Giáo án Anh 8 thí điểm HK2 (Tiết 55-86) CV 5512 phát triển năng lực theo các hoạt động (2 cột)

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Giáo án Anh 8 thí điểm HK2 (Tiết 55-86) CV 5512 phát triển năng lực theo các hoạt động (Mục tiêu, Nội dung, Sản phẩm, Tổ chức thực hiện) (2 cột) Năm học 2020-2021 WORD VERSION | 2021 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594

week: 20 Period: 55

Preparing date: Teaching date: UNIT 7: POLLUTION Lesson 1: Getting started

I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the dialogue about a factory in Mi's home village for details and then do some related exercises. - use lexical items related to the topic ‘Pollution’ to talk about types of pollution 2. Qualities: Skills: Speaking, listening, reading, writing. Attitude: - Positive about pollution. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content ACTIVITY 1: Warm-Up (5’) Shark attack AIMS: A project on pollution -To attract Ss’s attention to the (-/ -------/ --/ ----------) lesson -To lead into the new lesson CONTENTS: Vocabulary about marine lives PRODUCTS: Sts’ attention on the topic ORGANIZATION: - Teacher gives instruction ? Guess one by one letters. - Teacher gets feedback.

ACTIVITY 2: Getting started: (10') AIMS: Help students listen, read and do some exercises about the conversation CONTENTS : - Listen to the convesation - learn new words about pollution and its causes PRODUCTS: - sts’ knowledge of pollution - words and structures ORGANIZATION: Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - poison (n/v): chất độc, làm - Follow the seven steps of teaching nhiễm độc vocabulary - dump (v): vứt, bỏ - aquatic (adj): dưới nước - illustrate (n): hạt chuỗi - thermal (n): ô nhiễm nhiệt pollution - radioactive (n): ô nhiễm phóng xạ pollution (n): - visual pollution ô nhiễm ánh sáng (n): - billboard biển quảng cáo * Checking vocab: Matching ngoài trời (Activity 2 P7) - Repeat in chorus and individually - Copy all the words Key: A.radioactive pollution B. noise pollution C. visual pollution D. thermal pollution E. water pollution F. land/ soil pollution G. light pollution H. air pollution Listen and read - Answer the questions individually. * Set the scenes: * Suggested answers Ask Ss to open their books and look - Nick and Mi. at the picture. Ask them some - They are near a factory.

questions: Who can you see in the picture? Where do you think they are? What can you see in the picture? What do you think the people in the picture are talking about? Ss answer the questions as a class. - Play the recording twice. ? Listen and read then check your answer for the last question. - Accept all possible answers from Ss without any correction. ACTIVITY 3: PRACTICE (15’) AIMS: help Sts widen their knowledge of pollution and vocab CONTENTS : Exercises p7 PRODUCTS: Keys to Exercises p 6-7 ORGANIZATION: 3.1. Find the words / phrases (1a P7) ? Share answers with your partner. - Teacher gets feedback

- I/We can see a factory dumping exhaust fume and poison into the lake. - They are talking about pollution. - Listen and read

Key: 1. dead 2. aquatic 3. dump 4. poison 5. polluted 6. to come up with

- Have Ss look at the Watch out! This expression means you are very surprised box and quickly read the at something you see. information. Ask them if they know what I can’t believe my eyes means. Key: 1. They are in Mi’s home village. 3.2. Answer the questions (1b. P7) - Have Ss read the questions to make 2. It’s almost black. sure they understand them. Ss read 3. She’s surprised because she sees the fish the conversation again to answer the are dead. questions. Ss exchange their answers 4. It’s dumping poison into the lake. with a classmate. Call on some Ss to 5. He’s sneezing so much because the air is write their answers on the board. not clean. Check their answers. 3.3. Tick T, F or NI (1c P7)

? Read the sentences quickly ? Firstly to decide if the sentences are true, false or there is no information without reading the dialogue. - Then have some Ss write their answers on the board. ? Read the conversation again to check - Confirm the correct answers. 3.5. Complete the sentences (3 P7) ? Work individually to do the task then compare their answers with a partner. T may teach some words which T thinks Ss do not know such as communication.

Key: 1. F ( It’s polluted by the factory). 2. T 3. NI 4. T 5. T

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

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

Group work ? Work in groups of five or six. - In five minutes, Ss write down the - discuss and write the pollution types their pollution types their neighbourhood neighbourhood faces and rank them in order of seriousness. faces and rank them in order of seriousness. They also have to give reasons for their order. - Call group representatives to present their group’s order and - present reasons. ? Vote for the group with the best reasons. (If time does not allow, do not have Ss do this activity. Instead just ask Ss to quickly review the pollution types.) ACTIVITY 4: Further practice (2') AIMS: Review types of pollution CONTENTS : Class activity

Review the lesson New words and structures PRODUCTS: A list of types of pollution ORGANIZATION: Teacher asks, sts answer ? Make a list of types of pollution? Teacher summarizes the lesson and gives homeword Homework: Learn by heart all the new words. Do Ex B1,2 , 3 P4 (Workbook) Prepare: Closer Look 1 - Collect pictures, songs, clips talking about pollution.

week:20 Period:56

- Answer individually

- Take note

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

I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Learn more words about pollution - Use words and phrases showing cause/effect relationships to describe the causes and effects of pollution - Pronounce the words ending in –ic and –al correctly in isolation and in context 2. Qualities: Skills: Speaking, listening,use of English. Attitude: - Positive about pollution. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks

III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities ACTIVITY 1: WARM-UP (5’) Calling out AIMS: help sts change the state from relaxation to concentration CONTENTS : Types of pollution PRODUCTS: Different forms of some words as well as some words/ phrases to talk about the causes and effects of pollution. ORGANIZATION: Ask Ss to call out the types of pollution they learnt in the previous lesson. -> You are going to learn different forms of some words as well as some words/ phrases to talk about the causes and effects of pollution.

Content

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

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

ACTIVITY 2: Vocabulary (15') AIMS: teach new words CONTENTS : Vocabulary of A closer Look 1 Cause-effect conjunctions PRODUCTS: Key to Task 2 TB P8 orn: contaminate (v): làm bẩn 2.1. Teaching vocabulary (n/ nguyên nhân, - Teacher use different techniques to teach cause v): gây ra vocabulary (situation, realia) (n: làm ảnh hưởng - Follow the seven steps of teaching effect vocabulary * Checking vocab: Slap the board - Repeat in chorus and individually - Copy all the words 2.2. Complete the table (1 P8) Have Ss look at the table in the book. Make Key:

sure that they understand what to do. ? Complete the exercise individually - Check their answers. 2.3. Complete the sentences (2 P8) ? 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. ? Do the exercise and then compare - Call on one or two Ss to give out the answers before confirming the correct ones 2.4. Study the language box ? Look at the language box. - Tell Ss that the words and phrases in the box express cause and effect relationships. Ss have learnt so, because and because of. Quickly go through the rest of words/phrases as follows:

1. poison 3. pollutant 5. death

Key: 1. Poisonous 3. Dead 5. Damage

2. contaminate 4. polluted 6. damaged

2. Pollutants 4. Contaminated 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. Have Ss read the example sentences and CAUSE EFFECT underline the clause or noun phrase. because/ since + so + clause clause The water is polluted, E.g: Because/ Since so the fish are dead. the water is polluted, the fish are dead. due to/ because of + to cause sth/ to lead sth to sth/ to result in sth The fish are dead due The polluted water to/ because of the causes/ results in the polluted water. dead of fish. to make sb/ sth do sth

The polluted water make the fish die. 2.5. Activity 3a Ask Ss to read to each pair of sentences and 1. People throw litter on the ground. …C… decide which sentence is a clause and which Many animals eat the litter and become sick. is an effect. Ss compare their answers with a …E… partner before giving the answers to the 2. Ships spill oil in oceans and rivers. …C… teacher. Confirm the correct answers. Many aquatic animals and plants die. …E… 3. Households dump waste into the river. …C… It is polluted. …E… 4. Their children have birth defects. …E… The parents were exposed to radiation…C… . 5. We can’t see the stars at night. …E… There is too much light pollution. …C… 2. Oil spills from ships in oceans and rivers lead 2.6. Activity 3b ? Combine the sentences in each pair into a to the death of many aquatic animals and plants. new sentence that shows a cause/ effect 3. Households dump waste into the river so it relationship is polluted. 4. Since the parents were exposed to radiation, their children have birth defects. 5. We can’t see the stars at night due to the light pollution. ACTIVITY 3: Pronunciation (15'') AIMS: Help sts know the meaning and how read words ending with in-ic-al CONTENTS : Rules of stress in words ending with in-ic-al PRODUCTS: Key to Task 5 P9 ORGANIZATION: 3. 1. Stress in words ending in –ic and –al Ask Ss to look at the rules in the box and the examples. Go through the rules with Adding the suffix –ic changes the stress of a them. For a more able class, have Ss give word. Stress the syllable immediately before the some examples. suffix. Example: ‘atom -> a’tomic Adding the suffix –al to a word does not change

its stress. Example: ‘music’ -> ‘musical Note: If a word can take both suffixes: one ending in –ic and the other ending in –al, both words have the stress on the same syllable. Example: E’conomy -> eco’nomic -> eco’nomical 3.2. Listen and mark the stress (5 P9) Play the recording for Ss to stress the words. Ask some Ss to say where the stress in each word is. Confirm the correct answers. Play the recording again for Ss to repeat the words. Call on some Ss to read out the words. 3.3. Activity 6 p9 Have Ss do the activity individually. Play the recording for Ss to check their answers. Then elicit the correct stress patterns from Ss. Play the recording again Ss to repeat the sentences. Ask some Ss to read out the sentences.

Key: 1. ar’tistic 2. ath’letic 3. his’toric 4. his’torical 5. ‘logical

6. ‘physical 7. he’roic 8. po’etic 9. bo’tanic 10. Bo’tanical

1. According to scientific research, tiny species may help clean radioactive pollution. 2. Water quality has become a national problem. 3. Many people have received medical treatment because of the disease. 4. Chemical waste can cause water pollution. 5. The reduction in air pollution was dramatic last year. Key: 1. scien’tific 2. ‘national 3. ‘medical 4. ‘chemical 5. dra’matic

3.4. Activity 4 P8 - Divide the class into 12 groups. Two groups work with the same pair of pictures in 2, 3 or 4. ? In three minutes, groups of Ss write down as many sentences based on the given picture pair as possible on a sheet of paper. - When time is up, the group with the most sentences is the winner. ACTIVITY 4: Further practice (2') AIMS:

Suggested answers: 2. The soil is polluted, so plants can’t grow. 3. We won’t have fresh water to drink because of water pollution. 4. We plant trees, so we can have fresh air.

Help sts find more word ending with in-ic-al Review the lesson Give homework CONTENTS : A list of words ending with in-ic-al by sts PRODUCTS: Sts can read and inderstand the words given ORGANIZATION: ? Make a list of words ending in -ic and -al - Answer teacher's questions. - Teacher reviews the lesson - Homework: - Say out the words ? Learn by heart all the new words. ? Do Ex A1, 2,3 P3 (wortkbook) - take note ? Prepare: Unit 1: Closer Look 2 - Collect pictures, songs, clips talking about pollutio -------------------------------o0o-----------------------------week: 20 Preparing date: Period: 57 Teaching date: UNIT 7: POLLUTION Lesson 3: A Closer Look 2 I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: - Use conditional sentences type 1 and type 2 correctly and appropriately to describe pollution 2. Qualities: Skills: Use of English. Attitude: - Positive about pollution. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities

Content

ACTIVITY 1: WARM-UP (5’) Recall AIMS: Review Conditional Sentences type 1 CONTENTS : Conditional sentences type 1 PRODUCTS: Sts can recall the knowledge the have learnt before. ORGANIZATION: Elicit the form and use of the conditional sentence type 1 from Ss. Ask Ss to give some example sentences.

ACTIVITY 2: Grammar 1 (15') AIMS: Help sts know deeply how and when to use Conditional Sentences type 2 CONTENTS : Conditional sentences type 2 PRODUCTS: Sts’understanding of Conditional Sentences type 1 and 2 ORGANIZATION: - Teacher elicits the form, use of the conditional sentences type 2 from students. ? Give examples

ACTIVITY 3: Practice (15'')

Conditional sentences type 1 The conditional sentence type 1 describes a thing which is true or is likely to happen in the present or future. If + subject + V (present simple), subject + will/can... + V (bare infinitive)

Conditional sentences type 2 The conditional sentence type 2 describes a thing which is not true or is unlikely to happen in the present or future. If + subject + V (past simple), subject + would/could/might + V (bare infinitive) Example: If it wasn’t noisy in here, I could hear you clearly. (But it’s very noisy in here) The conditional sentence type 2 can be used to give advice. Example: If I were you, I would see the doctor immediately. Note: We can use both was and were with I/he/she/it in the if-clause.

