Giao an ANh 9 Ki II 2009 2010

- Have students work in pairs to do Language Focus 2 exercise on the page 63. They have to use suitable verbs to complete the sentences.4. * Answer keys:.[r]

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UNIT 6: THE ENVIRONMENT I Aim

Helping students:

- to ask for and give reasons

- to persuade somebody to something - to complete a questionnaire

- to write a letter of complaint II Language focus:

1 Adverbs clauses of reason Adjective + that clause

3 Conditional sentences type III Vocabulary:

Verbs: Objectivities: Nouns:

(to) cover disappointed deforestations garbage

(to) minimize polluted dump hedge

(to) persuade unpolluted dynamite junkyard

(to) prevent environment mass

(to) provide fence pesticide

(to) reduce flow rock

(to) spray fly row

(to) wrap foam sewage

(to) pollute fold trash

Pollution V Unit Allocation:

Lesson (1) Before you read (2) Listen and Read (4) Listen

Reading about the work of a group of conservationists and listening for details to complete the notes

Lesson (3) Speak Practice in persuading somebody doing something Lesson Language Focus 1-3 Revision of some adjectives and adverbs and practice

in adjective + that clause

Lesson (5) Read Reading a poem for details about the environment Lesson (6) Write Practice in writing a letter of complaint

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UNIT 6: THE ENVIRONMENT

Lesson 1: Section - Before you read (page 47)

Period 37: - Listen and read (page 47, 48)

Aim

Reading about the work of a group of conservationists and listening for details to complete

Objective

By the end of the lesson, students will know more about the environment problems and the solutions

Teaching aids

Text books, picture

PROCEDURE

Stage Steps/Activities Work

arrangement Warm-up

Pre-reading

* Brainstorming:

- Ask students to think of the environment problems in their city - Get students to go to the board and write down their ideas

Air pollution dirty street

* Possible answers:

- The destruction of the forests - Rubbish/ garbage/ trash - smote from cars, motorbikes… - smote from factories

I Pre-teach vocabulary:

- deforestation (n): tàn phá rừng

(explanation: the destruction of the forests) - garbage dump (n): đống rác

(picture)

- dynamite fishing (n): việc đánh bắt cá thuốc nổ (picture)

- spraying pesticides (n): việc phun thuốc diệt sâu bọ (picture)

- Disappointed (by/about/at something) (adj): thất vọng, buồn rầu

(synonym)

- Sewage (n): nước thải, nước cống

T-whole class

T-whole class Environmental problems in

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While reading

* Checking vocabulary: what and where

Write the words on the board, put one word on each circle

- Have students repeat the words in chorus, then rub out word by word but leave the circle

- Go on until all the words are rubble out

- Point to each circle and ask students to repeat chorally the English words

- Ask students to go to the board and write the words again in their correct circles

II Matching

- Ask students to look at the six pictures on page 47 in their text books

- Ask them to match the words in the box with the correct picture

* anskeys:

- Picture a: air pollution

- Picture b: spraying pesticides - Picture c: garbage dump - Picture d: water pollution - Picture e: deforestation - Picture f: dynamite fishing III Prediction:

- Ask students to keep the books closed

* Set the scene: Mr Brown is talking to some volunteer conservationists Guess the place where they are going to work - Give students minute to guess

- Give feedback

- Ask students to open their books and read the text on page 47-48

- Let students check their prediction * Answer keys:

I Matching

- Ask students to match the names in column a with the

T-whole class

Individual work

Individual work Pair word Garbage

dump Spraying

pesticides Disappointe

d

Sewage Deforestation

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Post reading

activities in column B (exercise 2a on page 48)

- Ask them to read the text again and work in pairs to match * Answer key:

Group 1: - f walk along the shore Group 2: - e check the sand

Group 3: - b check among the rock

Mr Jones: - a collects all the bags and takes them to the dump

Mrs Smith - c Provide the picnic lunch for everyone Mr Brown - d give out the bags

II Comprehension questions

- Ask students to work in pair to answer the question on page 48 (exercise 2b)

- Let students read the text again and answer the questions - Give feedback

* Questions and answer: - Who is the speaker? (The speaker is Mr Brown) - Who are the listeners?

(The listeners are (members of) the volunteer conservationists) - Where are they?

( They are on the beach) - What are they going to do?

( They are going to lean the beach)

- What will they achieve if they work hard today?

( If they work hard today, they will make the beach clean and beautiful again soon)

- Have you ever done anything similar? If yes, what did you do? Where did you it?

(Yes, I have We clean our school/the pair/street We collected the rubbish and take them to the garbage dump)

- If the pollution continues, what might happen?

(If the pollution continues, the environment around us won’t be good and it will be harmful to our health, our life)

- Ask students to work in closed pairs

* Listening:

- Ask students to complete the notes about the reasons why ocean is polluted by listening to the tape

- Let students listen twice/ three times - Give feedback

* Answer keys:

1 Garbage is dumped into the ocean

Pair word

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2 Oil spills come from ships at sea Oil is washed from land

* Tape transcript:

“Our ocean are becoming extremely pollution comes from the land, which means it comes it comes from the land, which means it comes from people Fist, there is raw sewage, which is pumped directly into sea Many countries, both development and developing, are guilty of doing this Secondly, ships drop about million tons of garbage into the sea each year Thirdly, there are oil leaks from the vessel This not only pollutes the water, but it also kills marine life Next, there are waste materials from factories Without proper regulations, factory owners let the waste run directly into the rivers, which then leads to the sea And finally, oil is washed from land This can be dumping of waste

UNIT 6: THE EMVIRONMENT

Lesson 2: Section: - Speak (page 49-50)

Periods 38: Aim

Practice speaking (to persuade people to protect the environment) Objective

By the end of the lesson, students will be able to persuade their friends to protect environment

Teaching aids

Text books, posters, pictures

PROCEDURE

arrangement Warm-up * Jumble words:

- Divide the class into two team Students from to teams go to the board and write the correct words

- The team which writes more correct words fists wins the game

1 uadepse beaargg roderpvo lupotilon duproce paispoidednt

= = = = = =

Persuade Garbage Provide Pollution Produce Disappointed I Pre-teach vocabulary

t-whole class group work

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Practice

- Prevent (v): ngăn chặn, phòng chống (translation)

- Reduce (v): giảm, làm giảm (example: last time, this shirt cost) 50.000 dongs Now it costs 30.000 dongs What happens?) - wrap (v): bao bọc (mine)

- fauce (n): vịi nước, cá rô-bi-nê (picture) - leaf (n): leaches (pl.) (realia) * Checking vocabulary:

- Put the new words all over the board, each word in a circle

- Call two students or two teams (6 students for each team) to the from of the class Ask them to stand at an equal distance from the blackboard

- Teacher calls out some of the new words on Vietnamese in a loud voice; the two students must run forward and slap the word on the blackboard The one who slap the right word first is the winner

- Ask more students to come forward, etc … until all the words are slapped

II Matching

- Ask students to complete the expressions in column A by using one of the lines in column B (page 49) then compare with their partners

- Have students match the lines in column B with an expression in column A so that they have sentences of persuasion

* Form :

I think you should Won’t you

It would be better if you Can I persuade you to Why don’t you

Why not

+ INFINITIVE

What / how about + V-ing * Use: Express persuasion

III Practice speaking

- Each student’s calls out one of their sentences unstill all

Whole class

Individual work Pair work

Wrap Garbagebin

Faucet Leaf

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Production

sentences are finished * Example:

S1: I think you should use banana leaves to wrap food S2: Won’t you use banana leaves to wrap food?

S3: Why don’t you turn off the lights before going to bed? S4: It would be better if you go to school or go to work by bike S5: Can I persuade you to check all the faucets before going out?

S6: Why not put garbage bins around the school yard?

S7: I think you should use public buses instead of motorbike S8: What about using public buses instead of motorbike? S9: ………

IV Questionnaire

- Let students work in pair to answer to the questions in the questionnaire

- Give feedback, teacher can write some possible answer on the board so that weak students can follow

- Ask students to practice asking and answering - Ask the whole class to work in pairs

* Possible answer:

1 How can we save paper?

* I think you should recycle used paper, newspapers * Why don’t you use banana leaves for wrapping? * Won’t you write on both sides of plastic bags? How can we use fever plastic bags?

* How about cleaning and reusing them?

* Why not use paper bags instead of plastic bags? How can we reduce water pollution?

* It would be better if you don’t throw waster and garbage into streams, lakes or rivers and even ocean

4 How can we prevent littering?

* I think we should put garbage bins around the school yard * Why don’t you throw all garbage in waster bins?

5 How can we reduce air pollution?

* Can I persuade you to go to school by bike? * Why not use private vehicles less?

6 How can we reduce the amount of garbage we produce? * Won’t you try to reuse and recycle things?

* Exhibition:

- Divide the class into groups, each group has a secretary Ask them to discuss the question: “What you to protect the environment”

Pair work

Open pairs

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- The students in groups have opinions, the secretary writes down

- Gets students to use the ideas in exercise 3a, b

- After finishing, the students stick the posters on the wall They can go around the class and read posters

- Give feedback

T- whole class

UNIT 6: THE ENVIRONMENT

Lesson 3: section: - Read (page 50)

Period 39: Aim

Reading a poem about the environment Objective

By the end of the lesson, students will be to understand a poem about the environment

Teaching

Text book, poster, picture

PROCEDURE

arrangement Warm up

Pre-reading

* Chatting:

- Ask students some questions about poetry + Do you like poetry?

+ Which poetry you like best?

+ Name some poems that are your favorite? + Do you think it is easy understand a poem?

+ Have you ever read an English poem? Do you understand it? Do you like it?

I Pre-teach vocabulary - Junk yard (n): bãi phế thaûi

(explanation: a place where people store wastes) - treasure (n): kho báu (translation)

- Hedge (n): hàng rào (visual)

- nonsense (n): điều vô nghóa, dại dột (translation) - Foam (n): bọt (picture)

* Checking vocabulary: Rub out and Remember - Get students to copy the work in their books - Ask students to repeat the words chorally

- Rub out the words one at a time Each time you rub out an English word, point to the Vietnamese translation and ask “what’s this in English?” (the whole class answer chorally)

T-whole class

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- When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English equivalent

- If there’s time; get students to come to the board and write the English words again

II Pre questions

- Give students two questions and ask them to answer before reading the poem

* Set the scene:

Two people are going on the picnic They are talking about the pollution

Question:

a) Who are the people in the poem? b) Where are they?

