Giáo án tiếng anh 8 theo công văn 5512

Period 55 UNIT 7: POLLUTION Lesson 1: Getting started I OBJECTIVES: 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 some related exercises - Use lexical items related to the topic ‘Pollution’ to talk about types of pollution Knowledge: a Vocabulary: Aquatic; Dump; Poison; Sneeze; Illustrate b Grammar: Conditional sentences Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for protecting environment II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents Warm up Aim: To attract Ss’s attention to the lesson and to lead in the new lesson - Ss have a small talk about pollution - T gives comments - T: Introduce the lesson about the new lesson Presentation Aim: Help students listen, read and some exercises about the conversation - T: Ask some questions about picture I- Listen and read + Where are Mi and Nick? + Where are they doing? + What are they talking about? - Ss: Answer the questions - T: Play the recording - Ss: Listen to the tape (twice) and then check the guessing New words: - T: Give some new words - Aquatic: nước - Ss: Read in chorus and individually - Dump: đổ xuống And copy all the words - Poison: chất độc hại - Sneeze: hắt - Illustrate: minh họa - T asks the Ss to read the conversation again a Find the word/ phrase that means and exercise a - Ss it - T asks them to compare their answers with their friends - T asks them to read the answers - Some Ss read, the others give comments - T checks and corrects - SS take notes 1- dead 2- aquatic 3- dump 4- poison 5- polluted 6- to come up with b Answer the questions - T asks the Ss to read the conversation again and answer the questions - Ss it in pairs - T asks them to compare their answers with their friends - Ss it - T asks them to read the answers - Some Ss read, the others give comments - T checks and corrects - Ss take notes They are in Mi’s home village It’s almost black She’s surprised because she sees the fish are dead It’s dumping poison into the lake - T asks the Ss to read the conversation again and tick True (T)/ false (F) or no information (NI) - Ss it in groups of - T asks them to compare their answers with their friends - Ss it - T asks them to read the answers - Some Ss read, the others give comments - T checks and corrects - Ss take notes c True(T) fale (F) or no information(NI) - F ( It’s polluted by the factory) 2-T - NI 4-T 5-T Practice Aim: Ss can use the words related to the topic “pollution” - T asks the Ss to task 2 There are different types of pollution - T asks them to compare their answers with their fiends - T asks some Ss to read their answers - Some Ss read, the others give the comment - T checks and corrects - T asks Ss to task - T asks them to compare their answers with their fiends - Ss it - T asks some Ss to read their answers - Some Ss read, the others give the A radioactive pollution B noise pollution C visual pollution D thermal pollution E water pollution F land/ soil pollutio G light pollution H air pollution Complete the sentences thermal pollution Air pollution radioactive pollution light pollution comment - T checks and corrects Water pollution Land pollution / Soil pollution Noise pollution visual pollution Further practice Aim: Complete the correct adjectives to describe some leisure activities - T asks Ss to work in groups to talk about Work in groups pollution in their neighborhood - T asks them to present in front of the class - Ss it Guides for homework - Learn new words/ workbook: B1, 2, - Prepare : A closer look Period 56 UNIT 7: POLLUTION Lesson 2: A closer look I OBJECTIVES: By the end of the lesson, Ss will be able to: - 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 Knowledge: a Vocabulary: poison, contaminate, pollutant, polluted, death, damaged b Grammar: Cause and effect c Pronunciation: “ic” and “al” Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for protecting environment II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: Write the new words and types of pollution New lesson: Teacher’s and students’ activities The main contents Warm up Aim: To attract Ss’ attention to the lesson and to lead in the new lesson Ss have a small talk about pollution in their neighborhood Presentation Aim: Help students use words and phrases showing cause/effect relationships to describe the causes and effects of pollution T asks the Ss to task I Vocabulary Ss it Complete the table T asks them to compare their answers with their fiends Ss it T asks some Ss to read their answers poison Some Ss read, the others give the contaminate comment pollutant T checks and corrects polluted death damaged T asks the Ss to task Ss it Complete the sentences T asks them to compare their answers with their fiends Ss it T asks some Ss to read their answers Some Ss read, the others give the comment poisonous pollutants dead T checks and corrects contaminated 5.contaminated pollute T introduces structure Structure: Ss take notes Because/ since + clause Due to/ because of + Sth So+ clause To cause sth/ to lead to sth/ to result in sth To make sb/ sth/ sth Practice Aim: Ss can use words and phrases to exercise and Pronounce the words ending in “ic” and “al” correctly in isolation and in context T asks the Ss to task 3a Write C for cause and E for effect Ss it T asks them to compare their answers with their fiends Ss it T asks some Ss to read their answers Some Ss read, the others give the comment T checks and corrects T asks the Ss to task 3b Ss it T asks them to compare their answers with their fiends Ss it T asks some Ss to read their answers Some Ss read, the others give the comment T checks and corrects T introduces stress in words ending in –ic and - al Ss listen and take notes C-E 2C-E 3E-C 4E-C 3b Combine sentences Oil spills from ships in the oceans and rivers lead to the death of many aquatic animals and plants Households dump waste into the river so it is polluted Since the parents were exposed to radiation, their children have birth defects We can't see the stars at night due to the light pollution II Pronunciation T asks the Ss to listen and mark the stress in each words Ss it T asks some Ss to read their answers Some Ss read T checks and corrects Listen and mark the stress in each words, then repeat again ar'tistic ath'letic his'toric his'torical 'logical 'physical he'rotic po'etic T asks the Ss to task bo'tanic Ss it 10 bo'tanical T asks them to read their answers Underline the words ending in –ic and circle Some Ss read the words ending in – al in the following T checks and corrects sentences Further practice Aim: Ss can talk to show cause/ effect relationship T asks the Ss to work in groups to look at the pictures and give as Work in group many sentences as possible to show cause/ effect relationship Ss it T asks some Ss to read their answers Some Ss read T checks and corrects People cough because they breathe in the fumes from cars The fumes from cars make people cough Guides for homework - Do exercise 3,4 in workbook - Talk about pollution in their neighborhood - Prepare: A closer look Period 57 UNIT 7: POLLUTION Lesson 3: A closer look I OBJECTIVES: By the end of the lesson, Ss will be able to: - Use conditional sentences type and type correctly and appropriately to describe pollution Knowledge: a Vocabulary: related to the topic: Pollution b Grammar: conditional sentences type and type 2 Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for protecting environment II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: Talk about pollution in their neighborhood New lesson: Teacher’ and students’ activities The main contents Warm up Aim: To warm up the class and lead in the lesson Ss talk about some types of pollution * Brainstorming: POLLUTION Presentation Aim: Help Ss review conditional type I conditional type T asks the Ss to task 1 Put the verbs in brackets into the correct Ss it form T asks them to compare their answers with their friends Ss it recycle/will help T asks some Ss t read their answers won’t dump/fines Some Ss read travel/will be T checks and corrects will save/don’t waste use/will have T asks the Ss to task 2 Combibe sentences Ss it T asks them to compare their answers with their friends Ss it T asks some Ss t read their answers Some Ss read Students will be more aware of protecting the T checks and corrects environment if teachers teach environmental issues at school When light pollution happens, animals will change their behavior patterns The levels of radioactive pollution will decrease if we switch from nuclear power to renewable energy sources If the water temperature increases, some aquatic creatures will be unable to reproduce People will get more diseases if the water is contaminated Practice Aim: Help Ss to know more about conditional type II Conditional type T introduces conditional type Ss listen and take notes Match A with B T asks the Ss to task Ss it T asks them to compare their answers with their friends Ss it T asks some Ss t read their answers Some Ss read T checks and corrects T asks the Ss to task Ss it T asks them to compare their answers with their friends Ss it T asks some Ss t read their answers Some Ss read T checks and corrects T asks the Ss to task Ss it T asks them to compare their answers with their friends Ss it T asks some Ss t read their answers Some Ss read T checks and corrects 1-b, 2-c, 3-d, 4-e, 5-a Put the verd in the correct form were/would you (do) 2.exercised/would be 3.had/would build 4.tidied /wouldn’t be 5.was / were/would grow Complete the sentences If there weren’t so many billboards in our city, people could enjoy the view 2.If there wasn’t so much light in the city at night, we could see the stars clearly / If there weren’t so much light in the city at night, we could see the stars clearly Further practice Aim: Ss can talk about real situation using conditional type and type * Chain game T guides the Ss to to give real Example: situation using conditional type and A: If each person plants