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WEEK 19 Preparing day: Period 55: UNIT 7: POLLUTION LESSON 1: GETTING STARTED SUBJECT: ENGLISH (Total: lessons) I OBJECTIVES: Knowledge: After the lesson, students will be able to use lexical items related to the topic ‘Pollution’ to talk about types of pollution; use words and phrases showing cause/ effect relationships to describe the causes and effects of pollution Competences: - Talking about the environment problems today - Pair work/ group work/ individual Quality: - To teach SS to love their home, country and know the way to protect the environment II TEACHING AIDS: - Students: Materials: book, board - Teacher: Equipment: laptop, projector III TEACHING PROCEDURES: Class organization: Day Date Period Class Attendance Absence * Checking: - Check students’ preparation New lesson : A Activity 1: Determining the learning task * Play game: Who’s winner? *Aims:To check Ss’understanding of pollution - Ask Ss to talk about the environment problems today *Content:Look at the picture and answer: * Output: Ss can relate to the topic of unit * Process: 1.Transfering the learning task: - Make a paper ball Throw the ball to a student in group A and he/ she has to call out one fairytale If he/ she is right, group A gets one point, then he/ she throws the ball to a student in group B The game stops when time is up The group with more points wins Now start the lesson Doing the task: - Ss work in groupsA and B Reporting the task result and discuss: - Find the winner group Giving the remarks to their doing the task: - Ask Ss if they know any story about the environment or pollution - Write the unit title on the board ‘Pollution’ Ask Ss to call out things which cause pollution, e.g., cars, factories, cows, B Activity 2: Form the new knowledge: T AND SS’ ACTIVITIES MAIN CONTENTS I Teaching vocabulary *Aims: - Ss know how to read new words, identify their meanings and use them to make sentences and know what they are going to listen *Content: reading new words *Output: Ss make examples with some new words *Process: Transfering the learning task: I New words: Elicit some new words (gym, - to dump: vứt, bỏ, thải equipment, ….) - to illustrate: minh họa Doing the task: - poison (n,v): chất độc, làm độc - Ss: listen and repeat in individual - poisonous (adj): độc, độc hại first then the whole class - aquatic animal (n): động vật nước Reporting the task result and - presentation (n): trình bày discuss: - radioactive (a): thuộc phóng xạ - Call 3- Ss to read the words again - radiation (n): phóng xạ Giving the remarks to their doing - thermal (a): thuộc nhiệt the task: - visual (a): thuộc thị giác *Checking: rub out and remember C Activity 3: Practice *Aims: SS get the content of the conversation between Nick and Mi and then complete the exercises *Content: Read the conversation and complete the exercises * Output: Almost all the students can understand the conversation and complete the exercises * Process: * Set the scene: II-Practice: ? Look at page Ex1 Listen and read - Ask Ss to open their books and look at the a Find a word or phrase that picture Ask them some questions: means: Who can you see in the picture? Key: Where you think they are? dead aquatic What can you see in the picture? dump poison What you think the people in the polluted to come up with picture are talking about? b Answer the questions - Ss answer the questions as a class Key: - Play the recording and have Ss follow They are in Mi's home village along After that, Ss can compare their It's almost black answers with the information in the dialogue and add somemore details to their answers - Teacher gets feedback Ex1a - Ss work independently to find the words with the given meanings in the conversation - Ask Ss to read out the lines in the conversation that contain the words - Have Ss look at the Watch out! box and quickly read the information Ask them if they know what I can't believe my eyes means Then explain to them that this expression means you are very surprised at something you see Ex1b: 1.Transfering the learning task: - Ask Ss to task Doing the task: - Ss work independently - Ss exchange their answers with a classmate Reporting the task result and discuss: - T calls some to go the board to write their answer Giving the remarks to their doing the task: - Correct and give marks - Feedback Ex1c: - Ask them firstly to decide if the sentences are true, false or there is no information without reading the dialogue - Have some Ss write their answers on the board -Ask Ss to read the conversation again to check their answers - Confirm the correct answers Ex2: - Have Ss look at the pictures - Explain the new words so that Ss can understand the pollution types - Ss this activity in pairs - Call on some 5s to give their answers and write them on the board Ex3 - Have Ss read through the sentences to get a She's surprised because she sees the fish are dead It's dumping poison into the lake He's sneezing so much because the air is not clean c Tick True (T), false (F) or no information (NI) Key: F (It's polluted by the factory.) 