AIMS: Help sts know how and when to use Conditional Sentences type 2 CONTENTS : Exercises PRODUCTS: Key to Exercises p9-10 ORGANIZATION: 3.1. Activity 1P9 Key: Ss do this exercise individually then 1. recycle; will help compare their answers with a partner. 2. won’t dump; fines Have Ss read out their answers. Confirm 3. travel; will be the correct ones. 4. will save; don’t waste 5. use; will have 3.2. Activity 2 P10 ? Read the pairs of sentences. Key: - Ask two Ss to write the new conditional 1. Student will be more aware of protecting sentences type 1 on the board while other the environment if teachers teach Ss write own sentences. environmental issues at school. - Give feedback on these sentences and 2. When light pollution happens, animals will ask other Ss to correct them if necessary. change their behavior patterns. 3. The levels of radioactive pollution will decrease if we switch from nuclear power to renewable energy sources. 4. If the water temperature increases, some creatures will be unable to reproduce. 5. People will get more diseases if the water is contaminated. 3.3. Activity 3 P10 Ss do this exercise individually, and then Key: 1. b 2. c 3. d 4. e 5. a compare their answers with a classmate. Check Ss’answers. 3.4. Activity 4 P10 Ss do this exercise individually. Invite two Key: Ss to the board to write their answers. Go 1. were; would…do through the answers with the class. Have 2. exercised; would be other Ss correct the answers if necessary. 3. had; would build 4. tidied; wouldn’t be 5. was/were; would grow 3.5. Activity 5 P10 Key:

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

2. If there weren’t many billboards in our city, people could enjoy the view. 3. If there wasn’t/weren’t so much light in the city at night, we could see the stars clearly. 4. If we didn’t turn on the heater all the time, we wouldn’t have to pay three million dong for electricity a month. 5. If the karaoke bar didn’t make so much noise almost every night, the residents wouldn’t complain to its owner. 6. She wouldn’t have a headache after work every day if she didn’t work in a noisy office. Chain game Example ? Work 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 lot of trees. possible using type 1 or 2 conditional B: If there are a lot of trees, the air will be sentences. cleaner. - If a group hesitates for more than 10 A: If the air is cleaner, fewer people will be seconds they are out. ill. - 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. ACTIVITY 4:Further practice (2') AIMS: Review the lesson CONTENTS : Some conditional sentences type 1 and 2 PRODUCTS: Sts can use both Conditional Sentences type 1 and 2 ORGANIZATION: Teacher aks and sts answer ? How do we use conditional sentences type 1 and 2? - Answers to teacher's questions. Give homework

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

Kiểm tra ngày tháng

năm

……………………………………………………. …………………………………………………… …………………………………………………….. ……………………………………………………..

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

Unit 7: POLLUTION Lesson 4: Communication

I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: - Use conditional sentences type 1 and type 2 correctly and appropriately to describe pollution 2. Qualities: Skills: 4 skills Attitude: - Positive about pollution. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

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

ACTIVITY 2: Presentation (15’) AIMS: - help sts learn more words about pollution CONTENTS: Vocabulary about pollution PRODUCTS: Vocabulary Concepts of pollution cause and effect ORGANIZATION: - Go through the Extra vocab. - Help Sts understand the meanings of the words in Extra vocab (using pictures, realia, definition, example.) + permanent: lasting forever + earplugs: are put into our ears to keep out noise or water. + affect: the verb form of ‘effect’ + hearing loss: ‘When you have hearing loss, you can’t hear things clearly.’ + blood pressure: is often measured when you have high blood pressure.

Contents

* Chatting: - Tell about the types of pollution you know. (Ex: water pollution, air pollution…) - Today, we are going to have the opportunity to explore noise pollution that not many people recognise as a pollution.

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

ACTIVITY 3:Practice (10’) AIMS: -practice the main topic CONTENTS: Discussion on pollution, use Cause – Effect sentences PRODUCTS: Sts’ own opinion on the topic Vocabulary about pollution Key to task 1,2,3,4 P11 ORGANIZATION: * Activity 3: 1. Look at the pictures and put the - Sts read the questions in the questionnaire parts of the fairy tale in order: (1,2,3to make sure they understand everything P.11) and answer individually. * Activity 4: - Sts work in pairs to compare their answers (may have different answers). T asks some pairs to report on their differences. - Play the recording for Sts check their answers, then check with the whole class.

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

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

2. Discuss other ways to prevent noise pollution: (4-P.11) * Sugessted answers: - Should use headphones when listening to music. - Should wear earplugs when going to concerts or other loud events

ACTIVITY 4: Project (10’) AIMS: -improve sts’ speaking skill and sts’ confident CONTENTS: Discussion on pollution PRODUCTS: Sts’ attention and own opinion ORGANIZATION: * Activity 6: * PROJECT:

- Sts find out the question in the questionnaire which proposes ways to prevent noise pollution.

“What would you do if…..???” 1. collages: lively, clear, practical 2. Languages: easy to understand

- Sts work in groups to discuss more ways to reduce noise pollution, then present their answers. - Sts vote for the best ways. * Activity 7: - Sts work in groups to make a collage to answer the question ‘What would you do to reduce pollution in our country if you were the Minister of Natural Resources and Environment?’ (use photographs, pictures or drawings.) - Remind Sts that they should use conditional sentences type 2 to give the presentation. Teacher let the sts have speech Homework: - Do exercises of part C in the workbook - Prepare for unit 7- Lesson 5

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

Ideas from sts Sts take note

…………………………………………………o0o………………………………… Kiểm tra ngày tháng

năm

……………………………………………………. …………………………………………………… …………………………………………………….. Date of planning: 06/01/2019 Date of teaching: /01/2019 Period: 59

Unit 7: POLLUTION Lesson 5: : Skills 1

I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: + read for general and specific information about water pollution.

+ talk about the causes and effects of water pollution as well as ways to reduce it. - Vocab: pollution words………. - Skill: speaking and reading. 2. Qualities: Skills: Use of English. Attitude: - Positive about pollution. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher’s and students’ activities contents ACTIVITY 1: WARM-UP (5’) AIMS: Review vocab about pollution CONTENTS : Water pollution PRODUCTS: Sts can recall the knowledge the have learnt before. Cause and effect of water pollution ORGANIZATION: * Chatting: * Activity 1: Chatting - Do you know about the water pollution? - Ask sts some questions about water - Give some examples? pollution. - Lead in the lesson. ACTIVITY 2: Pre-reading AIMS: Help sts promote reading skill CONTENTS : Questions and answers about the 2 pictures in the textbook PRODUCTS:

Sts can say the differences between the 2 pictures ORGANIZATION: * Activity 2: Present the pictures: - Sts work in pairs: one looks at picture AP.12 and one looks at picture B-P.15 - Sts ask each other Yes-No questions to find out the differences between two pictures. Ex: A (p.A): Are there five ducks in your picture? B: (p.B): Yes, there are. Are the ducks black in your picture? A: No, they aren’t. They are white……. - Some Sts report on the differences * Activity 2: Present the pictures: - Sts work in pairs: one looks at picture AP.12 and one looks at picture B-P.15 - Sts ask each other Yes-No questions to find out the differences between two pictures. Ex: A (p.A): Are there five ducks in your picture? B: (p.B): Yes, there are. Are the ducks black in your picture? A: No, they aren’t. They are white……. - Some Sts report on the differences.

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

ACTIVITY 3: PRACTICE (15’) AIMS: Help sts promote reading skill CONTENTS : Reading and understanding passage about pollution PRODUCTS: Key to Task 2 P12 ORGANIZATION: While-reading * Activity 3:

2. Read the text and answer the questions: (2-P.12)

- Sts read the passage quickly and answer the questions (the first two Qs ask for general information and the rest focus on details.) - Sts can underline parts of the text that help them with the answers. - Sts compare their answers with a partner.

* Key: 1. The second paragraph tells about the causes of water pollution. 2. The third paragraph tells about the effects of water pollution. 3. It’s the water beneath the Earth’s surface. 4. They are industrial waste, sewage, pesticides, and herbicides. 5. They are pollutants from storm water and the atmosphere. 6. They use herbicides to kill weeds.

ACTIVITY 4: PRODUCTION (5’) AIMS: 3. Complete the notes about the effects of Help sts promote reading skill water pollution: (3-P.12) CONTENTS : * Key: Reading comprehension, discussion 1. cholera 4. dead 2. die 5. aquatic plants PRODUCTS: 3. polluted water Sts can underline the key words and work individually ORGANIZATION: B- SPEAKING: 4. Discuss the solutions to water pollution: Post -Reading (4-P.12) * Activity 4: - Suggest two sub-headings: - Sts read the sentences quickly to + Point source pollution underline the key words and work individually (pick the suitable words to fill + Non-point source pollution each blank). - Some solutions: - Sts share their answers with a partner. - T checks the answers. + S1: Give heavy fines to companies that are found doing this. * Activity 5: + S2: Educate companies about the - Sts work in groups to discuss the environment. + S3: Give tax breaks to companies that find sollutions to water pollution. - Help Sts focus their ideas and think of the ‘clean’ ways to dispose of their waste. solutions for each cause. - Sts make notes of the answers on a piece 5. Complete the diagram of water of paper. pollution: (5-P.12) - One group quickly presents their SOLUTIONS solutions and others add some ideas. Water :

* Activity 6: - Sts work in groups again to complete the diagram (may draw the diagram on a big piece of paper.) - After finishing, T may call some pairs to practice in front of the class.

CAUSES: EFFECTS: - Human

s…..

- Point source pollutants…….

* Activity 7: - Some groups give presentations about water pollution. - Other groups listen and give comments. The class may vote for the best presentation. Take note Homework: - Learn by heart all the new words. - Prepare for next lesson ( find the meaning of the new words in the next lesson ) - Do exercises of part D in the workbook

-----------------------------------------------0O0-----------------------------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… …………………………………………………….. ……………………………………………………..

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

Period: 60

Unit 7: POLLUTION Lesson 6: Skills 2

I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: + listen to get specific information about thermal pollution. + write about causes and effects of one pollution type. - Vocab: pollution words………. 2. Qualities: Skills: listening and writing. Attitude: - Positive about pollution. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Sts’ and T’s activities Contents ACTIVITY 1: WARM-UP (5’) AIMS: Review vocab about pollution Improve listening skill CONTENTS : Thermal pollution PRODUCTS: Sts can recall the knowledge the have learnt before. Vocab and knowledge of thermal pollution ORGANIZATION: * Activity 1: Describe the pictures: - Sts work in pairs, describing the pictures and the relationship between them. - Call on one St to give their answers. - Play the recording for Sts to check their answers.

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

towers from a power station. - They are both related to thermal pollution. ACTIVITY 2: Pre-listening (10’) 2. Listen and fill in the missing words: (2-P.13)

AIMS: Improve listening skill CONTENTS : Thermal pollution * Key: PRODUCTS: 1. hotter Sts can recall the knowledge the have population learnt before. 2. cooler Vocab and knowledge of thermal pollution 3. cool ORGANIZATION: 4. warm rivers 5. Warmer water A- LISTENING: 1. Describe the pictures: (1-P.13) * Key: - The first picture shows an algal bloom in coastal seawater. - The second picture shows the cooling towers from a power station. - They are both related to thermal pollution. a. Listening: * Activity 2: - Sts quickly read the diagram and identify the form of the word/ phrase to be filled in each blank. - Play the recording and ask Sts for their answers. Some Sts write their answers on the board. - Play the recording again for Sts to check their answers. ACTIVITY 3: PRACTICE (15’) AIMS: Improve listening skill CONTENTS :

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

Causes and effects of air pollution and some other types of pollution PRODUCTS: Sts can recall the knowledge the have learnt before. Vocab and knowledge of types of pollution ORGANIZATION: While-listening - Sts read the story carefully and work in pairs to discuss what may be missing - Play the recording again and ask Sts to find the missing words as they listen. - T checks their answers with the whole class.

- WRITING: 3. Discuss the causes and effects of one type of pollution in your area: (3P.13) Air pollution Definition: Air pollution occurs when the air contains gases, dust, fumes or odour(mùi hôi) in harmful amounts Cause: industrial watse, exhaust from car and plane... Effect: causing diseases, death to humans, damage to other living organisms such as animals and food crops, or the natural or built environment.

ACTIVITY 4: PRODUCTION (5’) AIMS: Improve writing skill and review vacab CONTENTS : Causes and effects of water pollution and some other types of pollution PRODUCTS: Sts can recall the knowledge the have learnt before. Vocab and knowledge of types of pollution ORGANIZATION: Post- listening b. Writing: 4. Write about the causes and the * Activity 4: effects of the pollution type you have - Sts work in pairs and decide which just discussed in 3:(4-P.13)

pollution type in their area they are going to discuss and make notes of the causes and effects. Soil pollution happens when human activities destroy the earth’s surface. Cause: pesticides, herbicides(thuốc diệt cỏ), chemical industrial watse, deforestation...

Water pollution There are several types of pollution. However, water pollution is the most serious in our area. It is caused by several factors. Firstly, famalies dump sewage into the river. In the past it was a very beautiful river, but now the water is almost black. Secondly, there are two new factories in our area, Effect: soil pollution, the upper layer of and they are dumping chemical waste into the lake and river. Thirdly, , soil is damaged (lớp đất mặt bị hư), effect pesticides are another source of on wild-life... pollution. Farmers in our area usually use these to kill insects. * Activity 5: Water pollution badly affects our area. - Sts stay with their partner. One writes about the causes and the other writes about We do not have enough fresh water to effects based on their notes. Remind Sts to water the plants and crops. People cannot raise fish in the river and the use markers like firstly, secondly… - Sts work individually to write a first draft 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 * Activity 6: afternoon there is a bad smell from the - Sts share their work with each other and polluted river, so people do not like combine it to make a complete article. walking along it anymore. - Have pairs swap and read each other’s People in uor area are all aware of this articles. Ask for volunteer pairs to read problem, and we thinking of some ways their articles out to the class and have Sts to solve it. comment on them (may collect for marking). Teacher let the sts discuss themselves and Types of pollution Solutions take note the main ideas on the board Teacher gives homework Homework: - Learn by heart all the new words. - Do exercises of part E in the workbook Take note …………………………………………o0o……………………………………… Kiểm tra ngày tháng năm

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Date of planning: 12/01/2019 Date of teaching: /01/2019 Period: 61

Unit 7: POLLUTION Lesson 7: Looking back & Project

I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: + revise all the target knowledge in unit 7. + do a project “What would you do if…?”. - Vocab: pollution words………. 2. Qualities: Skills: 4 skills Attitude: - Positive about pollution. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. Sts’ and T’s activities ACTIVITY 1: WARM-UP (5’) AIMS: Review vocab about pollution CONTENTS : Vocabulary about pollution PRODUCTS: Sts can recall the knowledge the have

Contents

learnt before. Cause and effect of water pollution ORGANIZATION: Sts write the right words.