a tree, there will be a type lot of trees Ss it B: If there are a lot of trees, the air will be T corrects and remarks cleaner C: If the air is cleaner, fewer people will be ill Guides for homework - Make sentences with conditional type and type - Do the task in part Vocabulary & grammar in workbook - Prepare: Communication Period 58 UNIT 7: POLLUTION Lesson 4: Communication I OBJECTIVES: By the end of the lesson, Ss will be able to: - Talk about noise pollution - Discus the way to prevent noise pollution Knowledge: a Vocabulary: Permanent; Earplug; Affect; Hearing loss; Blood pressure b Grammar: conditional sentences type and type 2 Competences: Teamwork and independent working, pair work, competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for protecting environment II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities linguistic The main contents Warm up Aim: To warm up the class and lead in the lesson - Ss talk about the effect of pollution - T gives comment about the talk Presentation Aim: Ss can know some vocabulary words about noise pollution - T presents the vocabulary - Ss read the vocabulary Extra vocabulary Permanent: usually Earplug: nút tai Affect: ảnh hưởng Hearing loss: thính lực Blood pressure: huyết áp Practice Aim: Ss can understand and answer the questions T asks the Ss to task 1 Answer the questions Ss it T asks them to compare their answers with their friends Ss it T asks some Ss t read their answers Some Ss read T asks the Ss to task Ss it T asks them to compare their answers Compare your answer with those of a classmate with their friends Ss it T asks some Ss t read their answers Some Ss read T asks the Ss to task Ss it Listen and check your answer T asks them to compare their answers with their friends Ss it T asks some Ss to read their answers Some Ss read T checks and corrects Further practice Aim: Ss discuss the ways to prevent noise pollution T asks the Ss to discuss the ways to prevent noise pollution Work in groups Discuss other ways to Ss it in groups prevent noise pollution Guides for homework - Learn new words by heart - Do exercises in workbook: C Speaking - Prepare for the next lesson: Skills Period 59 UNIT 7: POLLUTION Lesson 5: Skills I OBJECTIVES: By the end of the lesson, Ss 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 Knowledge: a Vocabulary: about water pollution b Grammar: Review conditional type and 2 Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for protecting environment II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: Write the new words New lesson: 10 pictures? Ss answer the questions Presentation Aim: Read for specific information about life on other planets and exercise T gives Ss two minutes to skim the passage 1a Look at the pictures and discuss the and check their answers questions Ss skim the passage - What are the names of the two planets in pictures A and B? - How you think the pictures are different? b Read the text below and check your answers T has Ss scan the passage to find the words in red and match them with the definitions Ss should check the meanings of the words from the context Then check their answers as a class Ss scan the passage and exercise 2 Find words in the text that have similar meanings to these words or phrases Key: poisonous twice experiences traces surface climate accommodate Match the headings with the T tells Ss that to finish this part, they should paragraphs (1-3) There is one extra underline keywords in the headings Next, Key: ask Ss to skim the text again, using the C B A keywords in the headings to the matching Read the text again and answer the T sets a longer time limit for Ss to read the questions text again and answer the questions Ask Ss Key: to note where they found the information It is also called the Red Planet that helped them answer the questions The lowest temperature is -87 degrees Ss can compare answers with a partner Celsius and the highest may be a bit higher before discussing them as a class For a than zero class which needs more support with the Because 95% of the atmosphere is carbon previous exercises, let them this exercise dioxide as homework Remember to check their A day on Mars is a bit longer answers in the next lesson It is twice as long as a year on Earth Practice Aim: Ss can talk about what life may be like on other planets Work in pairs One is a human and the T has Ss read the table of information other is a Martian Use the suggestions carefully Answer their questions if they below to ask and answer about life on have any Earth and life on Mars Ss work in pairs to ask and answer Example: 105 questions based on the suggested - So what kind of food you eat? information in the table and the example - Well, we eat things like rice, bread, T sets a time limit of to 10 minutes When cooked meat And you? they finish, ask the student who plays the role of the human from one pair, and the student who plays the role of Martian from another pair to role-play in