- Have students work impairs to guess the answers - Give feeback

I Reading and checking:

- Have students read the poem and check their answers * Answer key:

a) The mother and her son b) They are in the park/woods

- Ask students to practice asking and answering the questions in pairs

II Matching

- Have students practice guessing the meaning if the words by matching each word in column A with an appropriate explanation in column B

A B

1 junk yard end up treasure foam stream hedge folk

a a row of things forming a fence b people

c a piece of land full of rubbish d a flow of water

e mass of bubbles of air gas f valuable or precious things g reaches of state of

* Answer key:

1-c, 2-g, 3-f, 4-e, 5-d, 6-a, 7-b III Comprehension questions

- Show questions (from 1-5) on page 51

- Get students to work in pairs to answer the questions * Answer key:

1 According to the mother, what will happen of the pollution goes on?

Pair work

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Post reading

Home work

- If the pollution goes on, the world will end up like a second hand junk yard

2 Who does the mother think pollute the environment?

- The mother thinks other folk pollute (are responsible for the pollution of) the environment but not her or her son

3 What will happen to the boy if he keeps on asking his mother such questions?

- His mother will talk him home right away

4 Do you think the boy’s question is silly (line 9-10)? Why not? - No Because he is right; if he throws the bottles that will be polluting the woods

5 What does the poet want us to learn about keeping the environment unpolluted?

- The poet wants us to learn that everyone is responsible for keeping the environment from pollution

* Discussion:

- Divide the class into four groups - Have students discuss the question:

“What could you in your house to minimize pollution?” - Ask students to write things that they have to to keep the environment unpolluted

Group work

UNIT 6: THE ENVIRONMENT

Lesson 4: section: - Write (page 52-53)

Writing a letter of complaint Objective

By the end of the lesson, students will be able to write a complaint letter Teaching

Text book, posters, picture

PROCEDURE

arrangement Warm up * Categories:

- Ask students to find out the verbs beginning with the letter that teacher gives

- Divide the class into groups

- Give four, five letters at the same time, students are to find out four/five verbs beginning with four/five letters given

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Pre writing

- The team which finish first gets one mark Example: T Writes: S Writes: T Writes: S Writes: T Writes: S Writes: a add s study m meet b borrow t talk n nod c cut u use o open d drive v value p put 1 Pre-teach vocabulary

- complain (v): phaøn naøn (translation) complain (n)

complication (n): điều gây rắc rối

- resolution (n): tâm (translation) - float (v): trôi, bồng bềnh (picture)

- prohibit (v): ngăn cản, ngăn cấm ( translation) * Checking vocabulary: rub out and Remember

- Get students to copy the words in their books and then ask them to close their books

Rub out the new words one at a time Each time you rub out the word in English, point to the Vietnamese translation and ask “What’s this in English?” When all the English words are rubble out, go thought the Vietnamese list and get students to call out the English words (If there’s time, get students to come to the board and write the English words again.) 2 Ordering

- Ask them to keep their books closed

- Provide students five section of a complaint letter (with their definitions) in random order

- Get them to put the sections in a correct order a Action: talks about future action

b Situation: states the reason for writing c Politeness: ends the letter politely d Complication: mention the problem e Resolution: makes a suggestion * Answer key:

1-b

T-whole class

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While writing

2-d

3-e SCRAP 4-a

5-c

3 Reading and matching

- Have students read the letter on page 52 * Set the scene:

Mr Nhat wrote a letter to the director of L & P Company in Ho Chi Minh City The five sections of the letter are not in the right order Label each section with the appropriate letter: S, C, R, A or P

- Ask students to work in pairs

- - Give feedback: call on a student to read aloud the letter (in the correct order) Teacher gives ideas if necessary

* Answer key: Dear Sir/Madam

R I would suggest your company to tell your drives to clear up all the trash on the ground before leaving S I am writing to you about the short stop of your trucks

around my house on their way to the North

A I look forward to hearing from you and seeing good response from your company

C When the trucks of your company have a short break on the streets around my house, the drives have left lots of garbage on the ground after their refreshment When the trucks leave the place, the ground is

covered with trash and few minutes later there is smell and flies

P Sincerely, Tran Vu Nhat

- Let students read the production 6b on page 53

- Ask some questions to make sure the students know what there have to write

* Questions:

a What people in the lake behind your house these days? ( They begin to catch fish)

b What makes you worried? ( They use electricity to catch fish) c To whom you write the letter to?

(We write to the head of the local authorities) d What suggestion you want to make?

(We suggest the local authorities should prohibit and fine

Pair work

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Post writing

Homework

heavily any one using electricity to catch fish) e Any future plant you want to make?

( We look forward to seeing the protection of environment from the local authorities)

- Ask students to write the letter individually

- Get students to share with their partners and correct if possible

* Sample:

Dear Mr President

I am writing to you about the catching of fish of many people in the lake behind my house

I am very worried because they use electricity to catch fish After a short time, they leave the lake; a lot of small fish die and float on the water surface

I would suggest the local authorities should prohibit and fine heavily anyone using this way of catching fish I look forward to hearing from you and seeing the protection of environment from the local authorities

Sincerely,

- Move around the class and help students

- Call on some students to read aloud their letter

- Give feedback, correct some letters before the class T can write the mistakes (spelling; grammar…) on the board

- Ask students to write their letter in their notebooks

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UNIT 6: THE ENVIROMENT Lesson 6: LANGUAGE FOCUS I Objectives:

- By the end of the lesson, sts will be able to use adjectives and adverbs to make sentences adjective + that clause

II Language contents:

- Adjectives and adverbs - Adverbs clauses of reason - Adjective + that clause - Conditional sentences type III Techniques:

- Role play

- Fill in the blanks - Matching

IV Teaching aids:

- Picture – student books V Procedures:

Steps Activities Warm-up

5’

-Prepare twelve cards with numbers on one side and the adjectives (6 cards), adverbs (6) on the other side

- Make sure the adjectives are mixed up

- Stick the cards on the board so students can only see the number

- Divide the students into two teams and ask them to choose two numbers - Turn the cards over and see if they match

Eg: happy – happily, give them on mark If not, tune the cards obvert again and ask the next team to choose numbers

- Continue until all the cards are finished

Extreme Happy Sad Good Slow Sadly

Fast Slowly Well Fast Extremely happily

Presentation & Practice 35’

EXERCISE 1:

* From the result of the game, sts give the formation of adv of manner Adj + LY – Adverb of maner

- T asks sts to the exercise (p 51-1) in groups - T gives the answer keys

- T asks sts to tell the positions of adj – adv EXERCISE 2:

* Revision of adverb clauses of reason with because, since, as: Give two sentences and ask students to combine them into one

Example: a) Nam goes to school late b) He missed the bus

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ANSWER: SINCE or AS

- Have students to language Focus exercise on page 54-55

- Let students work in park and join the pair of sentences together using, Because, Since or As

- T: call on some students to read aloud their sentences - T: correct the sentences

EXERCISE 3:

Set the scene to introduce the structure:

Adjective + that clause Ba: Dad! I got mark on my text

Father: That’s wonderful I’m pleased that you are working hard  adjective + that clause

- T: Ask students to the exercise on page 55 - T: Let sts work in pair to complete the dialogues - T: Give feedback

EXERCISE 4:

- Set the scene to introduce the structure of Con additional sentences type - Write the statement on the board

………we pollute the water, we ………have no fresh………to use - Ask students to complete the sentences by filling in each blank with one suitable word

If + main clause, subordinate clause (Simple present tense) (will / infinitive)

* Matching:

- Have students the Language Focus exercise on page 56 They have t match each half – sentence in column B

- Ask students to work in pairs and find out five complete conditional sentences

EXERCISE 5:

Complete the sentences:

- Explain sts how to the text - Give them an example:

+ If the rice paddies are polluted, the rice plants will die

- T: have students work in pairs and write the complete sentences in their notebook

- Give feedback Homework

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UNIT 7: SAVING ENERGY

Lesson 1: GETTING STARTED – LISTEN AND READ

I Objectives:

- How to say energy

- Give and respond to suggestions II Language contents:

- Grammar: suggest + V-ing (review) - Vocabulary: enormous (adj)

III Techniques:

- Question and answer - True / False statements IV Teaching aids:

- Pictures – Students - Tape V Procedures:

Steps Activities

Warm-up 5’

- Sing the song “Turn on – Turn off” (based on “Stand up – Sit down”) Getting

started (5’)

- Teacher shows the pictures and asks Ss to tell about these rooms: + Is there any one in the bath-room/ living-room?

+ Is the TV on?

+ Who is watching TV/ listening to the radio? + Who is using water?

+ How about the lights/ the water in the bath-room? - SS answer

- Teachers says: Wasting energy + What should we do?

+ Should we turn the TV off then we go out of the room? + What should we to save energy?

Presentation

7’ - T introduces section “listen and read”- T explains a few new words that Ss need for the dialogue + Enormous (adj): very big

+ Turn on (phr.v) # Turn off (phr.v) Waste (v) # Save (v)

- Ss listen to tape (books closed) - Ss listen to tape (books opened) - Ss practice the dialogue in pairs Practice

18’

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For the False statements, T asks Ss to give the correct ones * Comprehension:

- Ss work in pair to answer the question: a/ What is Mrs Ha worried about? b/ Why is Mrs Ha worried?

c/ Which sentences tell you that Mrs Mi advises Mrs Ha to save money? d/ What does Mrs Mi advise Mrs Ha to do?

Consolidation 8’

- Fill in the blanks with correct words (group work) - Free practice: about saving energy (pairs)

Homework 2’

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LESSON PLAN

UNIT 7: SAVING ENERGY Lesson 2: SPEAK

I Objectives:

- Making suggestions and responses II Language contents:

- Grammar: to suggest + V-ing/ to suggest (that) Subject + should + V - Vocabulary: to turn off, to turn on

III Techniques: pair work and group work

IV Teaching aids: Pictures, Tape recorder, and chalks. V Times: 45 minutes

VI Procedures:

Section Steps Techniques and Content

2 Listen and Read ( Revision)

Warm-up

(5’’) - Supposing a situation: It is in the morning and the weather is cool All the fans in the classroom are on Ask students what would to save energy in the case 

Giving suggestions

- Asking students to give on the suggestions Mrs Mi gives to Mr Ha in the previous lesson

3 Speak

a)

Presentation

(10’’) - Reminds Sts of the structures they have learnt that are used to give suggestions (What about…/ Why don’t we…/ Let’s…/)

- Asking students to open the textbooks Page 58, part – Speak and to add some mores structures, paying more attention on the two structures using “should”

- Asking students how to response a suggestion (Agree and Disagree)

+ Agree: OK/ That’s a good idea/All right

+ Disagree: No I don’t want to/ I prefer to/ Let’s … - Conducting repetition these structures among the students

- Asking some pair to perform before the class and checking (pronunciation, grammar)

* Predicting the activities: asking students to predict the activities for each pictures that are for saying energy (more than one activity for each picture is fine_ = page 59

- Checking before the class

* Pair work: Giving suggestions and responses out if these activities

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* Group work: Students workings in groups of 4, playing the roles of A, B, C and D

