Giáo án tiếng anh 8 chương trình mới thí điểm cv 5512 (kì 2)

Week : Period: 54 Planning: Teaching : UNIT 7: POLLUTION LESSON 1: GETTING STARTED Subject: English Time: period A OBJECTIVES: Knowledge: By the end of the lesson, Ss will be able to : interact speaking about ‘Phong's summer camp in Singapore’ + Vocabulary: use the lexical items related to the topic ‘Pollution’ + Skills: Students develop listening, speaking, reading and writing skills, Roling-play, spoken interaction about the topic in getting started Competence - Students have serious attitude in learning - Conditional sentences type1, type Quality - Language: get acquainted with the topic ‘Pollution’ - Problem solving: find out the correct answer about the text B TEACHING AIDS T : Textbook, lesson plan, , a projector, a laptop Ss : Learn the old lesson, prepare Unit 1: Getting started C Procedure Warm up: ( 5’) - Organization: 8B: 8C: a Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere before starting the new lesson b Content : Talk about ‘Pollution’ c Expected result: Ss can express their idea d Performance: Write the title ‘Pollution’ ? Call out names of some “Pollution” ? Share any interesting facts you know about these places Presentation : ( 10’) a Goal: Provide Ss necessary vocabularies b Content : Ss read the vocabularies and match the words to make common expressions c Expected result: Ss can maser the vocabularies d Performance: Teacher’s & Students’ activities Present new words - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary - Repeat in chorus and individually - Copy all the words * Checking vocab: Recall * Set the scenes: Listen and read (3 minutes) * Set the scene: You are going to listen and read the conversation between Nick and Mi - Ask ss to look at the picture and answer the questions - Who can you see in the picture? -Where you think they are? What you think the people in the picture are talking about? Content Pre- teach vocab: Cause(v) Gây Come up with Nghĩ (v) Dump(v) Bơm Illustrate(v) Minh họa Pollute(v) Ơ nhiễm Pollution(n) Sự nhiễm Poison(n) Chất độc Radioactive(adj) Thuộc phóng xạ Radiation(n) Phóng xạ Thermal(adj) Thuộc nhiệt Visual(adj) Thuộc thị giác Aquatic(adj) Dưới nước Present the dialogue - Answer the questions individually * Suggested answers - They are MI and Nick - Students' answer - Ask ss to listen and read the conversation Practice (15’) a.Goal: understand and exercises correctly b Content: Listen and circle, Read and tick: Individual, Answer the questions: Teacher – Whole class c Expected result: - Co-operation: interact with the teacher find out the answers - Communication: answer positively - Language: use English to answer d Performance ?3.1 a Find the word/ phrase that means: -Run through meaning -Ask ss to work individually to read the conversation again then find the word/ phrase with the given meaning in the conversation - Ask them to share before discussing as class Watch out : - Have ss look at the watch out box and read the information 3.1.b Answer the questions Have Ss read the questions to make sure they understand them - Ask ss to read the dialogue again to answer the questions then exchange their answers with a classmate -Call some Ss to write their answers on the board - Confirm the correct answers 3.1.c Tick (V) true (T) or false(F) - Run through the sentences - Let as read the conversation again to this exercise Ask for Ss’ answers as well as the explaination for their choices - Write the correct answers on the board -Correct the answer as a class 3.2 There are different types of pollution Write each type under a picture (5 minutes) - Have Ss look at the pictures Ask them what they see in each picture - Now tell Ss that in the box are some types of pollution then run through the types of pollution - Explain the new words so that Ss understand the pollution types - Ask ss to work in pairs Listen and read - Ask ss to listen and read the conversation Find the word/ phrase that means Key : dead aquatic dump poison polluted to come up with Answer the questions They are in Mi’s home village It’s almost black She is surprised because she sees the fish are dead It is dumping poison into the lake He is sneezing so much because the air is not clean Tick (V) true (T) or false(F) Key: F( It’s polluted by the factory) 2T 3NI 4T 5T There are different types of pollution Write each type under a picture( Key: A radioactive pollution B noise pollution C visual pollution D thermal pollution E water pollution F land/ soil pollution G light pollution - Call some Ss to give their