front of the whole class Have them ask and answer questions about food and drink Have another pair the same, asking and answering about sleepand travel Then have a third pair to finish with environment and problems Further practice Aim: Ss can report what your previous partner said about life on their planet * Take turns to report what your previous partner said about life on their - Ask the ‘humans’and ‘Martians’to form planet to your new partner to see if he/ new pairs This time they use reported she said similar things speech to report their previous partner’s Example: answers: New human: What kind of food did the human say she ate? New Martian: She said that she ate rice, bread, meat and fruit and vegetables New human: Yes, that’s right! Guides for homework - Prepare next lesson: Skills - Find the information about aliens and write to discribe a alien Period 99 UNIT 12: LIFE ON OTHER PLANETS 106 Lesson 6: SKILLS I OBJECTIVES: By the end of the lesson Ss will be able to: - Listen for specific information about aliens - Write to discribe a alien Knowledge: a Vocabulary: Vocabulary related to life on other planets b Grammar: Review Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents 1.Warm up Aim: To help Ss to pay attention in the lesson - Ask a couple of Ss to come to the board and draw their versions of an alien - Ask Ss how they would feel if they saw an alien - Ask Ss if they think aliens are very different from humans, and what differences there may be Presentation Aim: 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 T asks Ss to work in pairs to describe the Work in pairs Describe the pictures pictures and answer the questions and answer the questions Listen and fill each blank with no - Before Ss listen, ask them to read the more than three words from the information in the table carefully and try recording to predict the answers Key: - Tell them that to this they should Jupiter highlight keywords in the questions and much bigger decide the part of speech of the words more powerful they will need to fill in the blanks, then lots of hair listen carefully to fi nd the words from the thick skin recording four eyes - Play the recording twice Have two Ss happiness write their answers on the board Confirm fear the correct answers Energy 10 rocks 107 - Have Ss work individually to underline Listen again and tick (9)true (T), the keywords in the statements Ask Ss to false (F) or not given (NG) the exercise without listening to the Key: recording fi rst Write their answers on the F NG T F F F 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 their answers Practice Aim: Ss can write to discribe a alien T sets a time limit for Ss to brainstorm ideas and write their notes Move around Work in pairs Imagine what an and help Ss if necessary alien may be like Use your Ask Ss to refer back to the speaking in 5, imagination to fill the web below SKILLS 1and listening in and 3, SKILLS for useful language and ideas - Now have Ss work individually to write Now use the notes to write a descriptions of their alien Give Ss a time description of your alien limit for this For a class which needs more support, make copies of the audio script and give each student one The script can act as a writing model, but make it clear that Ss should change the content to match their own ideas - Ss swap their writing with a partner They comment on each other’s work Ss revise and edit their writing in class if time allows, or else as homework Now use the notes to write a description of your alien Further practice Aim: Ss can talk to discribe a alien T asks Ss to talk to discribe a alien Ss talk to discribe a alien T observes and comments Guides for homework - Complete their writing - Prepare next lesson: Looking back - Project Period 100 UNIT 12: LIFE ON OTHER PLANETS Lesson 7: LOOKING BACK - PROJECT 108 I OBJECTIVES: By the end of the lesson Ss will be able to: - Practice vocabulary and grammar points they have learnt in this unit - Practice making communication, project Knowledge: a Vocabulary: Vocabulary related to life on other planets b Grammar: Review: Reported speech Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: - Discribe an alien New lesson: Teacher’s and students’ activities The main contents Warm up Aim: To warm up the class T lets Ss sing an English song Ss sing an English song Vocabulary Aim: Ss can review vocabularies about life on other planets - Ask Ss to work individually, then compare Rearrange the letters to label the their answers with a partner Ask some Ss to pictures write their answers on the board Key: aliens space buggy weightless solar system planet spaceship flying saucer galaxy Fill each gap with a suitable word from the box - Ask Ss to work individually, then compare Key: their answers with a partner Ask some Ss to accommodate write their answers on the board surface traces experienced climate NASA Grammar Aim: Ss can review reported questions and exercise Underline the correct answers 