* Jumbled words: 1. itcqaua = aquatic 2. spooni = poison 3. hremlta = thermal 4. raohcle = cholera 5. nmneearpt = permanent

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) AIMS: Review vocab about pollution CONTENTS : Types of pollution PRODUCTS: Sts can recall the knowledge the have learnt before. ORGANIZATION: Presentation A- VOCABULARY: - Sts work individually, then compare 1. Complete the sentences with the their answers with a partner. correct form of the words: (1-P.14) - Check Sts’ answers. * Key: 1. pollution 4. Poisonous 2. contaminated 5. pollutants - Sts work individually, then some Sts 3. death write their answers on the board. 2. Write types of pollution: (2-P.14) - Confirm the correct answers. * Key: - radioactive pollution - water pollution - noise pollution - land/soil pollution - visual pollution - light pollution - thermal pollution - air pollution ACTIVITY 3: PRACTICE (15’) AIMS: Review vocab about pollution

Practice using conditional sentences type 1 and 2 CONTENTS : Compound Sentences Conditional sentences PRODUCTS: Sts can use Cause-effect conjunctions and conditional sentences Key to Task 1,2,3,4 P14 ORGANIZATION: - Sts write the sentences using the words in brackets, then compare their answers with a partner. - Some Sts write their answers on the board T and other Sts give comments.

* Activity 5: - Sts talk about conditional sentences type 2 (the use and form.)

- Sts give some examples.

- Sts work individually, then share their answers with a clssmate. - Check their answers. - Sts complete the sentences individually using their own ideas. Remind them to identify whether the sentence is a conditional sentence type 1 of type 2. - Sts share their answers (accept all the sentences if they make sense).

3. Rewrite the sentences: (3-P.14) * Key: 1. The residents of the street cannot sleep because of the loud noise from the music club. 2. Vy had a stomachache since she ate a big dinner. 3. The road in front of my house was flooded due to the heavy rain. 4. His mother is unhappy because his room is untidy. 5. Too much carbon dioxide (CO2) in the atmosphere causes global warming. B- GRAMMAR: * Review conditional sentences type 1: * Conditional sentences type 2: - The use: + We use conditional sentences type 2 to talk about things that are not true to happen in the present or future. Eg: If it wasn’t noisy in here, I could hear you clearly. (But it’s very noisy in here) + The conditional sentences type 2 can be used to give advice. Eg: If I were you, I would see the doctor. - Form: If clause, main clause. (simple past) (would/could/might + V)

* Note: We can use both was and were with I/he/she/it in the if-clause 4. Put the verbs in brackets into the correct form: (4-P.14) 1. won’t be; don’t take 4. do; will see 2. continue; will be 5. would…travel; didn’t have 3. were; would wear 6. wouldn’t be; didn’t take care ACTIVITY 4: PRODUCTION (5’) AIMS: Further practice of Conditional sentences CONTENTS : Practices PRODUCTS: Key to Practice 5,6 p14 ORGANIZATION: - Sts work in groups to discuss what they 5. Complete the sentences, using your would do or say in each situation. own ideas: (5-P.14) - Sts read the example first. Each group 1. If I were an environmentalist,……….. may discuss 1 or two situations. 2. If our school had a big garden,……… 3. If the lake wasn’t polluted,…………. 4. If we have a day off tomorrow,…….. 5. If you want to do something for the - Some groups give their presentations to planet,….. the class. 6. Discuss what you would do or say in - The whole class can vote for the best. each situation: (6-P.15) 1. Your neighbors littered near your house. 2. Your friend wore headphones every day to listen to music. 3. Your brother dump his clothes and school things on the floor. 4. Your sister had a bath every day. * Ex: A: If my neighbors littered near my house, I would write them a letter explaining that it was making the

neighborhood dirty. B: Oh, I would put a large sign up saying ‘No littering’. C: I think I would knock on their door and explain that it was polluting the area. * Project: “What would you do if…..???” 1. collages: lively, clear, practical 2. Languages: easy to understand 3. Speaking: fluency, accuracy, good pronunciation. * Finished! - Discuss what difficulties remain and what areas have mastered. Teacher reviews the lesson Teacher gives homework Homework: - Learn vocab & grammar – Unit 7 - Prepare for Unit 8 (Getting started)

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UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 1: Getting started I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the dialogue about Phong's summer camp in Singapore for details and then do some related exercises. - use lexical items related to English speaking countries 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content ACTIVITY 1: WARM-UP AIMS: ‘English speaking countries’ -To attract Ss’s attention to the lesson E.g: Singapore - Singapore City -To lead into the new lesson CONTENTS: Vocabulary about English speaking countries PRODUCTS: Sts’ attention on the topic ORGANIZATION: - Write the title ‘English speaking countries’ on the board. ? Call out names of English speaking countries and their main cities.

? Share any interesting facts you know about these places. - Now start the lesson. ACTIVITY 2: Getting- started (10') AIMS: Help students listen, read and do some exercises about the conversation CONTENTS : - Listen to the conversation - learn new words about countries and languages PRODUCTS: - sts’ knowledge of languages - words and structures ORGANIZATION: 2.1. Vocabulary - Teacher use different techniques to - absolutely (adv): tuyệt đối, chắc chắn teach vocabulary (situation, realia) - official (adj): chính thống, chính thức - Follow the seven steps of teaching - accent (n): giọng điệu vocabulary - native speaker (n): người bản xứ * Checking vocab: What and where Repeat in chorus and individually 2.2. Listen and read Copy all the words * Set the scenes: ? Look at the title of the conversation and the picture. - Ask them some questions: - Answer the questions individually. • Where are the children? * Suggested answers • What do you think they are - They are at the summer camp. doing? - Students' answer - Ss answer the questions as a class. Play the recording and have Ss follow along. ACTIVITY 3: Doing(20'') AIMS: help Sts widen their knowledge of languages, and vocab CONTENTS : Exercises p17 PRODUCTS: Keys to Exercises p17 ORGANIZATION:

3.1. Find a word / an expression (1a P17) ? Find a word or an expression from the conversation which you use when you: 1. think something is wonderful 2. ..... ? Share answers with your partner. - Teacher gets feedback ? Add any other expressions which have the same meaning. 3.2. Answer the questions (1b. P17) ? Run through the questions. ? Ss read the conversation again to answer the questions. - Ss exchange their answers with a classmate. - Call on some Ss to write their answers on the board. Check their answers.

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

Key: 1. He’s at an international summer camp (in Singapore). 2. They come from different countries/from all over the world. 3. He has made new friends, visited places, (and taken part in different Ss and T’s activities.) 4. Because he uses English ever day with people from fidderent Ss and T’s activities.) 5. Two boys from Australia and a girl from the USA. 6. After July 15th. Key: 3.3. Complete the sentences (2 P17) 1. summer camp ? Underline these words/ phrases in 2. native English speaking countries 3. native speakers the conversation. - Make sure they understand their 4. the USA 5. accents meanings. ? Work independently to complete 6. official language the sentences. ? Share your answers in pairs. - Confirm the correct answers. Note: Your first language is often known as your mother tongue, and your second language may refer to a language used as an official language in your country, like

English in Malaysia, Singapore, India, or it could simply mean the foreign language you learnt at school as part of the curriculum. 3.4. Write the name of the countries (3 P17) Have Ss work in pairs/ groups to match the flags with the countries. T checks.

Key: 1. the USA 2. The United Kingdom 3. Singapore 4. Australia 5. Canada 6. New Zeland Note: The UK, or the United Kingdom = Great Britain + Northern Ireland Great Britain/ Britain = England + Scotland + Wales The USA = the United States of America. It is also known as the US, or the United States, or even just the States. In Canada, there are two official languages: English and French.

Game: where are they? Work in groups ? Form groups of five or six. - The first group to find all the countries wins. - If possible, prepare a black and white world map on A3 paper or quickly draw a world map on the board. - Ask one student from the winning group to go to the board and mark the six countries so that other groups can see and check. ACTIVITY 4: Production (5') AIMS: - Answer individually Review the lesson CONTENTS : New words and structures - Take note Some English speaking countries and special features PRODUCTS:

Languages and knowledges of learning languages ORGANIZATION: ? Sum up the main content of the lesson. Homework: ? Learn by heart all the new words. ? Do Ex B3, 4 P13 (Workbook) ? Prepare: Closer Look 1 - Collect pictures, songs, clips talking about English speaking countries. -------------------------------o0o------------------------------

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Week:22 Period:63

Preparing date: Teaching date: UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 2: A closer look 1

I./. Objectives 1. Knowledge: 2. Skills: Speaking, listening, writing. 3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks

III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure I. OBJECTIVES: By the end of the lesson, ss will be able to: - learn more words about English speaking countries. - remember the rules of stress in words ending in -ese and -ee II. LANGUAGE FOCUS: - lexical items related to English speaking countries. III. RESOURCES: - Materials: Ss’ books, workbook, tape and radio - Method: T- WC, group work, individual work IV. PROCEDURES: Ss and T’s activities Content ACTIVITY 1: WARM-UP (5’) AIMS: help sts change the state from relaxation to concentration CONTENTS : Languages of some familiar countries in Malaysia – Malaysian the area Singapore – English PRODUCTS: China – Chinese (Hongkong – English) Different forms of some words as well Japan – Japanese as some words/ phrases to talk about Vietnam - Vietnamese languages and learning languages ORGANIZATION: ? Work individually to write the names for the people. ? Share with a partner. - Play the recording for Ss to check their answers. Ss listen and repeat. ACTIVITY 2: Vocabulary (10') AIMS: teach new words CONTENTS : Vocabulary of A closer Look 1 Correct stress patterns PRODUCTS:

Key to Task 2,3,4 TB P18 orn: ORGANIZATION 2. 1. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board

2.2. Word formation (2 P18) ? Work in pairs to change the words into a noun (N), an adjective (A) or a verb (V). - Check the answers as a class. - If time allows, have two Ss write their answers on the board and then confirm the correct answers. ? Read all the words aloud. 2.3. Complete the sentences (3P18) ? Read each sentence and decide what the part of speech is for each word to be filled in the blank. - For example, the word for the blank in sentence 1 is a noun. They then

Key: 1. the Americans 2. the English 3. the Scottish/ the Scots 4. the Welsh 5. the Irish 6. the Canadians 7. the Australians 8. the New Zealanders - Point out the change of stress from ‘Canada to Ca’nadian - iconic (adj): (thuộc) tượng, hình tượng - spectacle (n): quang cảnh, cảnh tượng - koala (n): gấu túi - loch (n): (Ê cốt) hồ (n): - adoptee con nuôi, dưỡng tử (n): - refugee người tị nạn (n): - addressee người nhận thư (adj): độc đáo, riêng biệt - unique - Repeat in chorus and individually - Copy all the words 1. N = history 2. V = symbolise/ symbolize 3. A = legendary 4. N = icon 5. A = spectacular 6. N = festival 7. A = scenic 8. V = attract

Key: 1. icon

complete the sentences. - Confirm the correct answers as a class. 2.4. Matching (4P18) ? Look at the pictures. ? What can you see in each of them? ? Work individually to match the words/ phrases to the pictures. - 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.

2. symbolsies 3. scenic 4. unique 5. attracts Key: 1. castle 2. Icoch 3. parade 4. monument 5. state 6. cattle station

ACTIVITY 3: Pronunciation(20'') AIMS: Help sts know the meaning and how to read different word forms CONTENTS : Rules of stress in words in –ese and –ee PRODUCTS: Key to Task 5 P19 ORGANIZATION: Stress in words ending in –ese and – ee 3.1. Listen and repeat (5 P18) ? Mark the stress in the words firstly -ese and say the words aloud before they Cato’nese listen to the recording. Taiwa’nese ? Ss listen and repeat. Japa’nese - Then have Ss say the words Portu’guese individually. * Remember: For words ending in ese and or -ee the stress is often placed on the final syllable. 3.2. Mark the stress in the underlined Key: words - Put the underlined words on the 1. Chi’nese 2. refu’gee board. ? Mark the stress in the words first.

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

- Ask for a show of hands from the 3. trai’nee class of they think the stress is correct 4. Japa’nese or not. 5. guaran’tee ? Listen, check and say the sentences. - Answer individually ACTIVITY 4: Production(5') AIMS: - Answer individually Help sts find more word ending with in –ese and –ee CONTENTS : A list of words ending with in –ese and - Take note –ee by sts PRODUCTS: Sts can read and inderstand the words given ORGANIZATION: ? Make a list of words ending in –ese and –ee Further practice (2') ? Recall the rule of stress in words ending in -ese and -ee Homework: ? Learn by heart all the new words. ? Do Ex A1,2 P 11; B1, 2 P13 ? Prepare: Closer Look 2 - Collect pictures, songs, clips talking about English speaking countries. -------------------------------o0o-----------------------------Kiểm tra ngày tháng

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Teaching date:

UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 3: A closer look 2 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Review present tenses: present simple, present continuous and present perfect - Learn about the present simple for the future. 2. Skills: Use of English. 3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content ACTIVITY 1: WARM-UP AIMS: Review Present Simple, Present Continuous, Present Perfect CONTENTS : Present Simple, Present Continuous, Present Perfect: Usages and formula PRODUCTS: Sts can recall the knowledge the have learnt before. ORGANIZATION: 1. Present simple Recall S + V(inf, s, es)............. - Remind Ss about the use of the present simple, present * Adverbs of time: every day/week/ year/

continuous and present perfect. ? Work in three groups. Find out their distinct time signals.