answers and H write them on the board - Confirm the correct answers air pollution Production (15’) a.Goal: can exercise use English words relating to the topic b.Content - Co-operation: interact with partners find out the answers - Language: use English words relating to the topic c Expected result: Students know how to the exercise d Performance: Complete the sentences with the types of Complete the sentences with the pollution (5 minutes) types of pollution - Have ss read through the sentences to get a general understanding Key: - Ask ss to work individually then thermal pollution compare their answers with a classmate air pollution - Call on some ss to give their answers radioactive -Confirm the correct answers light pollution water poluution 6.land/soil pollution noise pollution visual pollution Consolidation: sum up Work in groups Which types of pollution in does your neighbourhood face? Rank them in order of seriousness Give reasons for your groups’s order - Ask ss to work in groups of ss to write down the pollution types their neighbourhood faces and rank them in order of seriousness - Have the class vote for the group with the best resson * Homework - Learn by heart new vocabulary - Practice reading “Listen and read” - Prepare new lesson: Unit 7: A closer look Week : Period: 55 Planning: Teaching : UNIT 7: POLLUTION LESSON 2: A CLOSER LOOK Subject: English Time: period A OBJECTIVES Knowledge: By the end of the lesson ss will be able to have knowledge about + Vocabulary: English speaking countries + Pronunciation: stress in words ending in -ese and -ee Competences: + Develop communicative competence, discovery, cooperation competence and thinking competence + Use the lexical items related to English speaking countries + Raising their awareness of broadening their knowledge of English speaking countries + Pronounce stress in words ending in -ese and -ee exactly Quality: Students can understand more about ESP B TEACHNG AIDS T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare Unit 8: A closer look C PROCEDUCE Warm up: ( 5’) - Organization 8B: 8C: a Goal: Review the English speaking countries b Content : Ss can tell about the countries all over the world c Expected result: Ss can tell the names of the English speaking countries d Performance Teacher's &Ss' activities Contents - T asks Ss to talk about the names of the Answer the questions English speaking countries Call the name of the countries - Ss discuss and tell the country they like - T gets feedback Presentation : Pre teach Vocabulary (10’) a Goal: Provide Ss necessary vocabulary related to the English speaking countries b Content : Remind Ss of the words they learnt in Getting Started and point out the difference: the former deals with the names of channels, program… while the latter (this part) deals with the jobs of people living in the English speaking countries c Expected result: understand using and meaning of the vocabularies d Performance: Teacher's &Ss' activities Contents - T uses picture and elicits words - iconic (adj) (thuộc) tượng, from Ss hình tượng - SS Listen carefully and repeat the - spectacle (n): quang cảnh, cảnh words tượng - SS Work in groups of – so that - koala (n): gấu túi Ss can help each other with difficult - loch (n): (Ê cốt) hồ (n): nuôi, dưỡng vocabulary - adoptee When finish, listen to the recording tử (n): người tị nạn to check their answers as well as to - refugee practice the pronunciation of the - addressee (n): người nhận thư (adj) độc đáo, riêng biệt - unique new words Practice: (20’) (While reading) a Goal: - Revise the vocabulary learnt in both Getting Started and Activity of A Closer Look - Stress in words ending in –ese and –ee b Content: - Ss choose a word / phrase from the box for each description below - Ss listen, repeat and read the words c Expected result: - Ss can identify a word from its description - Ss listen, repeat and read the words d Performance: Teacher's &Ss' activities Contents Ex 2: Word formation (P18) T asks students to look at the words N = history first and see if they know the words V = symbolize/ symbolize Then, ask them to change the words A = legendary into a noun (N), an adjective (A) or a N = icon verb (V) A = spectacular Work in groups of – so that N = festival Students can help each other with some A = scenic vocabulary V = attract - 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 Ex3 Complete the sentences (P18) ? Read each sentence and decide what Key: the part of speech is for each word to icon be filled in the blank symbolizes - For example, the