. Have another - Well, we eat things like rice, bread, cooked pair do the same, asking and meat. And you?

answering about sleep and travel.

Then have a third pair to finish with 6. Now swap pairs. The human of one environment and problems. pair works with the M artian of the other Step 2: Perform ing the task: pair. Take turns to report what your Ss work in pairs to ask and answer previous partner said about life on their questions based on the suggested planet your new partner to see if he/ she information in the table and the said similar things. example.

New human:W hat kind of food did the Step 3: Discussion human say she ate?

T sets a time limit of 5 to 10 minutes. New Martian: She said that she ate rice, W hen they finish, ask the student who break, meat and fruit and vegetables. plays the role o f the human from one New human: Yes, that’s right! pair, and the student who plays the role o f Martian from another pair to role-play in front of the whole class.

Step 4: Conclusion T gives comment and adds on to the answer if necessary_________________ ♦HOMEW ORK: Retell the contents of the lesson - Do C l, D l, D2 (P.47 - 4 8 ) in the workbook.

- Prepare next lesson: Skills 2 (Find the information about aliens and write to discribe a alien) W eek : Period:

Planning: Teaching : UNIT 12: LIFE ON OTHER PLANETS LESSON 6: SKILLS 2

I. OBJECTIVES. 1. Knowledge: By the end o f the lesson, Ss will be able to listen for specific information about life on other planets. They will be able to use their imagination to write a description about an alien.

- Vocabulary: Vocabulary related to the topic life on other planets.

- Grammar: reported speech 2. Competence:SS will develop some competences such as being determined, selfstudying, creative and communicating. They will use language correctly.

3. Quality: Students are hard-working and attentive. They know more about life on other planets.

II. TEACHING AIDS. 1. Teacher: Textbooks, teaching plan, teacher’s book...

2. Students: Textbooks, notebooks...

III. PROCEDURE 1. W ARM UP : a. Goal: To help Ss to pay attention in the lesson. b. Content: Ss work individually to draw aliens and answer the questions. c. Expected result: Ss can answer the questions correctly.

d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS - Ask a couple o f Ss to come to the board and draw S S ’ answers 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.

2. PRE - LISTENING a. Goal: understand and use some lexicals before listening to T om ’s imagined description of what an alien from another planet may be like b. Content: + Ss work in pairs to describe the pictures and answer the questions. c. Expected result: Ss can answer the questions correctly. d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS Step 1: Transferring the learning task W ork in pairs.

- Ask Ss to work in pairs to describe the pictures and Describe the pictures answers the questions. and answer the - Before Ss listen, ask them to read the information in the questions. table carefully and try to predict the answers. Tell them - S S ’ answer. 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.

Step 2: Perform ing the task - Ss do as requested to complete the task - Ss work in pairs Step 3: Discussion - Report the result to the class Step 4: Conclusion • Teacher monitors and gets feedback__________________ 3. PRACTICE- W hile - listening a. Goal: Listen to T om ’s imagined description o f what an alien from another planet may be like and answer the question and then fill each blank. b. Content: + Ss work in pairs to describe the pictures and answer the questions. + Ss work individually to listen and fill each blank with no more than three words. + Ss work individually to listen and tick (V) true (T), false (F) or not given (NG). c. Expected result: Ss can listen to T om ’s imagined description o f what an alien from another planet may be like and do listening exercises correctly. d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS Step 1: Transferring the learning 2. Listen to T om ’s imagined description task of what an alien from another planet may - Play the recording twice. Have two be like. Fill each blank with no more than Ss write their answers on the board. three w ords......

Key: Confirm the correct answers.

- Have Ss work individually to 1. Jupiter 2. M uch bigger

underline the key words in the 3. More powerful 4. Lots o f hair statements. Ask Ss to do the exercise 5. Thick skin 6. four eyes without listening to the recording 7. Happiness 8. Fear first. Write their answers on the board 9. Energy 10. rocks without confirming the correct answers. Play the recording again for 3. Listen again and tick (V) true (T), false Ss to check. T may pause at the (F) or not given (NG). sentences that include the information Key: Ss need for the answers. l.F 2. NG 3. T 4. F 5. F 6. F Step 2: Perform ing the task Ss work individually Ss do as requested to complete the task Step 3: Discussion W rite their answers on the board Step 4: Conclusion - Teacher monitors and gets feedback 4. PRODUCTION - W riting a. Goal: Ss can write to discribe an alien. b. Content : + Ss work in pairs to im agine what an alien may be like, use their imagination to fill in the web. + Ss work individually to use the notes to write a description of your alien. + Ss work in pairs to swap their work with their partner. c. Expected result: Ss can write to discribe an alien well. d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS + Pre - writing 4. W ork in pairs. Imagine what an - Set a time limit for Ss to brainstorm ideas alien may be like. Use your and write their notes. Move around and im agination to fill in the web below help Ss if necessary. Ask Ss to refer back 5. Now use the notes to write a to the speaking in 5, SKILLS 1 and description o f your alien. listening in 2 and 3, SKILLS 2 for useful Suggested writing language and ideas.