- Some groups forming before the class - Explaining the task of this activity

- Students working in groups of again, working out a similar exchange to save energy foot their class, using the expressions and ideas in the previous activities Some groups performing the class then checking Consolidation

(5’’)

- Asking students to put the suggestions in a presentation to save energy

“To save energy, I think we should …, I suggest…, and let’s…”

- Using responses to show (dis) agreement Homework

(2’’)

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UNIT 7: SAYING ENERGY Lesson 2: Section: -Listen (page 60) Period 47:

Aim

Listening to a text for details and further practice in making suggestions Objective

By the end of the lesson, students will know more about solar energy by listening Teaching aids

Text books, cassette

PROCEDURES

Stage Steps/ Activities Work

Pre-listening

* Information transmitting: - Divide class into two teams

- Choose six volunteers from each team

- The volunteers stand in two lines The teacher shows the first student in each line a sentence

- The first students whisper the whole sentences to the second students in his / her line

- The second student whispers to the third and so on

- The last students shout out the sentence, (or write it on the board) if it is the same as the sentence teacher shows, that team wins the match

* Sentence 1: I suggest collecting waste paper

* Sentences 2: I suggest practicing English every day II Pre-teach vocabulary:

- solar (adj): thuộc mặt trời

(explanation: everything which is connected with the sun) - solar panel (n): kim loại để tiếp nhận mặt trời - nuclear power (n): lượng hạt nhân (translation) - install (v): lắp đặt, cài đặt (translation)

* Checking vocabulary: Slap the board

- Call on two students or teams of students to the front of the class

- Make sure they stand at an equal distance from the board

Group work

Solar Install Solar

energy Solar

panel Populatio

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While listening

- Call out one word in Vietnamese, the students much run forward and slap the correct word on the board The one who slaps first is the winner

- Continue to ask more students to come forward - Go to until students have slapped all the words



II True – False statements prediction

- Ask students to look at the statements on page 60 (4a)

- Have they work in pairs and guess which statements are true and which one are false

1 Solar energy can be cheap and clean

2 Most of our electricity now comes from nuclear power

3 The solar energy that gets to the Earth cannot provide enough power for the world’s population

4 Solar energy can be used on cloudy days

5 All buildings in Sweden will be heated by solar energy in 2050

- Give feedback

I Listening and checking:

- Have students listen to the tape twice and check their prediction

- Get students to correct the false statement * Answer keys:

1 T 

2 F  Most of our electricity comes from the use of coal, gas, oil or nuclear power

3 F  1% of the solar energy that gets to the Each can provide enough power for the world’s population

4 T 

5 F  They will be heated by solar energy in 2015 * Tape transcript:

“Are you using looking for cheep, clean, effective source power that doesn’t cause pollution or waste natural resources? Look no further than solar energy from our sun At present, most of our electricity comes from the use of coal and gas, oil or nuclear power This power could be provide by the sun One percent of the solar energy that reaches the Earth is enough to provide power for the total population

Many countries are already using solar energy Solar panels are

Pair work

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Post listening

placed on the roof of a house and the Sun’s energy is used to heat water The energy can be stored for a number of days, so on cloudy days you can use solar energy too

Sweden has an advanced solar energy program There, all buildings will be heated by solar energy and cars will use solar power instead of gas by the year 2015”

II Gap-filling

- Have students look at exercise 4b on page 60 and work in pairs to guess the words in the blank

- Give feedback

- Have students listen to the tape again and fill in the gaps If students can’t finish, let them listen once more

* Answer keys:

1 The Sun can be an effective source of power Solar energy doesn’t cause pollution

3 A lot of countries in the world are already using solar energy It is possible to store solar energy for a number of days

5 Solar panels are installed on the roof of a house to receive the energy from the Sun

6 We can save natural resources by using solar energy instead of coat, gas and oil

* Write it up:

- Have students write passage (about 100 words) about solar energy, using the information in the two exercises above * Sample:

Most of our electricity now comes from coal, gas, oil, or nuclear power The sun could provide this power so many countries are already using energy Only one percent of the solar energy that gets to the Earth can provide enough power for the work’s population Solar energy is a cheap, clean effective source of power that doesn’t cause pollution or waste natural resources There’s an advanced solar energy program in Sweden It is said that by the year of 2015, all building in Sweden will be heated by solar energy and cards will use solar power too

We hope that there is such a program in Vietnam We can save natural resources such as coal, oil, gas… by using solar energy And every house hold in Vietnam has hot water in Winter without paying money

Pair word

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UNIT 7: SAVING ENERGY - READ I Objectives:

- By the end of the lesson, sts will know how European countries save energy II Teaching aids:

- Pictures, textbook, posters (or A4 paper) III Teaching procedure:

1) Pre-reading (8’)

- Show this picture and ask sts:

“What does this picture advertise for?”  energy – saving bulb - Ask sts to tell the advantages of energy – saving bulb

2) While-reading (20’)

- Have sts read the passage silently and find out: + How many paragraphs

+ The main idea of each paragraph - Have some sts read the text loudly

- Ask sts to choose the best summary of the passage

- Have sts work in pairs to find out the answers of questions page 61 (text book) - Ask sts to make questions and answer  give feedback

3) Post-reading (15’)

- Ask sts to work in groups, discussing the ways to spend less on lighting then write these ideas on the poster

- Have sts exchange posters and choose the best poster IV Homework (3’)

- Write sentences on how to save energy - Write answer of the exercise b/page 61

Last longer Energy – saving

BULB

Saving electricity

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UNIT 7: SAVING ENERGY - WRITE I Objectives:

- Help students develop there writing skills: + How to prepare and write a speech II Teaching aids:

- Pictures of some MC - Textbooks

- Paper with big size and pens III Teaching procedure:

Steps Time Teacher’s activities Student’s activities

Warm-up 5’ - Introduce some MC: Thanh Bạch, Nguyên Vũ, Lại Văn Sâm

- Ask questions:

+ “How can we to become a good MC?”

- Listen

- Discuss & answer:

+ “Speak fluently and clearly”

Pre-writing 5’ + “What should we in order to speak fluently and clearly?”

While-writing 20’ - Have students discuss and find out the three parts of a speech - Ask students about the function of each part: introduction, body and conclusion

- Correct mistakes and give the answers:

1-B 2-C 3-A - Practice:

+ Have students work in groups (part B, p61)

- Correct the mistakes and give the corrects answers

- Discuss and find by reading the information in textbooks - Answer the question by matching each part speech in column B

- Some students read aloud the three parts of a speech

- Discuss and put the following section in the correct place complete a speech

Post-writing 10’ - (part C, p.62) have some sts work on groups Divide the class into groups: each group prepare a speech, write it on the paper and stick it on the board

- Correct the mistakes and give remarks

- Choose one topic, discuss and write down the speech on a paper and then stick it on the board

- One person in each group makes a speech before the class

Home-work 5’ - Have students prepare a speech and write down on their notebooks, using the topic in textbook

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UNIT 7: SAYING ENERGY

Lesson 6: Section: -Language Focus 1-2 (page 63) Period 48:

Aim

Further practice in connectives and phrasal verbs Teaching aids

Text books

PROCEDURES

arrangement Warm

up

Pre-sensations 1

Practice 1

* Bingo:

- Ask students to write down in their notebook verbs with prepositions

- Prepare a list of verbs + preposition Then call out each word in a loud voice

- Students listen to the teacher carefully If anyone has the same verb + prepositions, they cross it out

The first students crossing out all verbs + prepositions shout “Bingo” and win the game

* Suggest list of verbs + Prepositions

Look for Turn on Want for Depend on Listen to Dream about

Look after Turn off Belong to Go on Talk to

- Provide students verbs + prepositions and then ask them to match the verbs with the pictures on page 64

* Answer keys:

- Picture 1: look after the baby - Picture 2: go on (wasting paper) - Picture 3: turn off TV

- Picture 4: look for

- Picture 5: turn off the faucet

- Have students work in pairs to Language Focus exercise on the page 63 They have to use suitable verbs to complete the sentences

* Answer keys:

1) Hanh can’t go to the movies with us tonight She will have to look after her little sister

(26)

Presentations 2

Practice 2

Production

2) If we go on watching water, there will be a shortage of fresh water in a few decades

3) Turn on the TV for me, will you? I want to watch weather forecast

4) I think I’ve lost my new pen I’ve looked for it everywhere and I can’t find it anywhere

5) Mrs Yen forgot to turn off the faucet when she left for work

* Brainstorming:

therefore however and so

moreover or

but because

- Ask students to thinks of connectives that they’ve learnt - Have students go to the board write down the connectives - Give feedback

- Have students work individually to the exercise

Language focuses on page 63 They have to complete the sentences by using correct connectives

* Answer keys:

a) Mrs Quyen bought com, potatoes and cabbage at the market b) I’d love to play volleyball but I have to complete an assignment c) Nam got was because he forgot his umbrella

d) Hoa failed her math test Therefore, she has to the test again e) Do you want Vietnamese tea or milk tea?

f) Its raining, so I can’t go to the beach

g) Ba’s hobbies are playing football and collecting stamps h) Na is very tired However, she has to finish her homework before she goes to bed

- Ask students to work in pairs to compare their answers

- Give feedback Have some students read aloud the completes sentences, chalk their pronunciation and the meanings

Naught and Crosses:

- Divide the class into to teams One team is Naught (O) and the other is Cross (X)

- Have two teams choose the words in the boxes in turns And make sentences with the connectives given If the sentences in correct, they will get one mark

(27)

Home-work

- The team which has Nougats or Crosses in a line will win the game

- Draw this chart on the board and the game begins

1 or and so

4 but therefore however

7 so because and

* Possible answers:

1) Do you want to take a bath or take a shower?