word for the blank scenic in sentence is a noun They then unique complete the sentences attracts - Confirm the correct answers as a class Ex Listen and repeat the words Ex 6: Mark the stress in the underlined Key: Chi’nese words - Put the underlined words on the refu’gee trai’nee board Japa’nese ? Mark the stress in the words first - Ask for a show of hands from the guaran’tee class of they think the stress is correct or not ? Listen, check and say the sentences Production: (10’)( Post reading ) a Goal: Help Ss to memorize the learnt vocabularies b Content : Ss guess what words or phrase is by playing games c Expected result: Ss can memorize the learnt words and the way of using d Performance: Teacher's &Ss' activities Contents Ex Ex Matching (P18) ? Look at the pictures Key: ? What can you see in each of them? castle ? Work individually to match the Icoch words/ phrases to the pictures parade - Check the answers as a class by monument asking Ss in which countries, from the state list in 1, they might see these things cattle station ? Give an example of these things *T asks Ss to homework - Use lexical items related to English speaking countries, how to mark stress ending “ ee” and “ ese” - Learn by heart the new words and structures - Do exercises in workbook - Find some words ending with “ ee” and “ ese” - Prepare: Unit 7- A closer look Week : Period: 56 Planning: Teaching : UNIT 7: POLLUTION Lesson 3: A CLOSER LOOK Subject: English Time: period A.OBJECTIVES Knowledge: By the end of the lesson, students will be able to - review present tenses: present simple, present continuous and present perfect - learn about the present simple for the future - practice skills: readings and writing skill Cometences: - Communication, self study, self-check Quality: Students can use the tenses to exercises B.TEACHING AIDS: Teacher’s: teacher book Students’: Textbooks, notebooks C PROCEDURE Warm- up (5’) Class organization (1’) - Attendance: 8A: 8B: a Goal: help ss to recall present tenses b Content: Ss give the use, the form and the signal of present tenses c Expected result: Ss can remember the use, the form and the signal of present tenses d.Performance: T: asks ss to work in pairs to answer the questions: 1.Which present tenses did you learn ? Can you give their use, their form and their signal ? Ss: Listen, work in pair to answer the questions => Lead to new lesson Presentation (10’) a.Goal: introduce new words b Content: s can pronouce new words c Expected result: ss can understand and use new words d Performance: T AND SS’ ACTIVITIES CONTENTS * Pre- teach vocabulary: translation/ I Vocabulary situation - to serve: phục vụ - T: writes new words on the board - to symbolise: biểu tượng - Ss: listen and repeat in individual first - freedom(n): sụ tự then the whole class - to divide (into): chia thành - Call 3- Ss to read the words again - iconic theme park: cơng viên giải trí - Ss copy the new words in their có tính chất biểu tượng notebooks - to march: diễu hành * Checking: rub out and remember - to pose: ngồi (đứng) tư để chụp ảnh Practice (20’) a.Goal: using the present tenses to exercises b Content: Do exercises 1,2 in textbook c Expected result: can exercises well d Performance: T AND SS’ ACTIVITIES CONTENTS II Grammar Ex 1- P 19 1.Present tenses: review - Let Ss Ex 1- P 19 individually Ex Complete the sentences - Asks Ss to share ideas with in pairs or small with the correct forms of the groups verbs - Ss to share ideas with in pairs or small Key: groups has served - T encourages Ss to explain how decided on is increasing the tense in each sentences symbolises - T corrects as a class form has celebrated 10 some Ss to write their answers on unhappy invention the board - Correct as a class 2.3 Grammar a Goal: Help Ss review the future tenses, to infi, reported speech b Content : + Ss work individually to use the correct form of the verbs in brackets + Ss work individually to Rewrite the following sentences in reported speech + Ss work individually to the Everyday English c Expected result: : Ss can review the future tenses, to infi, reported speech and grammar exercises correctly d Performance: Teacher's & Ss' activities Contents - Ss work individually and then Use the correct form of the verbs in compare their answers with a brackets partner Key: - Call some Ss to read out their will … be? to buy answers to read look Confirm the correct answers will be will appear to read will appear Rewrite the following sentences in reported speech - Ss the task individually Have Key: two Ss write the sentences on