2.T NI 4.T 5.T Ex2 There are different types of pollution Write each type under a picture Key: A radioactive pollution B noise pollution c visual pollution D thermal pollution E water pollution F land/ soil pollution G light pollution H air pollution Ex3 Complete the sentences with the types of pollution thermal pollution air pollution radioactive pollution light pollution Water pollution Land/Soil pollution Noise pollution visual pollution general understanding T may teach some words which T thinks Ss not know such as contamination - Ss this activity individually and then compare their answers with a classmate - Call on some Ss to stand up and give their answers - Confirm the correct answers D Activity 4: Application *Aims: - Help Ssdevelop speaking skill by doing some exercises *Content:- Help Sstalk about the the types of pollution which their neighborhood face * Output: Almost all the students can complete the tasks *Process: 1.Transfer of learning tasks:T asks Ss to III Further practice: work in groups of five or six In five minutes, Work in groups Which types Ss write down the pollution types their of pollution in does your neighbourhood faces and rank them in order neighborhood face? Rank them of seriousness They also have to give in order of seriousness Give reasons for their order reasons for your group’s order Doing the task: Vote for the group with the best - Ss work in groups of five or six In five reasons minutes, Ss write down the pollution types their neighbourhood faces and rank them in order of seriousness They also have to give reasons for their order Reporting the task result and discuss: - T calls group representatives to present their group's order and reasons Giving the remarks to their doing the task: - T and other Ss vote for the group with the best reasons Homework: - Learn new words by heart - Read the conversation again - Translate the conversation in Getting started into Vietnamese - Prepare: UNIT 6:A closer look 1/ Page - textbook Preparing day: 27/ 01/ 2021 Period 56:UNIT 7: POLLUTION LESSON 2: A CLOSER LOOK SUBJECT: ENGLISH (Total: lessons) I OBJECTIVES: Knowledge: - By the end of the lesson Ss will be able touse lexical items related to the topic ‘Pollution’ to talk about types of pollution, use words and phrases showing cause/ effect relationships to describe the causes and effects of pollution - Vocabulary: Know some words related to the topic “Pollution” - Phonetics: pronounce the words ending in - icand -alcorrectly in isolation and in context Competences: - Ss know the importance of keeping theenvironment clean - Individually, pairs work, groups work Quality: - Love the subject, be aware of studying better and protecting the environment II TEACHING AIDS: - Students: Materials: book, pen … - Teacher: Equipment: laptop, projector III TEACHING PROCEDURES: Class organization: Day Date Period Class Attendance * Checking: - S1: Writes new words - S2: Reads the conversation and translate the conversation New lesson : A Activity 1: Determining the learning task * Play game: Networks: *Aims: - To help ss to remember types of pollution *Content:Ss name types of pollutions * Output: Ss can review the vocabularies about pollution * Process: 1.Transfering the learning task: - Ask Ss to write the names of the types of pollution Doing the task: - Ss work in pairs to write Reporting the task result and discuss: - T calls two Ss to write on the board Giving the remarks to their doing the task: - T corrects and gives the remarks - Give feedback *Network: air pollution - Introduce the new lesson Absence B Activity 2: Form the new knowledge: T AND SS’ ACTIVITIES MAIN CONTENTS I Teaching vocabulary *Aims: - Ss know how to read new words and the meaning *Content: Read new words *Output:Students know new words and the meaning *Process: Ex2: I Vocabulary 1.Transfering the learning task: - to contaminate: làm bẩn - Have Ss Change the verbs into a - contaminant(n): chất gây bẩn noun(N), an adjective(Adj) or a verb - chemical waste: chất thải hóa học (V) - acid rain: mưa a xít Doing the task: - defect (n): thiếu sót, sai sót - Ss work individually or in pairs - to expose: để lộ, phơi bày Reporting the task result and - cause (n,v): nguyên nhân, gây discuss: - effect (n): kết -Have two Ss write their answers on * Notes: the board and then confirm the -Because/since and due to/because of are correct answers used to talk about the causes of something Giving the remarks to their doing -Because and since are synonyms and they the task: come before a clause T and other Ss give comments - Other words and phrases in the box -Have Ss look at the language box express the effects of something Tell Ss that the words and phrases in - So comes before a clause the box express cause and effect -To cause, to lead to and to result in are relationships synonyms and come before a noun phrase - Have Ss read the example sentences -To make sb/sth sth is another way to and underline the clause, noun express the effects After phrase, or infinitive somebody/something is an infinitive verb - For more able Ss, T may have Ss without to CAUSE EFFE read the sentences and explain the because/ since + clause so + cl rules themselves by using the words E.g: Because/ Since the water is polluted, the The wa and phrases fish are dead due to/ because of + sth to cau The fish are dead due to/ because of the polluted The po water of fish to mak The po C Activity 3: Practice *Aims: Ss know how to exercises *Content: Do exercises *Output: Students complete the exercises *Process: Ex1 Complete the table with appropriate - Have Ss look at the table in the verbs, nouns and adjectives book Make sure that they understand Key: what to poison contaminate - Ss complete the exercise pollutant4 polluted individually and then compare their death damaged answers with a partner Complete the sentences with the words - Call on some Ss to write their from the table in 1… answers on the board Key: - Check their answers poisonous pollutants Ex2 dead4 contaminated - Have Ss read each sentence silently damage pollute to have a general understanding and Ex3 decide which word form should be a: Decide which sentence in each … filled in each blank People throw litter on the ground - Ss the exercise and then compare (C)Many animals eat the litter and become their answers with a partner sick (E) - Call on one or two Ss to give out Ships spill oil in oceans and rivers (C) the answers before confirming the Many aquatic animals and plants die (E) correct ones Households dump waste into the river, Ex3a (C) It is polluted.