Đang tải... (xem toàn văn)
Chuẩn bị là một sinh động mới bảy cấp khóa học tiếng Anh cho thanh thiếu niên. Nó có học viên từ A1 đến B2 và đã chuẩn bị cho kỳ thi Cambridge tiếng Anh toàn diện. Vì vậy, cho dù bạn đang giảng dạy tiếng Anh tổng quát hoặc chuẩn bị cho học sinh một bài kiểm tra, chuẩn bị có một sự giàu có của vật liệu để giúp bạn làm cả hai.
UNIT UNIT Specil places Specil places Specil places Specil places Roald Dahl’s room Lesson profile Vocabulary Contents of a room Reading Roald Dahl’s special place Lesson profile Grammar someone, anyone, etc Pronunciation /ɜ:/ and /ɔ:/ Speaking Talk about what your room is like Roald Dahl’s room Specil places Specil places Warmer Write some infinitives on the board from Unit 7, e.g buy, come, eat, get up, give, go, have, love, ride, see, swim, take and visit Don’t use can because the students haven’t seen the question form of itprofile yet Lesson Organise the class into two teams: A and B Team A asks Team B a question using one of the verbs and Team B answers Award one point to Team A for a correct question and one point to Team B for a correct answer Rub the verb off the board if the question and answer are correct Roald Dahl’s room Specil places Specil places Warmer It is then Team B’s turn to choose a verb Continue playing until the students have used all the verbs correctly With a large class, the students Lesson profile play in groups of four, where two students are Team A and two are Team B They give each other points for correct questions and answers Monitor them carefully Specil places Specil places VocabUlary and reading Encourage the students to answer the questions in small groups Invite a brief class discussion on which of the students know these books, which have read the books in their own language and whether anyone has seen the films or TV adaptations In Unit 18, students will read a review of Charlie and the Chocolate Factory For students who aren’t familiar with Roald Dahl, widen the discussion to talk about other books and authors that they know and like Specil places Specil places VocabUlary and reading Before the students this exercise, ask them to cover the words in the box and look at Roald Dahl’s room again Challenge them, in small groups, to name as many things in the photo as they can in three minutes Begin the activity as a class, e.g desk, chair, wall … Then ask them to find the words in the box among the things in the picture (a–i) Specil places Specil places VocabUlary and reading 1.51 Answers The answers are recorded for students to check and then repeat a photographs b cupboard c drawings d armchair e lamp f shelf g drawer h carpet i blanket VocabUlary and reading Specil places Specil places Before the students read the article, encourage them to predict what Roald Dahl used the room for and also to say why they think he used it Set a maximum time limit (no more than five minutes) to encourage the students to read the article quickly Mixed ability With a mixed ability class, if the students are unable to find the answer in five minutes, tell them to read the first sentences in the second paragraph (It was a small room …) again, as this will give them the answer VocabUlary and reading Specil places Specil places Fast finishers Fast finishers can now Exercise and Exercise There is a fast finisher activity for Exercise Answer He wrote his books/stories in this room VocabUlary and reading Specil places Specil places Cultural background Visitors to the Roald Dahl Museum can see Roald Dahl’s hut, where he used to all his writing, in the museum’s garden It was moved to the museum from his home On the museum’s website, there’s an interactive page where you can explore Roald Dahl’s hut online History Specil places Specil places The history of flight Tell the students that they should read (skim) the text very quickly, to get a general idea only, so that they can put the pictures in order Give them a time limit to this Answer The order is: e, a, c, b, d History Specil places Specil places The history of flight Encourage the students to read (scan) the text to find the words in the list and, if appropriate, underline them They should look at the context and the picture carefully to work out the meaning of the word for themselves Answer balloon – picture a glider – pictures b and c plane – picture d wheel – picture c (under the nose of the glider) wing – pictures b, c, d, e A glider does not have an engine History The history of flight Specil places Specil places Extension activit The students complete this table using these words: balloon, engine, glider, plane, tail, wing, fly, take off, land transport part of verb transport plane engine fly History Specil places Specil places The history of flight First ask the students to find the names in the text and, if appropriate, underline them Then ask them to match the names to the pictures Answer George Cayley c; Leonardo da Vinci e; The Montgolfier brothers a; Otto Lilienthal b; The Wright brothers d History Specil places Specil places The history of flight Point out that we normally