the Lena said (that) she enjoyed chatting on board while other Ss the exercise the phone with her friends at their desks Ss comment on the The teacher said (that) a communication sentences on the board Confirm the breakdown might happen due to cultural correct ones differences Duong asked (me/ us) what the inhabitants of Jupiter might look like Chau asked (me/ us) if/ whether we would still have traffic jams in 30 years’ time Phuc told me (that) he had read a book about life on other planets * Everyday English *Everyday English - Ss the task individually Then Key: they can check their answers in pairs D F E G A C H B and practise saying the exchanges as naturally as possible Select different pairs to say the exchanges to the rest 173 of the class *Homework: - Retell the contents of the lesson - Do the exercises in workbook - Prepare next lesson: Review (P2) Week : Period: 101 Planning: Teaching : REVIEW (P2) I OBJECTIVES Knowledge: By the end of the lesson Ss will be able to practice skills with the knowledge they have learnt in unit 10, 11, 12 - Vocabulary: Review - Grammar: Review Competence: SS will develop some competences such as being determined, selfstudying, creative and communicating They will use language correctly Quality: Students are hard-working and attentive II TEACHNG AIDS 174 Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… III PROCEDURE Warm up: a Goal: To warm up the class and introduce the lesson b Content: Ss answer the teacher’s questions individually c Expected result: Ss can answer the questions correctly d Performance: Teacher's & Ss' activities Contents T asks Ss some questions *Chatting Ss answer the questions Practice 2.1 Reading a Goal: Help Ss know how to the reading exercise b Content: Ss work in pairs to read the following passage and mark the sentences T or F c Expected result: Ss can understand the passage and reading exercise correctly d Performance: Teacher's & Ss' activities Contents - Have Ss read the passage one or Read the following passage and mark two times Clarify anything they the sentences T or F not understand fully T may have T F F some Ss read aloud sentence by F T T sentence Correct their pronunciation Then Ss the exercises in pairs Correct as a class 2.2 Speaking a Goal: Help Ss know how to practice speaking b Content: Ss work individually, then work in groups to ask and answer about the topic c Expected result: Ss can practice speaking and ask and answer about the topics well.d Performance: Teacher's & Ss' activities Contents - Ss work individually first Have Choose one of the questions that them read all the five questions and interests you the most think of the question that interests them the most Then Ss can spend a few minutes thinking about what they would like to say about the topic - Then they form groups of about 175 four Ss Have Ss ask and answer on their topics Encourage them to use the language they have learnt Go round and observe the groups Remember that the focus of the activity should be fluency, so don’t expect Ss’ accuracy to be high Praise Ss’ efforts in communicating their ideas verbally 2.3 Listening a Goal: Help Ss know how to the listening b Content : Ss work individually to listen and choose the correct answer c Expected result: : Ss can listening exercises well d Performance: Teacher's & Ss' activities Contents Before playing the recording, give Listen to the conversation and choose Ss a minute to read the questions the correct answer to each question Check that Ss understand the phrases C B A used A C - SS guess the answer - Play the recording once or twice, or as required Ss listen and choose the correct answers Play the recording again for Ss to check their answers 2.4 Writing a, Aims: Help Ss write an online message to a friend and tell him/ her about the problems you have had recently with your iPad b, Contents: Ss work individually to write an online message to a friend and tell him/ her about the problems they have had with their Ipad c, Outcome: Ss can write an online message well d, Organization: Teacher's & Ss' activities Contents Before playing the recording, give Write an online message to a friend Ss a Before writing, have Ss and tell him/ her about the problems brainstorm ideas about the use of you have had recently with your iPad modern equipment in our lives: Suggested writing advantages, disadvantages, etc Then Dear Hoa, explain the writing task Ss need to My father bought me an Ipad for my last 176 write a short - not more than 100 words - online message to a friend Elicit from Ss the words and