(E) - Ask Ss to read each pair of Their children have birth defects (E)The sentences and decide which sentence parents were exposed to radiation (C) is a cause and which is an effect We can't see the stars at night (E)There - Ss compare their answers with a is too much light pollution, (C) partner before giving the answers to b Combine the sentence in each pair into the teacher a new sentence that shows a … - Confirm the correct answers Oil spills from ships in oceans and rivers Ex3b lead to the death of many aquatic animals Transferring the learning task and plants -Ask Ss to read the example Households dump waste into the river so - Have Ss combine each pair of it is polluted sentences in 3b into a complete Since the parents were exposed to sentence, using the word/ phrase in radiation, their children have birth defects brackets We can't see the stars at night due to the Doing the task light pollution - Ss this activity individually and Work in groups Look at the pairs of then compare their answers with a pictures Give as many sentences as classmate possible to show cause/effect Reporting the task result and relationships discuss Suggested answers: - Call on some Ss to write their The soil is polluted, so plants can't sentences on the board grow - Others remark We won't have fresh water to drink Giving the remarks to their doing because of water pollution thetask We plant trees, so we can have fresh air - T checks their answers and corrects them carefully - T can ask Ss to write all the sentences as homework Ex4 - Have Ss look at the picture in Ask Ss which picture shows the cause and which picture shows the effect -Ask Ss to work in groups In three minutes, groups of Ss write down as many sentences based on same given picture pair as possible on a sheet of paper When time is up, the group with the most sentences is winner They stick their paper on the board and read sentences aloud Other group give comments Other groups can add sentences they have II.Teaching pronunciation *Aims: Help Ss to pronounce stress inwords ending in-icand-al * Content: practice pronouncingstress in words ending in-icand-al * Output: know the way to pronounce * Process: - Ask Ss to look at the rules and the II Pronunciation: examples in the box Go through the Stress in words ending in -ic and -al rules with them For a more able -Adding the suffix –ic changes the stress of class, have Ss give some more a word Stress the syllable immediately examples before the suffix Ex Example: 1.Transfering the learning task: ‘atom -> a’tomic - Ask Ss to task 5: Ss listen and -Adding the suffix –al to a word does not repeat change its stress Doing the task: Example: - Play the recording for Ss to stress ‘music -> ‘musical the words Ask some Ss to say where Note: If a word can take both suffixes: one the stress in each word is ending in –ic and the other ending in –al, Play the recording as many times as both words have the stress on the same necessary syllable Reporting the task result and Example: discuss: - T calls some to read loudly Giving the remarks to their doing the task: - Correct and give marks - Feedback E’conomy -> eco’nomic -> eco’nomical Listen and mark the stress in each word, then repeat it Key: ar’tistic ath’letic his’toric his’torical ’logical ’physical he’roic po’etic bo’tanic 10 bo’tanical D Activity 4: Application *Aims: Help SS to practice morewithwords ending in-icand-al * Content: practice the pronunciation * Output:Almost all the students can the task well * Process: Ex6: Underline the words ending in –ic and 1.Transfering the learning task: circle the words ending in –al in the Underline the words ending in –ic and following sentences Mark the stress in circle the words ending in –al in the each word Listen and check your following sentences Mark the stress answers, the repeat the sentences in each word Key: Doing the task: scientific2 ’national - Work individually ’medical4 ’chemical -Play the recording for Ss to check dra’matic their answers - Then elicit the correct stress pattern from Ss - T plays the recording again for Ss to repeat the sentences Reporting the task result and discuss: Ask Ss to read out the sentences Giving the remarks to their doing the task: T check and give the correct ones for the whole class Homework: - Learn by heart the new words - Do ex A1, A2, B1, B2, B3 page 3,4- workbook - Prepare UNIT 6: A CLOSER LOOK 2- page 9,10 - textbook Preparing day: 27/ 01/ 2021 Period 57:UNIT 7: POLLUTION LESSON 3: A CLOSER LOOK SUBJECT: ENGLISH (Total: lessons) I OBJECTIVES: Knowledge: - By the end of the lesson Ss will be able to use lexical items related to the topic ‘Pollution’ to talk about types of pollution, use conditional sentences type and type correctly and appropriately to describe pollution - Vocabulary: Know some words related to the topic “Pollution” - Phonetics: The way to pronounce the words in the lesson - Grammar: Conditional sentences type and type 2 Competences: - Ss know the importance of keeping