2) I’ll get a plumber to check the pipes and to repair the faucets 3) He got up late so he had to take a taxi to school

4) It’s raining but he is still going swimming

5) Her English is not good therefore she decides to practice more 6) Lan

7) Baths use twice as much water, so I suggest talking showers 8) The water bill is enormous this month because there is a crack in the pipes

9) I suggest taking showers and fixing the faucet, - Ask students to write sentences with connectives

 Therefore  Because  However  Or

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GRADE – UNIT 8 CELEBRATION

GETTING STARTED & LISTEN AND READ Teaching steps:

arrangement Warm-up

Pre-reading

While-reading

- Ask Ss the name of some celebrations on VN & in other countries

- Give Ss some picture about birthday, wedding, Tet holiday,… and then ask Ss to guess the names of the pictures

- Ask Ss to look the picture are the books and then have they read the names of the celebration

- Give Ss the corrects answers

- Ask Ss which celebrations they like best Answer:

1 Easter Wedding Birthday

4 Christmas Mid-Fall Festival Lunar New Year Listen and read:

- Introduce the subject matter of the text - Introduce new words and then explain them Celebration (n)/ To celebrate (v)

2 Easter (n)

3 Lunar New Year (n) Mid-Fall Festival (n)

5 To occur (v)/ occurrence (n) Sticky rice (n)

7 Apart (adv) Passover (n)

9 Jewish (a)/ Jew (n) = Jewish people 10.Freedom (n)/free (v)/ free (n) 11 Slavery (n)

12 Joy (n)/ Joyful (a) 13 Parade (n)

- Get Ss to copy

- Ask Ss to listen to the tape (books closed); ask them to find out the celebrations mentioned in the text

- Ask Ss to give the answers

- Get Ss to listen to the tape (books opened)

- Then have them find out the words or phrases which are concerted with celebrations

Individual

Teacher-Ss

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Post-reading

- Ask Ss to reread the new words on the board

- Explain new structure briefly: relative clauses ( Mệnh đề quan hệ) – Who, whom, which, whose, that

- Get Ss to finish the table in the text - Correct the mistakes if necessary

Celebrat

ion When? Activities Food Country

Tet In late January or early February Cleaning and decorating homes, and enjoying special food Sticky rice

cakes Viet Nam

Passover Late in March or early April

Not

available Special meal called the Seder Israel Easter Around the same time as Passover People crowd the streets to watch colorful parades Chocolate and surge eggs In many countries

- Give Ss some questions to check their comprehension Can you tell me the names of some celebrations you know? In what occasion young children receive chocolate or sugar eggs?

3 Which celebration occurs in late January or early February? Which festival is celebrated in many countries?

- Ask Ss to give some information about the other celebrations which they know (Ex: Mid-Fall Festival, Wedding, Lunar New Year,…)

Celebration When? Activities Food Countries Mid-Fall Festival Christmas Group work Whole class group individual

Teacher – Ss

Homework Rereading the text

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UNIT 8: CELEBRATION

Lesson 2: Section: - Speak (page 66-67)

Practice giving and responding to compliments Objective

By the end the lesson, students will be able to give a respond to compliments Teaching aids

Text books, cards

PROCEDUCE

Presentation

* Revision of adjectives

- Have students review adjectives - Get students to make sentences I have + a/an adjective + friend

- The first students has to use the adjective beginning with the letter A The second students has to use the adjective

beginning with the letter B The third with C… * Ex:

S1: I have an active friend S2: I have a beautiful friend S3: I have a clear friend S4: I have a dirty friend ………

- Go on until the last student with the adjective beginning with the letter Y

Pre-teach vocabulary - active (adj)

-activist (n): người hoạt động tích cực (translation) - nominate (v): ghi danh, mệnh danh, chọn

Nomination (n) (translation)

- charity (n): lòng từ thiện, hội từ thiện

(explanation: kindness in giving help to the poor) * Checking vocabulary: What and Where

- Write the words on the board, put one word in each circle

- Have students repeat the words on chorus then rub out word

T- whole class

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Practice

Further Practice

by word but leave the circle - Go on until the circle are empty

- Get students to rewrite the words in their correct circle II Model sentences:

- Set the scene: Trang has just won the first prize in the English speaking contest What does Mai say to pay Trang a compliment? And what does Trang respond?

Mai: Well done, Trang Trang: Thanks

- Ask students how to give and respond to compliments

* Give a compliment:

- Well done - That’s a great… - That’s an excellent… - Congratulation on…

- Let me congratulate you on…

* Respond to a compliment:

- Thanks/ Thanks a lot

- It’s very nice/kind of you to say so - That’s very kind of you

* Word-cue drill:

a Well done/thanks

b Congratulations/ thanks a lot

c Let/congratulate/ on passing the exam/kind d Great report/ nice of you

- Have students practice giving and responding the compliments

- Have students works in open pairs then closed pairs

- Ask students to works in pairs, to read the situation on page 66 67 then give and respond to compliments

- Give feedback

- Call on some pairs of students to act out

* Answer keys:

a On her mother’s birthday, Huyen made a big beautiful cake to celebrate

* Mother: Well done, Huyen * Huyen: Thanks, Mom

b Tuan is an active student He has taken pair in different charity activities in his town Tuan has been the most nominated as the most effective activist in the town charity program

o Friend: Congratulation on your nomination, Tuan

T- whole class

Open pair Closed pair

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Production

Homework

o Tuan: It’s very nice of you to say so c Hoa brings to class a new picture she has painted You: That’s an excellent drawing, Hoa

Hoa: That’s very kind of you to say so

- Divide the class into teams: A, B, C and D

- Have students work in groups to think of situations in which they can give compliments

- Ask team A to give situation, team B, C, D to make up the dialogue

- Have the teams take turns giving the situations

- Give good marks for the teams which give good situations and make up suitable dialogue

* Suggested answers:

a Situation 1: Tam has just passed the graduation examination Friends: Congratulation!

Tam: Thanks a lot

b Situation 2: Hoa make an excellent report on saving energy

Hoa: It’s very kind you to say so

c Situation 3: Lan got high mark for Math You: Well done

Lan: It’s very nice of you to say so

d Situation 4: Ba has just won the school swimming championship

Friends: Congratulations on your great efforts, Ba Ba: Thank you very much

- Ask students to write some situations with the compliments, the response to the compliments into their notebooks

(33)

GRADE - UNIT 8: CELEBRATION Section: Listen

 Aim: Filling the missing words by listening to a song

 Objective: By the end the lesson, students will be able to complete a song and sing a song beautifully

 Teaching aids: Text books, picture, cassette player.

arrangement Warm-up

Pre-listening

While-listening

Post-listening Homework

- Listen to a song:

- Ask students “Have you ever listened to the song before?” - Let students listen to the song Auld Lang sine for fun Vocabulary:

- Give some new words to students

o Auld Lang Sine (The Good Old Days) o Due to (a) = cause by

o Bureau = department o Acquaintance

o Trusty (a)

- Explain new words, using pictures, body language, or objects

Guessing:

- Have students listen to the song Auld Lang Sine and then to guess the words in the blanks

- Give feedback

- Let students listen to the song twice - Check their guess

- Give feedback

- Give students some questions to check their comprehension - Have some students sing a song

Sing the song by heart

T- whole class

T-whole class

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LESSON PLAN

UNIT 8: CELEBRATION Lesson 3: READ

-I Objectives:

Students can express their opinions II Language Contents:

Vocabularies: to lose heart, to distinguish, groom (n), hug (n), priority (n), and considerate (adj)

Grammar: Relatives Clauses III Techniques:

Questions and Answers, Matching, Write-it-up IV Teaching Aids:

Pictures, Worksheets V PROCEDUCE

Steps Teachers Activities Student’s

activities Warm-up

(5’) * Having Sts listen to the song “Cha Yeâu”* Having Sts sing it at the same time if they like The whole class Pre-reading

(10’)

* Asking Sts about the topic of the song

* Having Sts work in groups ask and answer about Father’s Day

- What you know about Father’s Day? - When did Father’s Day organized? - Where did is fist organized?

- What is the purpose of this celebration?

- What is the representative activity of Father’s Day? * Explaining some new words

To lose heart groom (n) To distinguish hug (n) Considerate (adj) priority (n)

The whole class Group work

The whole class While –

Writing (20’)

Task 1: Matching * Giving Sts worksheets

RITA JANE BOB

‘s farther always put his family in the first position, got married, he was very sad Is proud of him because he is a considerate and children

Is always a little girl of her father although she had children

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* Having Sts read the text in silence

* Having Sts work in groups to match the details with the suitable names

* Having some groups to perform their work in front of the class

* Giving the feedback

Task 2: Questions and Answers

* Having Sts read the text again, then work in pair to discuss the questions

* Having some pair to act out their work in front of class * Giving comment

Group work The whole

class Pair work The whole

class Post-Writing

(10’) Task 3: Write – it – up * Having Sts write a short paragraph (about 50 words) to show their opinions, feelings, and memories about their father * Having some Sts read this paragraph in front of class

The whole class

(36)

LESSON PLAN

UNIT 8: CELEBRATION Lesson 4: WRITE

-I Objectives:

Students can write a letter to a friend to share their ideas II Language Contents:

Vocabularies: to enhance, to support, nationwide (adj) III Techniques:

Questions and Answers IV Teaching Aids:

Text books and Cards V Procedures:

Steps Teachers Activities Student’s

activities Warm-up

(5’)

* Using the game “Jumbled words” to review vocabularies * Giving each group (4 groups) some words whose letters is in a random order on the board, and asking them to write the correct words

1 calerbetoni => celebration ftigs => gifts

2 tratidoni => tradition fleenigs => feelings folwres => flowers rebemern => remember pirtase => parties spicale => special

Group work

Pre-Writing (10’)

* Sticking the cards of the some celebrations on the board, and asking Sts to write the correct date for each celebration: - Women’s Day: 8-3 - Teachers’ Day: 20-11 - Children’s Day: 1-6 - May Day: 1-5

- Christmas Day: 25-12 - Vietnamese Independence Day: 2-9

* Through the celebrations above, presenting the new lesson by asking Sts some questions:

1 In the celebrations above, which one can stand for a Mother’s Day in Vietnam?

2 What about a Father’s Day in Vietnam? * Reading the situation in – Write/page 70

The Whole class

While-reading

(20’)

* Asking Sts to read the outline carefully * Explaining some new words:

To enhance, to support, nationwide (adv)

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* Giving some suggesting questions for each paragraph on the board on order to help Sts discuss in groups more easily Paragraph 1:

- Do you love your parents? If yes, I thinks it is necessary to have a Day for your Father? You’re Mother?

- Tell the reason for celebrating this day (Sts can use the suggesting ideas in the Paragraph 1)

Paragraph 2:

- When you celebrate? Why?

- Celebrating this day at home or a restaurant? Why? - Should you have a party with many guests or should you have lunch/dinner with family members?

- What gifts should you buy for your father/mother> - What food should you serve?

(Sts can use the suggesting ideas in the Paragraph 2) Paragraph 3:

Do you thing your idea will be sororities nationwide? Why? * After discussing in groups, asking each group write a letter to a friend to share their ideas about celebrating a Day for Father or Mother on the papers A4

Group work

Post-Writing (10’)

* Asking representatives of groups to stick their papers on the board

* Asking Sts to give their opinions about the two papers on the board

* Correcting mistakes

The Whole class

Homework * Having Sts write a letter about celebrating a Day for

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GRADE - UNIT 8: CELEBRATION Section: Language Focus

 Aim: Practice in Relative clause

 Objective: By the end the lesson, students will be able to use relative clauses.  Teaching aids: Text books, picture.

Presentation

Practice

Jumbled words:

Give the words whose letters are in a random order on the board/poster

Ex: ubclpi = public Paephn = happen ………

Vocabulary:

- Give new words to students:  Compose (v)

 Occur (v) = happen  Satisfy (v) = please  Violet (n)

 Jumper (n)  Lap (n)

- Explain the new words, and how tousle Relative Pronouns WHO, WHICH, EVEN THOUGH, THOUGH,

CONCESSION, ALTHOUGH (using pictures, objects or Vietnamese)

Form and use:

 Who-which: replace the pronoun

 Who is used for people, which is used for things?