I sometimes dream about meeting an + W hile - writing alien from Mars. He looks very - Now have Ss work individually to write strange. He has big eyes and he is a descriptions of their alien. Give Ss a time little bigger and more violent than me. limit for this. For a class which needs more His skin is black. He has no hair on his support, make copies o f the audio script head but he has an antenna. He wears and give each student one. The script can clothing but it is made of metal. It’s act as a writing model, but make it clear very strong. He looks really powerful that Ss should change the content to match and he always has to fight for the their own ideas freedom of his planet. There are a lot of invaders from the galaxy who want to control his planet. He loves peace and + Post - writing he will do everything to protect his Ss swap their writing with a partner. They planet.______________________________

comment one each other’s work. Ss revise and edit their writing in class if time allows, or else as homework.

6. Swap your work with your partner. How different is your description from your partner’s.

* HOMEW ORK: Retell the contents of the lesson - Complete their writing.

- Prepare next lesson: Review 4 (PI) Week: Period: 104

Planning: Teaching: UNIT 12. LIFE ON OTHER PLANETS LESSON 7: LOOKING BACK + PROJECT

I. OBJECTIVES. 1. Knowledge: : By the end of the lesson, students will be able to: + Vocabulary: Life on Earth and other planets + Grammar: - May and might: review - Reported speech: questions + Communication: Predicting what other life form might be like Asking and answering questions about life on other planets 2. Competence: Develop comm unicative competence, discovery, cooperation competence and thinking competence.

3. Quality: Develop honest, responsible qualities for students.

II. TEACHING AIDS. Teacher: Textbook, computer, projector.

Students: Textbook, workbook.

III. PROCEDURE. 1. W ARM UP (5’) - Organization: 8A :...................... 8B:............................. 8C :................................... a. Goal: Help Ss to be excited about the lesson and revise the vocabularies of the topic b. Content: Rearrange the letters to label the picture c. Expected result: Ss can find out the words and be ready for the lesson d. Performance: TEA C H ER ’S AND SS’ ACTIVITIES CONTENT Step 1: Transferring the learning task 1. Rearrange the letters to - T presents the pictures with the jum ble label the picture words 1.aliens 2. space buggy 3. weightless 4. solar energy Step 2: Performing the task 5. planet 6. spaceship - Ss work in two teams to reorder the letters to label the pictures 7. flying saucer 8. galaxy Step 3: Discussion - One team to give their answers.

Step 4: Conclusion - Give feedback and correct

2. P R E SE N T A T IO N ^’) a. Goal: Help Ss to revise the structures of the reported speech b. Content: W ork in pairs to give the structures o f the reported speech c. Expected result: Write down the structures of the reported speech d. Performance: TEA C H ER ’S AND SS’ ACTIVITIES CONTENT 2.

Step 1: Transferring the learning task - S + asked + (0 ) + If/ whether + - T ask ss to repeat the structures o f the reported speech.

S + V( back one tense) Step 2: Performing the task - S + asked + (O) + wh+ S + V - Ss work in pairs to repeat the structures ( back one tense) Step 3: Discussion - Call on some ss to give their answers.

Step 4: Conclusion - Give feedback and correct 3. PRACTICE (20’) a. Goal: Help Ss to revise the vocabularies and reported speech. b. Content: Fill in each gap with a suitable word; Underline the correct answers; Put the words in the correct order to make reported questions; Change the questions into reported questions. c. Expected result: Ss can complete studying tasks, b. Performance: T E A C H E R ’S AND SS’ A C T IV IT IE S CONTENT Step 1: T ra n sfe rrin g the learn in g task 2. Fill in each gap with a suitable - T run through the words and sentences word - Ask ss to work individually then 1. accommodate compare with their partner.

2. surface S tep 2: P erfo rm in g the task 3. traces - Some students give their answers.

4. climate S tep 3: D iscussion 5. NASA - Report the result to the class S tep 4: C onclusion - Give feedback and correct 3. Underline the correct answers l.if 3. U n d erlin e th e c o rre c t answ ers 2. had been S tep 1: T ra n sfe rrin g the learn in g task - T run through the words and sentences 3. who - Ask ss to work individually then 4. had been compare with their partner.