theenvironment clean - Individually, pairs work, groups work Quality: - Love the subject, be aware of studying better and protecting the environment II TEACHING AIDS: - Students: Materials: book, pen … - Teacher: Equipment: laptop, projector III TEACHING PROCEDURES: Class organization: Day Date Period Class Attendance Absence * Checking: - S1: does B1- page in workbook - S2: does B2- page in workbook - S3: does B3- page in workbook New lesson : A Activity 1: Determining the learning task *Review: Conditional sentences type *Aims:To encourage Ss in their new lesson by making up Conditional sentences type *Content: Make sentences * Output: Ss can making up some conditional sentences type * Process: 1.Transfering the learning task: - Elicit the form and use of the conditional sentence type from Ss Ask Ss to give some example sentences - If the water is polluted, fish will die - If we cut down the trees in the forest, there will be flood Doing the task: - Ss work individually Reporting the task result and discuss: - T calls 1or Ss to on the board Giving the remarks to their doing the task: - T corrects and gives the remarks - Give feedback - SS give their answers orally Giving the remarks to their doing the task: - T corrects and gives the remarks B Activity 2: Form the new knowledge: T AND SS’ ACTIVITIES MAIN CONTENTS I Teaching vocabulary * Aims: Ss know how to read new words, get their meanings *Content: reading new words *Output: know new words and how to use them * Process: Transfering the learning task: I New words - Explain the requirement of the task - reddish (adj): dỏ to SS - to accommodate: cung cấp nơi ăn, Doing the task: chốn - Teach some new words : - moreover: - T: writes new words on the board - to experience: trải nghiệm - SS: listen and repeat in individual first then the whole class Reporting the result and discussing: Call 3- SS to read the words again Checking: rub out and remember Giving the remarks to their doing the task: - T corrects and gives the remarks C Activity 3: Practice: Reading *Aims:Help Ss to get some information and the tasks *Contents: new words in the text * Output:Almost all the students can get the information and the tasks well * Process: Ex1b: II Reading Ask Ss to cover the reading passage, Ex1b: Read the text below and check look at the pictures of the two your answers planets and answer the questions Ex2: Find words in the text that have Ask them: What else can you infer similar to these words or phrases from the pictures? Key: Give Ss two minutes to skim the poisonous passage and check their answers twice Ex2: experiences Transfering the learning task: traces - Explain the requirement of the task surface to SS climate Doing the task: accommodate - Ss work individually to complete Ex3: Match the heading with the the task paragraphs(1-3) There is one extra Reporting the result and Key: discussing: C - T calls two Ss to write on the B board A - Other SS give their answers orally Ex4: Read the text again and answer Giving the remarks to their doing the questions the task: Key - T corrects and gives the remarks It Is also called the Red Planet Ex3: The lowest temperature is -87 Tell Ss that to finish this part, they degrees Celsius and the highest may be should underline keywords in the a bit higher than zero headings Next, ask Ss to skim the Because 95% of the atmosphere is text again, using the keywords in the carbon dioxide headings to the matching A day on Mars is a bit longer Ex4: It is twice as long as a year on - Explain the requirement of the task Eart to SS - Ss work individually to complete the task - T calls two Ss to write on the board - Other SS give their answers orally - T corrects and gives the remarks D Activity 4: Apllication: Speaking *Aims:Help Ss practice talking about what life may be like on other planets *Contents: what life may be like on other planets * Output: Most Ss can practice speaking skill * Process: Ex5: Work in pairs III Speaking Transfering the learning task: Ex5: Work in pairs One is a human T asks Ss to work in pairs One is a and the other is a Martian Use the human and the other is a Martian suggestions below to ask and answer Use the suggestions below to ask about life on Earth and life on Mars and answer about life on Earth and Ex6: Now swap pairs The human of life on Mars one pair works with the Martian of -First, have Ss read the table of the other pair Take turns to report information carefully Answer their what your previous partner said about questions if they have any Ss work life on their planet to your new in pairs to ask and answer questions partner to see if he/she said similar based on the suggested information things in the table and the example Set a New human: What kind of food did the time limit of to 10 minutes human say she ate? Doing the task: New Martian: She said that she ate Ss work in in pairs One is a human rice, bread, meat and fruit and and the other is a Martian Use the vegetables suggestions below to ask and answer New human: Yes, that's right! about life on Earth and life on Mars Ss read the table of information carefully Answer their questions if they have any Ss work in pairs to ask and answer questions based on the suggested information in the table and the example Set a time limit of to 10 minutes Reporting the task result and discuss: Invite some the student who plays the role of the human from one pair, and the student who plays the role of Martian from another pair to roleplay in front of the whole class Giving the remarks to their doing the task: T and