- Give students examples - Set the scene

- Have students language focus exercises, using relative clauses

- Have students look at pictures on page 71 to describe each of the people in the pictures, using Relative clauses - Correct the mistakes if they appear

T- whole class

Pair work

Even though Though

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Free practice

Homework

- Have Ss language focus exercise individually, using though, although or even or though

- Have Ss look as the pictures on page 72-73 and complete the sentences, using correct tense of the verb

- Call on some Ss to read aloud their sentences and correct their mistakes

- Ask students to describe the people in their families’ photographs

- Have students write sentences to describe the people in the pictures on page 71 in their notebooks

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UNIT 9: NATURAL DISASTERS

I Aim:

Helping students:

- To make predictions

- To tall about the weather forecast - To describe events

- To write a story II Language focus:

1 Relative pronoun: who – that – which

2 Relative Clauses (defining and non defining) III Vocabulary:

Verb Adjectives Nouns

(To) behave abrupt battery temperature

(to) border extensive bureau thunderstorm

(to) collapse tidal carriage tide

(to) destroy coast typhoon

(to) erupt damage volcano

(to) expect earthquake volume

(to) lift flashlight disaster

(to) trust forecast

(to) warm Funnel

Highlands Pacific Rim IV Unit Allocation:

Lesson (2) Listen and Read Reading a dialogue for details about the weather forecast and completing the information

Lesson (3) Speak Practicing speaking about what to prepare for a typhoon

Lesson (1) Before you read

(5) Read Reading a text about natural disasters for details Lesson (6) Write Writing a story about a typhoon

Lesson (4) Listen

Language Focus – Listening for details to complete a table and Further Practice in Relative pronouns: Who-which –that

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Lesson 1: Section: - Listen and read (page 74 – 75) Period 56:

 Aim: reading a dialogue for details about the weather forecast.

 Objective: By the end the lesson, students will be able to get the information about weather from the weather forecast

 Teaching aids: Text books, picture.

PROCEDUCE

arrangement Warm-Up

Pre reading

* Chatting:

- Ask students some questions about weather  What’s the weather like today?

 Do you like hot/clog water?

 Have you ever listened to the weather forecast on the radio or on TV?

 Do you think weather forecast is useful for us? How is it useful?

II Pre-teach vocabulary:

- turn up (v): điều chỉnh to lên (âm TV, radio) (mime) - expect (v): mong đợi, chờ đón (translation)

- thunderstorm (n): bão có sấm sét, mưa to (picture) - delta (n): vùng châu thổ (visual)

- just in case (n): phòng khi, lỡ (translation) - trust (v): tin tưởng, tin thật (synonym: rely on)

- Have students repeat the words chorally then rub out word but leave the circles Remember to let students repeat before and after rubbing out each word

- Go on until students can remember the words

- Get students to write the words again in the correct circles

T-whole class

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Post reading

II Pre-questions:

- Set the scene: Thuy is talking to her grandmother while they both are watching TV

- Give students one question and ask them to guess the answer

a What are they watching? - Give feedback

* Answer keys:

a They are watching the weather forecast on TV I Gap filling:

- Have students read the dialogue silently and exercise 2b on page 75

- Get them to share their answers with their partners - Give feedback

* Answer keys:

1 Thuy’s grandmother wants her to turn up the volume on TV because she wants to listen to the weather forecast

2 The coast of Thanh Hoa will be raining

3 The central highlands will experience thunderstorms

4 Ho Chi Minh City will have temperature between 270C and

350C

5 Although Thuy’s grandmother doesn’t trust weather forecast she like watching them

II Comprehension questions:

1 Why does Thuy’s grandmother ask her to turn up the volume?

- Because she wants to listen to the weather forecast Which City is the hottest today?

- Ho Chi Minh City in the hottest Where is Thuy going?

- She going on to the part on the other side of Thang Long Bridge with her old friends (she’s going on the picnic) What does Thuy grandmother want her to do? - She wants her to bring along a raincoat

- Have students practice asking and answering in pairs III Practice the dialogue

- Let students listen to the dialogue and focus on the pronunciation

- Call on some students to play the roles of Thuy, grandmother and weatherman to practice the dialogue - Ask students to practice the dialogue in group of three * Speaking:

Pair work

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Homework

- Ask students to read again the weather forecast on TV and notice some phrases

Will have temperature Between …………and………

* will experience temperature Between …………and………

* HCM’ temperature will be Between …………and………

* can expect clouds / thunderstorm

- Ask students to look at the map and play the role of the weatherman to present the weather forecast, baked on the information given

- Call on some students to present before the class

- Have students work in pairs – one students speaks, the other listens

(44)

Lesson 2: Section: - Listen and read (page 76 – 77) Period 57:

 Aim: practice speaking about preparations for a typhoon.

 Objective: By the end the lesson, students will be able to talk about what they want to buy and to prepare for a typhoon

 Teaching aids: Text books, posters.

PROCEDUCE

arrangement Warm –up

Presentation

* Brainstorming:

- Have students think about what they to prepare for a typhoon

- Have students to go to the board and write down Buy food

Store water * Possible answers:

+ Check the doors and the windows

+ Cut some branches of high tree in the garden or around the house

+ Buy oil, gas + buy candles + Check the roof

I Pre-teach vocabulary - bucket (n): sô (visual)

- leak (n): chỗ thủng, chỗ dột (visual) - tie (v): cột, trói (mime)

- latch (n): chốt cửa (picture) - ladder (n) : thang (picture) - blanket (n) : mền (picture) - available (adj) : có sẵn (translation)

- damage (v): phá hỏng, làm thiệt hại (synonym of hurt or spoil)

T- whole class

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Practice

- Write the Vietnamese translation all over the board

- Call on two students or teams of 4/5 students to the front of the class

- Call out English works and two students run forward to slap the Vietnamese word on the blackboard The students

slapping the correct word first gets one mark II Revision:

* Form:

must nay + infinitive * Use: in deduction or prediction * Practice:

the water pipe may be damaged

There be must strong wind blowing * Possible answers:

- There may be a power cut - There must be heavy rain - Big trees may fall down - The market may be closed - There may be a flood - ………

- Have students to exercise 3a on page 76 The students have to check () what preparations they think should be done for a typhoon

*Answer keys:

T- whole class

Pair work What happens if

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Production

 Buying some canned food Painting the house

Buying a dog  Buying candles  Buying marches

Hiring some video movies  Filling all buckets with water  Buying a ladder

Washing your blankets  Fixing the leak in the roof

 Tying the roof to the ground with pegs and ropes Inviting some friends over for a dinner

 Checking all the window and a door latches

- Elicit some questions and get students to ask and answer in pairs

a Why we need to buy food?

( Because the market will be cooled and no food will be available)

b What food we need to buy?

(rice, oil, canned food, soy sauce, flour,…) c Why we need to buy candles?

( Because there may be power cut)

d Why need to fill all buckets with water?

(Because water pipes may be damaged and we’ll not have enough water to use right after the typhoon)

e Why need to buy a ladder?

( Because the roof may be damaged by the typhoon, and we have to fix it)

f Why we need to the check all the window and door latches?

(Just in case the strong wind pushes the doors open)

- Ask students to use the expressions on page 77 when talking to one another

* I think …

* I think you should… * Yes, I think so … * What for?

* ………

- Divide the students into the group of four

- Have students talk about what they think they want to buy and to prepare a typhoon; explain why They can you the

Pair work

(47)

Homework

questions and the answers above Besides, the ideas in the bubbles on page 77 can help students talk easily

- Go around and help students Encourage students to show their own ideas

- Write something about what they have to to prepare for a typhoon

(48)

Lesson 3: Section: - Listen (page 77)

Period 57: Aim:

 Listen for details to complete a table and Further Practice in  Relative pronouns: who – which – that

Objective:

 By the end the lesson, students will get some ideal on how to live with

earthquakes by listening and further practice on Relative pronouns: who – which – that

Teaching aids:

 Text books, pictures

PROCEDUCE

Pre-listening

* Chatting:

- Ask students some questions about earthquakes + Have you ever heard of and earthquake?

+ What happens if there is an earthquake?

+ In which country earthquakes occur frequently? + What would you if there was an earthquake? I Pre teach vocabulary

- block (v): hạn chế, ngăn cản

(definition: make movement difficult or impossible) - roller (n): trục lăn, laên (picture)

- strike – struck – struck (v): va chạm (synonym: hit) - snout (n): mõm (của động vật) (visual/picture) - hurricane (n): bão (in North and South America) (synonym: typhoon in Asia)

- cyclone (n): lốc xoáy, bão (in Australia) -eruption (n): phun trào (núi lưả) (picture) * Checking vocabulary:

- Call on two students or team of students to the front of the class

- Make sure they stand at an equal distance from the board

T- whole class

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- Call out the definition or the synonym of the word, the two students must run forward and slap the correct word on the blackboard The one who slaps the first gets one good mark - Continue until students have slapped all the words

* Suggested phrases:

1 Make movement difficult or impossible (block) Typhoon in North and South American (strike) Typhoon in Australia (cyclone)

4 The synonym of “hit” (strike)

5 The nose or jaws of an animal (snout) An outbreak or bursting forth (eruption) II Prediction

* Set the scene: An expert is giving a talk on how to live with earthquakes.