5. how S tep 2: P erfo rm in g the task 6. ate - Some students give their answers.

7. what S tep 3: D iscussion W ork in groups.

- Report the result to the class 4. Put the words/ phrases in the S tep 4: C onclusion - Give feedback and correct correct order to make reported 4. P u t th e w o rd s/ p h ra ses in th e co rrect questions.

1. He asked me how I would reach o rd e r to m ake re p o rte d questions

if I 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 what the difference between a planet and a star was.

5. They asked if there was water on Mars.

5. Change the following questions 5.

Change the following questions in toin to reported questions reported questions 1. The teacher asked ss what the essential conditions for human life Step 1: Transferring the learning task - T run through the words and sentences were.

- Ask ss to work individually then 2. Samuel asked the scientist if compare with their partner. humans had been able to Step 2: Performing the task communicate with people on other planets.

- Some students give their answers.

3. Nick asked the journalist id the Step 3: Discussion Roswell UFO incident had taken - Report the result to the class place in the US in June 1947.

Step 4: Conclusion - Give feedback and correct 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._____________________ 4. PRODUCTION (12’) a. Goal: Help Ss to ask and answer questions about life on other planets b. Content: Choose the right sentences (A-E) to put into the dialogue c. Expected result: Practise the dialogue fluently d. Performance: TEACHER S AND SS’ ACTIVITIES CONTENT - Ask ss to do task in pairs.

6. Choose the right sentences - Ask ss to work inpairs to do the task.

(A-E) to put into dialogue.

- Asked some pairs to rehearse the dialogue. l.B 2. D - Give feedback and correct 3. A 4. C 5. E * HOM EW ORK (3 ) Step 1: Transferring the learning task - T run through the words and sentences - Ask ss to work individually then compare with their partner.

Step 2: Performing the task - Some students give their answers.

Step 3: Discussion - Report the result to the class Step 4: Conclusion - Give feedback and correct

Project - W ork in groups. Give ss enough time to write and answer the questions then develop their ideas.

W eek: Period: Planning: T ea ch in g : REVIEW 4 (PI) I. OBJECTIVES. 1. Knowledge: By the end of the lesson Ss will be able to review pronunciation, vocabulary and the grammar points they have learnt in unit 10, 11,12. They can also practice making every day English.

- Vocabulary: Review the vocabulary they have learnt in unit 10, 11,12.

- Grammar: future tenses, to infi, reported speech.

2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence.

3. Quality: Students are hard-working and attentive.

II. TEACHING AIDS. 1. Teacher: Textbooks, teaching plan, projector 2. Students: Textbooks, notebooks...

III. PROCEDURE 1. W ARM U P : a. Goal: To WARM UP the class and introduce the lesson. b. Content: Ss answer the teacher’s questions individually. c. Expected result: Ss can answer the questions correctly. d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS T asks Ss some questions *Chatting.

Ss answer the questions 2. PRACTICE 2.1. Pronunciation a. Goal: Help Ss review the rules of stress in words starting or ending in un-, im-, -ful, less, -ity, and -ive. b. Content: + Ss work individually to mark the stress for the following words, then listen and repeat. + Ss work individually to complete the words in these sentences. Then listen, and check. c. Expected result: Ss can review the rules of stress in words starting or ending in un-, im, -ful, -less, -ity, and -ive and do pronunciation exercises correctly. d. Performance: TEACHER S & SS’ ACTIVITIES CONTENTS Step 1: Transferring the learning 1. M ark the stress for the following task: words, then listen and repeat.

Review the rules of stress in words Key: starting or ending in un-, im-, -ful, - uni'dentified 'meaningful un'suitable less, ’paperless a'bility im'mobile -ity, and -iv e with Ss as a class. ’wireless po'ssessive suc'cessful - Have Ss then mark the stress in'formative interactive im'possible independently. capability un'popular 'powerless

- Play the recording. Ss listen and ’colourless correct their answers.

2. Complete the words in these sentences.

Then T plays the recording for Ss to Then listen, and check. check Key: Step 2: Perform ing the task: 1. colourless 2. unidentified Ss listen again and repeat, in chorus 3. interactive 4. capability and individually.

5. meaningful 6. impossible Ss work individually to complete the words in the sentences Step 3: Discussion Ss can ask T for more detail in case they stil have question for Conjucntions Step 4: Conclusion Confirm their answers.