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

morning/ Sunday, on Mondays.... * Adverbs of frequency: once/ twice/ three times a week. always, usually, sometime, often, never..... 2. Present continuous S + ia/am/are + V-ing............... * Adverbs of time: now, right now, at present, at the moment, today...... * Verbs after: It is + time..... Look!, Listen! 3. Present perfect S + have/ has + PP................. * Adverbs of time: since, for, never, ever, recently, lately, so far, yet, already, just..... * Verbs after: It's the first/ second.... time.... It's the only + N..... Superlative

- parade - pose

(n): (v):

- serve - sc edule

(v): (n):

- promote

(v):

- increase

(v):

cuộc diễu hành đứng/ ngồi (để làm mẫu nghệ thuật) phục vụ lộ trình, thời khóa biểu thăng cấp, làm tăng tiến tăng lên

- Repeat in chorus and individually - Copy all the words ACTIVITY 3: GRAMMAR AIMS: Help sts know deeply how and when to use Present Simple, Present Continuous, Present Perfect CONTENTS : Present Simple, Present Continuous, Present Perfect PRODUCTS: Sts’understanding of Present Simple, Present Continuous, Present Perfect ORGANIZATION: 1. Grammar 1 Review: Present tenses (12') 1. Complete the sentences (1 P19) ? Work individually to complete the sentences with the correct forms of the verbs. - Allow Ss to share ideas in pairs or small groups. Encourage Ss to explain how they decided on the tense in each sentence. Correct as a class. 2. Correct mistakes (2 P19) ? Work individually first. - Then let them share and discuss in pairs or small groups. Check, and have Ss explain why a certain tense is used.

Key: 1. has served 3. symbolises 5. has celebrated

2. is increasing 4. form 6. Is

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

3. Grammar 2: Present simple for the future (15'') - We use the present simple with a future 1. Use meaning when we talk about schedules, ? Study the REMEMBER. programs. e.t.c (for example: puplic transport, ? What do we use the present cinema, television, schools...)

simple for? ? Read the examples in the REMEMBER. 2. Activity 3a P19 ? Read the monthly schedule for the extra Ss and T’s activities at Vancouver Christian School. - Then have them underline the verbs in the sentences. 3. Activity 3b P19 - Allow Ss time to discuss and find the answers to the questions. If Ss are having difficulty answering question ? Is a schedule usually for present or future Ss and T’s activities? 4. Activity 4 P19 Have Ss do this exercise independently. T checks the answers as a class. 5. Activity 5 P19 ? Work in groups to make notes of some Ss and T’s activities our school has organised for next week. Encourage them to be imaginative. ? Then write down the sentences. - Remind Ss that in this case, the present simple is used to talk about practical information: place, time, day, date, so this should be the focus of their sentences. ACTIVITY 4: Further practice AIMS: Review and Further Practices CONTENTS : Some sample sentences

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

1.The future

2. The present simple

1. starts – finishes 4. hosts 5. lasts

2. takes place

3. holds

E.g: - The English speaking contest is held on next Monday morning. - All the students take part in "Trong Com" performance on Tuesday and Sartuday.

- Answer individually

PRODUCTS: Sts can use and differ the Tenses ORGANIZATION: Further practice: ? Recall the uses of the four tenses. Homework: ? Learn by heart all the new words and structures. - Take note ? Do Ex B5, 6 P13 - 14 (Workbook) ? Prepare: Communication - Collect pictures, songs, clips talking about English speaking countries. -------------------------------o0o-----------------------------Kiểm tra ngày tháng

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Preparing date: Teaching date: UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 4: Communication

I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic ‘English speaking countries’ to introduce about some English speaking countries 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content ACTIVITY 1: WARM-UP AIMS: -To attract Ss’s attention to the Answer the questions lesson -To lead into the new lesson CONTENTS: Vocabulary about ways of learning languages PRODUCTS: Sts’ attention on the topic ORGANIZATION: Brainstorming territory (n):lãnh thổ - Teacher elicits the topic from North Pole: Bắc cực students Arctic Circle: Vòng bắc cực ? Can you name some English Garment(n):quần áo speaking countries that you Koala(n):gấu túi know? Emu(n):đà điểu sa mạc ? What do you know about them? - Introduce the new lesson * Teaching vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board ACTIVITY 2 : Presentation (15’) AIMS: - help sts learn more words about - Answer the questions individually first then ways of learning languages share compare

CONTENTS: Vocabulary about pollution PRODUCTS: Vocabulary Concepts of pollution cause and effect ORGANIZATION: Activity: Do the quiz and choose the correct answers Key : - Have ss do the quiz 1C 2A 3C individually as quick as possible 6B 7C 8A - Set a limit time is 5 minutes - Ask ss to share their answers with their partners - Check the class by asking for a show of hands for each question.

ACTIVITY 3: Practice (10’) AIMS: -practice the main topic CONTENTS: Discussion on languages and ways of learning them, using differents Tenses PRODUCTS: Sts’ own opinion on the topic Vocabulary about languages Key to task 1,2,3,4 P21 ORGANIZATION: 3.2.Write the names of the countries next to their facts - Have ss to work in pairs - T calls on some ss to read aloud their answers then confirms the correct answers

- Work in pair

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

4B 5B 9B 10 A

3.3. Game. How much you kow about a country? Work in groups of 4 ss a. - Put ss into groups of 4 ss then explain that they have a chance to put together what they know -Write the information in short notes first about a country, including all the without mentioning the name of the country information they have got so far from the lesson - Ask ss to write the information in short notes first without mentioning the name of the country b. -Ask each group to stand up in Give the facts about the country front of the class. Each member of the group will give one fact -Guess what country it is about the country. When they have finished, the rest of the class -Vote for the most informative and interesting can guess what country it is. When every group has done their one presentation, the class can vote Answer for the most informative and interesting one ACTIVITY 4 : Production (5’) AIMS: Review CONTENTS : Varieties of English all over the world - Take note PRODUCTS: Facts ORGANIZATION: Further practice - Summarize the lesson Homework: ? Prepare Skill 1 - Collect some pairs of words which varies from Britain English to American English. -------------------------------o0o------------------------------

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UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 5: Skills 1 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Read for specific information about family customs and traditions - Talk about interesting facts of a country 2. Skills: Speaking, reading. 3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure

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

Content

English. PRODUCTS: Sts can recall the knowledge the have learnt before. ORGANIZATION: Chatting - Ask ss to close the book and answer the question ? What do you know about Scotland - Introduce the new lesson * Teaching vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board ACTIVITY 2 : Reading - (15') AIMS: Help sts promote reading skill CONTENTS : Questions and answers about the 2 pictures in the textbook PRODUCTS: Sts can say the differences between the 2 pictures ORGANIZATION: Pre-Reading * Set the scene: - We are going to read a passage about Scotland 2.1. Discuss the questions. Then read the passage - Allow ss 3 minutes to discuss the questions without looking at the passage - Collect some ss’ ideas - Ask ss to read the passage then

- Answer the questions

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

Guessing

Discuss the questions without looking at the passage -Read the passage then check their answers Key : 1. It is in the north of Great Britain 2. Any or all the following: It is famous for

check their answers - T calls 2 ss to write the answers on the board then confirms the correct answers - T uses a map to show where is Scotland While-reading 2.2. Matching - Ask ss to read the passage again then ask them scan the places first. Read carefully the information about each place and choose the two features related to it

its rich and unique culture as well as its amazing natural beaty. Its historic castles, its traditional festivals and its whisky. It is also famous for various inventions

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

Key: 2.3. Read the passage again then 1. Yes, it is 2. a ghost answer the questions - Work individually then compare 3. piping, drumming, dancing 4. the telephone, television, penicillin, the rain their answers with a classmate coat before giving the answers to T. 5. In 1824 ACTIVITY 3: Post - Reading (20') AIMS: Help sts promote reading skill CONTENTS : Reading comprehension, discussion PRODUCTS: Sts can underline the key words and work individually ORGANIZATION: 3.4. Work in pairs talk about the things you like most about Scotland. Give reasons - Ask ss to work in pairs to ask and answer about their choice. - Ask some pairs to represent

Eg: S1: What do you like about Scotland? S2: I like the castles S1: Why? S2: Because I want to see a ghost

3.5. Work in groups. Read and discuss these interesting facts about Australia . Prepare a short introduce of Australia then represent - Have ss work in groups of 4 ss and discuss if there is any - Work in groups of 4 ss pieces of information they are not clear about. - Check as a class to make sure that the information is understood correctly - Ask some groups to represent

ACTIVITY 4: Production AIMS: Review CONTENTS : Present Tenses Languages and facts PRODUCTS: Facts ORGANIZATION: Further practice (3') - Sum up the main content of the lesson. Homework (2') - Do Ex C1.2, D1 P 14, 15 - Take note - Collect pictures, songs, clips talking about English speaking countries. -------------------------------o0o-----------------------------Kiểm tra ngày tháng

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week:24 Period:67

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UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 6: Skills 2 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: • Listen for specific information about a day trip to an amazing town • Write a description of a schedule for a visit or a tour 2. Skills: listening, writing. 3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content ACTIVITY 1: WARM-UP AIMS: Review usages of Present Tenses CONTENTS : Present Simple Present Continuous Present Perfect PRODUCTS: Sts can recall the knowledge the have learnt before. Vocab and knowledge of languages and ways of learning languages ORGANIZATION: - Ask Ss to look at the pictures and - Look at the pictures and answer teacher’s read the introduction to the listening. questions Ask them what features from the

pictures they are interested in, and what they think Wanaka is like. ACTIVITY 2 : Listening- 15' AIMS: Improve listening skill CONTENTS : Ways to describe schedules PRODUCTS: Sts can recall the knowledge the have learnt before. Vocab and knowledge of schedules of events ORGANIZATION: Pre-listening: 2.1. Activity 1: - Ask Ss to read the questions. T then plays the recording and Ss write the answers. T can play the recording at least twice. Elicit the answers from Ss and write the correct answers on the board. 2.2. Activity 2: - Give Ss some time to read the questions. Check if they know the meaning of the words ‘illusion’ (something that appears to be there but is not) and ‘3-D hologram’ (threedimensional image). Ss then listen to the recording again, as many times as needed if time allows, and choose the correct answers. T checks the answers as a class. While-listening: 3.1. Activity 3a: - Ask Ss to work in groups of three or four. Read the Ss and T’s activities and decide on the four Ss and T’s activities they would like to do together in their two-day visit to

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

Key: 1. B

2. C

3. C

4. B

5. A

Washington D.C. b. Once they have made their decision, allow them time to schedule their visit and fill in the schedule table. Group work ACTIVITY 3: Post-listening (20') AIMS: Improve writing skill and review vacab CONTENTS : Causes and effects of water pollution and some other types of pollution PRODUCTS: Sts can recall the knowledge the have learnt before. Vocab and knowledge of types of pollution ORGANIZATION: 3.2. Activity 4: Write a passage…. - Have each group write a description of their visit. The description should include: the name of the activity, the time they do it, and what it involves. If possible, give each group a big piece of paper to write their answers. Ask the two quickest groups to present their answers. Other groups and T give comments. Give marks to the groups. Other groups complete their writing as homework and bring it back in the next lesson. ACTIVITY 4: Production AIMS: Improve speaking skill CONTENTS : Schedules of some events PRODUCTS: Sts can describe the schedules they read and tell about their own schedules

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

ORGANIZATION: Further practice (3') - Sum up the main content of the lesson. Homework: (2') - Take note ? Do Ex in exercise book ? Prepare: Unit 8: Looking back - Collect pictures, songs, clips talking about English speaking countries. -------------------------------o0o-----------------------------Kiểm tra ngày tháng

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UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 7: Looking back+project I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Recycle the language from the previous sections and links with the topics. - Practice doing some exercises to consolidate and apply what they have learnt in Unit 8. 2. Skills: Use of English. 3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks

III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities ACTIVITY 1: WARM-UP AIMS: - Teacher- Ss Review vocab about languages CONTENTS : Vocabulary about languages PRODUCTS: Sts can recall the knowledge the have learnt before. Usages and formulas of Present Tenses ORGANIZATION: - free talk ACTIVITY 2 : Presentation AIMS: Review vocab about languages CONTENTS : Languages of some countries all over the world, especially English speaking countries PRODUCTS: Sts can recall the knowledge the have learnt before. ORGANIZATION: Looking back Vocabulary - 10' Key: Exercise 1. Match the words with the definitions 1. c 2. e 3. f - Ask ss to do this exercise individually then compare their answers with a partner -Call on some ss to write the answers on the board -Confirm the correct answers Exercise 2. Choose the best answer…. Key: -Ask ss to work individually then

Content

4. b

5. d

6. a

compare with their partner - Ask ss to write the sentences on the board - T confirms the correct answers Grammar- 15' Exercise 3: Decide if the sentences…. -Ask ss to work individually and then share the answers with a classmate. - Check their answers. Exercise 4. Complete the sentences, … - Ask Ss to read the sentences carefully and look for clues that help them decide which tense should be used for each blank. Have Ss complete the exercise independently and then exchange their answers. Ask two Ss to write their answers on the board. Confirm the correct answers.

1. C B

2. A 6. A

Key: 1. F 5. F

2. F

3. C

4. B

3. P

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

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

5.