say a year in two parts: 1927 – nineteen twenty-seven; 2013 – twenty thirteen With the first few years of a century, in British English we normally use an ‘oh’: 1903 – nineteen oh three Then ask the students to match the dates with the way we say them Tell the students to find these dates in the text and, if appropriate, underline them Ask them to say why they are important Then encourage the students, in pairs, to ask and answer questions about this information, e.g. What happened in the 1480s? In the 1480s, Leonardo da Vinci began to study flight History The history of flight Specil places Specil places Fast finishers Fast finishers look for more dates in the text and write some more sentences, e.g 1900 (pronounced nineteen hundred), 1799, 1850 and 1902 Answers the 1480s – the fourteen eighties 1783 – seventeen eighty-three the 1890s – the eighteen nineties 1903 – nineteen oh three 1905 – nineteen oh five the 20th century – the twentieth century History The history of flight Suggested answers Specil places Specil places In 1783, Joseph and Jacques Mongolfier sent the first ever humans into flight In the 1890s, Otto Lilienthal improved gliders (even more) In 1903, Orville Wright flew The Flyer for the first time In 1905, Wilbur Wright flew for 38 km In the 20th century, planes improved a lot History Specil places Specil places The history of flight Set up this task carefully, making sure that each student knows if they are A or B Check that they know which paragraphs they have to read by asking both A and B students Which paragraphs you have to read? and Which questions you need to answer? Point out that they need to write down their answers because they will have to tell their partner what they have learned If the students are interested in the topic, encourage them to create their own ‘History of Flight’ time line similar to the one they did in Unit page 39 Exercise (see TB page 46) History The history of flight Mixed ability Specil places Specil places With a mixed ability class, assign fewer paragraphs and questions to weaker students and more paragraphs and questions to stronger students History The history of flight Answer Specil places Specil places ‘Ornithopters’ – machines with wings that go up and down like a bird’s By making a fire under a silk bag so it filled with hot air A sheep, a chicken and a duck Many gliders A few metres In an accident, while he was flying his glider Ohio, USA They started designing an engine for their glider 12 seconds 10 Because he had no more fuel History The history of flight Sugbject learning Specil places Specil places In the next stage, the students are going to make their own gliders and an experiment with them Encourage a class discussion on what they have learned so far If appropriate, this in the students’ own language Use these questions: •What was good about each type of aircraft? •Which features did the next type of aircraft keep? (e.g Da Vinci’s ornithopters had wings.) •Do modern planes still have some of these things? •What type of aircraft you think humans will invent next History The history of flight Specil places Specil places Project The students make one of the gliders on Student’s Book pages 131 and 132, following the instructions on the page Demonstrate this to them first, with the help of a student Make sure they understand the words corner and centre, and instructions such as fold, fold down, measure They should then take turns to fly their gliders While Student A flies their glider, Student B times the flight with a stopwatch and measures the distance flown History The history of flight Extension activity Specil places Specil places Students write a very brief report on their glider experiment with an accompanying photo For example: Title: My glider Equipment: A sheet of A4 paper, a tape measure and a stopwatch Method: In my English class, I made a glider It flew 50 cm for two seconds My partner’s glider flew two metres for three seconds His glider is better than mine If appropriate, students work in pairs to make a short video documentary using their mobile phones History The history of flight Cooler Specil places Specil places In groups of three, Student A opens their book and asks the questions in Exercise Students B and C have their books closed and answer the questions Student A awards one point to the student who answers each question correctly Encourage stronger students to answer in full sentences Specil places Specil places ... anywhere and anything) 8 Specil places Specil places Answers No one went inside his hut But all he needed was somewhere to write! He didn’t need anything else 8 Specil places Specil places Encourage... Answers one thing where thing where one thing Specil places Specil places Point out that in sentences and 3, the students will need to look at the verb If it is negative, they should use anything and... they should use nothing Answers anything* nothing anything something (nothing would sound very unnatural with every day) * In some contexts something might be possible, but at this level encourage