GIAO AN ANH LOP 8 THI DIEM HK II

Ss complete the exercise individually then compare in pairs - Call on some Ss to write the answers on the board.. - Ss do this exercise individually then compare their answers with a par

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Unit 7 pollution

- A cassette and an audio compact disk

IV Anticipated problems

There may not be enough time for all the activities

- T makes a paper ball T throws the ball to a student

in group A and he/she has to call out one fairytale If

he/she is right, group A gets one point, then he/she

throws the ball to a student in group B The game

stops when time is up The group with more points

wims.

- Ask Ss if they know any stories about pollotion.

- Write “pollution” on the board Ask Ss to call out

things which cause pollution.

Ss work in two teams: Team Aand B

3 New lesson

I Presentation

1 Vocabulary

- T elicits the meaning of new

words from Ss (use exercise 1a)

* Checking vocab: R0R

2 Listen and read

* Set the sences:

? Look at the picture on page 6

? Who can you see in the picture?

? Where do you think they are?

?What can you see in the picture?

?What do you think they are talking

about?

- Play the recording twice.

? Listen and read then check your

answer for the last question.

- Repeat in chorus and individually

- Copy all the words

- Answer the questions individually

- Listen and read

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- Ss answer the questions

individually hen exchange their

answers with a classmate Call on

some Ss to write their answers on

the board Check their answers.

3 T/F (1c P.7)

- Ss work individually.

- Have some Ss write their

answers on the board.

- Confirm the correct answers.

4 Name the pictures (1d P.7)

- Have Ss look at the pictures T

asks them what they see in each

picture.

- Have Ss read the words and

identify any new words they don’t

minutes, Ss write down the

neighbourhood faces and rank

them in order of seriousness

1 They are in Mi’s home village.

2 It’s almost black.

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

4 It’s dumping poison into the lakes.

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

1F: It’s polluted by the factory

2T 3NI 4T 5T

Keys:

A.radioactive pollution B.noise pollutionC.visual pollution D.thermal pollutionE.water pollution F.land/soil pollutionG.light pollution G.air pollution

Keys: 1.thermal pollution 2.air pollution3…

- Ss work in groups and give the reason for their order

4 Consolidation

-Teacher gets students to retell the aims of the lesson

5 Homework

-Prepare for the next lesson: Unit 7: Closer look 1

-Practise reading the dialogue correctly and fluently

A closer look 1

I Aims

By the end of the lesson, ss will be able to:

- Pronouce correctly the words ending in –ic and –al in isolation and in context; Use words/phrases showing cause/effect relationships

- Improve their listening skill, wrting skill and pronunciation

II Objectives

- Vocab: words/phrases showing cause/effect relationships

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- Phonetics: Stress in words ending in –ic and –al.

III Materials

- Text book

- Board, chalk,

Students may get confused when practising the words stress

- Teacher checks students’ homework:

+ Write new words

+ Read the dialogue

3 New lesson

I Vocabulary

1 Word form

- Have Ss look at the table in the book.

Make sure they understand what to do Ss

complete the exercise individually then

compare in pairs

- Call on some Ss to write the answers on

the board Check the answers.

2 Gap fill (2P8)

- Ss decide which word form should be

filled in each blank Ss complete the

exercise individually then compare in

pairs.

- Call one student to give out their answers

before confirming the correct answers.

Cause and effect

- Have Ss look at the language box Tell

Ss the words and phrases in the box

express cause and effect relationships.

- Explain the use of so, because, since,

because of, due to.

- Note about the structures:

3 Cause or effect (3a P8)

- Ss complete the task in pairs.

- T confirms the correct answers.

4 Writing (3b P8)

- Ss complete the exercise individually

then compare in pairs.

1.poison2.contaminate (v): làm bẩn3.pollutant (n): chất gây bẩn4.polluted

5.death (n)6.damaged

Key:

1.poisonous 2.pollutants3.dead 4.contaminated5.damage 6.pollute

- Study and make notes

- to cause sth

- to lead to sth

- to result in sth

- to make sb do sth

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4 Work in group (4 P8)

- Have Ss look at the pictures Ask

them which one shows the cause and

which shows the effect Ss study the

examples and work in groups of four

II Pronunciation

Stress in words ending in –ic and –al

- Ask Ss to study the rules and the

examples in the box.

5 Listen and mark the stress (5 P9)

- Play the tape twice

? Work individually.

? Check your answers in groups.

- Repeat the words

? Ss do task 6 P9 individually Play the

recording for Ss to check the 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.

- Do the task individually

4 Consolidation

Teacher gets students to retell the aims of the lesson

5 Homework

-Learn by heart all the new words

-Do Ex A1,2 P3, B1,2,3 P4 (WB)

- Vocab: Lexical items related to pollution

- Grammar: Conditional sentences type 1 and 2

III Materials

- Text book

- Board, chalk,

The lesson may take time

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- Teacher checks students’ homework:

+ Write new words

+ Make sentences with “lead to, make sb do sth, result in, due to…””

3 New lesson

Teacher’s activities Students’ activities

- Elicit the form and use from Ss.