2.2. Vocabulary a. Goal: Review the vocabularies they have learnt in unit 10, 11,12. b. Content: + Ss work individually to match each verb in column A with a phrase in column B. + Ss work individually to write the correct form of the words in brackets to complete the passage. c. Expected result: Ss can review vocabularies they have learnt in unit 10, 11,12 and do vocabulary exercises correctly. d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS EX 3: 3. M atch each verb in colum n A with a Step 1: Transferring the learning phrase in colum n B. task: Key: T asks ss to match each verb in 1. meet face-to-face column A with a phrase in column B 2. make inventions Step 2: Perform ing the task: 3. exchange information Ss do the task individually and then 4. fly into space share their answers with a partner.

5. move round the sun Step 3: Discussion 6. benefit from science and technology T asks some Ss to give their answers on the board Step 4: Conclusion T remarks results of the learning task.

4. W rite the correct form o f the words in EX 4: brackets to complete the passage.

Key: Step 1: Transferring the learning task: 1. scientist 2. chemistry - Let Ss read the passage for two or 3. inventor 4. ambitious three minutes. Ask Ss what part of 5. unhappy 6. invention speech can be filled in each blank.

- Elicit their answers. Ss do this

exercise individually. T may ask some Ss to write their answers on the board.

Step 2: Perform ing the task: Ss work individually to do the task Step 3: Discussion T asks some Ss to give their answers on the board Step 4: Conclusion Correct as a class.

2.3. Grammar a. Goal: Help Ss review the future tenses, to infi, reported speech. b. C o n te n t: + Ss work individually to use the correct form of the verbs in brackets. + Ss work individually to Rewrite the following sentences in reported speech. + Ss work individually to do the Everyday English. c. Expected result: : Ss can review the future tenses, to infi, reported speech and do grammar exercises correctly. d. Performance: TEACHER S & SS' ACTIVITIES CONTENTS EX5: 5. Use the correct form of the verbs in Step 1: Transferring the learning brackets.

Key: task: - Let Ss read the passage for two or 1. will ...b e ?

2. to buy three minutes. Ask Ss what part of 3. to read 4. look speech can be filled in each blank.

5. will be 6. will appear - Elicit their answers. Ss do this 7. to read 8. will appear exercise individually. T may ask some Ss to write their answers on the board.

Step 2: Perform ing the task: Ss work individually and then compare their answers with a partner.

Step 3: Discussion Call some Ss to read out their answers.

Step 4: Conclusion Correct as a class.

6. Rewrite the following sentences in EX 6: reported speech.

Step 1: Transferring the learning Key: task: 1. Lena said (that) she enjoyed chatting on T explains the requirement to the the phone with her friends. class 2. The teacher said (that) a communication Step 2: Perform ing the task: breakdown might happen due to cultural Ss work individually and then differences. compare their answers with a partner. 3. Duong asked (me/ us) what the Step 3: Discussion inhabitants of Jupiter might look like.

Call some Ss to read out their 4. Chau asked (me/ us) if/ whether we

answers.

Step 4: Conclusion Correct as a class.

would still have traffic jam s in 30 years’ time.

5. Phuc told me (that) he had read a book about life on other planets. * Everyday English. ♦Everyday English.

Step 1: Transferring the learning Key: l . D 2. F 3. E 4 .G 5. A 6. C 7. H 8. B task: T explains the requirement to the class Step 2: Perform ing the task: Ss work individually and Then they can check their answers in pairs and practise saying the exchanges as naturally as possible.

Step 3: Discussion Select different pairs to say the exchanges to the rest o f the class.

Step 4: Conclusion Correct as a class. ♦HOMEW ORK: - Retell the contents of the lesson - Do the exercises in workbook.

- Prepare next lesson: Review 4 (P2) REVIEW 4 (P2) I. OBJECTIVES. 1. Knowledge: By the end of the lesson Ss will be able to practice 4 skills with the knowledge they have learnt in unit 10, 11, 12.

- Vocabulary: Review - Grammar: Review 2. Competence: SS will develop some competences such as being determined, selfstudying, creative and communicating. They will use language correctly.

3. Quality: Students are hard-working and attentive.

II. TEACHING AIDS. 1. Teacher: Textbooks, teaching plan, teacher’s book...

2. Students: Textbooks, notebooks...

III. PROCEDURE 1. W ARM UP : a. Goal: To WARM UP the class and introduce the lesson. b. Content: Ss answer the teacher’s questions individually. c. Expected result: Ss can answer the questions correctly. d. Performance: TEACHER S & SS’ ACTIVITIES CONTENTS T asks Ss some questions ♦Chatting.