109 - Ask Ss to them individually first Then have Ss check their answers with a partner before having them discuss as a class - Remind Ss to keep record of their original answers so that they can use that information in their self-assessment Key: if had been who had been how ate what Put the words/ phrases in the correct order to make reported questions Key: He asked me how I would react 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 She asked me what the difference between a planet and a star was 5.They asked if there was water on Mars Change the following questions into reported questions - Ask Ss to them individually first Then Key: have Ss check their answers with a partner The teacher asked her students what the before having them discuss as a class essential conditions for human life were - Remind Ss to keep record of their original Samuel asked the scientist if humans had answers so that they can use that been able to communicate with people on information in their self-assessment other planets Nick asked the journalist if the Roswell UFO incident had taken place in the U.S 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 Communication Aim: Ss can practice making communication - First, ask Ss to the task in pairs Then check Ss’ answers as a class Set a time limit of two minutes for Ss to re-read and to remember the dialogue as much as they can When they finish, ask some pairs to rehearse the dialogue - Ask Ss to complete the self-assessment 110 Choose the right sentences (A-E) to put into the dialogue Key: B D A C E Identify any difficulties and weak areas and provide further practice *Project Write the phrases in the box under the pictures, and then answer the questions Key: A space buggy B space shuttle C.Vostok spacecraft 2&3 - A space buggy may be used by astronauts to travel on the surface of the Moon and carry out research - The space shuttles were used by NASA to bring astronauts on missions in space They were also used to help assemble the International Space Station There were five space shuttles built in total - Vostok 1, a spacecraft which was launched on 12 April 1961, taking Yuri Gagarin, a cosmonaut, from the Soviet Union into space * cosmonaut is austronaut The word is used by the former Soviet Union - First, have Ss work in groups to ask and answer the questions Guides for homework - Complete the project - Ask Ss to work in bigger groups to the project Ss follow the instructions in the book Answer Ss’ questions if there are any Ss may need to complete the project out of class Remember to have Ss present their work, then ask the whole class to vote for the best planned and presented project - Prepare: Review Period 101: REVIEW - LANGUAGE I OBJECTIVES: By the end of the lesson Ss will be able to: 111 - Review pronunciation, vocabulary and the grammar points they have learnt in unit 10, 11,12 - Practice making everyday English Knowledge: a Vocabulary: Review the vocabulary they have learnt in unit 10, 11, 12 b Grammar: future tenses, to infi, reported speech Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: - Discribe a alien New lesson: Teacher’s and students’ activities The main contents Warm up Aim: To warm up the class and introduce the lesson T asks Ss some questions Chatting Ss answer the questions Pronunciation Aim: Help Ss review the rules of stress in words starting or ending in un-, im-, -ful, -less, -ity, and -ive Mark the stress for the following - Review the rules of stress in words words, then listen and repeat starting or ending in un-, im-, -ful, -less, Key: -ity, and –ive with Ss as a class uni'dentified 'meaningful un'suitable - Have Ss then mark the stress 'paperless a'bility im'mobile independently 'wireless po'ssessive suc'cessful - Play the recording Ss listen and correct in'formative inte'ractive im'possible their answers capa'bility un'popular 'powerless - Confirm their answers Ss listen again 'colourless and repeat, in chorus and individually Complete the words in these sentences Then listen, and check - Ss work individually to complete the Key: words in the sentences Then T plays the colourless recording for Ss to check unidentified interactive capability meaningful impossible Vocabulary Aim: Review the vocabularies they have learnt in unit 10, 11,12 - Ss the task individually and then Match each verb in column A with a share their answers with a partner Check phrase in column B 112 Ss’ answers Key: meet face-to-face make inventions exchange information fly into space move round the sun - Let Ss read the passage for two or three benefit from science and technology minutes Ask Ss what part of speech can Write the correct form of the words be filled in each blank in brackets to complete the passage - Elicit their answers Ss this exercise Key: individually T may ask some Ss to write scientist their answers on the board chemistry - Correct as a class inventor ambitious unhappy invention Grammar Aim: Help Ss review the future tenses, to infi, reported