- Ss do this exercise individually

then compare their answers with a

partner.

- Ask 2 Ss to write their answers

on the board.

- Check as a class.

- Write on the board:

“If I were a billionaire, I would ”

- Ask Ss to complete the sentence

orally Write the most orginal

answers on the board.

or a state that happened regularly

in the past, but does not happen

now.

partner.

Ss do this exercise individually

partner.

I Conditional sentence type 1

1 Supply the correct verb forms

1 recycle; will help 2 won't dump; fines

3 travel; will be 4 will save; don’t waste

5 use; will have

2 Writing

1 Students will be more aware of protecting the environment if teachers teach environment issues at school

2 When light pollution happens, animal will change their behaviour patterns

…”

II Conditional sentence type 2

- Tell Ss that this is an example of the Conditional sentence type 2

- Help Ss study the form and use in language box

3 Matching

1b 2c 3d 4e 5a

4 Supply the correct verb forms Key: 1.were; would…”.do 2.exercised; would be 3.had; would build

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Students may find it difficult to use English to express their idea

- Teacher checks students’ old lesson

o Make 5 sentences using conditional sentence type 1

o Make 5 sentences using conditional sentence type 2

3 New lesson

I Pre-Speaking:

* Preteach the vocab

- Teacher uses different techniques to

teach vocab (situation, explaination)

- Follow the seven steps of teaching

vacab.

* Checking technique: Slap the board

* Questionnaire: Ex1 P 11

- Have Ss read the questionnare

Explain any unclear point

II

While speaking

* Pair work:

Ss work in pairs to compare their

answers and see if they have any

- earplug (n): cái nút tai

- affect (v) /əˈfekt/: làm ảnh hưởng

- hearing loss (n): mất thính lực

- blood pressure /ˈpreʃ.ə r / (n): huyết áp

- Copy all the wordsHave Ss do the task individually

- Ss work in pairs and report the differences

- Ss check their answers and tell if any of the answers has surprised them

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III Post speaking

* Work in group

* Discussion:

- Vote for the best ways

Ss work in groups of 4 to discuss the ways

to prevent noise pollution in five minutes

- Write their answers on a big piece of paper then present their answers

4 Consolidation

Teacher retells main points of the lesson

5 Homework

-Prepare for the next lesson: Unit 7: Skills 1

-Do Ex C1, 2 (WB)

Skills 1

I Aims

By the end of this lesson students can:

+ 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

Weak students may find it difficult to catch up with whole class

T explains the new words

- Ss read all new words

- Have some Ss read in front of the

class.

I Reading

* New words

- sewage (n) /ˈsuː.ɪdʒ/ : chất thải; nước cống

- pesticide (n) /ˈpes.tɪ.saɪd/ : thuốc trừ sâu

- herbicide (n) /ˈhɜː.bɪ.saɪd/ : thuốc diệt cỏ

- point sauce pollution

- groundwater (n): nuốc ngầm

- outbreak (n): sự bùng phát

- cholera (n) /ˈkɒl ə r.ə/ : Bệnh dịch tả

- stormwater (n)

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- Ss work in pairs.

- report the differences to the class.

- Read the passage then answer the

questions Underline parts of the

passage that help them with the

answers.

- Compare the answers in pairs.

- Ss do the task individually.

- Compare in pairs.

- Read aloud the answers.

- Ss work in groups of four.

- T helps Ss focus their ideas.

+ Point source pollution

+ Non-point source pollution

- Ss work in groups to complete the

diagram (5 minutes)

- Ask some groups to give a

presentation about water pollution.

Other groups listen and give comments.

1 It tells about the causes of water pollution.

2 It 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 water and the atmosphere.

6 They use herbicides to kill weeds.

Factories dump industrial waste.

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

Solution 2: Educate companies about the environment.

Solution 3: Give tax breaks to companies that find “clean” ways to dispose of their waste.

5-6 Presentation about water pollution

* Work in groups

Water polution + Definition + Causes + Effects + Solutions

4 Consolidation

5 Homework

-Do Ex D1, 2, 3 (WB)

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skills 2

I Aims

To help students develope writing skill, listening skill

II Objectives

By the end of the lesson students will be able to:

- Listen to get specific information about thermal pollution

- Write about the causes and effects of one pollution type

III Materials

- Text book

- Board, chalk,

- A cassette and an audio compact disc

It is rather difficult for weak Ss to express their ideas

-Have Ss work in 2 teams

-Ss write as many words as

possible

3 New lesson

Pre teach

- Teacher uses different

techniques to teach vocab

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teaching vacab.

* Checking technique: Slap the

board

Listening.