4. P

- Ask ss to move around the class to listen to their ideas Finished! Ask Ss to complete the selfassessment. Discuss as a class what difficulties remain and what areas Ss have mastered. ACTIVITY 4: APPLICATION AIMS: Further practice of Tenses CONTENTS : Practices PRODUCTS: Key to Practice 5,6 p24 ORGANIZATION: Project Divide Ss into groups of four or five and instruct them on what they have to Ss do at home do. Encourage them to think creatively and daringly. Tell them to keep in mind who this poster is for. These can help decide: which attractions you would include in your poster. what information about the attraction you would introduce. which picture you would use for your poster. the design for your poster. Have Ss present their poster in the next lesson. When all the groups have given their presentations, the whole class can vote for the best. Further practice (3') Key: Check your knowledge! 1. Scottish men wear kilts. Ss work in groups. They discuss the 2. The USA has the biggest population. statements and decide if they are true. 3. California is a state in the USA. If they are not, find the true answer. 4. They live in Australia. Check as a class.

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

Take note

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week:24 Period: 70

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UNIT 9: NATURAL DISASTERS Lesson 1: Getting started I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the dialogue about the typhoon in Nam Dinh province for details and then do some related exercises. - use lexical items related to natural disasters - respond to good 2. Qualities: Skills: Speaking, listening, reading, writing. Attitude: - Positive about natural disasters. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content ACTIVITY 1: WARM-UP (5’) AIMS: -To attract Ss’s attention to the lesson -To lead into the new lesson CONTENTS: Vocabulary about natural disasters PRODUCTS: Sts’ attention on the topic ORGANIZATION: Matching * Activity 2a P27 Key: a First, have Ss work Responding independently. Then allow them to good news share answers before playing the

to Responding to bad news

recording for them to check. Play the recording for Ss to repeat the phrases. Remind Ss to pay attention to their intonation as they practice.

Wow! That’s great! That’s a relief! How wonderful! That’s awesome!

Oh dear! That’s awful! How terrible! Oh no! That’s shocking!

ACTIVITY 2 : KNOWLEDGE FORMATION (20’)

AIMS: Help students listen, read and do some exercises about the conversation CONTENTS : - Listen to the conversation - learn new words about natural disaster PRODUCTS: - sts’ knowledge of natural disasters - words and structures ORGANIZATION: 2. Getting- started (10') 2.1. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary

- typhoon (n): bão nhiệt đới - tsunami (n): sóng thần - volcanic (n): núi lửa - tornado (n): lốc xoáy - mudslide (n): lũ bùn - drought (n): hạn hán - flood (n): lũ lụt - severe (adj) khốc liệt /si'vi:r/ - property (n): tài sản, của cải - debris (n): vôi gạch đổ nát - Repeat in chorus and individually - Copy all the words

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

2. D 6. A

3. F 7. H

4. B 8. E

words/phrases. 2.2. Listen and read * Introduction: Write the unit title on the board ‘Natural Disasters’. ? Answer the questions about natural disasters that have happened where you live or anywhere else in the world that you know of. ? What was the natural disaster? ? When did it happen? ?Was there any damage to people or property? * Set the scenes: ? Look at the picture. - Ask Ss questions about the picute: E.g. ? Where are Duong and Nick? ? What are they talking about? ? Which natural disasters can we see in the speech bubbles?

‘Natural Disasters’

- Answer the questions individually.

- They are at school. - They are talking about Natural Disasters. - They are tornado, flood and earthquake.

ACTIVITY 3: PRACTICE (15’) AIMS: help Sts widen their knowledge of natural disasters and vocab CONTENTS : Exercises p27 PRODUCTS: Keys to Exercises p27 ORGANIZATION: Doing (20'') 3.1. Gap fill (1a P27) ? Read each sentence and locate the information in the conversation, then choose suitable words/phrases to fill each blank. ? Work independently. - Then allow them to share answers before discussing as a class.

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

2. injured 4. trapped 6. temporary

3.2. Responding to the news (1b P27) - T models - Focus on intonation, stressing the first syllable of ‘terrible’. ? Do the same with other Ss around the class. ? Refer back to the conversation to find the other phrases. ? Practice saying the phrases with correct intonation. ( Play the recording again as a model if necessary). 3.3. Matching 2b P27) ? Work independently then share the answers before T gives comments. - Point out that some of the response could fit more than one statement. Ask Ss which of these natural disasters can happen in Viet Nam. Then model this activity with a more able student. Next ask Ss to work in pairs. Go around to provide help. Call on some pairs to practice in front of the class.

T: My cat died. S: That’s terrible!

Key: 1. Oh no! 3. That’s awful!

Key: 1.b 4. c

2.d 5. a

2. That’s relief

3. f 6. E

E.g: A: Which are the most common natural disasters in Thanh Hoa? B: Typhoons and floods. A: How often do they happen there? B: typhoons happen there about three or four times a year, and floods about twice a year. ACTIVITY 4: PRODUCTION (5’)

AIMS: Review the lesson CONTENTS : New words and structures Natural disasters in your area PRODUCTS: Vocabulary of natural disaster and social knowledge about natural disasters ORGANIZATION:

Further practice (3') - Answer individually ? Sum up the main content of the lesson. Production(2') Homework: ? Learn by heart all the new words. ? Do Ex B2,3 P20 (Workbook) - Take note ? Prepare: Closer Look 1 - Collect pictures, songs, clips talking about natural disasters. -------------------------------o0o-----------------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… …………………………………………………….. ……………………………………………………..

week:25 Period: 71

Preparing date: Teaching date:

UNIT 9: NATURAL DISASTERS Lesson 2: A closer look 1 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - learn more words about natural disasters - remember the rules of stress in words ending in -logy and -graphy 2. Qualities: Skills: Speaking, listening, writing. Attitude: - Positive about natural disasters. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

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

A B a. lời xin lỗi 1. ecology 2. biology b. khí hậu học 3. photography c. sinh thái học d. tâm lí học 4. apology e. động vật học 5. biography 6. psychology f. thiên văn học g. sinh vật học 7. sociology h. thuật chụp ảnh 8. zoology 9. bibliography i. nhân khẩu học j. thư mục 10. demography 11. astrology k. khí hậu học 12. climatology l. tiểu sử ACTIVITY 2 : KNOWLEDGE FORMATION (20’) AIMS: teach new words CONTENTS : Vocabulary of A closer Look 1 Word form PRODUCTS: Key to Task 2,3,4 TB P28 ORGANIZATION Vocabulary 2. 1. Vocabulary - erupt (v): phun - Teacher use different techniques - rage (v): diễn ra ác liệt to teach vocabulary (situation, - bury (v): chôn vùi, chôn realia) - shake (v): rung - Follow the seven steps of teaching - collapse (v): sụp, sụp đổ

vocabulary * Checking vocab: Ordering

- strike (v): đánh, đập (v): sơ tán - evacuate - Repeat in chorus and individually - Copy all the words

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

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

2.3. Matching (2 P28) ? Match the verbs in A to the nouns 1. e 2. b 3. a in B. ? Listen and check then repeat. 2.4. Complete the sentences (3P28) Key: ? Use the phrases in 2 in the correct 1. provide shelter form to complete the sentences 2. put out the forest fire 3. evacuated the village 4. scattered debris 5. take aid ACTIVITY 3: PRACTICE (15’) AIMS: Help sts know the meaning and how to read different word forms CONTENTS : -logy Rules of Stress in words ending in ecology logy and –graphy biology PRODUCTS: apology Key to Task 5 P28 psychology ORGANIZATION: technology Pronunciation Stress in words ending in -logy and –graphy * Remember: For words ending in -logy and -grapgy, place the stress

4. d

5. c

-graphy photography biography geography

on the third syllable from end. 3.1. Listen and repeat (4 P28) ? Ss listen and repeat. Pay attention to the stress syllables - Then have Ss say the words individually. 3.2. Mark the stress (Activity 5 P28) ? Mark the stress in the words first. ? Listen, check and read aloud.

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

3.3. Mark the stressed syllables in the underlined words (Activity 6 P28) ? Read the sentences first. ? Mark the stressed syllables in the underlined words. ? Listen and repeat the sentences ACTIVITY 4: PRODUCTION (5’) AIMS: Help sts find more word ending ending in -logy and -graphy CONTENTS : A list of words ending ending in logy and -graphy by sts PRODUCTS: Sts can read and inderstand the words given ORGANIZATION: Further practice (2') ? Recall the rule of stress in words - Answer individually ending in -logy and -graphy Production(3') Homework: ? Learn by heart all the new words. - Take note ? Do Ex A1,2 P 19; B1 P19 ? Prepare: Closer Look 2 - Collect pictures, songs, clips

talking about natural disasters. -------------------------------o0o-----------------------------week:25 Preparing date: Period:72 Teaching date:

UNIT 9: NATURAL DISASTER Lesson 3: A closer look 2 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Review the use of the passive voice - Learn about the past perfect and practice doing some exercises using these two structures 2. Qualities: Skills: Use of English. Attitude: - Positive about natural disasters. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content ACTIVITY 1: WARM-UP (5’) AIMS: Review Passive Voice CONTENTS : Present Simple, Past Simple, Simple Future in Passive Voice PRODUCTS: Sts can recall the knowledge the have learnt before. ORGANIZATION:

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

voice?

past participle of the main verb. - Only verbs which can take an object can be used in the passive. ? Which kind of verb can be used in 1. Past simple: S + was/were + PP.... the passive? 2. Present simple: S + is/am/are + PP.... ? Work in three groups to write the 3. Future: S + will be + PP.... forms of the passive voice in past is/am/are + going to be + PP.... simple, present simple and future tense. ACTIVITY 2 : KNOWLEDGE FORMATION (20’) AIMS: Help sts know deeply how and when to use the passive voice CONTENTS : Passive Voice in Present Simple, Past Simple, Simple Future PRODUCTS: Sts’understanding ORGANIZATION: Grammar 1. The passive voice 2.1. Activity 1 P29 ? Read the conversation in Key: GETTING STARTED. Was anyone injured? ? Underline any sentences in the Only a few minor injuries were reported. passive voice that you can find. It seems many houses and public buildings

2.2. Ss and T’s activities 2 P29 ? Work independently. - Then, ask them to share their answers with one or more partners. ? Say the answers aloud. - Confirm the correct answers.

were destroyed or flooded, and thousands of people were left homeless. They’ve sent rescue workers to free people who were trapped in flooded homes. Medical supplies, food and rescue equipment have also been sent. They’ve been taken to a safe where temporary accommodation will be provided for them. Key: 1. Was scattered 2. Are built 3. Were taken 4. will be predicted 5. Will be delivered/are going to be delivered

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

Key: 1. Food and blankets have been given out to homeless people (by volunteers). 2. Ten people trapped in collapsed buildings have been freed (by the rescue workers) so far. 3. Was the whole village destroyed (by the storm)? 4. If the area is hit by the storm, a lot of damage will be caused. 5. A garden party is going to be organized for raise money for the victims of the flood.

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

Grammar 2: The past perfect (15'') 3.1. Activity 4 P29 ? Read part of the conversation from GETTING STARTED. ? Paying attention to the underlined part. ? Refer to the yellow box, explaining the form of the past perfect tense and going through the examples. ? When do we use the past perfect? ? Can you think of any rules? ? Read the example in 4b P29

- We use the past perfect to describe: + an action before a stated time in the past + an action that happened before another action in the past (+) Positive Subject + had + past participle Example: I had left when they came. (-) Negative Subject + had not/hadn’t + past participle Example: I hadn’t left when they came. (?) Questions: had + subject + past participle

had + subject + not + past participle hadn’t + subject + past participle Example: Had you left when they came? Had you not left when they came? Hadn’t you left when they came? - Short answers to Yes/No questions: (+) Yes, subject + had. (-) No, subject + hadn’t Example: Had you left when they came? Yes, I had. / No, I hadn’t.

3.2. Activity 5 P30 ? Work independently. - Then, ask them to share their answers with one or more partners. Ask some Ss to say their answers aloud. T gives comments, and makes any correction if avaible. 3.3. Activity 6 P30 ? Work in pairs. Ask and answer the following questions about you. - T may go around to provide help. Call some pairs to practice in front of the class.

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

E.g: A: What had you learned to do by the time you started primary school? B: By the time you started primary school, I had learned how to ride a bike.