other Ss give comments Ex6: Ask the ‘humans’ and ‘Martians’ to form new pairs This time they use reported speech to report their previous partner's answers Homework: - Ask Ss to learn new words by heart - Do exercises C1,2 and D1,2 - P 47-48 - workbook - Prepare: UNIT 12: SKILL –P65 - textbook Preparing day: 08/ 02/ 2021 Period 101: UNIT 12: LIFE ON THE OTHER PLANETS LESSON 6: SKILLS SUBJECT: ENGLISH (Total: lessons) I OBJECTIVES: After the lesson, Students will be able: - listen for specific information about aliens - write a paragraph to describe an alien Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills Quality: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility II TEACHING AIDS: - Students: Materials: book, board - Teacher: Equipment : laptop, projector II TEACHING PROCEDURES: Class organization: Day Date Period Class Attendance Absence * Checking: - st write new words - st ex on the board New lesson : A Activity 1: Determining the learning task *Qs &As: *Aims: To lead ss to the new lesson *Contents: Answer the questions: - How would you feel if you saw an alien? - Do you think they are different from humans? - What differences may they be? * Output:Almost all the students can take part in and this task well * Process: 1.Transfering the learning task: - Explain the requirement of the task to SS Ask a couple of Ss to come to the board and draw their versions of an alien Ask them some questions: - How would you feel if you saw an alien? - Do you think they are different from humans? - What differences may they be? Doing the task: - Ss work to complete the task Reporting the task result and discuss: - SS give their answers orally Giving the remarks to their doing the task: - T corrects and gives the remarks B Activity 2: Form the new knowledge: T AND SS’ ACTIVITIES MAIN CONTENTS I Teaching vocabulary * Aims: Ss know how to read new words, get their meanings *Content: reading new words *Output: know new words and how to use them * Process: Transfering the learning task: I New words: - Teach some new words : - inhabitant(n): cư dân - T: writes new words on the - human beings: loài người board Doing the task: - Jupiter (n): Mộc - SS: listen and repeat in individual Jupiterians: người sống first then the whole class Mộc Reporting the result and - degrees Celsius: độ C discussing: - good sense of smell : khứu giác tốt Call 3- SS to read the words again - to plug: nút lại, bịt lại Giving the remarks to their doing the task: Checking: rub out and remember C Activity 3: Practice: Listening *Aims:Help SS listen for specific information about aliens and exercises *Contents: specific information about aliens * Output:Almost all the students can complete the exercises * Process: Ex1: II Listening Transfering the learning task: Ex1: Work in pairs Describe the - Explain the requirement of the task pictures and answer the questions to SS Ex2: Listen to Tom’s imagined Doing the task: description of what an alian from - Ss work individually to complete another planet may be like Fill each the task blank with no more than three words Reporting the result and from the recording discussing: Key: - T calls two Ss to write on the Jupiter much bigger board more powerful lots of hair - Other SS give their answers orally thick skin four eyes Giving the remarks to their doing happiness the task: fear - T corrects and gives the remarks Energy Ask Ss to work in pairs to describe 10 rocks the pictures and answer the Ex3: Listen again and tick (✔) true questions (T), false (F) or not given (NG) Ex2: Before Ss listen, ask them to Key: read the information in the table F NG T F carefully and try to predict the F F answers Tell them that to this they should highlight keywords in the questions and decide the part of speech of the words they will need to fill in the blanks, then listen carefully to find the words from the recording Play the recording twice Have two Ss write their answers on the board Confirm the correct answers Ex3: Have Ss work individually to underline the keywords in the statements Ask Ss to the exercise without listening to the recording first Write their answers on the board without confirming the correct answers Play the recording again for Ss to check.T may pause at the sentences that include the information Ss need for their answers D Activity 4: Apllication: Writing *Aims:To help SS to write a short paragraph describing an alien *Contents: write a short paragraph describing an alien * Output:Almost all the students can write a short paragraph describing an alien * Process: 1.Transfering the learning task: II Writing T asks Ss to work in pairs Imagine Ex4: Work in pairs Imagine what an what an alien may be like Use your alien may be like Use your imagination to fill the web below imagination to fill the web below Doing the task: He/She may /might Ss work in pairs Imagine what an have eye/eyes alien may be like Use your notes to - He/She may /might be write a description of your alien - He /She may/might eat T moves around the class and gives - Her/his skin may/might be assistance where needed Ex5: Now use the notes to write a Reporting the task result and description of your alien discuss: Ex6: Swap your work with your Invite some Ss to present their partner How different is your writings The whole class to listen description from your partner’s? carefully and give feedback Giving the remarks to their doing the task: T and other Ss give comments Homework: - Do exercises: D2,3 + E1+ E2 – P48-49-50 - workbook - Complete the writing on the notebook - Prepare: UNIT 