phrases they may need for their writing Remind them of the reasons for communication breakdown and the rules of netiquette they learned in Unit 10 - Give them time to the writing task - Have Ss swap their work with their partner to check before going through some of the messages as a class - Collect their work to check at home birthday I like it very much However, I have some problems with it Firstly, it is time-consuming to use an Ipad I don’t have much time for studying Secondly, my Ipad is always of flat battery because I used it continuously for nearly one year The final problem of my Ipad is weak signal It’s difficult for me to contact with my friends or surf the Internet with this Ipad Here are some problems of my Ipad What should I now? Write to me soon Love Hien *Homework: - - Retell the contents of the lesson - Review all knowledge for the test - Prepare for the second end-term test 177 Week : Period: 103 Planning: Teaching : UNIT 12: LIFE ON OTHER PLANETS Lesson 6: Skills I OBJECTIVES Knowledge: By the end of the lesson, Ss will be able to listen for specific information about life on other planets They will be able to use their imagination to write a description about an alien - Vocabulary: Vocabulary related to the topic life on other planets - Grammar: reported speech Competences: SS will develop some competences such as being determined, selfstudying, creative and communicating They will use language correctly Quality: Students are hard-working and attentive They know more about life on other planets II TEACHNG AIDS Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… III PROCEDURE Warm up: a Goal: To help Ss to pay attention in the lesson b Content: Ss work individually to draw aliens and answer the questions c Expected result: Ss can answer the questions correctly d Performance: Teacher's & Ss' activities Contents - Ask a couple of Ss to come to the SS’ answers board and draw their versions of an alien 178 - Ask Ss how they would feel if they saw an alien - Ask Ss if they think aliens are very different from humans, and what differences there may be Pre – Listening a Goal: understand and use some lexicals before listening to Tom’s imagined description of what an alien from another planet may be like b Content: + Ss work in pairs to describe the pictures and answer the questions c Expected result: Ss can answer the questions correctly d Performance: Teacher's & Ss' activities Contents - Ask Ss to work in pairs to describe Work in pairs Describe the pictures the pictures and answers the and answer the questions questions - SS’ answer - Before Ss listen, ask them to read the information in the table carefully and try to predict the answers Tell them that to this they should highlight key words in the questions and decide the part of speech of the words they will need to fill in the blanks, then listen carefully to find the words from the recording While - Listening a Goal: Listen to Tom’s imagined description of what an alien from another planet may be like and answer the question and then fill each blank b Content: + Ss work in pairs to describe the pictures and answer the questions + Ss work individually to listen and fill each blank with no more than three words + Ss work individually to listen and tick (√) true (T), false (F) or not given (NG) c Expected result: Ss can listen to Tom’s imagined description of what an alien from another planet may be like and listening exercises correctly d Performance: Teacher's & Ss' activities Contents - Play the recording twice Have two Listen to Tom’s imagined description Ss write their answers on the board of what an alien from another planet Confirm the correct answers may be like Fill each blank with no more than three words… - Have Ss work individually to Key: underline the key words in the Jupiter Much bigger 179 statements Ask Ss to the exercise without listening to the recording first Write their answers on the board without confirming the correct answers Play the recording again for Ss to check T may pause at the sentences that include the information Ss need for the answers More powerful Thick skin Happiness Energy Lots of hair four eyes Fear 10 rocks Listen again and tick (√) true (T), false (F) or not given (NG) Key: F NG T F F F Writing a Goal: Ss can write to discribe an alien b Content : + Ss work in pairs to imagine what an alien may be like, use their imagination to fill in the web + Ss work individually to use the notes to write a description of your alien + Ss work in pairs to swap their work with their partner c Expected