- Working in pairs, describing

the pictures and the

relationship between them

- Teacher observes Ss working

- Play the recording for Ss to

check their answers

- Ask Ss what they know about

thermal pollution

- Have Ss quickly read the

diagram and identify the form

of the word/phrase to be filled

in each blank

- T plays the recording once,

ask for Ss’answers then write

them on the board Play the

recording again for Ss to check

Writing.

- Ss work in pairs to decide

which pollution type in their

area they are going to discuss

Have Ss take notes of the

causes and effects

- Ss stay with their partner One

writes about the causes and the

other writes about the effects

based on their notes above

- Move around to give helps

Bring the whole group together

if there is a point T wants to

clarify

- Have Ss share their work with

each other and combine it to

make a complete article.

- Post the sample article on the

board.

- Have Ss swap and read each

other articles.

- Ask for volunteer pairs to read

their articles out to the class and

have Ss comment on them.

- Collect all the articles for

marking.

- reservoir (n) /ˈrez.ə.vwɑː r / : hồ chứa

- cooling tower (n): tháp giải nhiệt

- power plant (n): Nhà máy điện (power station)

- coastal (adj): ven biển

III Writing

3 Work in pairs

- Discuss the causes and effects of one type

of pollution in your area

+ air pollution

4-5 Writing

There are several types of pollution However, air pollution is the most serious in our area

Air pollution occurs when the air contains gases, dust, fumes or odour in harmful amounts Air pollution in our area is caused by several factors Firstly, the air pollutants come Viet Tri Chemical Factory They discharge harmful smoke into the air Secondly, the air pollutants come from many sources, such as all of the cars, motorcycles, in the my hometown.

Air pollution leads to many bad effects It is very harmful to our health It do harm to your eyes, throat, nose, lung and many breathing problems It may rerult in lung cancer In additions, it may lead to acid rain which destroy plants.

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-Do Ex E1, 2 (WB)

Looking back & project

I Aims

To help students produce the language from the previous sections and link with the topics

II Objectives

- Revise and make the use of all the target knowledge in unit 7

- Do a project about how to reduce polution while practising the conditionalsentence type 2

III Materials

- Text book

- Board, chalk,

It is rather difficult for Ss to make use of all the content of this unit

3 Rewrite the sentences

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 infront 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 in the atmosphere causes global warming.

II Grammar.

4 Supply the correct verb forms.

1.won’t be; don’t take 3.were/was; would wear 2.continue; will be 4.do; will see

5.would …” travel; didn’t have 6.wouldn’t be; didn’t take care

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- Ss work individually and

compare in pairs.

-Give feedback and the correct

answers Accept all the sentences

if they make sense.

- Ss work in groups of four to

discuss what they would do or

say in each situation

**PROJECT

- Ss work in groups and discuss

the things thay would do

- Ask Ss to collect pictures and

prepare a presentation at home

5 Complete the sentences.

getting started

I Aims

By the end of the lesson, ss will be able to listen and read for specific informationthen practice listening and speaking with the lexical items related to the topic "Englishspeaking countries"

II Objectives

- Vocab: Types of films

- Grammar: Present tenses, present simple for future.

III Materials

- Text book

- Board, chalk,

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Game: Where is it from?

- Teeacher prepare some photos of some famous places

from English speaking countries Show them to Ss and have

them guess what countries each place is from.

- What do these countries have in common?

- Write the title “ENGLISH SPEAKING COUNTRIES” on

the board Ask Ss to call out names of some English

speaking countries and their main cities.

- Play the game in teams

- It’s the language: English.

- Teacher uses different techniques

to teach vocab (situation, realia)

vacab.

II Practice

- First, have Ss work

independently Then allow them

to share answers before

discussing as a class

- Play the recording again without

letting Ss read along Ask Ss to

try to answer as many questions

as possible Ss read the

conversation again to check their

answers Have some Ss read out

their answers Correct the

answers as a class

- Ss work individually to

complete the sentences Have

them share their answer in pairs

- Elicit the answers from the

whole class

- Have Ss work in pairs to match the

flags with the countries.

- T checks.

- Ss work in groups of six.

- Locate the xis countries in 3 on the

map given.

- The first to find all the countries wins.

- Teacher controls the game.

I New words

- awesome /ˈɔː.səm/ adj Tuyệt vời

- absolutely adv Tuyệt đối

- improve v Cải thiện

To have difficulty doing sth

- native speaker

- camp n Trại

- official adj Chính thức

- accent /ˈæk.s ə nt/ n Giọng điệu

II Getting started

1a Answer the questions

1 Awesome, just awesome.

2 Any of the following: Absolutely/Right.

3 It’s hard to say.

4 Perhaps.

1b Find questions in the conversation that ask about Coconut Crazy.

Key:

1 He’s at an international summer camp

2 They come from different countries

3 He has made new friends, visited places

4 Because he uses English every day with people from different countries

5 Two boys from Australis and a girl from the USA

2 Gap fill

Key:

1.summmer camp 2.English speaking countries3.native speakers 4.the USA5.accents 6.official language

3 Name the pictures.

1.the USA 2.the United Kingdom3.Singapore 4 Australia

5 Canada 6 New Zealand

Game: WHERE ARE THEY?