12:LOOKING BACK & PROJECT – P.66-67 - textbook Preparing day: 26/ 01/ 2021 Period 102: UNIT 12: LIFE ON THE OTHER PLANETS LESSON 7: LOOKING BACK- PROJECT SUBJECT: ENGLISH (Total: lessons) I OBJECTIVES: Knowledge: After the lesson, students will be able: Knowledge - Review all vocabulary and grammar by doing some exercises -Writing:use the words to write full sentences - Speaking: talk about the existence of UFOs Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills Quality: To educate ss about mercifulness, studiousness, honesty and responsibility II TEACHING AIDS: - Students: Materials: book, board - Teacher: Equipment : laptop, projector II TEACHING PROCEDURES: Class organization: Day Date Period Class Attendance Absence 6A1 * Checking: - st write new words - st ex on the board New lesson : A Activity 1: Determining the learning task *Chatting: Ss talk about their future means of transport *Aims: To lead ss to the new lesson *Contents: future means of transport * Output:Almost all the students can take part in and this task well * Process: 1.Transfering the learning task: - Explain the requirement of the task to SS Doing the task: - Ss work individually to complete the task Reporting the task result and discuss: - SS give their answers orally Giving the remarks to their doing the task: - T corrects and gives the remarks B Activity 2: Practice: T AND SS’ ACTIVITIES I.Vocabulary *Aims:To help SS to revise vocabulary *Contents: vocabulary AIN CONTENTS * Output:Almost all the students can complete the exercises * Process: Almost all the students can complete the exercises Transfering the learning task: Ex1 Rearrange the letters to label the - Explain the requirement of the task pictures to SS Key: Doing the task: aliens space buggy - Ss work individually to complete weightless solar system the task planet spaceship Reporting the result and flying saucer galaxy discussing: Ex2: Fill each gap with a suitable - T calls two Ss to write on the word from the box board Key - Other SS give their answers orally accommodate surface Giving the remarks to their doing traces experienced the task: climate NASA - T corrects and gives the remarks Ask Ss to work individually, then compare their answers with a partner Ask some Ss to write their answers on the board II Grammar *Aims:To help SS to revise gammar by complete the exercises *Contents: revise gammar * Output:Almost all the students can complete the exercises * Process: Ex 3,4: Ex3: Underline the correct answers Transfering the learning task: Key - Explain the requirement of the task if had been to SS who had been Doing the task: how ate what - Ss work individually to complete Ex4: Put the words/phrases in the the task correct order to make reported Reporting the result and speech discussing: Key - T calls two Ss to write on the He asked me how I would react if I board saw an alien - Other SS give their answers orally The teacher asked me which planet Giving the remarks to their doing was most suitable for human life the task: My friend asked me when humans - T corrects and gives the remarks had first landed on the moon Ex 5: She asked me what the difference - Ask Ss to them individually between a planet and a star was first They asked if there was water on - Then have Ss check their answers Mars with a partner before having them discuss as a class - Remind Ss to keep record of their original answers so that they can use that information in their self-assessment Ex5: Change the following questions into reported questions The teacher asked her students what the essential conditions for human life were Samuel asked the scientist if humans had been able to communicate with people on other planets Nick asked the journalist if the Roswell UFO incident had taken place in the u.s in June 1947 4.Vanessa asked her uncle who the witness in the Roswell UFO incident had been The son asked his father when humans would be able to travel from one planet to another more easily Diane asked her mother why people couldn't move to Mars immediately III Communication *Aims:To help SS practice their speaking skill *Contents: practice speaking skill * Output:Almost all the students can complete the task * Process: Transfering the learning task: Ex6 Choose the right sentences (A-E) - Explain the requirement of the task to put into the dialogue to SS Key: Doing the task: B D - Ss work individually to complete A4 C the task E Reporting the result and Finished! Now I can discussing: - talk about life on other planets - T calls two Ss to write on the - report questions board - pronounce the words ending in –ful - Other SS give their answers orally and –less correctly inn isolation and in Giving the remarks to their doing sentences the task: - describe an imaginary inhabitants of - T corrects and gives the remarks another planet C Activity 3: Application: Project *Aims:To help SS talk about the existence of UFOs *Contents: the existence of UFOs * Output:Almost all the students can complete the task * Process: 1.Transfering the learning task: Write the phrases in the box under T asks Ss to Write the phrases in the box under the pictures, and then answer the questions Then T asks Ss to work in groups to choose a space vehicle or machine they like from the pictures or elsewhere Doing the task: Ss work in groups to choose a space vehicle or machine they like from the pictures or elsewhere Search for information about the vehicle or machine T moves around the class and gives assistance where needed Reporting the task result and discuss: Invite some Ss to