result: Ss can write to discribe an alien well d Performance: Teacher's & Ss' activities Contents Pre – writing Work in pairs Imagine what an alien - Set a time limit for Ss to may be like Use your imagination to fill brainstorm ideas and write their in the web below notes Move around and help Ss if necessary Ask Ss to refer back to the speaking in 5, SKILLS and listening in and 3, SKILLS for useful language and ideas Now use the notes to write a While – writing description of your alien - Now have Ss work individually to write descriptions of their alien Suggested writing Give Ss a time limit for this For a I sometimes dream about meeting an alien class which needs more support, from Mars He looks very strange He has make copies of the audio script and big eyes and he is a little bigger and more give each student one The script can violent than me His skin is black He has act as a writing model, but make it no hair on his head but he has an antenna clear that Ss should change the He wears clothing but it is made of metal content to match their own ideas It’s very strong He looks really powerful and he always has to fight for the freedom of his planet There are a lot of invaders 180 from the galaxy who want to control his planet He loves peace and he will everything to protect his planet Post – writing Swap your work with your partner Ss swap their writing with a partner How different is your description from They comment one each other’s your partner’s work Ss revise and edit their writing in class if time allows, or else as homework *Homework: Retell the contents of the lesson - Complete their writing - Prepare next lesson: Review (P1) 181 Week: Period: 104 Planning: Teaching: UNIT 12 LIFE ON OTHER PLANETS Lesson 7: Looking back + Project I OBJECTIVES Knowledge: : By the end of the lesson, students will be able to: + Vocabulary: Life on Earth and other planets + Grammar: - May and might: review - Reported speech: questions + Communication: Predicting what other life form might be like Asking and answering questions about life on other planets Competences: Develop communicative competence, discovery, cooperation competence and thinking competence Quality: Develop honest, responsible qualities for students II TEACHING AIDS Teacher: Textbook, computer, projector Students: Textbook, workbook III PROCEDURE Warm up (5’) - Organization: 8A: 8B: 8C: a Goal: Help Ss to be excited about the lesson and revise the vocabularies of the topic b Content: Rearrange the letters to label the picture c Expected result: Ss can find out the words and be ready for the lesson d Performance: Teacher’s and Ss’ activities Content -T presents the pictures with the Rearrange the letters to label the jumble words picture - have ss work in two teams to 1.aliens space buggy reorder the letters to label the pictures weightless solar energy - call on each team to give their planet spaceship answers flying saucer galaxy - Give feedback and correct Presentation(5’) a Goal: Help Ss to revise the structures of the reported speech b Content: Work in pairs to give the structures of the reported speech c Expected result: Write down the structures of the reported speech 182 d Performance: Teacher’s and Ss’ activities - T ask ss to repeat the structures of the reported speech - have ss work in pairs to repeat the structures - call on some ss to give their answers - Give feedback and correct Content - S + asked +(O) + If/ whether + S + V( back one tense) - S + asked + (O) + wh+ S + V( back one tense) Practice (20’) a Goal: Help Ss to revise the vocabularies and reported speech b Content: Fill in each gap with a suitable word; Underline the correct answers; Put the words in the correct order to make reported questions; Change the questions into reported questions c Expected result: Ss can complete studying tasks b Performance: Teacher’s and Ss’ activities Content -T run through the words and Fill in each gap with a suitable sentences word - - Ask ss to work individually then accommodate surface compare with their partner traces climate NASA - call on each student to give their answers - Give feedback and correct - T run through the sentences - - Ask ss to work individually then compare with their partner - call on each student to give their answers - Give feedback and correct Underline the correct answers if had been who had been how ate what Work in groups - T run through the sentences - - Ask ss to work individually then compare with their partner - call on each student to give their Put the words/ phrases in the correct order to make