Ss answer the questions 2. PRACTICE

2.1. Reading a. Goal: Help Ss know how to do the reading exercise. b. Content: Ss work in pairs to read the following passage and mark the sentences T or F. c. Expected result: Ss can understand the passage and do reading exercise correctly. d. Performance: TEACHER S & SS* ACTIVITIES CONTENTS Step 1: Transferring the learning task 1. Read the following passage - Have Ss read the passage one or two times. and mark the sentences T or Clarify anything they do not understand fully. T F. may have some Ss read aloud sentence by 1. T sentence.

2. F Step 2: Perform ing the task 3. F - Ss read aloud sentence by sentence.

4. F - Ss answer the questions as a class 5. T Step 3: Discussion 6. T - Ss do the exercises in pairs.

- Report the result to the class Step 4: Conclusion - Correct their pronunciation.

- Correct as a class.

2.2. Speaking a. Goal: Help Ss know how to practice speaking. b. Content: Ss work individually, then work in groups to ask and answer about the topic. c. Expected result: Ss can practice speaking and ask and answer about the topics well.d.

Performance: TEACHER S & SS* ACTIVITIES CONTENTS Step 1: Transferring the learning task 2. Choose one o f the questions - Ss work individually first. Have them read all that interests you the most. the five questions and think of the question that interests them the most. Then Ss can spend a few minutes thinking about what they would like to say about the topic.

- Then they form groups of about four Ss. Have Ss ask and answer on their topics. Encourage them to use the language they have learnt. Go round and observe the groups. Remember that the focus o f the activity should be fluency, so don’t expect S s’ accuracy to be high. Praise Ss’ efforts in communicating their ideas verbally.

Step 2: Perform ing the task - Ss do as requested to complete the task Step 3: Discussion - Report the result to the class - Other students listen to the answer and give comment

Step 4: Conclusion - T gives comment and adds on to the answer if necessary__________________________________ 3 .. PRACTICE- Listening a. Goal: Help Ss know how to do the listening. b. C o n te n t: Ss work individually to listen and choose the correct answer. c. Expected result: : Ss can do listening exercises well. d. Performance: TEACHER S & S S ’ ACTIVITIES CONTENTS Step 1: Transferring the learning task 3. Listen to the conversation - Before playing the recording, give Ss a minute and choose the correct answer to read the questions. Check that Ss understand to each question. the phrases used. l.C - SS guess the answer.

2. B - Play the recording once or twice, or as 3. A required. Ss listen and choose the correct 4. A answers. Play the recording again for Ss to check 5. C their answers.

Step 2: Perform ing the task - Listen and complete the exercise Step 3: Discussion - Have Ss compare their answers - Report the result to the class - Other students listen to the answer and give comment Step 4: Conclusion - Teacher monitors and gets feedback 4. PRODUCTION -W riting a, Aims: Help Ss write an online message to a friend and tell him/ her about the problems you have had recently with your iPad. b, Contents: Ss work individually to write an online message to a friend and tell him/ her about the problems they have had with their Ipad. c, Outcome: Ss can write an online message well.

TEACHER S & SS* ACTIVITIES Step 1: Transferring the learning task - Before playing the recording, give Ss a Before writing, have Ss brainstorm ideas about the use of modern equipment in our lives: advantages, disadvantages, etc. Then explain the writing task.

Ss need to write a short - not more than 100 words - online message to a friend. Elicit from Ss the words and phrases they may need for their writing. Remind them of the reasons for communication breakdown and the rules of netiquette they learned in Unit 10.

CONTENTS 4. W rite an online message to a friend and tell him / her about the problems you have had recently with your iPad. Suggested writing Dear Hoa, My father bought me an Ipad for my last birthday. I like it very much. However, I have some problems with it.

Firstly, it is time-consuming to

- Give them time to do the writing task. use an Ipad. I don’t have much Step 2: Perform ing the task time for studying. Secondly, my - Have Ss swap their work with their partner to Ipad is always of flat battery check before going through some of the messages because I used it continuously as a class. for nearly one year. The final Step 3: Discussion problem o f my Ipad is weak - Report the result to the class signal. It’s difficult for me to Step 4: Conclusion contact with my friends or surf - Collect their work to check at home. the Internet with this Ipad.

- Teacher monitors and gets feedback Here are some problems of my Ipad. What should I do now?

Write to me soon.

Love Hien ♦HOMEW ORK: - Retell the contents of the lesson - Review all knowledge for the test.

- Prepare for the second end-term test.