present their information The whole class to listen carefully and give feedback Giving the remarks to their doing the task: T and other Ss give comments 2, 3, & : the pictures, and then answer the questions Suggested answers: A space buggy B space shuttle C Vostok spacecraft Work in groups Choose a space vehicle or machine you like from the pictures or elsewhere - A space buggy may be used by astronauts to travel on the surface of the Moon and carry out research - The space shuttles were used by NASA to bring astronauts on missions in space.They were also used to help assemble the International Space Station There were five space shuttles built in total - Vostok 1, a spacecraft which was launched on 12 April 1961, taking Yuri Gagarin, a cosmonaut, from the Soviet Union into space * cosmonaut is austronaut.The word is used by the former Soviet Union Search for information about the vehicle or machine Present the information to the class Vote for the best presentation Homework: - Redo all the exercises above and exercises in the workbook - Prepare: REVIEW - P.68- Textbook Preparing day: 08/ 03/ 2021 Period 103: REVIEW LESSON 1: LANGUAGE SUBJECT: ENGLISH (Total: lesson) I OBJECTIVES: Knowledge: - SS will be able to revise all vocabulary and grammar that appear in unit 10, 11 & 12 by completing the exercises in part 1: LANGUAGE + Speaking : Pronounce the sounds they’ve learnt, use everyday English fluently + Writing: Use future tenses, may/might, reported speech to exercises Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills Quality: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility II TEACHING AIDS: - Students: Materials: book, board - Teacher: Equipment : laptop, projector III TEACHING PROCEDURES: Class organization: Day Date Period Class Attendance Absence * Checking: - st ex on the board New lesson : A Activity 1: Determining the learning task * Play game: Networks: *Aims: To help ss to remember the grammar they learnt *Content: SS remember the grammar they learnt * Output: Ss can review the grammar they learnt * Process: 1.Transfering the learning task: - Explain the requirement of the task to SS Doing the task: - Ss work to complete the task Reporting the task result and discuss: - SS give their answers orally Giving the remarks to their doing the task: - T corrects and gives the remarks B Activity 2: Practice T AND SS’ ACTIVITIES MAIN CONTENTS I Language *Aims:Ss review all the pronunciation, vocabulary, main grammar, vocaburary and everyday English they’ve learnt from Unit 10-12 *Contents: pronunciation, vocabulary, main grammar, vocaburary and everyday English from Unit 1012 * Output:Ss can remember and understand the use of these structures * Process: Ex1 Transfering the learning task: - Review the rules of stress in words starting or ending in un-, im-, -ful, -less, -ity, and -ive with Ss as a class Have 5s then mark the stress independently Play the recording Doing the task: - Ss work individually to complete the task Reporting the result and Pronunciation: Ex1 Mark the stress for the following words, then listen and repeat Key: colourless a’bility uni’dentified im’mobile inte’ractive ‘wireless capa’bility po’ssessive ‘meaningful suc’cessful im’possible in’formative Ex2 Complete the words in these sentences All the words are taken from the list in Then listen and discussing: - T calls two Ss to write on the board - Other SS give their answers orally Giving the remarks to their doing the task: - T corrects and gives the remarks Ex2 - Explain the requirement of the task to SS - Ss work individually to complete the task - T calls two Ss to write on the board - Other SS give their answers orally - T corrects and gives the remarks Ex 3,4 Ss work individually to complete the words in the sentences Then T plays the recording for Ss to check Ex5 Transfering the learning task: - Explain the requirement of the task to SS Doing the task: - Ss work individually to complete the task Reporting the result and discussing: check Key: colorless unidentified interactive capability meaningful impossible 2.Vocabulary Ex3 Match each verb in column A with a phrase in column B Key: meet face-to-face make inventions exchange information fly into space move round the sun benefit from science and technology Ex4: Write the correct form of the words in brackets to complete the passage Key: scientist chemistry inventor ambitious unhappy invention Grammar Ex5 Use the correct form of the verbs in brackets Key: will be? to buy to read look Giving the remarks to their doing will be will appear the task: to read will appear - T corrects and gives the remarks Ex6: Rewrite the following sentences in reported Ex6: speech Ss the task individually Have two Ss write the Key: sentences on the board while other Ss the Lena said (that) she enjoyed chatting on the phone exercise at their desks 5s comment on the with her friends sentences on the board Confirm the correct ones The teacher said (that) a communication breakdown might happen due to cultural differences Duong asked (me/ us) what the inhabitants of Jupiter might look like Chau asked (me/ us) if/ whether we would still have traffic jams in 30 years' time Phuc told me (that) he had read a book about life on other planets C Activity 3: Application: Everyday English - T calls two Ss to write on the board - Other SS give their answers orally *Aims: To help SS to practice using real situation *Content:practice using real situation * Output: Practice using real situation * Process: Ex7 1.Transfering the learning task: - Ss the task individually