E.g: On my birthday, I was very pleased 3.4. Activity 7 P30 - Model the game with the whole because I had received a nice present. class first. Divide the whole class into two team ( e.g. left side and right side ). ? Take turns in giving reasons why they were pleased/ upset/happy/angry, etc. Count the correct sentences to find the winning team ACTIVITY 4: PRODUCTION (5’) AIMS: Review and Further Practices

CONTENTS : - Answer individually Some sample sentences PRODUCTS: Sts can change a sentence - Take note frommactive to passive Sts can make a sentence in Past Perfect tense ORGANIZATION:

Further practice (2') ? Recall the uses of the past perfect tense Homework: ? Learn by heart all the new words and structures. ? Do Ex B3,4,5 P20 (Workbook) ? Prepare: Communication - Collect pictures, songs, clips talking about natural disasters. -------------------------------o0o-----------------------------week:25 Preparing date: Period:73 Teaching date:

UNIT 9: NATURAL DISATERS Lesson 4: Communication I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic ‘Natural disaters ’ to express their own ideas about natural disasters by answering 2 questions then compare with their partners. 2. Qualities Skills: Speaking, listening, reading, writing. Attitude: - Positive about natural disasters. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks

III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content ACTIVITY 1: WARM-UP (5’) AIMS: -To attract Ss’s attention to the lesson -To lead into the new lesson CONTENTS: Vocabulary about ways of learning languages PRODUCTS: Sts’ attention on the topic ORGANIZATION: Chatting - T gives the question: Can we prevent natural disaters with - Answer the questions the help of modern technology? - Ask ss to discuss the questions in groups of 6 ss - Call on some representatives from some groups to reprent their ideas - Introduce the new lesson ACTIVITY 2 : KNOWLEDGE FORMATION (20’) AIMS: - help sts learn more words about natural disasters CONTENTS: Vocabulary about natural disasters PRODUCTS: Vocabulary Concepts of disasters ORGANIZATION * Teaching vocabulary(5’) -deal(v): đối phó - Teacher use different techniques to -view(n): quan điểm teach vocabulary (situation, realia) -tsunami(n): sóng thần - Follow the seven steps of teaching -strike(v): tấn công vocabulary -victim(n): nạn nhân

* Checking vocab: Slap the board -charge(n) : nhiệm vụ , bổn phận ACTIVITY 3: PRACTICE (15’) AIMS: -practice the main topic CONTENTS: Discussion on natural disasters and ways of preventing them PRODUCTS: Sts’ own opinion on the topic Vocabulary about disasters Key to Communication ORGANIZATION: Communication 1 2.1.Listen to a radio programme on -Listen to the recording and fill in the 4teen news. Then fill in the gaps with missing words first then share the words you hear. (12’) compare - Use the pictures to set the scene Key : - Have ss read the interview and guess 1. flooeded what the missing word for each gap in 2. warming the interview 3.used - Collect ss’ ideas 4. unprepared -Ask ss to listen to the recording and 5.reminding fill in the missing words - Play the recording twice - Read the listeners’ view and decide - Ask ss to compare with their whose opinions you agree and who partners you disagree with - Get feedback - Play once to check the answers Communication 2 3.2.Read the listeners’ views on natural disaters again and decide who you agree with and who you disagree with (5’) - Ask ss to decide whose opinions they agree and who they disagree with. - Ask ss to make notes of the reasons for their decision

3.3. Answer the two questions . Express your own views and write - Work individually to make notes of them down below(8’) - Have ss make notes of their answers their answers to the two questions in the interview to the two questions in the interview - Remind ss that it doesn’t matter what their answers are and that is more important that they justify their answers 3.4. Work in pairs. Now compare your view with a partner. Do you share the - Work in pairs same views ?(5’) - Ask ss to work in pair to share their answers with a partner -Report on their answers - Encourage each pair to negotiate for the same views. - Have some ss report on their answers ACTIVITY 4: PRODUCTION (5’) AIMS: Review CONTENTS : Natural disasters all over the world and in your area PRODUCTS: Facts ORGANIZATION: Further practice (3') - Summarize the lesson Homework: -Guide ss how to Ex B4,5 P 20 - Collect pictures, songs, clips talking Take note about natural disasters. -------------------------------o0o-----------------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… …………………………………………………….. ……………………………………………………..

week:26 Period:74

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UNIT 9: NATURAL DISASTERS Lesson 5: Skills 1 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Read for specific information about natural disasters in a news report - Talk about natural disater and what to do when it happens 2. Qualities: Skills: Speaking, reading. Attitude: - Positive about natural disasters. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content ACTIVITY 1: WARM-UP (5’) AIMS: Review vocab about natural disasters CONTENTS : Natural disasters and how to prepare for them. PRODUCTS: Sts can recall the knowledge the have learnt before. ORGANIZATION

Chatting - Ask ss to close the book and answer the question - Answer the question ? What can we do to prepare for a natural disaster? - Introduce the new lesson ACTIVITY 2 : KNOWLEDGE FORMATION (20’) AIMS: Help sts promote reading skill CONTENTS : Questions and answers about the 2 pictures in the textbook PRODUCTS: Sts can answer the questions ORGANIZATION:

Reading- 15' Pre-reading 2.1. Read an article about how to prepare for a natural disaster. Look at the words in the box then find them in the text and underline them. What do they mean? - T asks ss to scan the passage and find out where the words : wreak havoc, essential, destructive, guideline, emergency are in the passage then asks if ss know the meaning of these words. If they don’t, T may help ss work out the meaning of these words from the context

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

While-reading 2.2. Read the article again then - Work individually then compare with answer the questions - Work individually then compare partner their answers with a classmate before Key:

giving the answers - Ask some ss to write the answers on the board then confirm the correct answers

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

ACTIVITY 3: PRACTICE (15’) AIMS: Help sts promote reading and speaking skill CONTENTS : Reading comprehension, discussion PRODUCTS: Sts can underline the key words and work individually ORGANIZATION: Post-reading Speaking 3.3a. Read the news reports then match each one to the correct pictures - Have ss read the news report then match the news report to the correct pictures - Ask some ss to read out their answers before checking with the whole class 3.3b. Work in pairs. Each pair can choose one of the reports in 3. Role-

Key : 1C

2B

3A

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

play telling each other about the news. Use the example below. First, remind ss of the responses they practised in Getting started, refer them back to this section if necessary . - Ask ss to work in groups of 4 ss and role play telling each other about one of the news in 3. - Ask some groups to do role-play in front of the class 3.4. Make a list of things to do before , during and after each of disasters in your areas. You can read the passage in 1 again for ideas - Ask ss what disasters often happen in their areas - Elicit the answers from ss and choose two disasters that happen most . - Divide the class into 2 groups to discuss and write down what do do before, during and after this diasters

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

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

b. Discuss what you should do in the event of a natural disasters in your area. Use the information from the table above - Have ss work in pairs: one student from each group above. Have ss ask and answer questions about the things they should do in the event of each disaster they had discussed in a - Invite some pairs to demonstrate their conversations in front of the class

ACTIVITY 4: PRODUCTION (5’) AIMS: Review

CONTENTS : Passive Voice Languages and facts PRODUCTS: Facts ORGANIZATION: Further practice (3') - Sum up the main content of the Answer lesson. Homework (2') - Do Ex C1.2, D1,2 P 22,23 - Collect pictures, songs, clips talking - Take note about natural disasters. -------------------------------o0o-----------------------------Kiểm tra ngày tháng

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UNIT 9: NATURAL DISASTERS Lesson 6: Skills 2 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: • listen for specific information about a natural disaster in a news report • write a news reports on a natural disaster 2. Qualities: Skills: Listening, writing. Attitude: - Positive about natural disasters. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks

III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content ACTIVITY 1: WARM-UP (5’) AIMS: Review usages of Passive Voice CONTENTS : Formulas PRODUCTS: Sts can recall the knowledge the have learnt before. Vocab and knowledge of natural disasters and how to prepare for them ORGANIZATION: - Brainstorming: effects of a typhoon - Work in teams: write as many words as possible

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) AIMS: Improve listening skill CONTENTS : Vocabulary of typhoon and other natural disasters PRODUCTS: Sts can recall the knowledge the have learnt before. Vocab and knowledge of disasters ORGANIZATION: Pre-listening: 2.1. Activity 1: Key: - Remind Ss about listening for key 1. A typhoon hit Nghe An Province last words in statements. Play the recording night. and ask Ss to correct the statements. 2. Dozens of people were seriously Then ask two or three Ss to write their injured in the storm. answers on the board. Play the 3. There was extensive damage to recording again for Ss to check the property in Cua Lo, a coastal town in answers. Nghe An

4. The storm had already weakened when rescue workers arrived in the area. 5. According to the weather bureau, heavy rain will continue over the next few days. While-Listening 2.2. Activity 2: - First, ask Ss to work in pairs to discuss the missing word for each gap Key: 1. which 2. homeless from the information they have heard 3. Damage 4. flood in 1. Then play the recording again and 5. debris 6. Accommodation allow Ss to fill in the gaps as they listen. Ask Ss to share their answers in pairs before playing the recording a final time to allow pairs to check their answers. If time is limited, T may play only the sentences that include the information Ss need for their answers. ACTIVITY 3: PRACTICE (15’) AIMS: Improve writing skill and review vocab CONTENTS : Causes and effects of natural disasters PRODUCTS: Sts can recall the knowledge the have learnt before. Vocab and knowledge of natural disasters ORGANIZATION:

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

may ask some more able Ss to read out their notes to the whole class. 3.2. Activity 4: - Set up the writing activity. Remind Ss that the first and most important thing is always to think about what they are going to write. In this case, Ss can use the chart in 3 as a model for their - Group work report. T may still need to provide some help with the language necessary for writing. Ask Ss to write a draft report first. Then have them write their final version in class or at home, depending on time allowed. If they write in class, they can also do it in pairs or groups. T may display all or some of the reports on the wall/board and invite other Ss to give comments. Ss to give comments. Ss edit and revise their reports as homework. ACTIVITY 4: PRODUCTION (5’) AIMS: Improve speaking skill CONTENTS : Natural disasters PRODUCTS: Sts can talk about natural disaster in their area, how to prevent and how to prepare for them ORGANIZATION: Further practice (3') ? Sum up the main content of the Answer lesson. Homework(2') - Take note ? Do Ex in exercise book ? Prepare: Unit 9: Looking back - Collect pictures, songs, clips talking

about natural disasters. -------------------------------o0o-----------------------------Kiểm tra ngày tháng

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UNIT 9: NATURAL DISASTERS Lesson 7: Looking back+project I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Recycle the language from the previous sections and links with the topics. - Practice doing some exercises to consolidate and apply what they have learnt in Unit 9. 2. Qualities: Skills: Use of English Attitude: - Positive about natural disasters. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content ACTIVITY 1: WARM-UP (5’) 1. Warm up

AIMS: Review vocab about languages CONTENTS : Vocabulary about natural disasters PRODUCTS: Sts can recall the knowledge the have learnt before. Usages and formulas of Passive Voice ORGANIZATION: - Teacher- Ss

- free talk ACTIVITY 2 : KNOWLEDGE FORMATION (20’) AIMS: Review vocab about natural disasters CONTENTS : Passive Voice Vocabulary of natural disasters and how to prevent as well as prepare for them PRODUCTS: Sts can recall the knowledge the have learnt before. ORGANIZATION: Looking back: For 1,2,3 and 4, first have Ss work independently. Then they can check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment.

Key: 1 1. C 2. F 3. D 4. B 5. A 6. E 2 1. evacuated 2. put out 3. take 4. provided 5. scattered 3 1. The tickets will be collected ( by Mr Smith ) 2. A play was put on ( by the students ) at the end of term. 3. The sentence cannot be written in the passive because its main verb is is not a transitive verb. 4. The message was taken ( by Julie )

5. The picture was painted by a local artist. 6. The sentence cannot be written in the passive because its main verb arrive is not a transitive verb. 4 1. d 2. f 3. a 4. b 5. c 6. e ACTIVITY 3: PRACTICE (15’) AIMS: Review vocab about natural disasters Practice using Passive Voice, Past Perfect Tense CONTENTS : Passive Voice Past Perfect Tense PRODUCTS: Sts can talk about schedules using Present Tenses Key to Task 5,6 ORGANIZATION Grammar Exercise 5a: First, ask Ss to work Group work individually writing down, or inventing five bad things that happened to them yesterday. Then allow them to share the sentences with a partner.

Exercise 5 b Ask Ss to work in groups. Remind them to add time clauses and use the past perfect with their sentences. Then ask each student to take turns to say out their sentences to the members of their group. T may go around to provide help. Communication Exercise 6. First, model this activity with a more able student. Then ask Ss to work in pairs, using the expressions from the - Pair work box in GETTING STARTED to respond

to the news headlines. T may go around to provide help. Call on some pairs to practice in front of the class. 3. Project 1 Ask Ss to look at the pictures and use the phrases they have learnt in Unit 9 to describe each picture. Then allow them to share answers before checking with the whole class. Suggested keys: 1.Providing ( food/medical…) supplies 2.Clearing up debris 3.Freeing trapped people 4.Setting up temporary accommodation ( - Ss do at home for the victims of a disaster) 5.Repairing houses/buildings 6.Evacuating the village/town…to a safe place/area 2 Ask Ss to work in groups discussing how to work out a plan to help the victims of a natural disaster for their teams. Remind the project in class. Otherwise, Ss can complete the project as homework if they need let Ss compare the project in class. Otherwise, Ss can complete the project as homework if they need more time. 3 When Ss have finished their plans, T asks them to display their plans on the wall/boards. Have the groups move around and read the plans and then vote for the best plan.

ACTIVITY 4: PRODUCTION (5’) AIMS:

Further practice of Passive Voice and Past Perfect CONTENTS : Practices PRODUCTS: Further practices ORGANIZATION: Finished! Finally ask Ss to complete the selfassessment. Identify any difficulties and weak areas and provide further practice

5. Homework - Take note - Do Ex in exercise book - Collect pictures, songs, clips talking about natural disasters. -------------------------------o0o-----------------------------năm Kiểm tra ngày tháng ……………………………………………………. …………………………………………………… …………………………………………………….. ……………………………………………………..

week:28 Period:79

Preparing date: Teaching date:

UNIT 10: COMMUNICATION Lesson 1: Getting started I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the conversation between Phuc and Nick for details and then do some related exercises. - use lexical items related to communication 2. Qualities: Skills: Speaking, listening, reading, writing. Attitude: - Positive about communication. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./.PROCEDURE: Teacher and Students' activities Contents ACTIVITY 1: Warm up (5’) Brainstorming Aims: help students have an overview about the topic communication. Contents: - The lexical items related to the topic “communication” Products: - Games related to the topic. Organization: * Suggested answers: 1.Warmer (5'): Brainstorming Mobile phone’s function - Bring a mobile phone into the class. Elicit - a means of voice communication or letter the phone’s function from Ss and write them message transmission. on the board. - watching a picture displayed - Then discuss with Ss which functions are helpful for communicating, and which - taking photographs functions are not. Ask Ss to explain their - texting

Teacher and Students' activities Contents choice. - getting access to the Internet ACTIVITY 2. Knowledge Formation (17’) Getting-started: Aims: provide sts necessary words and structure for understanding and learning the conversation. Contents: - new words from the conversation Products: - New words - Exercises Organization: New words 2.1. Vocabulary - battery (n): bộ pin, ắc quy - Teacher uses different techniques to teach - show up (v): xuất hiện, xuất đầu lộ vocabulary (situation, realia) diện - Follow the seven steps of teaching - oversleep (v): ngủ quên vocabulary - conference (n): hội nghị - snail mail (n): thư gửi bằng đường bưu điện - telepathy (n): ngoại cảm, thần giao cách cảm * Checking vocab: R.O.R - instantly (adv): ngay lập tức - flat (adj): bằng phảng, xẹp, hết - Repeat in chorus and individually - Copy all the words 2.2. Listen and read * Introduction: ? Look at the pictures but cover the text. - Brainstorm questions with Ss and write them on the board. - What do you think Phuc and Nick are talking about on the phone? - Where are Mai and Phuc in the first picture? - What are they doing there? - Where is Nick in the second picture? What is he doing there? - What is it in the third picture? what does it

- Answer the questions individually. * Suggested answers: - They are talking about going to the cinema. - They are at Galaxy Nguyen Trai. - They are waiting for someone. - He's at Galaxy Nguyen Du. - It's the simple of the battery of a mobile phone. It's flat.