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- Ss play the game in groups of six

4 Consolidation

5 Homework

-Learn by heart all new words

-Learn the dialogue by heart

Unit 8 English speaking countries

A closer look 1

I Aims

By the end of the lesson, ss will be able to pronouce correctly the words ending in–ese and –ee in isolation and in context; Use the lexical items related to the topic ofpeople and places in English speaking countries

II Objectives

- Vocab: People and places in English speaking countries

- Grammar: Present tense, simple present for future

- Pronunciation: Stress in words ending in –ese and –ee

III Materials

- Text book

- Board, chalk,

* Check old leson

- T gets one student to go to the board to

write new words

- T gets the other student to read the

dialogue and answer the questions

- Make comment

3 New lesson

(situation, realia)

I Vocabulary

1 Vocabulary

- parade (n): cuộc diểu hành

- unique (adj): độc đáo

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- Follow the seven steps of

teaching vacab

- Ss work individually then

compare in pairs T checks then

gives feedback

- Ss work individually then

compare in pairs T checks then

gives feedback

- Ask Ss to do the exercise

individually and then check with the

whole class

- Have Ss look at the pictures Ask

Ss what they see in each of them.

Allow Ss to work individually to do

the task.

- T checks as a class.

T notices the way to read the

sounds

- T plays the recording Ss listen

and repeat Have Ss say the words

individually and mark the stress

in the words

- Play the recording for the Ss to

check

- Put the underlined words on the

board Have volunteer Ss come and

mark the stress in the words.

- Play the recording for Ss to listen and

check Call on some Ss to say the

sentences individually.

- castle station (n): trại gia súc

- loch (n) /lɒk/: hồ (=lake)

- monument (n): đài/vật kỷ niệm

- spectacle (n) /ˈspek.tɪ.kl̩/: quang cảnh

2 Complete the table (Act 1 P.18)

- Key:

1 the Americans 2.the English3.the Scottish 4.the Welsh5.the Irish 6.the Canadians7.the Australians 8.the New Zealanders

3 Word forms ( Act 2 P.18)

Key:

1.N=history 2.V=symbolise3.A=legendary 4.N=icon5.A=spectacular 6.N=festival7.A=scenic 8.V=attract

4 Gap fill ( Act 3 P.18)

II Pronunciation

Stress in words ending in –ese and –ee:

- For words ending in “-ese” and “-ee”, thestress is often placed on the final syllable

6 Listen and repeat.

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-Do exercise A1, 2 (p.11), B1, 2, 3, 4 (P.12, 13) workbook.

- Teacher checks Ss’ homework

+ One student goes to the board to write new words and practise reading the stress of words ending in –ese and –ee

- Get one student to read the dialogue (Listen and read) by heart

- Teacher check with students

3 New lesson

- Remind Ss about the use and

the forms of the simple present,

present continuous and the

present perfect and their

distinct time signals

- Let Ss work individually

Have Ss compare answers in

pairs before checking with the

whole class

- Let Ss work individually

Have Ss compare answers in

pairs before checking with the

whole class

- Ask Ss to read the schedule

and underline the verbs in the

I Present tenses: Review.

* Grammar box (TB P.19)+ Notes: The difference in use betweenalthough and despite/in spite of

5 has celebrated → celebrates

7 are dancing → dance

II Present simple for the future

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- Allow Ss time to discuss and

find the answers to the

questions

- Have Ss read the Remember

box then take notes

- Ss work individually

- Check as a class

- Ask Ss to do the exercise

individually, encourage them to

be imaginative

- T goes around and helps Ss

with new vocabulary Ss can

exchange and talk about their

schedule with a partner first

- Ask Ss to write down the

2 The present simple

Activity 4 Gap fill

- Vocab: people and places in English speaking countries

- Practise speaking skills

III Materials

- Text book

- Board, chalk,

Students may find it difficult to use English to express their idea

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- The use and the forms of the present

tenses you have learnt

- Name some English speaking countries

Teacher uses different techniques to

teach vocab (situation, realia)

vacab

* Checking technique: Slap the board

- Set a time limit and h ave Ss do the quiz

individually as quickly as possible.

- Have Ss share and discuss their answers in

pairs.

- Check as a class.

- Have Ss work individually then Ss

compare their answers in pairs.

- T confirms the correct answers as a class.