Then they can check their answers in pairs and practise saying the exchanges as naturally as possible Select different pairs to say the exchanges to the rest of the class Doing the task: Work in pairs Reporting the task result and discuss: Everyday English Ex7 Match the questions in the first column with their answers in the second column Key: l D F E G 5.A C H B Calls on some sts to on the board Giving the remarks to their doing the task: - Correct and give marks - Feedback Homework: - Prepare REVIEW (2) – P.68 – Text book - Do the test yourself P 51-54 in workbook Preparing day: 09/ 03/ 2021 Period 104: REVIEW LESSON 2: SKILLS SUBJECT: ENGLISH (Total: lesson) I OBJECTIVES: Knowledge: - Revise the languages Ss have learnt and the skills they have practised since Unit 10 to unit 12 - Do some exercises about four skills Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills Quality: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility II TEACHING AIDS: - Students: Materials: book, board - Teacher: Equipment : laptop, projector III TEACHING PROCEDURES: Class organization: Day Date Period Class Attendance Absence * Checking: - st ex on the board New lesson : A Activity 1: Determining the learning task * Play game: HANGMAN: *Aims: - To help ss to remember the vocabulary they learnt *Content: SS remember the vocabulary they learnt * Output: Ss can review the vocabulary they learnt 1.Transfering the learning task: - Explain the requirement of the task to SS Doing the task: - Ss work to complete the task Reporting the task result and discuss: - SS give their answers orally Giving the remarks to their doing the task: - T corrects and gives the remarks B Activity 2: Practice T AND SS’ ACTIVITIES MAIN CONTENTS I Reading *Aims:Ss can review all the skills they’ve learnt from Unit 10- 12 *Contents: the four skills * Output:Ss can understand and all these exercises * Process: Ex 1: Transfering the learning task: Have Ss read the passage one or two times Clarify anything they not understand fully T may have some Ss read aloud sentence by sentence Correct their pronunciation Doing the task: - Ss work individually to complete the task Reporting discussing: the result and - T calls two Ss to write on the board - Other SS give their answers orally Ex 1: Read the following passage and mark the sentences as True(T) or false (F) Key: T F F F T T Giving the remarks to their doing the task: - T corrects and gives the remarks II Speaking *Aims: To help SS develop their speaking skill by doing exercise *Content: complete the task well *Output:Complete the task well * Process: Ex2: Transfering the learning task: Ss work individually first Have them read all the five questions and think of the question that interests them the most Then Ss can spend a few minutes thinking about what they would like to say about the lesson Then they form groups of about four Ss Doing the task: - Ss work in group to Ex2: Choose one of the questions that interests you the most Reporting the task result and discuss: - Get sts to report to the class after the interview Giving the remarks to their doing the task: - T corrects and gives the remarks - Give feedback III Listening *Aims: To help SS develop their listening skill by doing *Content: complete the task well *Output:Complete the task well * Process: exercise Transfering the learning task: - Explain the requirement of the task to SS Doing the task: - Ss work individually to complete the task Reporting discussing: the result Ex3: Listen to the conversation and choose the correct answer to each question and Key: 1.C 3.A - T calls two Ss to write on the board - Other SS give their answers orally 2.B 4.A 5.C Giving the remarks to their doing the task: - T corrects and gives the remarks IV Writing *Aims: To help SS develop their writing skill by writing an online message to a friend to tell about the problem you have had recently with the Ipad *Content: complete the task well *Output:Complete the task well * Process: Transfering the learning task: - T has Ss brainstorm ideas about the use of modern equipment in our lives: advantages, disadvantages, etc Then explain the writing task Ss need to write a short - not more than 100 words online message to a friend Elicit from 5s the words and phrases they may need for their writing Remind them of the reasons for communication breakdown and the rules of netiquette they learned in Unit 10 Doing the task: - Ss work in pairs to write Reporting the task result and discuss: - Invite some Ss to present their writings The whole class to listen carefully and give feedback Giving the remarks to their doing the task: - T and other Ss give comments Homework: - Do exercises in workbooks - Prepare : The Final- term test 4.Writing Ex4: Write an online message to a friend and tell him/her about the problems you have had recently with your Ipad You can refer to the following: - time-consuming - flat battery - weak signal - no connection ... this stage constant (adj): không ngớt, liên tục - Ss work in pairs to compare their decibel (n): đềxiben (đơn vị đo cường answers and see if they have any độ âm thanh) different answers a vacuum... first - endless (a): không ngừng, then the whole class liên tục Reporting the task result and discuss: - to explore: khám phá - Call 3- Ss to read the words again - piping (n): tiếng sáo Giving the... different answers a vacuum cleaner (n): máy hút bụi - Ask some pairs to report on their buzzing (n): tiếng vo vo/vù vù differences Ex3 Transferring the learning task - T plays the recording for Ss