Teacher and Students' activities mean? - What is a possible connection between pictures 1, 2 and 3? - Accept all possible answers from Ss. Remember not to give correction at this stage. ? Listen and read the conversation then check your answers. ACTIVITY 3: Practice (10’) Aims: help sts have some concepts about the topic communication. Contents: - vocabulary related communication. Products: - key to Practice 3 - game Organization Doing: 3.1a. Find words or phrases (1a P39) ? Work individually then in pairs to find the words/phrases. If time allows, encourage Ss to explain the words/phrases in the context of the story. For example, Ss may say “Phuc is saying ‘We were waiting for ages’ and this means he and Mai had to wait for Nick for a very long time.” 3.1. b. True or false Have Ss work individually then in pairs to compare answers with each other. Correct the task as a class and encourage Ss to explain for both T and F options. 3.1. c. Questions Ask Ss to work in group of three or four and discuss the questions. For a more able class, ask the groups to play the roles of Phuc, Mai, and Nick. What would they do if they were them?

Contents - Students' answer.

Key: 1. Wait for ages 2. Show up 3. Get through 4. “My battery was flat.” 5. “Are you kidding?” 6. “We can try again”

Key: 1. T 2. T 3. F (Nick was waiting outside the wrong cinema.) 4. T

5. T

6. T

Key: They couldn’t see the film together because Nick went to the wrong cinema. They didn’t communicate clearly the name and address of the cinema beforehand. Then they were not able to contact each other because the battery of Nick’s mobile was flat.

Teacher and Students' activities 3.2. Matching Ss work in pairs to complete this task. After they have finished, go through each item as a whole class. Ask Ss to further explain the meaning of the words/phrases in the box, and/or how they work. Allow Ss to use Vietnamese if necessary. If there is time, ask Ss to work in pairs to tell each other if they have ever used these ways of communication. 3.3. Gap fill Draw Ss’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. Game ? Work in groups. - Set a time limit and ask Ss to write down as many different ways they have communicated so far today as they can. The person with the most ideas is the winner. Alternatively, this can be a competition between groups where they collect information from each member and collate it to find the winning group with the most communication ways. ACTIVITY 4: Further practice (5’) Aims: review and learn by heart at class some new words and structure. Contents: - vocabulary related communication Products: - review new words Organization: Further practice: ? Sum up the main content of the lesson. Homework: ? Learn by heart all the new words.

Contents Key: 1. having a video conference 2. Emailing 3. video chatting 4. Meeting face-to-face 5. using social media. 6. using telepathy 7. sending letters (snail mail)

Key: 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

E.g.: - phone - send massage - chat - meet face to face ..........

Teacher and Students' activities Contents ? Do Ex B1, 2,3 P30 (Workbook) ? Prepare: Closer Look 1 - Collect pictures, songs, clips talking about communication ---------------------0o0-------------------Kiểm tra ngày

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UNIT 10: COMMUNICATION Lesson 2: A closer look 1 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - learn more words about communication - remember the rules of stress in words ending in -ity and -itive 2. Qualities: Skills: Speaking, listening, writing. Attitude: - Positive about communication. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./.PROCEDURE: II. New lesson. Teacher and Students' activities ACTIVITY 1: WARM-UP (5’) Word webs

Content

Teacher and Students' activities Content Aims: - Elicits the topic from students Contents: - The lexical items related to the topic “communication” Product: - activity 1 page 40 Organization: Key: Matching (activity 1 P40) 2. Using signs Ss work individually first then in pairs. 1. using music 4. painting a Encourage them to describe how the 3. Leaving a note communication happens in each picture. picture For a more able class, ask Ss to describe 5. Communicating non-verbally with animals 7. Sending flowers how each way of communication is 6. using codes 8. Using body language different from the others. ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: help sts learn the words about communication and usage of those. Contents: new words in A closer Look 1 Products: Keys of A Closer Look 1 Organization: 2. 1. Vocabulary - non-verbal (n): ngôn ngữ không dùng - Teacher uses different techniques to lời nói teach vocabulary (situation, realia) - code (n): mật mã - Follow the seven steps of teaching - multimedia (n): đa phương tiện vocabulary - landline phone (n): điện thoại bàn * Checking vocab: What and where - message board (n): diễn đàn trên mạng - Repeat in chorus and individually - Copy all the words 2.2. Match the words with the definitions (Activity 2 P40) - show Ss an example of how these communication channels work Key: especially a chat room and a message 1. d board. ? Work individually or in pairs to complete the exercise. Similar to exercise 1 . after giving corrections, T

2. e

3. b

4. c

5. a

Teacher and Students' activities can share with Ss some of their own experiences of susing these technologies. 2.3. Complete the diagram (3 P40) ? Wor in groups where Ss discuss and write down their ideas. - Encourage Ss to think of all communication forms they have learnt, or the ones they know, and put them in the correct categories.

2.4. Debate (4 P40) ? work in two teams to compete with each other. - Each team is assigned one form of communication. The rest of the class will be the audience. ? Try every way possible to convince the audience their communication form is better. Then the audience will decide which team is the winner. ACTIVITY 3: PRACTICE (15’) Aims: Concept of tone in asking for information Contents: - vocabulary and grammar in Closer look 1. Products: Sts can read in correct intonation Organization: 3. Pronunciation (20'') Stress in words ending in -ity and – itive ? Cover pronunciation box. - Write the words ‘opportunity’ and ‘positive’ on the board. ? Read them aloud and try to identify which syllable is stressed.

Content

Forms of communication: 1. Verbal: - meeting F2F ...... 2. Non-verbal: - using signs ........ 3. Multimedia: - texting .......

Group work

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

Teacher and Students' activities - Find two more words ending with the suffixes –ity and –itive. Ask Ss to say them aloud. - Then elicit the pronunciation rule with the class. * Remember: For words ending –ity and –itive, place the stress on the syllable before the suffix. 3.1. Mark the stress (5 P41) Ss work individually then in pairs to compare their answers. Tell Ss to mark the word stress. - Then have Ss say the words individually.

Content

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

3.2. Gap fill (Activity 6 P41) Ss work individually then compare the Key: answers with the partners. Play the 1. nationality recording for Ss to check. Allow them 4. possibility plenty of time to practice these sentences with correct stress. ACTIVITY 4: PRODUCTION (5’) Aims: - help sts use topic “communication” words and ask for information. Contents: - The lexical items related to the topic “communication” in textbook - questions from students Products: Sts have a clear concept of intonation of question for information Organization: - Lets sts summarize the content of the lesson ? Recall the rule of stress in words ending in -ity and -itive Homework: ? Learn by heart all the new words. ? Do Ex A1,2,3 P 29 ? Prepare: Closer Look 2

2. repetitive 5. ability

3. 5. a’bility 8.

3. competitive

Teacher and Students' activities Content - Collect pictures, songs, clips talking about communication ---------------------0o0-------------------Kiểm tra ngày

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……………………………………………………. …………………………………………………… week: 28 Period: 81

Preparing date: Teaching date:

UNIT 10: COMMUNICATION Lesson 3: A closer look 2 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Review the future continuous tense - Learn about Verb+ to-infinitive 2. Qualities: Skills: Use of English. Attitude: - Positive about communication. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./.PROCEDURE: Teacher’s and students’ activities ACTIVITY 1: WARM-UP (5’) Aims: review old lesson Contents: - Brainstorming Products: - find the ways of communication - brainstorming Organization:

Content

Ways of communication

Brainstorming - Two teams write the ways of communication in 3 minutes - The team with more correct words is the winner ACTIVITY 2. Knowledge Formation (20’) Aims: Help sts know about the future continuous tense Contents: - Definite The future continuous tense - verb + to infinitive Products: Sts can use the future continuous tense exactly Key to Grammar Organization: Grammar 1: A. The future continuous tense (15') 2.1. Exercise 1 / 41 -Remind Ss of the story in GETTING STARTED: how Phuc, Mai and Nick planned to see a film together, but Nick went to the wrong cinema and they were not able to contact each other. Ask Ss what Phuc and Nick decided on the phone about how they would try it again this Sunday afternoon. -Play the recording and ask Ss to answer the two questions. -Draw Ss’s attention to the Review box 2.2. Exercise 2/ 41 -Draw Ss’ attention to the Look out! box - Ask ss to work independently. - Then, ask them to share their answers with one or more partners. -Say the answers aloud. - Confirm the correct answers.

-Remind Ss of the story in GETTING STARTED:

Key: 1. He will be having his Vietnamese class. 2. They will be watching a film at the cinema

-Work independently. Key: 1. Will he still be sleeping; will be studying 2. will be having 3. will be eating 4. Will she be staying; will be writing 5. will be playing 6. will be learning

2.3. Exercise 3/41 -Have Ss work in groups to decide which year to put - Work in groups in the gaps. Then go through each sentence with Ss, asking each group to call out their choice. ACTIVITY 3. Knowledge Formation 2(10’)

Grammar 2: Aims: learn about Verb+ to-infinitive and their usage Contents: - Definite Verb+ to-infinitive Products: Key to Grammar Organization: Grammar 2: Verb+ to-infinitive (17'') 3.4. Exercise 4/42 -Read part of the conversation from GETTING Some common verbs followed by toSTARTED and write down all the verbs that are infinitive • Verb of thinking: choose, decide, followed by to-infinitive plan Tell Ss to look at the Watch out! box. • Verbs of feeling: love, hate, prefer • Other verbs: try, want, need 3.5. Exercise 5 Page 42 -Ss work individually them in pairs to compare their answers 1. c -Ask some Ss to say their answers aloud. -T gives comments and makes any correction if available. 3.6. Exercise 6 Page 30 -Draw their attention to the time expression (year 2050) and ask them which verb tense should be used. -Ask Ss work in pairs and share their ideas with other pairs to make a “Dream List”. - Remind them to use full sentences. ACTIVITY 4: Further practice: Aims: review the future continuous tense AND Verb+ to-infinitive Contents: Usage of the future continuous tense AND Verb+ to-infinitive Products: - sts can put suitable the future continuous tense

2. b

- work in pairs

3. a

4. c

5.a

AND Verb+ to-infinitive in correct places Organization: ? Recall the uses of the past perfect tense 5. Production: - Learn by heart all the new words and structures. - Do Ex B1-6-page 30/31(Workbook) - Collect pictures, songs, clips talking about communication ---------------------0o0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… …………………………………………………….. week:29 Period:82

Preparing date: Teaching date:

UNIT 10: COMMUNICATION Lesson 4: Communication I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic ‘Communication’ and some abbreviations for online chatting 2. Qualities: Skills: Speaking, listening, reading, writing. Attitude: - Positive about communication. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./.PROCEDURE: Teacher’s and students’ activities ACTIVITY 1: WARM-UP (5’) Aims: make sts change the state from relaxation to concentration

Content

Contents: - Tell students in this lesson they will have the opportunity to learn about communication and some abbreviations for online chatting. Products: - the word affordable and breathtaking Organization: Chatting - Have you ever failed to communicate? - If yes, tell us some reasons? - Introduce the new lesson ACTIVITY 2: KNOWLEDGE FORMATION (20’) Aims: Help Sts promote listening skill and vocab Contents: - Talk about how to build a perfect conversation - new vocabulary Products: - 4 skills - Vocabulary - Grammar Organization: * Teaching vocabulary (6’) - Teacher uses different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board COMMUNICATION BREAK DOWN

ACTIVITY 3: PRACTICE (15’) Aims: To promote reading and writing skills Contents: - vocabulary related to the topic - grammar Products: Key to communication 1 Organization: Communication 1:

* Questions: (students’ answers)

I-Vocabulary. -language barrier(n): rào cản ngôn ngữ -cultural difference(n): sự khác biệt văn hóa -shrug(v): nhún vai -glance(v): liếc nhìn - breakdown(n): sự hỏng -shorthand(n): sự tốc ký -fist(n): nắm tay

Exercise 1/ Page 43. (7’) - Make sure ss to understand the requirement then run through the sentences. - T does the first item with Ss. Then Ss work in pair to complete this task. -Once they have finished, encourage them to add in some more reasons and examples. Exercise 2/ Page 43 (8’) - Elicit from Ss what body language is. Explain that understand body language can help people avoid communication breakdown. T may give an example and ask Ss to guess what T is trying to say. -Ask Ss to cover the text and just to look at the pictures. In pairs Ss work out the messages from the pictures. Then Ss can uncover the text and do the matching. -Confirm the correct answers. - Ask ss to add more examples and demonstrate these for the class to guess their meaning. Exercise 3 / Page 43 (8’) - Remind ss some of the language for online communication learnt in Unit 1 - Explain that using abbreviations for online chatting and texting is not always easy to understand. Ss then work individually to complete this task. - Ask ss to share compare - Ask some ss to write the full sentences on the board - Confirm the correct answers

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

3. C

4. C

- Work in pairs to work out the messages from the pictures. Then Ss can uncover the text and do the matching. Key: 1. c 2. a 3. e 4. b 5. d

- Work individually to to complete this task. Key: 1.Where are you? We are at Lotte on the second floor. 2.I’ll be 5 minutes late. See you soon.