- Put Ss into groups of six

- Explain that now they have a chance to

put together what they know about a

country, including all the information

they have got so far from the lesson too

- Ask Ss to write the information in short

notes first without mentioning the name

of the country (eg: far north/north/

America; - cold; - two languages:

English and French…”)

I New words

- territory (n) /ˈter.ɪ.t ə r.i/: lãnh thổ

- North Pole (n): Bắc cực

- Arctic Circle (n): Vòng cực Bắc

- garment (n) /ˈɡɑː.mənt/: áo quần

- surround (v): bao quanh

- diverse (adj) /daɪˈvɜːs/: đa dạng

- kilt (n): váy của người miền núi Scotland

II Practice

1 Do the quiz

Key:

1C 2A 3C 4B 5B 6B 7C 8A 9B 10A

2 Write the name of the countries next to the facts

1 the USA 2 New Zealand

3 the United Kingdom

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* Ask each group to stand up in front of

the class Each member of the group will

give one fact about the country

- The rest of the class guess what

4 Consolidation

5 Homework

-Do Ex C1, 2 (WB)

skills 1

I Aims

Reading for specific information about the attraction of a country

Talking about interesting facts of a country,…”

II Objectives

- Read for specific information about the attraction of a country

- Talk about interesting facts of a country

- Practise speaking and reading skills

III Materials

- Text book

- Board, chalk,

Weak students may find it difficult to catch up with the whole class

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Teacher uses different

(situation, realia)

teaching vacab

* Checking technique: R0R

- Ss discuss the questions in 3

minutes Draw a map of Great

Britain and highlight Scotland

on the map Leave it on the

board while the class reads the

passage silently

- Have Ss call out the answers

and say where they found the

information in the passage

- Ask Ss to scan the passage for

places first then read carefully

the information about each

place and choose the two

features related to it

- Ss work individually Ask

two Ss to write the answers on

the board

- Confirm the correct answers

- Ss compare the answers

before discussing as a class

- Give Ss a minute to think

about the things they like most

about Scotland and prepare

their reasons

- Have Ss work in pairs asking

and answering questions about

their choice

- Have Ss work in small groups

- Check as a class to make sure

that the information is

- explore (v): thăm dò, thám hiểm

- pipe (v): thổi sáo

1 It’s in the north of Great Britain.

2 Any of all of the following: It’s famous for its rich and unique culture as well as its amazing natural beauty, its historic castles, its traditional festivals and its whisky It is also famous for various inventions.

3 piping, drumming, dancing

4 the telephone, television, penicillin, the rain coat

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skills 2

I Aims

Listen for specific information about a day trip to an amazing town

Write a description of a schedule for a visit or a tour

II Objectives

- Listen for specific information about a day trip to an amazing town

- Write a description of a schedule for a visit or a tour

- Practise listening and writing skills

III Materials

- Text book

- Board, chalk,

- A cassette and an audio disk

- Get one student to go to the board to read the text then answer teacher’squestions

3 New lesson

* Prelistening:

- Pre-teach voc:

Teacher uses different techniques

to teach vocab (situation, realia)

teaching vacab.

* Checking technique: R0R

- Ss read thequestions carefully

I New words

- cherry blossom (n): hoa anh đào

- trail (n) /treɪl/ : path

- spacious (adj) /ˈspeɪ.ʃəs/ : rộng rãi

- illusion (n) /ɪˈluː.ʒ ə n/ : ảo giác

- puzzle (n): trò chơi đố

- hologram /ˈhɒl.ə.ɡræm/ (n): ảnh chụp không gian

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- Play the recording, Ss listen and

answer the question Ss share the

answer with a partner.

- Play the recording for Ss to

check the answer T gives

feedback.

- Give tiem for Ss to read the

events T plays the recording

again for Ss to choose the best

answers.

- Check as a class.

- Ask Ss to work in groups of

four Read the activities and

decide on the four activities they

would like to do together.

- Allow Ss time to schedule their

visit and fill in the schedule table.

- 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 involes.

3b Schedule your visit

1 2

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-Rewite the paragraph.

-Do Ex E1, 2 (WB)

I AIMS

To help students produce the language from the previous sections and link with the topics

II OBJECTIVE

- Design a poster for a city with pictures and information

III MATERIALS

- Text book

- Board, chalk,

IV ANTICIPATED PROBLEMS

-Have Ss work in 2 teams in 3 minutes

-Ss write the countries they know

- Check the answers as a class

- Asks Ss to do the task

individually

- Check the answers as a class

- Asks Ss to do the task

types of film

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- Check the answers as a class.

- Ask Ss to read the sentences

carefully and look for clues that

help them decide which tense

should be used for each blank

- Ask Ss to complete the exercise

individually and then exchange

their answers

- Ask two Ss to write their

answers on the board Confirm

the correct answers

- Ss work in groups, discussing

the statements and decide if they

are true If they are not, find the

true answer

- Check as a class

**PROJECT

- Ss do the project at home

- Have Ss present their posters in

the next lesson

- Check the answers with partner

Check your knowledge!

1 Scottish men wear kilts

2 The USA has the biggest population.

3 California is a state in the USA.

4 They live in Australia.

5 English and French

getting started

I Aims

By the end of the lesson, ss will be able to listen and read for specific informationthen practice listening and speaking with the lexical items related to the topic "Naturaldisasters"

II Objectives

- Vocab: Types of natural disasters, words to describe natural disasters

- Grammar: passive voice, past perfect

III Materials

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- Text book

- Board, chalk,

- Have some Ss present their posters about

the city they choose with pictures and

(situation, translation, pictures)

teaching vacab

- Checking Vob: R0R

Ask sts to copy in note books

2 Listen and read

* Set the sences:

- Have Ss keep their books closed.