- Have students look at the box on the page 77 and guess the words in the blanks from (1) to (9)

- Give feedback

- Have students listen to the tape twice and check their prediction

* Answer keys:

(1) Bottom shelf of the bookshelf (2) Fridge

(3) Watching machine (4) Mirrors

(5) A window (6) Inside

(7) Under a strong table (8) Doorway

(9) Corner of a room

* Tape transcripts:

If you live in an earthquake zone, you should take some time to look around your house Place heavy books on the bottom shelf of your bookshelves Block the roller on your fridge and washing machine to present them from moving Put hanging potted plants in plastic container Check the mirrors in your bathroom and bedroom Make sure they can’t move Don’t put your bed next to window Planning where you are going to be during an earthquake is very important The first thing to remember is to stay inside Then you should sit under a strong table or doorway, or stand in the corner of a room

Pair work

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Presentation

Practice

I Quiz

- Divide the class into two teams

- Call out the questions and the students have to answer as quickly as possible The team having the right answers gets good marks The team which has more marks wins the game

* Questions:

1 Which country won the 1998 Tiger Cup? (Singapore)

2 Which animal has or horns on its snout? ((Rhinoceros)

3 Which explorer discovered America? (Christopher Columbus)

4 Which planet is closest to the earth? (Venus)

5 Which animal was chosen to be the logo of Sea games 2003?

(Buffalo)

6 Which ASEAN country is divided into two regions by the sea?

(Malaysia)

7 Which food can you chew but can’t swallow? (chewing gum)

8 Which thing can you swallow but can’t chew? (water)

II Revision of who-which or that - Who is used for people - Which is used for thing

- That is used for both who or which

- Have students work in pairs to the exercise in Language Focus on page 81

- Ask them to answer the questions, using the Relative pronouns which or who

- Give feedback

- Correct their pronunciation

* Answer keys:

a) The city which was struck by a huge earthquake in 1995 is Kobe

b) The country which won the 1998 Tiger Cup is Singapore

c) The animal which had one or two horns on its snout is rhinoceros

d) The explorer who discovered American is

Group work

Pair work

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Home work

Christopher Columbus

e) The planet which is closest to Earth is Venus f) The animal which was chosen to be the logo

of Sea games 2003 is buffalo

g) The ASEAN country which is divided into two regions by the sea is Malaysia

h) The food which can you chew but you can’t swallow is the chewing gum and the thing can you swallow but you can’t chew is water

- Have students work in closed pairs to ask answer the questions

- Ask students to combine each pair of sentences into one They have to write in their notebooks

a) Do you know the people? They live in the While House b) The pill made me sleep I took it twice a day

c) The magazine is very interesting You gave it to me yesterday

d) The building is the oldest in our city It was built over 100 years ago

Pair work Individual

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Lesson 3: Section: - Before you read (page 74)

- Read (page 78-79)

Period 56: Aim:

 Reading a text about natural disasters for details Objective:

 By the end the lesson, students will be able to more information about the natural disasters in the word

Teaching aids:

PROCEDUCE

arrangement Warm –up

Pre reading

 Matching and chatting:

- Show four pictures on page 74 and ask students to match them with four words: snowstorm, earthquake, volcano, and typhoon

 Answer keys:

a) Snowstorm – Picture b) Earthquake – Picture c) Volcano – Picture d) Typhoon – Picture

- Give students some questions about the four natural disasters

+ How you know it is a snowstorm/ an earthquake/ a volcano/ a typhoon?

+ Have you ever experienced any of these natural disasters? What happened? How did you feed?

I Pre-teach vocabulary

- Tidal wave (n): sóng thần (translation)

- abrupt (adj): bất ngờ, đột ngột (synonym: quick, sudden) - shift (n): chuyển dịch, thay đổi (definition: change of position)

- warn (n): cảnh báo, báo trước (translation) - funnel-shaped (adj): có hình phiểu (visual)

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- suck up (v): hút lên (translation) - tornado (n): lốc xoáy

- Majority (n): đa số, phần lớn (example)

* Checking vocabulary: Rub out and remember

- Rub out the words one at time, each time you rub out the word in English, point to the Vietnamese translation and ask students to repeat again When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English words

I True- False Statements Predictions

* Set the scene: There are statements about the information of some to natural disastests All of you have to read them and guess whether they are true or false

- Hang the poster of T/F statements on the board

- Get students to work in pairs to guess which statements are true and which are false

1 Most of earthquakes in the world occur in the Ring of Fire The earthquake in Kobe in 1995 caused severe damage A huge tidal wave traveled from California to Alaska and hit Anchorage in the 1960s

4 Typhoon, hurricane and tropical storm are different words for the same natural disasters

5 The eruption of Mount Pinatubo is the world’s largest ever volcano eruption

6 A Tornado looks like a funnel - Give feedback

I Reading and checking

- Have students read the text on page 78 and check their perfection

Get students to correct false statements Guess Answer Correction

1 T

2 T

3 F A huge tidal wave traveled from Alaska to California

4 T

5 F The eruption of Mount Pinatubo is the world’s largest volcanic eruption in more than 50 years

6 T

Pair work

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Post reading

Home work

II Complete the sentences:

- Have students work in pairs and complete the sentences in exercise 5b on page 79

* Answer keys:

1 The majority of earthquakes occur around the Pacific Rim During the earthquake in Kobe, many people were killed when homes, office blocks and highways collapsed

3 A tidal wave can only occur when there is an abrupt shift in the underwater movement of the Earth

4 In Australia, a tropical storm is known as a cyclone Christopher Columbus gave us the word “typhoon”

6 A Tornado is a type of storm that passes overland below a thunderstorm and sucks up anything that is in its path

* Asking and answering:

- Divide the class into four groups - Have students read the text again

- Group asks a question Group 2, 3, answer it - Group ask another question Group 1, 3, answers - Go on until the four groups ask their questions

* Possible answers:

1 Why people call the Pacific Rim “Ring of Fire”

- Because 90% of earthquakes occur around the Pacific Rim What will happen when there is an abrupt shift in the underwater movement of the earth?

- Tidal waves will happen What does typhoon” mean? - It mean “big wind”

4 Can we predict a volcano?

- Yes The scientists can warn us about the eruption

- Have students write the exercise 5b into their notebooks, using their ideas

Pair work

Group work

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Lesson 5: Section: - Write (page 79-80)

- Read (page 78-79)

Period 60: Aim:

 Writing a story about a typhoon Objective:

 By the end the lesson, students will be able to write a story Teaching aids:

PROCEDUCE

Pre writing

* Jumble words:

- Write the words whole letters are in a random order on the board

- Divide the class into two teams Students from two teas go to the board and write the correct words

- The teams which write more correct words first win the game

1 otnophy – typhoon damotro – tornado lacono – volcano

4 tearquake – earthquake ormst – storm

- behave (v): cư xử, ứng xử (translation)

- shelter (n): chỗ trú ngụ (definition: a place of safely) - all of sudden (IDM): bất ngờ, dưng (synonym: suddenly)

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- Have students repeat the words chorally then rub out word by word but leave the circle Remember to let students repeat before and after rubbing out each word

- Get students to write the words again in the correct circle II Telling the story

- Show six pictures on the board

- Set the scene: This is Lan’s family, they are at home - Ask home questions to elicit the story

1 Picture 1:

- Who is this? It’s Lan

- Where is she? She’s outside/in the garden

- What is she doing? She’s playing with her dog, Skippy => Lan is out side playing with her dog

2 Picture 2:

- How is the dog? It looks strange Perhaps is it scared?  All of a student, the dog behaves strangely

3 Picture 3:

- What’s on TV? The weather forecast

- What does Lan’s mother say? She tells Lan that she has just heard on TV that there is a typhoon coming

 Lan ran home and her mother tells her that there is a typhoon coming

4 Picture 4:

- What are they doing? They are gathering and talking about the coming typhoon

 Mrs Quyen gathers her family and asks them to find shelter in the house

5 Picture 5:

- What’s the weather like now? It is very dark It has strong wind a heavy rain

 Suddenly, it becomes dark The storm comes with strong win and heavy rain

6 Picture 6:

- What’s the weather like now? It’s fine - How are they now? They all are happy  The storm finishes soon and everyone is glad

- Ask some students to look at the pictures and retell the story - Have students write a story individually The cues in the box on page 79 will help students to write easily

- Ask students to use past tense

- Go around and help students to write

T-whole class

Individual work Individual

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Post writing

Homework

* Sample:

It was a beautiful day The sun was shiny, the sky was blue and the weather was perfect Lan was outside playing with her dog, Skippy All of a student, the dog began behaving strangely She kept running around circles Lan ran home with her dog to tell her mother what Skippy was doing Lan’s mother, Mrs Quyen told Lan that she heard on TV that there was a typhoon coming Mrs Quyen gathered her family and told them to find shelter in the house

Suddenly, the sky became very dark The storm came with strong wind and heavy rain Mrs Queen and her family were scared, but soon the storm finished and everyone was glad What a clever dog Skippy is She saved LAN from being caught in the typhoon

- Get students to share with their partners and correct mistakes

* Correction:

- Take some writing to correct on front of the class - Ask students to rewrite their writings

- Collect their papers and correct

- Get students to write another story They can make changes or add more details to the story

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Lesson 6: Section: - Language Focus (page 81-82)) Period 61:

Aim:

 Further Practice in defining Relative clauses and non – defining Relative clauses Objective:

 By the end the lesson, students will be able to distinguish between defining Relative clauses and non – defining Relative clauses

Teaching aids:

 Text books, cards

PROCEDUCE

arrangement Warm – up

Presentati on

* Pelmanism:

- Prepare twelve cards with number on one side and the words on the other

- Stick the cards on the board so that the students can only see the numbers, make sure the words are mixed up in pairs - Divided the class into two teams Each team chooses two numbers

- Turn over cards at a time If they match that team gets one mark If not, turn the cards over again and ask the next team - Continue until all the cards are turned over

Kangaroos Tokyo Lang Son Sacramento Pompeii Italia Neil

Armstrong

Japan Australia The USA Ky Cung California

- sweep – swept – swept : quét, đi, tràn qua (mime) - destroy (v): phá huỷ (define: pull down or break to pieces) - extensive (adj): lớn, rộng lớn (synonym : wide, large) - border (v): tiếp giáp với (visual)

* Checking vocabulary: Rub out and rubber

- Rub out the words one at a time Each time you rub out the word in English, point to the Vietnamese, ask students to repeat in English When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English words

II Defining and non defining Relative clauses:

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Practice

- Give students two pairs of sentences and ask them to use Relative pronoun who or which to combine them

1 The Novel has been lost You gave me the novel on my

birthday

 The Novel which you gave me on my birthday has been lost Vietnam, exports rice Vietnam is in the Southeast Asia  Vietnam, which is in the Southeast Asia, exports rice

- Help students distinguish between defining and non-defining Relative clauses

- Defining Relative clauses identify nouns; these clauses tell us which person or thing the speaker means

- Non-defining Relative clauses give more information about a person or thing already identified When we write these clauses, we put commas at the beginning of the clause (and often at the end of the clause)

* We can not use “that” in a non – defining Relative clause. * In a non – defining Relative clause we cannot leave out who or which

Recognizing – defining Relative clause.

- Have students to the exercise in Language Focus on page 82

- Ask students to underline the Relative clause in each sentence, and then add commas to separate the non defining Relative clause from the rest of the sentences

- Get students to work in pair, and then ask some students to write the sentences on the board

* Answer keys:

a Kangaroos, which come from Australia, have long tails b Ba, who lives Trang Tien Street, likes playing the guitar c The novel that you gave me on birthday, has been lost D Neil Armstrong, who first walked on the room, lives in the USA

e The chair that I bought yesterday, is broken (defining Relative

clause)

F Mrs Lien, who sings very well, is my English teacher III Matching

- Have students the exercise in Language Focus on page 81-82

- Ask students to match each of the sentences in column A with related sentences in column B, and then use a suitable relative

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Production

Homework

pronoun to join them

- Get students work individual, then share with their partners

* Answer keys:

1-e: Andrew is flying to Sacramento, which is the capital city of California

2-g: It snowed in Lang Son, which is on the Ky Cung River, in Winter of 2002

3-f: Pompeii, which is an ancient city of Italy, was completely destroyed in AD 79 by an eruption of Mount Vesuvius

4-a: Hurricane Andrew, which swept through southern Florida in August 1992, killed 41 people and made more than 200.000 homeless

5-c: The cyclone of November 1970 in Bangladesh, which is bordered by the Bay of Bengal on the south, was one of the worst natural disasters of the 20th century.