reported questions He asked me how I would reach if I 183 answers - Give feedback and correct - - T run through the sentences - - Ask ss to work individually then compare with their partner - call on each student to give their answers - Give feedback and correct saw an alien The teacher asked me which planet was most suitable for human life My friend asked me when humans had first landed on the moon She asked me what the difference between a planet and a star was They asked if there was water on Mars Change the following questions in to reported questions The teacher asked ss what the essential conditions for human life were Samuel asked the scientist if humans had been able to communicate with people on other planets Nick asked the journalist id the Roswell UFO incident had taken place in the US in June 1947 Vanessa asked her uncle who the witness in the Roswell UFO incident had been, The son asked his father when humans would be able to travel from one planet to another more easily Diane asked her mother why people couldn’t move to Mars immediately Production (12’) a Goal: Help Ss to ask and answer questions about life on other planets b Content: Choose the right sentences (A-E) to put into the dialogue c Expected result: Practise the dialogue fluently d Performance: Teacher’s and Ss’ activities Content - Ask ss to task in pairs Choose the right sentences (A-E) - Ask ss to work inpairs to the to put into dialogue 184 task - Asked some pairs to rehearse the dialogue B C D E A - Give feedback and correct *Homework (3') Project - Work in groups Give ss enough time to write and answer the questions then develop their ideas -T run through the words and Fill in each gap with a suitable sentences word - - Ask ss to work individually then accommodate surface compare with their partner traces climate NASA - call on each student to give their answers - Give feedback and correct - T run through the sentences - - Ask ss to work individually then compare with their partner - call on each student to give their - Underline the correct answers if had been who had been how ate what Work in groups 185 answers - Give feedback and correct - T run through the sentences - - Ask ss to work individually then compare with their partner - call on each student to give their answers - Give feedback and correct Put the words/ phrases in the correct order to make reported questions He asked me how I would reach if I saw an alien The teacher asked me which planet was most suitable for human life My friend asked me when humans had first landed on the moon 10 She asked me what the difference between a planet and a star was 11.5 They asked if there was water on - T run through the sentences Mars - - Ask ss to work individually then compare with their partner Change the following questions - call on each student to give their in to reported questions answers The teacher asked ss what the - Give feedback and correct essential conditions for human life were Samuel asked the scientist if humans had been able to communicate with people on other planets Nick asked the journalist id the Roswell UFO incident had taken place in the US in June 1947 10 Vanessa asked her uncle who the witness in the Roswell UFO incident had been, 11.5 The son asked his father when humans would be able to travel from one planet to another more easily 12 Diane asked her mother why people couldn’t move to Mars 186 immediately Production (12’) a Goal: Help Ss to ask and answer questions about life on other planets b Content: Choose the right sentences (A-E) to put into the dialogue c Expected result: Practise the dialogue fluently d Performance: Teacher’s and Ss’ activities Content - Ask ss to task in pairs 12 Choose the right sentences - Ask ss to work inpairs to the (A-E) to put into dialogue task B D A - Asked some pairs to rehearse the C E dialogue - Give feedback and correct *Homework (3') Project - Work in groups Give ss enough time to write and answer the questions then develop their ideas 187 ... projector, a laptop Ss : Learn the old lesson, prepare Unit 8: Getting started C Procedure Warm up: ( 5’) - Organization: 8A: 8B: 8C: a Goal: Motivate ss to interest in the topic of the... Textbook, workbook, English room Students: Textbook, workbook III PROCEDURE Warm up (8? ??) - Organization: 8A: 8B: 8C: a Goal: name some English speaking countries that you know b Content :... projector, a laptop Ss : Learn the old lesson, prepare Unit 8: skills C Procedure Warm up: ( 5’) - Organization (1’) 8A: 8B: 8C: a Goal: vocabularies relate to people and places in