Write “Natural disasters” on the

board and ask Ss to guess the content

of the lesson.

- Have Ss read the dialogue and

check.

II Practice

- Ss do the task individually then

share answers before discussing as a

class.

- Teacher models an exchange with a

student by giving some bad news,

“My cat died” and eliciting “That’s

terrible!” from the student Focus on

information, stressing the first

syllable of “terrible” Do the same

with other Ss around the class.

- Ss do the task individually then

allow them to share their answers

before playing the recording for

them to check

I.Vocabulary.

- typhoon (n): bão nhiệt đới

- damage (n) /ˈdæm.ɪdʒ/ : sự thiệt hại

- severe (adj) /sɪˈvɪər/ : = very bad; khốc liệt

- homeless (adj): vô gia cư

- debris (n) /ˈdeb.riː/ : vôi gạch đổ nát

II The dialogue :

- Teacher – students.

T: What was the natural disaster? When did it

happen?

1a: Gap fill

1 tropical storm 2 injured

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- Ss do the task individually.

- Ss share the answers.

- T gives comments Ask Ss to work

in pairs practising the exchanges

with good intonation.

- Ss work in pairs then share the

answers with another pairs.

- Play the recording for Ss to check.

- Ask ss which of these natural

disasters can happen in Viet Nam.

Then model this activity with a more

able student.

- Ask Ss to work in pairs Go around

to provide help Call on some pairs

to practise in front of the class.

2a Write the responses into the correct table

Wow! Oh dear!

That’s great! That’s awful!

That’s a relief! How terrible!

How wonderful! Oh no!

That’s awesome! That’s shocking!

4 Consolidation

5 Homework

-Practise reading the dialogue fluently Learn by heart all new words

Unit 9 Natural disasters

- Vocab: Types of natural disasters, words to describe natural disasters

- Pronunciation: stress in words ending in “-logy” and “-graphy”

III Materials

- Text book

- Board, chalk,

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* Check old leson

- T gets one student to go to the board to

write new words

- T gets the other student to read the

dialogue and answer the questions

- Make comment

3 New lesson

(situation, realia)

teaching vacab

- Make sure Ss understand what

they have to do

- Ss work individually then compare in

pairs T checks then gives feedback.

- Play the recording for Ss to repeat the

sentences.

pairs T checks then gives feedback.

phrases.

- Have Ss do the exercise individually

- Have some Ss read out their answers

before checking with the whole class.

- Play the recording and ask Ss to listen

and repeat the words, paying attention

to the stressed syllables of each word.

- Have Ss study the rules in the

Remember box!

- Explain the rules and give examples.

- Ss work in pairs to practise saying the

words and mark the stress

- Play the recording for Ss to listen and

check.

I Vocabulary

1 Vocabulary

- erupt (v) /ɪˈrʌpt/: phun (núi lửa)

- rage (n) /reɪdʒ/: diễn ra ác liệt

- collapse (v) /kəˈlæps/: đổ sập

- scatter (v): tung, rải, rắc

- shake (v): rung, lắc

- evacuate (v) /ɪˈvæk.ju.eɪt/: sơ tán

- put out (v): dập tắt (lửa)

2 Gap fill (Act 1 P.28)

- Key:

1 struck 2 erupted 3 shook

4 buried 5 Raged 6 collapsed

II Pronunciation Stress in words ending in –logr and –

graphy

5 Act 4 (p.28).

6 Listen and mark the stress (Act 5 P.28)

1 soci'ology 4.clima'tology2.zo'ology 5.as'trology3.bilbli'ography 4.de'mography

7 Read the following sentences and mark (') the stress syllable in the underlined words.

Key:

1 ge'ography 2.bi'ology

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pairs

- Play the recording and stop after each

underlined word for Ss to check.

sentences.

- Call some Ss to read the sentences out

loud.

3.pho'tography 4.bi'ography5.Zo'ology

4 Consolidation

5 Homework

-Do exercise A1, 2 (p.19), B1, 2, 3 (P.19,20) workbook

Check old lesson:

- S1: write new words

- S2: Stress in two-syllable words? Give examples

3 New lesson

- Ask Ss to read the

conversation in Getting started

again and underline all

instances of the passive voice

that they can find Ss share

their finfing then T check as a

Grammar

Passive voice: Review

1 Underline the sentences in the passive

- Was anyone injured?