speech - Ss work individually and then compare Use the correct form of the verbs in their answers with a partner brackets - Call some Ss to read out their answers Key: Confirm the correct answers will … be? to buy to read look will be will appear to read will appear - Ss the task individually Have two Rewrite the following sentences in Ss write the sentences on the board while reported speech other Ss the exercise at their desks Ss Key: comment on the sentences on the board Lena said (that) she enjoyed chatting on Confirm the correct ones the phone with her friends The teacher said (that) a communication breakdown might happen due to cultural 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 d Everyday English *Everyday English - Ss the task individually Then they Key: can check their answers in pairs and D F E G A C H B practise saying the exchanges as naturally as possible Select different 113 pairs to say the exchanges to the rest of the class Guides for homework Retell the contents of the lesson - Do the exercises in workbook - Prepare next lesson: Review - Skills Period 102: REVIEW - SKILLS I OBJECTIVES: By the end of the lesson Ss will be able to: - Practice skills with the knowledge they have learnt in unit 10, 11, 12 Knowledge: a Vocabulary: Review b Grammar: Review Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: - During the lesson New lesson: Teacher’s and students’ activities The main contents Warm up Aim: To warm up the class and introduce the lesson *Chatting T asks Ss some questions Ss answer the question Reading 114 Aim: Help Ss know how to the reading - Have Ss read the passage one or two times Read the following passage and mark Clarify anything they not understand fully the sentences as true (T) or false (F) T may have some Key: - Ss read aloud sentence by sentence T F F F T T - Correct their pronunciation Then Ss the exercises in pairs - Correct as a class Speaking Aim: Help Ss know how to practice speaking - Ss work individually first Have them read Choose one of the questions that all the five questions and think of the question interests you the most that interests them the most Then Ss can spend a few minutes thinking about what they would like to say about the topic Then they form groups of about four Ss Have Ss ask and answer on their topics Encourage them to use the language they have learnt Go round and observe the groups Remember that the focus of the activity should be fluency, so don’t expect Ss’ accuracy to be high Praise Ss’ efforts in communicating their ideas verbally Listening Aim: Help Ss know how to the listening - Before playing the recording, give Ss a Listen to the conversation and choose minute to read the questions the correct answer to each question - Check that Ss understand the phrases Key: used C B A A C - 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 Writing Aim: Help Ss write an online message to a friend and tell him/ her about the problems you have had recently with your iPad - Before writing, have Ss brainstorm ideas about the use of modern equipment in our Write an online message to a friend lives: advantages, disadvantages, etc Then and tell him/ her about the problems explain the writing task Ss need to write a you have had recently with your iPad short - not more than 100 words - online You can refer to the following: message to a friend Elicit from Ss the words - time-consuming and phrases they may need for their writing - flat battery Remind them of the reasons for - weak signal communication breakdown and the rules of - no connection netiquette they learned in Unit 10 - Give them time to the writing task - Have Ss swap their work with their partner 115 to check before going through some of the messages as a class - Collect their work to check at home Guides for homework Retell the contents of the lesson - Review all knowledge for the test Period 103: REVISION FOR THE SECOND-TERM TEST I OBJECTIVES: By the end of the lesson Ss will be able to: - Review vocabulary related to science and technology - Review reported speech - Use expression to react to the news of the tropical storm - Know more activities to provide aid for victims of natural disasters Knowledge: a Vocabulary: Use the lexical items related to science and technology b Grammar: reported speech Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for and be more aware of learning English II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: Write the structure: reported speech New lesson: Teacher’s and students’ activities Content Warm- up: Aim: To help Ss to pay attention in the lesson T asks the Ss to talk about science and technology Ss it Vocabulary Aim: Help Ss review vocabulary related to science and technology T asks them to exercise I Vocabulary Ss it Exercise T asks them to compare their answers Smiling dancing giving a speech with their friends Writing poems emailing painting using Ss it signs sending notes chatting using T asks some Ss to read their