6-d: The most disasters earthquake in Japanese history, which occurred in 1923, damaged Tokyo and yokohama and killed about 150.000 people

7-b: The October 1989 Loma Pieta earthquake, which measured 7.1 on the Richter scale, caused extensive damage to older buildings in San Francisco Bay area

* Writing:

- Have students rewrite the sentences in Language focus exercise on page 82

- Ask students to replace each underlined clause with their own clause

- Let students use facts or their imagination Ex:

a Vietnam, which is a small country, exports rice

b Kangaroos, which are called “Chuot tui” in Vietnamese, have long tails

c Ba, who is my best friend, likes playing the guitar d (defining)

e Neil Armstrong, who is a famous astronaut, lived in the USA f (defining)

g Miss Lien, who teachers us English, is a beautiful woman - Have students write some more (about 5) sentences with non-defining relative clauses

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UNIT 10: LIFE ON OTHER PLANETS

I Aim

Helping students:

- To talk about possibility - To seeks information - To write an exposition II Language focus

1 Modal verbs: may, might

2 Conditional sentences: type and type III Vocabulary

Verbs Adjectives Nouns (to) capture

(to) claim (to) disappear (to) exist (to) grade (to) prove (to) sight (to) terrify

Alien Conclusive Crazy Mysterious Precious Round Subject (to) Unidentified

Creature Evidence Gemstone Hole

Imagination Infant Meteor

Micro organism

Planet Public Pull Sample Shape Space craft Spot trace Mineral

3 (1) Before you read

(2) Listen and read Reading a text about UFOS for details to complete the notes

Lesson (3) Speak Practicing speaking about Mars

Lesson (5) Read Reading a text about a space trip

Lesson (6) Write Writing an exposition about the existence of UFOS

Lesson (4) Listen

Language Focus Listening to the description of the moon fordetails and further practice in modal verbs

may, might.

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Lesson 1: Section - Before you read (page 83)

Period 63: - Listen and read (page 83-84)

Aim

Reading a text about UFOs for details to complete the notes Objective

By the end of the lesson, students will be able to know more about UFOs Teaching aids

Text books, pictures

PROCEDUCE

Pre-reading

* Guessing words:

- Have students guess three words

- Give students the number of the letters of each word and give the definitions so that students can guess the words 1) -* This word has 12 letters It is the opposite of identified 2)

-* This word has letters It means moving through the air as a birth does

3) -* This word has letters It is in form It means a thing that can be seen or touched

* Answer keys:

1 Unidentified

2 Flying  UFOs (Vật thể bay không xác ñònh) Objects

* Chatting:

- Show the picture on page 83 to the students and ask them some questions about UFOs

* What can you see in the pictures? * What we call them in Vietnamese? * Do you know another word for UFOs? (flying saucer)

* Do you thing they really exist?

* Have you ever seen any films on UFOs?

* Do you want to see a UFO? What you want to know about UFOs?

* If you saw an UFOs, what would you do?

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I Pre- teach vocabulary

- spacecraft (n): tàu vũ trụ (picture) - meteor (n): băng (visual, picture) - evidence (v): chứng

(definiton: anything that makes clear, shows or proves) - alien (n): người hành tinh khác

(definition: person on other planets) - capture (v): baét

(synonym: catch (by force) arrest)

- device (n): dụng cụ, thiết bị (translation) - claim (v): đòi quyền, nhận (translation)

- Have students repeat the words chorally then rub out word by word but leave the circles Remember to let students repeat before and after rubbing out each word

- Get students to write the words again in the correct circles II Guessing the meaning of the words:

- Get students to read the text and find the words in the text that have the meanings given in * a on page 84:

- Ask students to work in pair - Give feedback

* Answer keys:

1 proof, support = evidence

2 falling star or shooting star = meteor

3 unknown/strange people or thing = aliments bringing together or gathering = collecting caught as a prisoner = captured

6 because impossible to see = disappeared III Complete the notes

- Have students to exercise 2b on page 84

- Get students to read the text again and complete the notes They have to work individually then compare with their partners

T-whole class

Pair work

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Post reading

Home work

- Call on some students to read aloud their sentences

* Answer keys:

UFO Sightings:

a) An aircraft , a weather balloon or a meteor can be mistaken for a alien spacecraft

b) In 1947, a pilot saw nine large round objects traveling at about 2.800 meters an hours

c) There were over 1.500 UFO sightings worldwide in 1952

d) In 1954, a woman and her children saw a UFO above their house

e) A farmer saw an egg- shaped object in one of his fields and also aliens collecting soil samples in 1964

f) In 1971, two men claimed they were captured by aliens and taken aboard a spacecraft

g) A pilot and his plane disappeared after sighting an UFO in 1978

h) In 1981, a Frenchman reported that he saw a plate – like device at a treetop 30 meters away from his garden

* Discussion:

- Have the whole class discuss the topic “UFOs” - Choose good students to be the leader

- Get the leader to make a summary of the evidence of the existence of UFOs and then discuss with his/ her friends - Give the leader some questions for him / her to ask his/ her friends

* Do you believe in Kenneth Arnold, or the woman who saw a UFO above her house?

* Have you ever seen a picture of an alien? Can you imagine what the aliens are like? Are they small or big? Are they intelligent? (If yes) Why you think so?

- Have students write the notes on page 84 in their notebook

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Lesson 2: Section - Speaker (page 85)

Practice speaking about Mars Objective

By the end of the lesson, students will be able to talk to one another about what they think there might be on Mars, on the moon and on other planets

Teaching aids

Text books, pictures, posters

PROCEDUCE

* Word square

S E A R T H

M U M E R C

U R N S A U

S S R U B R

A A R V C Y

M O O N T S

 Earth  Sun

 Mars (Hoả)  Moon

 Mercury (Thuûy) - Ask students some questions about the solar system * Which planet is the nearest to the sun? (M)

* Which is the biggest? * Which is the hottest? I Pre-teach vocabulary

- microorganism (n): vi sinh vật (translation) - gemstone (n): đá quý (relia)

- sparkling (adj): lấp lánh (realia) - creature (n): sinh vật (translation) - trace (n): dấu vết (visual)

- mineral (n): khống sản (example)

* Checking vocabulary: Rub out and remember

- Rub out the new word one at a time Each time you rub out the word in English, point to the Vietnamese translation and ask students to repeat in English When all the English words are rubbed out go through the Vietnamese list and get the whole class to call out the English words

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II Revision of model verbs: may – might

* Form: May/might + infinitive

* Use: We use may, might to talk about present or future

possibility

- Might is normally a little less sure than may. II Matching

- Set the scene: A space tourist traveled to Mars, he saw many things there and noted them down These are drawing of things. Try to guess and match the drawings with their names.

- Number from to from left and right

* Answer keys:

1) Minerals] 2) Water 3) Mountains 4) Plants

5) Little creatures 6) Gas

7) Gemstone II Drill

- Use the drawing to drill * Exchange: what’s this? This may be water on Mars

1 What are they?

They may be minerals on Mars What are they?

They might be plants on Mars What’s this?

This may be gas on Mars What are they?

They may be gemstones on Mars What are they?

The may be little creatures III Practice the dialogue

- Have students practice the dialogue between Nam and Hung on page 85

- Call on some pairs of students to practice the dialogue - Correct their pronunciation

- Have all students work in pairs to practice the dialogue

* Dialogue

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Production

Homework

Hung: There might be water on Mars

Nam: And what about those back sparkling spots on the right corner?

Hung: Well, they might be traces of gemstones There may be a lot of precious stones on Mars

IV Matching dialogue

- Have students make up similar dialogue about the drawings, using the cues in 3a

* Sample:

You: What these drawing say?

Your friend: These may be mountains on Mars You: And what about the red signs on the left corner? Your friend: Well, they might be gas on Mass

- Call on some pairs of students to practice their dialogue before the class

- Give feedback * Discussion:

- Give students the topic “What may there be on Mercury/on the moon/ on Mars?”

- Ask students to write the dialogue in their notebooks

Whole class

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Lesson 3: Section - Read (page 86-87)

Reading a text about a space trip Objective

By the end of the lesson, students will be able to understand the text about a space trip

Teaching aids

PROCEDUCE

Pre reading

* Chatting:

- Prepare some lectures of a spaceship or of the first travel of man to the moon

- Show students that picture and ask them some questions to involve students in the topic of the lesson

* Do you want to travel?

* Have you ever traveled in our country or broad? * Have you ever dreamed of a trip to space? * Do you want to be an astronaut?

* Do you think traveling into space takes a lot of money? I Pre-teach vocabulary

- push – up (v): hít đất (mime)

- orbit (n/v:) quĩ đạo/di chuyển theo quĩ đạo (visual/picture/translation)

- totally (adv): hoàn toàn (synonym: completely)

- marvelous (adj): tuyệt diệu, kỳ diệu (synonym: wonderful) - physical condition (n): tình trạng thể chất, thể lực

(translation)

- Write the new words all over board, each word in one circle

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- Call on two teams of students to the front of the lass - Call out the Vietnamese and two students run forward to slap the English equivalent on the board The students slapping the correct word first get one mark

- Go on until all the word is slapped II Ordering statements

- Show the poster of five statements on the board

- Have students work in pair to put the statements in order to show what they need and get in Joining a trip space

1 Get a letter from a doctor to show you are in perfect health See pictures of the earth, its interesting places, and the stars from very far

3 Feel tree and enjoy wonderful feeling

4 Get ready and be in an excellent physical condition Get on the trip

- Give feedback

- Have students read the text and check their guess

* Answer keys:

a b c d e

I Comprehension question:

- Have students read the text again and work in pairs to answer the questions on page 87

- Call on some students to answer the questions loudly - Correct their answer

- Get students to practice asking answering the questions

* Answer keys:

1) What will you have to if you decide to take a space trip? - If you decide to take a space trip, you’ll have to run a lot, swim every day, and aerobics and push – ups to have an excellent physical condition

2) What must you if you want to show you are in perfect health?

- If you want to show you are in perfect health, you must get a letter from the doctor

3) What scenes on the earth can you see from the outer space?

- You can see pictures of the earth: your country, interesting

Pair work

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Post reading

Homework

places, the oceans, and the big rive the tall mountains 4) How many times a day can you see those scenes? - We can see those scenes 16 times a day

5) What things can you while you are in orbit that you cannot when you are on the earth?