- Only a few minor injuries were reported

- It seems many houses and phulic buildingswere destroyed or flooded, …”

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- Individual work - compare in

pairs

- Have some Ss say their

answers aloud Confirm the

correct answers

- Invite 2 Ss to write the

sentences on the board while

other Ss write the sentences in

their notebooks

- Ask some Ss to give

comments Confirm the correct

sentences

- Ask Ss to pay attention to the

underlined parts in the qouted

dialogue

- Get Ss to study the yellow

box, explain the form of the

past perfect tense and go

through the examples

- Ask Ss to think about the

rules for the past perfect Try to

elicit from Ss

- Ask Ss to give their own

examples

- Individual work - compare in

pairs with a classmate

- Chek Ss answer and confirm

the correct ones

- Ask Ss to prepare the answers

individually

- Model the activity then ask Ss

to work in pairs

- Go around to provide help

- Model the game with the

class first Divide the whole

class into two teams

- Count the correct sentences to

find the winning team

Activity 2 (P.29)

1.was scattered 2.are built3.were taken 4.will be predicted5.will be delivered/are going to be delivered

Form:

S + had + P II

S + had + not + P II Had + S + P II ?

Activity 4b (P.29)

- We use the past perfect to describe an action before a started time or another action in the past.

- Ss members from the two teams to take turns

to give reason why they werepleased/upset/happy/angry,…”

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- A cassette and a compact disk

Weak Ss may find it difficult to express their idea

- Check old lesson:

1 + Change into the passive:

a The flood destroyed the whole village

b The typhoon has made many people homeless

c The government will send medical suplies to the flood area

2 Form and the usage of the past perfect? Give examples

3 New lesson

- Ask Ss to discuss the question:

Can we prevent natural disasters

“

with the help of modern

technology”

- Have Ss read the interview and

guess what the missing word for

each gap Write Ss’ ideas on the

board

- Play the recording twice Ss fill

in the gap as they listen Ss then

share the answer in pairs

- Play the recording for Ss to check

their answers

- Ask Ss to decide whose opinions

they agree with and whose they

2 Read the listeners’ views on natural

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- Ss make note of the reasons for

their decision

- Have Ss make notes of their

answers to the two questions in the

interview Remind Ss that it does

not matter what their answers are,

and that it is more important that

they justify their answers

- Go around to provide help

- Ask Ss to work in pairs to share

their answers with a partner

Encourage each pair to negotiate

for the same views

- Move around the class to give Ss

- Read for specific information about a natural disaster in a news report

- Talk about a natural disaster and what to do when it happens

- Practise speaking and reading skills

III Materials

- Text book

- Board, chalk,

Trang 32

* Preteach the vocabulary

- T asks Ss to scan the report to find

these words in the pasage.

- T may help Ss find out the

meaning of the words in the context.

* Checking technique: Slap the

board

- Ss read the text again, and

answer the questions Ss can

underline parts of the text that

help them with the answers Ss

compare the answer before giving

the answers to teacher.

- T checks and corrects.

* Speaking.

- Have some Ss read out the

answers before checking as a

class

- T goes around to provide help.

- Call on some groups to do the

role-play in front of the class.

- Ask Ss what disasters often

happen in their area Elicit the

- issue (v) /ˈɪʃ.uː/: phát hành

- ash (n)/æʃ/: tro tàn

- lava (n)/ˈlɑː.və/: dung nham

2 Answer the questions:

3 Enter all the emergency contact numbers in your mobile phone so you can call the rescue and

emergency workers if necessary.

4 Your emergency supply kit should include food, water, medications, personal hygiene items, copies

of personal documents and some money.

5 We need to know the evacuation routes and shelters.

II SPEAKING 3a/ Matching

1C 2B 3A

3b/

Plan what you will say.

- Ss work in groups

Trang 33

answers from Ss and choose two

disasters that happen the most.

- Ss work in pairs in each group to

discuss and write down what to

do before, during and after this

disaster.

- Now have Ss from new 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.

-Do Ex D1, 2, 3 (WB)

- Listen to get specific information about a natural disaster in a news report

- Write a news report on a natural disaster

- Practise listening and writing skills

III Materials

- Text book

- Board, chalk,

- A cassette and an audio disk

- Get one student to go to the board to write new words

3 New lesson

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- Remind Ss about listening for

keywords in statements Play the

recording and ask Ss to correct

the statements.

- Ask two Ss to write their

answers on the board Play the

recording again for Ss to check

the answers.

- Ss work in pairs to discuss the

missing word for each gap from

the information they have heard

in 1.

- Play the recording again and

allow Ss to fill 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.

- Ask Ss to make notes

individually then share their notes

with a partner.

- 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.

- Ask Ss to write the draft report

first Then have them write their

final version at home.

I Listening

1 Listen to the news report and correct the statements

1 A typhoon hit Nghe An province last night.

2 Dozens of pepole were seriously injured in the storm.

3 There was extensive damage to property in Cua Lo, a coastal town in Nghe An.

4 The storm had already weakened when rsecue workers arrived in the area.

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

2 Listen again and complete the data chart

Key:

1.winds 2.homeless 3.damage 4.flood 5.debris 6.accommodation

II WRITING

3 Make notes about a natural disaster

4 Use the notes in 3 to write a news report.

- Ask Ss to use the chart in 3 as a model for their report.