3.Do you want to see a movie this - Have ss make notes of their answers to the two weekend? questions in the interview - Remind ss that it doesn’t matter what their answers 4.Please call me right back. Thanks are and that is more important that they justify their 5.Hi! What are you doing tonight? answers 6.Did you see it? Laugh out loud! Exercise 4/ Page 43(8’) - Ask ss to work in groups to make their group’s Ideas by discussing a technology solution that will help - Work in groups people avoid the communication breakdown mentioned in 1 -The groups then make a short presentation of their ideas to share with the class to make a big Ideas Bank.

ACTIVITY 4: Further practice (10’) Aims: To promote speaking skill To learn how to save energy Contents: Products: Organization: - Lets sts summarize the content of the lesson Homework: -Guide ss how to Ex C1,2,3/ 31/32 - Collect pictures, songs, clips talking about communication

week:29 Period:83

Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… …………………………………………………….. ---------------------0o0-------------------Preparing date: Teaching date: FEEDBACK ON THE TEST 3

I./. Objectives 1. Knowledge: - To correct the test number 3. Give comments to encourage the students to study hard. Discuss the ways to improve the test score 2. Qualities: Skills: Speaking, listening, reading, writing, use of English. Attitude: - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION: 1.Teacher: test 45’ 2.Students: III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure 1. Remark on the tests: -The number of the tests: +Excellent tests: +Good test

+Average: +Under average: -The number of the tests: +Excellent tests: +Good test +Average: +Under average: -In general, all Ss have achieved the basic knowledge. -There are many excellent and good tests. - Some Ss' skill of doing general test is not good. -The teacher shows some best and worst tests to correct before class: KEY TO MID-TERM TEST PART I:0,5 p for each correct sentence. 1/natural disasters

2/climate change

3/global warming

4/prepare

PART II: 1.0,25 p for each correct sentence 1. o'bese

2. de'gree

3. e'cology

2. 0,3 p for each correct sentence. 1/ D 2/ F 3/ B

4/ E

5/C 6/A

PART III 1. 0,2 p for each correct sentence. 1/ B 2/ C 2.1 p for each correct sentence. 1. Alaska isa state in the USA. 2. Because the sun can be seen for three months in summer. PART IV: 1 p for each correct sentence. 1. The tickets will be collected by Mr. Smith. 2. The picture was painted by a local artist

4. ge'ography

2.The ways to overcome: -The teacher should help Ss more by concentrating on practice skills such as: listening and reading skills. -Especially, teacher should check their homework and orally more often. 3.Production: - Review all knowledge from the three units. - Prepare unit 10.

week:29 Period:84

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UNIT 10. COMMUNICATION Lesson 5: Skills 1 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Read for general and specific information about communication in the future - Talk about communication now and in the future 2. Qualities: Skills: Speaking, reading, Attitude: - Positive about communication. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./.PROCEDURE Teacher’s and students’ activities ACTIVITY 1: WARM-UP Aims: make sts change the state from relaxation to concentration Contents: Tell students in this lesson they will have the opportunity to learn about communication now and in the future Products: - game Organization:

Content

What will we use to communicate in the future?

Brain storming. - Ask ss to answer the questions - Introduce the new lesson ACTIVITY 2: KNOWLEDGE FORMATION (20’) Aims: promote reading skills Contents: Passage Extra vocabulary with students. it. Products: Key to SKILL 1 Vocabulary Organization: * Teaching vocabulary (6’) - Teacher uses different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board

-

stick(v): dính decade(n): thập niên holography(n): chụp ảnh giao thoa tiny(adj): bé nhỏ three- dimensional images(n): hình ảnh không gian 3 chiều interact(v): tương tác cyber world(n): thế giới ảo

Reading 2.1. Look at the letters the children from Viet Nam and Sweden sent to each other in a penfriend project. Why do you think they chose this way to communicate with each other ? -Ask Ss to look at the photos. Explain that these are - Answer the questions the letters Ss from two schools in Viet Nam and Sweden sent to each other in a penfriend project. -Ask Ss to brainstorm the reasons why they think these Ss chose this way to communicate with each other. -Then ask Ss what they think is happening in the two other photos in the text. 2.2. Read the text Look at the highlight words and match them with their meanings. Ss read the text quickly for the first time. Ask them to - Work individually pay attention to the highlighted words and do the matching task. 2. interact - Work individually then compare their answers with 1. in real time 3. three-dimensional images a classmate before giving the answers - Ask some ss to write the answers on the board then world 5. network

4. cyber

confirm the correct answers 2.3. Answer the following questions - Ask ss to answers individually first then compare the answers in pairs. Once they have agreed on the answers they can practice asking and answering the questions with each other - Call some pairs to ask and answer aloud

- Work individually then in pairs Key: 1.They have to write and read real letters. One student likes to send sweets with the letters as well. 2.They are telepathy and holography. Telepathy uses a device in our head to communicate by thought over the network. Holography gives threedimensional images, and we will be able to interact with each other in real time. 3.She prefers to use real, face-to-face communication because she thinks this makes life more interesting.

ACTIVITY 3: PRACTICE (15’) Aims: Improve speaking and reading skills Contents: - Key to reading Products: This part helps Ss understand more about communication Organization: Speaking - 15' Exercise 4. In small groups, decide whether you agree with the author of this text. Why/ Why not? Share your ideas with the class First ask Ss where in the text the author’s opinion is - Work in groups of 4 ss expressed. Then they work in groups of 4 ss to tell each other if they agree with the author’s opinion or not and explain why. -Then call on some pairs/ groups to share what they have discussed. 3.5. Class survey. What ways of communication do you use for the following purposes now and what - Take a survey will they be in the year 2030? - Work in groups of 6 ss

-The group leader will then report to the class either the ways of communication that are most mentioned or the ways of communication that the group likes best.

-

Work in groups of 6 ss

ACTIVITY 4: Further practice Aims: widen the topic to earn more knowledge about communication Contents: Products: - old vocab - old grammar Organization: - Sum up the main content of the lesson. Homework: (2) - Learn by heart all the new words. - Do Ex C1. D1,2 P 31-33 - Collect pictures, songs, clips talking about communication ---------------------0o0-------------------Kiểm tra ngày tháng năm …………………………………………………….

week:30 Period:85

…………………………………………………… Preparing date: Teaching date:

UNIT 10: COMMUNICATION Lesson 6: Skills 2 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: • listen for general and specific information about netiquette • write an email using netiquette 2. Qualities: Skills: listening, writing. Attitude: - Positive about communication. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector

2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./.PROCEDURE Teacher’s and students’ activities Content ACTIVITY 1: WARM-UP Aims: chatting to make sts change the state from relaxation to concentration Contents: All about how to build a conversation Products: Sts know new words to talk about vocabulary related the topic. Organization: - free talk ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: - promote listening skill - help sts learn extra vocabulary Contents: Audio about communication Products: Key to Task 2, 3 Organization: Listening 2.1. Activity 1: Ask Ss to look at the message board. Ask them who posted the message and who they think the - Do as requested message is for. Ask them to try to identify what problems in terms of communication politeness they think the message has. Key: 2.2. Activity 2: 1. The word is a combination of Write on the board ‘netiquette’ and ask what they ‘net’ and ‘etiquette’. It’s a set think it means. Explain they are going to listen to a of rules for behaving researcher talking about the way we communication online. Explain CAPS LOCK in the box if necessary. property online. Have Ss look at the questions first. Encourage 2. Don’t say and do unpleasant them to give some answers. Then play the recording. Ss work individually then in pairs to things, just like in real life. compare their answers.

3. It’s how we communicate with each other online. 2.3. Activity 3: Before playing the recording again, first ask Ss to Key: look at the grid and try to complete it with as much information from the recording as they can remember. 1. Use Elicit the answers from Ss. If their answers are CAPSLOCK correct, move to the next activity. Otherwise, play the in emails, recording again. posts, and comments

2. Check your email for mistakes or errors 3. Use a lot of shorthand

S h o ul d

v

4. Respect v discussion rules and use polite language

2.4. Activity 4: Ss work in pairs to complete this task. You may call two or three pairs to write their versions of the message on the board and the class votes for the best one. ACTIVITY 3: PRACTICE (15’) Aims: - promote writing skill - help sts learn extra vocabulary Contents: Vocabulary and structures to talk about communication Products: Key to Writing Organization: Writing

S h o ul d n ’t

It looks like you are shouting at people

It shows respect for your reader. This may confuse your reader. People may not know who you are, but you’re judged by the quality of your writing.

3.1. Activity 5: - Draw Ss’s attention to the REMEMBER! box. If Key: 1. c possible, illustrate each of the bullet points mentioned 5. a by an example you find from the Internet.

2. f 6. d

3. e

4. B

3.2. Activity 6: - First Ss work in groups to discuss what information they would include in the email. They may look at the email in 5 for ideas. Then Ss work individually on - Group work this task. Ask them to pay attention to the netiquette - Write the email 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 ): Write a short post on your class message board to ask how many words the final essay should be. ACTIVITY 4: Further practice Aims: - promote reading skill - help sts learn extra vocabulary Contents: Vocabulary and structures to talk about communication Products: Organization: - Lets sts summarize the content of the lesson Homework: ? Do Ex in exercise book ? Prepare: Unit 10: Looking back - Collect pictures, songs, clips talking about communication

week: 30 Period: 86

---------------------0o0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… …………………………………………………….. Preparing date: Teaching date:

UNIT 10: COMMUNICATION Lesson 7: Looking back + project I./. Objectives 1. Knowledge: - Encourage Ss not to refer back to the unit. Ask them to keep a record of their answers to each exercise so that they can use that information to complete the selfassessment box at the end of the unit. By the end of the lesson, Ss will be able to: - Recycle the language from the previous sections and links with the topics. - Practice doing some exercises to consolidate and apply what they have learnt in Unit 10 2. Qualities: Skills: use of English. Attitude: - Positive about communication. - Students know how to learn English in right way. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./.PROCEDURE Teacher’s and students’ activities

ACTIVITY 1: WARM-UP (5’) Aims: chatting to make sts change the state from relaxation to concentration Contents: Question about communication Products: New and old vocabulary Game on the board Organization: - free talk

ACTIVITY 2: KNOWLEDGE FORMATION (20’) Aims: improve skills of working individually and doing teamwork Contents: Extra vocabulary

Content

Practices Products: Key to task look back and project Old grammar Organization: 2. Looking back: I. Vocabulary 1. Ask Ss to complete the sentences by using the support from the pictures, the letter cues, and the meaning of the sentences. They work individually first and then compare with a partner. 2 Challenge Ss to try this task without looking back at COMMUNICATION. Have two or three Ss write their answers on the board. 3. Ss work in pairs for this task. Remind Ss that these are non-verbal ways of communication. Then call on some pairs to report their talk. ACTIVITY 3: PRACTICE (15’) Aims: improve skills of working individually and doing teamwork Contents: Extra vocabulary Practices Grammar Products: Ask and answer about communication Organization: II. Grammar 4 Ss work individually then in pairs to compare their answers.

Key: 1. body language 3. face-to-face 4. cultural different 6. Netiquette

2. Multimedia 5. Telepathy

Key: 1. thx 4 ur gift 2. BTW, wot r u doin this wkd? 3. cultural differences 4. LOL! 5. C U 2nite.

Key: 1. will not be sleeping playing be doing 4. will be waiting using; will be using raining

2. will be 3. will he 5. will not be 6. will be

Group work 5 Ss work individually then in pairs to compare their answers. If time allows encourage Ss to think of other Key: verbs that are followed by gerunds and by to- 1. talking 2. to use infinitives and make sentences using them. 3. to show 4. communicating 5. chatting 6. to have

III. Communication 6 Ss discuss this task in pairs. Remind them that they can choose to talk about forms of communication people will be using or will not be using in the year 2100 and they should give the reasons why they think so. For a more able class, this can be done as a debate if some forms of communication are selected beforehand for Ss to discuss. Ask Ss to complete the self-assessment box. identify any difficulties or weak areas and provide further practice.

ACTIVITY 4: PRODUCTION (5’) Aims: - ask questions for information with the correct intonation - listen for specific and detailed information about energy Contents: Extra vocabulary Practices Worksheet Products: Ask and answer about the energy Organization: Project “Action. Take one! Action. Take two!” Remind Ss of: - The reasons for communication breakdown in COMMUNICATION -

Different ways of communicating in GETTING STARTED and A CLOSER LOOK 1

Put them into groups and ask them to think of a sketch or a role-play of a communication breakdown.

Give them time to brainstorm some ideas. Move around the class, giving help where necessary. Alternatively, T can prepare the following scenarios if - Ss do at home 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. Make sure everyone gives each group lots of encouragement and praise for their acting attempts. Futher practice: Finished! Finally ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice. Homework: - Do Ex in exercise book - Collect pictures, songs, clips talking about communication ---------------------0o0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..