- We can walk on the wall or on the ceiling

* Discussion:

- Give students the topic of the discussion

“If you were able to take a space trip, what would you to prepare for the trip? What would you like to bring along?

- Divide the class into groups The students discuss on groups

- Ask each group to choose one leader who will present his/her group’s opinions

- Help students to show their ideas

- Get students to write a short paragraph to answer the questions in the discussion

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Lesson 4: Section - Write (page 88-89)

Writing an exposition about rhea existence of UFOs Objective

By the end of the lesson, students will be able to write an exposition about the existence of UFOs

Teaching aids Text books

PROCEDUCE

Pre-writing

* Jumbled words:

- Write the words whose letters are in random other on the board

- Divide the class into two teams Students from two teams go to board and write the correct words (rearrange the letters in correct order) The team which writes more correct words first wins the game

1 ucinionttrod = introduction oybd = body

3 nculcoonsi = conclusion taimnenterent = entertainment caret = trace

6 peapaceran = appearance I Pre-teach vocabulary

- imagination (n): tưởng tượng (translation)

- trick (n): mẹo, kỷ xảo (definition: a cunning action) - man – like creature (n): sinh vật giống người (translation) - mysterious (adj): bí hiểm (definition: difficult or impossible to explain)

- Flying saucer (n): đóa bay (synonym: UFO)

* Checking vocabulary: What and Where

- Write the new words on the board, one word in each circle

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- Ask students to repeat the words chorally the rub out word by word but leave the circles

- Go on until all the circle is empty

- Get students to go to the board and write the words again in the correct circles

II Matching:

- Get students to exercise 6a on page 88

- Have students read the outline of an exposition in column A and put the paragraphs in column B in order to match the sections in A

* Answer keys:

1 Introduction: I don’t believe there exist UFOs even though Many new sappers talk a lot about them

2 Body: Firstly, flying saucers might be aircrafts, balloons clouds or tricks of light Secondly, there are not enough photos showing clearly the shapes of the UFOs Moreover, if there are UFOs, there will certainly be traces of their landing on the ground

3 Conclusion: There fore, UFOs are just the imagination of some writes and they exist only in films for entertainment III Reading the dialogue

- Have students read the dialogue between An and Ba about the existence of UFOs

- Give students some questions to make sure they understand the dialogue

* Comprehension questions:

1 Does An believe there are UFOs? (No, he doesn’t)

2 Does Ba believe in UFOs? (Yes, he does)

3 What does An think about UFOs?

( He think that is might be people’s imagination) Why does Ba think UFOs exist?

(Because newspapers talk a lot about UFOs and many people around the world say they are having seen flying saucers?) What evidence makes Ba believe in UFOs?

(There are plenty of photos of them and the mysterious circles on the fields)

- Call on some students to answer the questions - Correct their answers

- Ask students to practice asking and answering in pairs

* Writing:

Pair work

Pair work Individual

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Post writing

Home work

- Get students to use Ba’s opinion to write an exposition about the existence of UFOs

- Let students write the exposition individually then share with their partners and correct mistakes by themselves

* Suggested writing:

“I believe UFOs exist because article and reports in newspapers talked a lot about their appearance

First, many people from different countries reports that once saw flying saucers

Second, there are many photos of flying saucers and some of the photographers said they saw man – like creatures get out of the saucers

Moreover, people are discussing the mysterious circles on the fields in the countryside of Great Britain

So I think UFOs are not human’s imagination They are real; and we should be ready to welcome their visits”

* Correction:

- Collect some writing to correct the mistake before the class - Call on some students to read aloud their writings

- Get students to write an exposition, using An’s opinion

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Lesson 5: Section - Listen (page 3)

- Language Focus - 2 Period 67:

Aim

Listening for details to complete a table and further practice in modal verbs –

may, might.

Objective

By the end of the lesson, students will be able to know more about the moon by listening and relative pronouns who – which – that

Teaching aids

PROCEDUCE

Pre listening

* Shark’s attack:

- Prepare a shark (or a crocodile) and a school girl/boy on cards

- Draw some steps on the board, then stick the girl/boy on top of the steps, the shark is in the sea (around the steps)

- Draw gaps for the word: MOON

- Get students into teams (or ask them as a whole class) They have to try to guess the letter If their guess is right, they will get one mark (The girl/boy stands till)

- The game continues until students find out all the letters of the word MOON and the shark can’t eat the girl/boy

- The game can go on with the words: * Temperature

* Lake * Mountain ………

- expert (n): chuyeân gia (definition: a person who has special knowledge, skill or proactive)

- crater (n): hố (bom), miệng núi lửa (visual/picture) - one – sixth = phần sáu

- two – fifths = hai phần năm

* Checking vocabulary: Matching

II Prediction

- Set the scene: “You will listen to the description of the moon

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But before listening, you should read the statements on page 86 and guess which is correct and which is incorrect”.

- Have students work in pair to tick the statements that they think they are correct

- Give feedback

a There is no air on the moon

b There are rivers and lakes on the moon c There is no sound on the moon

d It is very cold at night on the moon

e During the day the temperature is even lower f There are no round holes on the moon

g There are no mountains on the moon

h You will weigh kilo heavier on the moon i You will be able to jump very high on the moon j One day on the moon lasts for two weeks

I Listening and checking:

- Have students listen to tape twice and check their perdition

* Answer keys:

a, c, d, f, i, j

* Tape transcript:

“Good evening Welcome to our Science For Fun Program This week, we’ve received a lot of questions asking about life on the moon We’ve talked to some experts and this is what we’ve found out There is no water or air on the moon It is all silent because there is no air Of course, there will be no music, no sounds There are no rivers and no lakes At night, it is very cold The temperature rises to 1000C above zero.

There are great round holes on the moon They look like big lakes They are called craters There are more than 30.000 craters on the moon There are also high mountains The highest mountains on the moon are about 26.000 feet or 8.000 meters high

And here is something very interesting to know: on the moon you weigh one sixth of what you weigh on earth If you

weight 50 kilos, on the moon you will weigh only a little more than an Olympic Champion You can take very long steps as well And… May be you won’t sleep very well because one day the moon lasts for weeks

So, is there life on the moon? I’ll leave the questions for you answer yourself”

II Comprehension questions

Pair work

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Presentation

Practice

Production

- Give students some questions and ask them to work in pair to answer them

- Give feedback

* Questions:

1 Why are there no sounds on the moon? How many craters are there on the moon?

3 How much will you weigh on the moon if you weigh 50 kilos on the earth?

4 Will you sleep very well on the moon? Why? Why not? - Let students listen to the tape once again (or twice) and they check their answers

- Call on some students to read aloud their answers

Corrects their answer and let them listen to a tape again if they can’t answer the question

* Answer key:

1 Because there is no air on the moon

2 There are about 30.000 craters on the moon

3 If I weigh 50 kilos, I’ll weigh only a little more than kilos No, we won’t Because one day lasts for two weeks on the moon

- Ask students to practice asking and answering in pairs

* Revision of modal verbs: may and might

* Form : May/Might + infinitive (without to) *Use:

* May/Might is used to talk about present or future possibility * Might is normal a little less sure than May

* Drill:

- Have students look at the pictures on page 89-90 to exercise in Language Focus

- Get students to work in pairs They have to practice asking and answering

a Ex: S1: What may it be?

S2: It may be a look or it might be a game b What may it be?

It may be a box of crayons or it might b a box of plaint c What may it be?

It may be a football or it might bad a basketball d What may it be?

It may be a boat or it might be a train e What may it be?

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It may be a flying saucer or it might be a meteor f What may it be?

It may be an evening star or it might be a spacecraft

* Guessing game:

- Prepare some things sex: a key, a doll, a book, a pair of glasses, a comb…

- Put a thing in a box and ask students to guess what it is by asking the questions: May it be a book the students who has the correct guess will get good marks or get a present

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Lesson 1: Section - Language Focus – 3, (page 90-91-92) Period 68:

Aim

Further practice in conditional sentences type and type Objective

By the end of the lesson, students will be able to use conditional sentences Teaching aids

Text books

PROCEDUCE

Presentation

* Jumble words:

- Write the words with the random letters on the board

- Divide the class into two teams Students from two teams go to the board and write the correct words

- The teams which write more correct words win the game isrh = rich

2 lockc = clock tivis = visit alrma = alarm aienl = alien psces = space

I Revision of conditional sentences type 1

* Form:If clause: simple present tense main clause: simple future (will + verb (infinitive))

* Use: We use this structure when there is a possibility that

the situation in the if – clause will happen in the future or is true in the present

* Practice:

- Have students work in pair to the exercise in Language Focus on page 90

- Ask students the fives sentences, using conditional sentences type

- Call on some students to read their sentences before the class

- Give feedback and correct

* Answer keys:

a If Ba forgets his lunch, he’ll be hungry at lunch time b Lan will miss the bus if she does not hurry

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Practice

Production

c If Ha is not careful, he’ll drop the cup

d Mrs Nga will join us if she finishing her works early e If Mrs Binh writes a shopping list, she won’t forget what to buy

II Conditional sentences type 2

- Set the scene: Ba is not rich so he can’t travel around the word

- Ask students to complete the sentences:

* If Ba ………rich, he ………around ………

* Answer keys:

 If Ba were rich, he would travel around the world

* Form : Main Clause: would/ could/ might + verb

If Clause: past simple tense/ past subjunctive

* Use: We use this structure to talk about unreal or unlikely

present of future situations

We often use “If I were you” to give advice

- Ask students to Language Focus exercise on page 90 They have to work with a partner and make commotional sentences type

- Give an example first (3a) - Let students work in pairs - Give feedback and correct

* Answer keys:

a If Mr Loc had a car, he would drive to work

b If Lan lived in Ho Chi Minh City, she should visit SaiGon Water Park

c If Nam had an alarm clock, he would arrive at school on time

d If Hoa lived in Hue, she would see her parents every day e If Nga owned a piano, she would play it very well

f If Tuan studied harder, he would get better grades

g If Na had enough money, she would buy a new Computer (Na would buy a new Computer if she had enough money) I Matching game

- Divide the class into two teams, team a and team B

- Ask each students from team A to write on if clause (of the conditional sentences type 2) on a small piece of paper - Get each student from team B to write one main clause - Take pieces of paper from team to have complete conditional sentences

- Call on some students to pick up pieces of paper from

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Pair work

Group work

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Homework

teas and call out the sentences

- This game help students to practice writing conditional sentences and make them feel relax

II Writing

- Give the topic and ask students to discuss in groups before writing

“What would you if you met an alien from outer space?” - Give an example first

If I meet an alien from outer space, I would invite him/her to my home and talk to him/her

- Have each student write things he/she would like to - Get students to share with their partners

- Call on some students to call out their sentences before class

- Give feedback and correct

- Get students to write some more sentences they get from their friends in class

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