4 Consolidation

Teacher gets students to retell what they have learnt

5 Homework

-Prepare for the next lesson: Unit 9: Looking back & Project

-Do Ex E1, 2 (WB)

I Aims

To help students recycle the language from the previous sections and link with thetopic: Natural disasters

II Objectives

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III Materials

- Text book

- Board, chalk,

- Teacher checks students’ homework

- Collect some Ss’ writing to mark

3 New lesson

Ss work individually to do the

exercises

Asks Ss to compare their answer

with their partners

Gives the answers

exercises

with their partners

Gives the answers

exercises

with their partners

Gives the answers

exercises

with their partners

Gives the answers

- First, ask Ss to work

individually writing down, or

inventing five bad things that

happened to them yesterday

Activity 2

Key: 1 Evacuated 2.put out3.take 4.provided 5.scattered

II Grammar Activity 3:

Key:

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 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 is not a transitive verb

Activity 4:

1d 2f 3a 4b 5c 6e

Activity 5a: Imagine five bad things that

Trang 36

Then allow them to share the

sentences with a partner

- 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 goes

around to provide help

- First, model this activity with a

more able student Then ask Ss

to work in pairs, using the

expressions from the box in

Getting Started to respond to the

news headlines

- Ask Ss to describe the pictures

individually then discuss in

pairs T checks as a class

- Ask Ss to work in groups to do

- Someone stole my bike.

- My sister broke my computer.

6.evacuating the village/town…”to a safe place/area

This lesson will help students revise the language they have studied and the skills

they have practised since unit 7.

II Objectives

By the end of the lesson, Ss can review the language they have learnt include:pronunciation, vocabulary and grammar they have learnt from unit 7-8-9 by doingexercises

III Materials

- Text book

- Board, chalk,

Trang 37

-Have Ss work in 2 teams

-Teacher checks with whole class

`

3 New lesson

- Have Ss share the answers

then comfirm correct answers

Ss do this task separately and

share their answers later with a

partner

- T checks with whole class

Ss do this task separately and

partner

- Ss do this task separately and

partner

- Have Ss read and decide

which type of conditional is

used in each sentence Elicit

their answers then let Ss do this

exercise independently Check

and write the correct answers

B Vocabulary:

* Activity 2: Gap fill

1.predict 2.iconic 3.natural

4 culture 5.flooded 6.polluted

3.could choose; would go

What you have learnt

in units 7-9?

conditional sentence type 2

Past perfect

Trang 38

- Ask Ss to look mat the

subjects and the verbs to decide

if an active or passive is

needed Have them do the

exercise in pairs

Check and write the correct

answers on the board

- Have Ss do the task in pairs

- Correct their answers and ask

some pairs to act out the mini

dialogue

5.was/were; would be6.used; would be

Activity 6: Choose the correct voice to complete the sentences

1.have been sent2.organised3.is made up4.is caused5.was chosen6.have replaced

This lesson will help students revise the language they have studied and the skills

they have practised since unit 7.

Trang 39

- Ss do individually and check their

answers with a partner before giving

their answers to T T confirms the

correct answers

- T checks Ss’s answers

- Let Ss work in pairs to choose their

topic and think about their questions

and answers Remind them to use

expressions they have learnt from

the conversations in Getting Started

to respond in a natural way to what

they hear.

- Act out the conversations in

front of the class

- Ask Ss to read the statements

carefully first Then plays the

recording Ss listen and decide if the

statements are true or false

- Write Ss’ answer on the board.

- Have Ss listen again and check

their own answers.

- Correct the answers.

- First, have Ss read to understand

the shedule of the Fight Pollution

Day They then choose the activity

they would like their friend to

participate in and write to him/her to

introduce it.

- Remind Ss that they can use the

present simple to talk about practical

aspects of an event in the future.

- Call on a student to write his/her

letter on the board Other Ss and

teacher comment on it.

- Ss refer back to their own writing

and see if they want to make any

A: Can you give an example?

B: Sure People stick advertisements on walls

A: Can you do anything to reduce it?

B: Not much Once we tear off one advertisement, there will be more of them.A: Oh! That’s terrible!

C Listening:

*Ex3 (individual)KEY :

1T 2T3F4F5F6T

invite you to participate in one of them.

I think poster designing will be the best choice for us The event takes place on Saturday, 4 April It lasts for the whole day.

We have to take pictures of polluted places

in our neighbourhood Then we will design posters warning people of the dangers of pollution and call for the action to protect

Trang 40

the environment Would you like to join us?

Please write to me soon and let me know about your decision.

Love, Chi

4 Consolidation

Teacher sumarise and review unit 7, 8, 9

5 Homework

-Do the Test yourself 3

-Prepare for the written test

The content of the test

2 0.5 10

You will hear a man leaving a message Listen and complete questions You will hear the conversation twice.

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