answers intonation Some Ss read Verbal communication T checks and corrects giving a speech 116 writing poems emailing sending notes chatting Non-verbal communication Smiling Dancing Painting using signs using intonation Exercise T asks them to exercise 1.The calories in the food we eat are a Ss it form of (chemistry) energy T asks them to compare their answers 2.She said that it was (polite) of him to with their friends ask her age Ss it 3.Apple Inc., has been one of the (lead) in T asks some Ss to read their answers the computer software field Some Ss read 4.He has carried out extensive research T checks and corrects into (renew) energy sources (such as the water or wind energy) 5.My brother works as a lab (technique) at a large company 6.A scientist who studies numbers, shapes, amounts, and their relationships is a (mathematics) Keys: chemical impolite leaders 4.renewable 5.technician mathematician Pronunciation Aim: Help Ss pronounce the words ending in –ity, -tive and with the prefix un- and imT asks them to exercise Exercise Mark ‘ the stress in the Ss it following words T asks them to compare their answers Generosity interactive attractive with their friends opportunity creativity quality Ss it talkative active sensitive community T asks some Ss to read their answers Keys: Some Ss read Gene’rosity inte’ractive a’ttractive T checks and corrects Oppor’tunity crea’tivity ‘quality ‘talkative ‘active ‘sensitive co’mmunity Exercise Which words has different T asks them to exercise stress Ss it A.unkind B.kindness T asks them to compare their answers C.impure D.machine with their friends A.imbalance B.unable Ss it C.unhealthy D.impolite 117 T asks some Ss to read their answers Some Ss read T checks and corrects A.unexplored B.unforeseen C.untidy D.immature A.impossible B.unnatural C.unrelated D.unbearable A.unlimited B.undeveloped C.unsuccessful D.unaffected Keys: 1- B; 2- D; 3- C; 4- C; 5- A Grammar Aim: Help Ss review grammar T asks them to exercise II- Grammar Ss it Exercise Put the verbs in brackets in T asks them to compare their answers correct tenses with their friends Did you enjoy (watch) the film? Ss it He has decided (go) to work in a school T asks some Ss to read their answers in a quite remote area Some Ss read He intends (stay) there for at least three T checks and corrects years We’ll need (call) him more often! You should avoid (use) too much shorthand in formal online communication We plan (have) a picnic this Sunday Would you like to join us? They didn’t mind (work) late to complete the task Anna plans (contact) the doctor early tomorrow morning Exercise Choose the best answers T asks them to exercise When she comes home later today, he Ss it the dinner T asks them to compare their answers A.cooks with their friends B.is cooking Ss it C.will be cooking T asks some Ss to read their answers 2.I hope you when I arrive at Some Ss read p.m today! T checks and corrects A.didn’t work B.won’t be working C.don’t work 3.What in the year 2020? A.am I doing B.will I be doing C.do I 4.Which TV programme at p.m tomorrow? A.did you watch B.will you watch C.will you be watching 118 5. your laptop this evening? May I borrow it to my project homework? A.Do you use B.Will you be using C.Were you using 6.At 11 a.m tomorrow, he will be in He with his colleagues in Africa A.video conferenced B.video conference C.will be video conferencing Keys: 1- C; 2- B; 3- B; 4- C; 5- B; 6- C Ex 6: Change these sentences into reported speech I like to physics experiments.ʼ He said that……… You have to keep quiet if you want to stay here She told me that ………… I will hand in my assignment to the teacher tomorrow She said ………… The film will begin at seven o’clock.ʼ They announced that ………… We have never seen this species of lizard before Biologists said (that)……… Keys: He said that he liked to physics experiments She told me that I had to keep quiet if I wanted to stay there She said that she would hand in my assignment to the teacher the following day They announced that the film would begin at seven o’clock Biologists said (that) they had never seen that species of lizard before T asks them to exercise Ss it T asks them to compare their answers with their friends Ss it T asks some Ss to read their answers Some Ss read T checks and corrects Guides for homework - Prepare for the test second-term test 119 ... sentences type or type (2pts) Ss’ answer Homework - Do exercise 7 ,8 in workbook - Prepare for: Unit 8: Getting Started Period 62 19 UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 1: GETTING STARTED I OBJECTIVES:... information of an English speaking country - Prepare next lesson: Skills Period 66 UNIT 8: ENGLISH SPEAKING COUNTRIES 28 Lesson 5: SKILLS I OBJECTIVES: By the end of the lesson students will be able... for homework - Complete their writing - Prepare next lesson: Looking back - Project Period 68 UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 7: LOOKING BACK - PROJECT I OBJECTIVES: By the end of the